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:

Workforce Knowledge and Competencies

1. Child Growth and Development (CGD)
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

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

All Staff Annual Training

3. Child Guidance
6. Professional Development
7. Program Administration

Early Learning Staff Professional Development Areas

All Staff Annual Training
Director Annual Training

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

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

Core Knowledge and Competencies for Early Childhood Professionals

1. Management
2. Child and youth development

West Virginia Afterschool Program Quality Standards

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

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
4. Relationships
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

d. Developmentally appropriate practices
e. Professional and leadership 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

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

Child Care Training Regulations

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

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

Early Childhood - Continuing Education

2. Child Guidance
6. Learning Activities

Afterschool Program Quality Institute

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

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

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

2. Health, safety, and nutrition
5. Teaching and learning

Standards for Quality Afterschool Programs

2. Knowledgeable and Qualified Program Staff
3. Positive Communication and Interaction
4. Intentional Programming
6. Purposeful Family & Community Engagement

National Afterschool Association Competencies

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

Core Knowledge Areas, DC Division of Early Learning Training Categories

2. Observing, Documenting and Assessing to Support Young Children and Families
4. Curriculum
6. Learning Environments
9. Program Management, Operation and Evaluation

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

Early Care & Education Professional Development Content Areas

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

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

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

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

ECE Competencies

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

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

Childcare Program: Continuing Education

6. Indoor and outdoor learning environments

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