School-Age & Youth Development
Final Report May 2016
School-Age & Youth Development Credential Pilot Final Report
Table of Contents
History of the School-Age & Youth Development Credential...... 1 Gateways Credential Pilot Guidelines...... 6 Pilot Implementation...... 6 Direct Route ...... 6 Entitled Route ...... 7 Diversity of School-Age & Youth Development Credential Applicants ...... 8 School-Age & Youth Development Credential Pilot Surveys...... 9 Direct Route ...... 9 Entitled Route—Student Responses...... 12 Entitled Route—Faculty Responses...... 13 Overall Credential Process...... 15 Conclusion...... 15 Appendices...... 17–157
School-Age & Youth Development Credential Pilot Final Report • i ii • School-Age & Youth Development Credential Pilot Final Report History of the School-Age & Youth Development Credential
In 2006 key stakeholders were invited to further conversations about statewide efforts to develop a Credential for the school-age and youth development workforce in Illinois . This Illinois School-Age and Youth Symposium was held in Bloomington, Illinois on October 4, 2006 (Appendix A) . Convened by INCCRRA at the request of the Illinois Department of Human Services (IDHS), representatives from IDHS Bureau of Youth Intervention Services, along with Teen Responsibility, Education, Achievement, Caring and Hope (Teen REACH) facilitated the discussion . General consensus was gained to develop and integrate a Credential for the School-Age and Youth workforce within the Gateways to Opportunity®, Illinois Professional Development System . The existing Illinois School Age and Youth (I-SAY) Leadership Team would provide guidance .
The I-SAY Leadership Team formed the I-SAY Credential Subcommittee, to focus exclusively on I-SAY Credential development . From 2006 to 2007 this Credential Subcommittee identified core knowledge critical for the School- Age and Youth workforce . This ‘Core Knowledge’ was intentionally aligned with the Gateways Seven Core Content Areas, and designed to be reflective of age ranges for school-age and youth . Two areas of core knowledge needed by this workforce, but not met within the Gateways Seven Content Areas were also identified: • Advocacy and Policy • Program and Agency Governance and Function (Appendix B) .
The I-SAY Leadership team facilitated a broad range of discussions to clarify the specific age range this workforce serves . In March of 2007, the I-SAY Leadership Committee recommended to the School-Age & Youth Credential Committee that the Credential should be designed for a workforce serving children in the age range of 5 to 18 . However, in fall of 2007, key members of both the I-SAY Credential Committee and I-Say Leadership Team (Kathy Kloppenburg, Jennifer Becker Mouhcine, Renee DeBerry and Michael Heathfield) brought forward a recommendation to the Professional Development Advisory Council (PDAC) Qualifications and Credentials (QC) Committee that the Credential be for a workforce serving the age range of 5 to 21 . Questions raised included how this broad age range would fit both into the Gateways Professional Development system as well as be integrated with representation in PDAC . After much discussion, the recommendation was tabled in order to investigate workforce (employer) needs, gain input and direction from state agencies in regard to the proposed expanded age ranges, and to review relevant workforce data .
As follow-up, state landscape data was shared by Joellyn Whitehead, INCCRRA, in June of 2007, showing that 588 sites had closed that were providing school-age care between July 1, 2006 and May 15, 2007 . The number of children these closed providers served totaled 22,726 . Programs throughout the state that served school-age and youth were closing at an unprecedented rate . This data highlighted the challenging landscape for those serving school-age and youth .
School-Age & Youth Development Credential Pilot Final Report • 1 Multiple meetings were convened throughout the fall of 2007 in partnership with IDHS to discuss the integration of a Credential designed for a workforce serving such a broad age range of 5 - 21 . Concerns focused primarily within three areas: 1 . Can a Credential be effectively designed with integrity for a workforce that supports such a broad age range? 2 . Is the Gateways System able to expand from its initial design for early care and education and school-age (birth through age 12) to support through age 21? 3 . How would the PDAC structure in its capacity of informing the design of Gateways to Opportunity, Illinois Professional Development system, ensure competence for such a broad age range? General consensus was reached with the guidance of IDHS on September 14th, 2007, that the age range of 5 to 18 could potentially be incorporated into the existing Gateways System but that the age range of 5 to 21 was too broad .
In early 2008 key I-SAY Leadership team members presented workforce data and research and proposed the design of two Credentials, one for school-age and one for the youth development workforce that would encompass age 5 to 21 . The exact age ranges for each Credential were undefined, as was the amount of age overlap . The I-SAY Leadership Team, at the request of the IDHS, created a parallel structure to PDAC, including Core Knowledge, Quality Assurance, and Access & Outreach Committees . These Committees would report directly to the I-SAY Leadership Team, who then communicated with and advanced recommendations to the PDAC Steering Committee for review/approval before moving to the full PDAC .
