Foundations of Data-Driven Youth Development

Understand the importance of data and how to leverage it to support and enhance youth development practices.

Full Course Description

Unlock the power of data with our Introduction to Data-Driven Youth Development Online Course. This 45-minute course is designed for youth professionals looking to enhance their practice using data. Learn to apply both quantitative and qualitative data to improve programming, establish a data cycle for continuous improvement, and manage data effectively. Enroll today to harness data for more impactful youth programs.

This course will take approximately 45 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
4. Program Structure and Activities

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

16. Guidance and discipline
18. Leadership development/program management and child care personnel supervision
23. Other course areas relating to child care or child care management

National Afterschool Association Competencies

1. Child and Youth Growth and Development
2. Learning Environment and Curriculum
3. Child/Youth Observation and Assessment
9. Program Planning and Development
10. Professional Development and Leadership

Early Care and Education Knowledge Base

1. Child Development
3. Observation, documentation and assessment

Guiding Principles for Quality OST Programs

1. Safe & Supportive Environment
2. Active & Engaged Learning
3. Skill Building
9. Quality Staff
12. Continuous Quality Improvement
13. Program Management

Childcare Program: Continuing Education

1. Child development
8. Leadership, child care administration, or mentoring

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

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

1. Child development and learning
4. Program management
5. Teaching and learning
6. Observation, documentation, and assessment
8. Child care center administrative rules

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
8. Ongoing Assessment and Improvement

All Staff Annual Training

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

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

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

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

1. Environment & Climate
2. Administration & Organization
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

Building Blocks for Out-of-School Time Quality

1. Intentional Program Design
6. Organizational and Leadership Management

Early Learning eGuidelines Competencies

1. Introduction to Inclusive Child Care

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

4. Assessment, evaluation, and individualization
6. Professionalism
8. Application through clinical experiences

Early Childhood Professional Learning Categories

1. Learning Communities
2. Leadership
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

Afterschool & Youth Development Standards

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

Early Care and Education Professional Competency Goals for Staff

4. Business related topics, including parental communication, recordkeeping, etc.

Early Care and Education Professional Competency Goals for Directors

b. Business management
e. Professional and leadership development

Child Growth and Development

1. Programming and Curriculum
2. Children with special needs
4. Brain development
4. Program Environment
5. Benefits of outdoor play and gross motor activities
7. Challenging behaviors
8. Cognitive development

Child Growth and Development

1. Programming and Curriculum
2. Children with special needs
4. Brain development
4. Program Environment
5. Benefits of outdoor play and gross motor activities
7. Challenging behaviors
8. Cognitive development

Career Development

6. Strategic leadership and planning
10. Publicly funded child care

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

Career Development
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 Participants

8. Improved Academics Achievement

Child Care Facilities: Staff Development Topics

e. Strategies to manage an effective program operation
g. Observing and recording children's behavior

North Carolina Center for Afterschool Programs (NCCAP)

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 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
3a. Program Administration for Staff
3d. Evaluation and Data

Quality Afterschool Guidelines

4. Safe Environments
5. Commitment to Quality
6. Quality Staff

Quality Standards for Expanded Learning

2. Active and Engaged Learning
3. Skill Building
10. Continuous Quality Improvement
11. Program Management

ECE Competencies

6. Observation, Screening, Assessment and Documentation
12. Administration and Supervision

Workforce Knowledge and Competencies

2. Alignment with CDELS
2. Learning Environment and Curriculum (LEC)
5. Child Observation and Assessment (COA)
8. Collaborative Program Management – (CPM)

Standards for Quality Afterschool Programs

2. Ongoing Training and Staff Development
3. Program Monitoring and Evaluation

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

16. Basic child development

OST Quality Guidelines

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

Competencies for Early Childhood Educators and Administrators

2. Child observation and assessment
6. Professional development and leadership
7. Program planning and development
8. Teaching practices

Afterschool Network

2. Child and adolescent development
4. Observation and assessment
6. Learning environment
7. Program planning and evaluation

Child Care Training & Education

Standard 2: Program Evaluation
Standard 3: Staff Qualifications and Professional Development
Standard 4: Administration and Business Practices
Standard 6: Child and Youth Assessment

Early Childhood - Continuing Education

2. Child Guidance
11. Management/Administrative Education

Afterschool Program Quality Institute

3. Programming
4. Youth Participation and Engagement

B-3 Continuum

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

Statewide Afterschool Quality Standards

3. Administration
4. Professional Development and Qualifications
6. Youth Development, Programming, and Activities

Child Care Core of Knowledge

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

2. Developmental curriculum planning/ environment and curriculum
3. Observation and assessment
8. Management and administration

Department of Early Education & Care Standards

2. Planning Programs and Environments for Young Children
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

Afterschool Quality Standards

2. Staff and Youth Relationships
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

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

Early Care & Education Professional Development Content Areas

3. Child Observation, Documentation, and Assessment
5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum

Program Content

3. Curriculum and Activities

Afterschool Program Standards

Program Content

After School Network

3. Environment
6. Staffing/Professional Development
7. Administration/Organization
8. Sustainability and Evaluation

Department of Early Learning and Care: Training

3. Human Growth and Development
5. Learning Environments and Curriculum
6. Observation and Assessment
7. Personal, Professional & Leadership Development
8. Program Management
10. Understanding and Guiding Behavior

Core Competencies for Early Childhood Professionals

3. Learning Environments
5. Cognitive Learning
12. Program Management
13. Professionalism

Core Knowledge and Competencies

3. Observation and Assessment
6. Leadership and Professionalism
7. Organizational Development and Administration

Afterschool Standards

3. Programming and Activities

Afterschool Alliance's Quality Standards

3. Positive ways to support children’s social and emotional development
5. Strategies to manage an effective program operation
7. Observing and recording children’s behavior

Child Care Centers Professional Growth and Development Training Requirements

3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
5. Strategies to manage an effective program operation (includes business practices)
7. Observing and recording children’s behavior

After School Program Quality Standards and Indicators

3. Programming and Activities
4. Staffing and Professional Development

Early Learning and Development Standards

5. Cognitive Development

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
In-Service 1. Recognizing and preventing shaken baby syndrome and abusive head trauma
In-Service 2. Understanding and using safe sleep practices and preventing sudden infant death syndrome (SIDS)

Quality Standards for OST Programs