Using Youth Data to Create Positive Change

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

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

Quality Afterschool Guidelines

• 2. Supporting Children and Youth
• 4. Safe Environments
• 5. Commitment to Quality
• 6. Quality Staff

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

• a. Youth Development & Social Emotional Learning
• c. Program Management & Professional Development
• d. Program Structure, Curriculum & Activities

Early Childhood Education Professional Learning Standards

• A. Child Growth and Development
• C. Program administration, planning, development, or management

Quality Standards for Out-of-School Time Programs

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

Division of Early Care and Education: Staff Development

• r. Business operations
• s. Any other topic that promotes child development or protects children’s health or safety

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