Ellen Gannett, consultant from National Institute on Out-of-School Time (NIOST), facilitated a two day I-SAY Leadership Strategic Planning effort in summer of 2008 . A timeline for Credential development was drafted (Appendix C), as well as ideas on how to strengthen communication throughout the state Committee structure . As part of the discussion it was decided that I-SAY would develop one Credential for the School-Age and Youth professionals . The School-Age and Youth Core Knowledge Committee began working with Laurie Frank from Goal Consulting to draft the Core Knowledge sections for proposed Credential . The Illinois Department of Human Services (IDHS) agreed to provide funding for FY09 to further this proposal .
For FY09, four funding sources were secured to further the development of the SAY Credential along specific timelines: • Teen REACH (supports ages 13–21) • Funding was eliminated due to budget restraints announced fall 2008 • Department of Children and Youth Services (CYS) (supports ages 13–21) • CYS agreed to, but did not provide, actual funding • Illinois Department of Human Services (IDHS) (supports up to age 13) • McCormick Foundation (supporting ages 5–8)
In the fall of 2008 the I-SAY Core Knowledge Committee made three recommendations to PDAC to revise the Gateways Content Areas to better align with School-age and Youth: • Gateways Health and Safety Content Area be revised and renamed Health, Safety and Well-Being and to strengthen social/emotional content • Gateways Curriculum and Program Design be renamed Curriculum or Program Design in order to make it more global • Gateways Interactions and Environments become “Interactions, Relationships, and Environments” to include the importance of relationship .
2 • School-Age & Youth Development Credential Pilot Final Report Ultimately, these changes were all approved by PDAC Steering Committee . They were implemented across all Gateways Credentials in May 2011 .
In the winter of 2009 the I-SAY Leadership Team decided that the Credential name would be modified to “School- Age & Youth Development (SAYD) Credential” to be more reflective of youth supports and best practices . The Committee would continue to be recognized as I-SAY .
Additionally, the I-SAY Credential Committee recommended the development of a training level Credential for school-age and youth . The goal would be to provide a readily accessible basic training series to engage this broad workforce . IDHS Bureau of Youth Intervention Services and Teen REACH provided funding in partnership with IDHS, Bureau of Child Care and Development to support development through INCCRRA . Laurie Frank was hired as a consultant to develop the training curriculum . The I-SAY Committee decided these trainings should be used as a guide in the SAYD Credential Level 1 development: 1 . Making the Most of Out of School Time (MOST) - an Illinois statewide competency based training . 2 . Advancing Youth Development Training (AYD) - a national training .
In spring of 2009, IDHS recommended full integration of the I-SAY Committees within the corresponding PDAC Committees (e .g . I-SAY Access and Outreach would integrate with the PDAC Access and Outreach Committee etc) . This would maximize resources and increase efficiencies as funding continued to pose the largest challenge to the development of the SAYD Credential .
In summer of 2009, a SAYD Symposium was held with higher-education faculty, School-Age & Youth Development experts, and key agencies . The SAYD Competencies were presented by Laurie Frank (GOAL Consulting) and feedback was gained from the entire group . Information and updates were also shared regarding the proposed SAYD Credential Level 1 . The group recommended that the design be similar to the successful Gateways ECE Credential Level 1 . The SAYD Credential Level 1 would similarly include 45 clock hours of training: 15 modules x 3 hours each . Proposed modules: • SA&YD Human Development: younger ages: 5–11 years • SA&YD Human Development: middle ages: 10–16 years • SA&YD Human Development: older ages: 15–21 years • SA&YD Programming • SA&YD Relationships • SA&YD Family & Community The modules above were newly designed/created while the remaining nine modules used the ECE Credential Level 1 training modules as templates .
In July of 2009 the Gateways to Opportunity Training Registry “soft launched” and was inclusive of School-Age & Youth Development practitioners . Funding to secure continued SAYD Credential development for FY10 was challenging . IDHS noted that the Bureau of Child Care and Development had concerns about the large 5–21 age range as related to obtaining funding and noted that Illinois was the only state including ages up to 21 .
The Illinois Department of Human Services (IDHS) Bureau of Child Care and Development placed language in Administrative Rule granting IDHS the authority to award Gateways Credentials to practitioners who serve children, youth, and families in legislative process . The language was intentionally drafted by IDHS to include school-age and youth, thereby providing the critical opportunity to develop and implement a School-Age and a Youth Development (SAYD) Credential within Gateways to Opportunity, Illinois Professional Development System (Appendix D) . Gateways Credentials were signed into law January of 2010—retroactive to July 1, 2009 (Appendix E) .
School-Age & Youth Development Credential Pilot Final Report • 3 The SAYD Credential development advanced with the launch of the SAYD Credential Level 1 pilot in FY10 . The “train the trainer” was held in November of 2010 . The SAYD Level 1 pilot initiated in January and was completed in May of 2011 . Revisions based on the pilot were incorporated prior to statewide implementation in July of 2011 . The SAYD Credential Level 1 was implemented through the Illinois Trainers Network (ITN) administered at INCCRRA .
The ACT Now bill Public Act 096-1302 (SB 3543) was introduced and passed (Appendix F) . This unfunded mandate stipulated establishment of a youth council whose purpose was to review all youth development and afterschool programming and practices within the state . This effort, supported by Michelle Saddler, Secretary of the Illinois Department of Human Services and Mary Ellen Caron, Commissioner of the Chicago Department of Family and Support Services, was supported by efforts of the Illinois Afterschool Partnership and the Illinois Afterschool Alliance .
Discussions to define the age range for “school-age” and “youth” continued . Information was gathered through surveys and direct outreach from:
• 21st Century Learning Communities • Illinois Steps Ahead-Gear Up • ACT Now • National Afterschool Association • After School Matters • National Institute on Out of School Time • Alternative Homes for Youth • Park and Recreation Districts • Boy/Girl Scouts • Professional Development Advisory Council • Child Care Resource and Referral Agencies (CCR&R) School-Age & Youth Development Committee • College Bridge Programs • Public Broadcasting Company • Erikson-stages of development • Ready By 21 • Illinois Afterschool Partnership • Teen REACH • Illinois Alliance of Boys & Girls Clubs • The Illinois Afterschool Network (IAN) • Illinois Board of Higher Education/ • Trio P-20 Council • Youth Employment • Illinois Center for Violence Prevention • United Nations General Assembly
In 2012, the decision to create two Credentials was finalized . The School-Age Credential would be designed for a workforce serving children from 5 through 12 and the Youth Development Credential would be for the workforce serving youth from age 10 to 18 years . The Content Areas and benchmarks/competencies that were previously developed by the I-SAY Committee and Laurie Frank (GOAL Consulting) were re-examined and revised to support these age ranges .
Stacey Horn at University of Illinois at Chicago agreed to integrate and “pre—pilot” the proposed SAYD Credential benchmarks/competencies in coursework with students currently enrolled in her program . This would allow direct feedback regarding the applicability of the competencies and benchmarks, which could be incorporated, if necessary, into revisions (Appendix G) . The Professional Development Advisor (PDA) program was expanded to include advisors with school-age expertise .
4 • School-Age & Youth Development Credential Pilot Final Report Ultimately, benchmarks/competencies were created for both the School-Age (SA) Credential and Youth Development (YD) Credential at Levels 2-4 and Level 5 . These leveled benchmarks/competencies followed the format of the Gateways ECE Credential . The SA and YD Level 2-4 benchmarks/competencies would guide faculty at two year colleges and the SA and YD Level 5 benchmarks/competencies would guide faculty at four-year higher education institutions in the development of coursework that aligned with the knowledge, skills, and dispositions required by these workforces . Credential benchmarks/competencies were cross-walked with field standards from the National Afterschool Association (NAA), the Council on Accreditation (NOA), and the Illinois Professional Teaching Standards (IPTS) .
The SA and YD Credential Frameworks were developed using the ECE Credential as a model . Gateways Credential Frameworks specify the education requirements, Content Area specific education, work and practical experience, and professional contributions required for Credential attainment (Appendix H) . The SA Credential and YD Credential Frameworks were approved for purposes of a pilot by the Qualifications and Credentials (QC) Committee on June 19, 2012 followed by PDAC Steering on July 19, 2012 . Funding to implement a pilot continued to be a challenge during this time .
In April of 2013 a small amount of funding to move the SA and YD Credential pilots forward was secured through VOICES . This unanticipated funding was utilized to market the SA and YD Credentials to higher education institutions throughout the state . Ultimately five higher education institutions signed agreements in June of 2013 that they would partner in the piloting of the SA and/or YD Credentials if sufficient funding were to be secured prior to July 1, 2014 . Memorandums of Understanding (MOUs) were initially signed with: • Waubonsee Community College • Harold Washington University • Western Illinois University • Rend Lake Community College • University of Illinois – Chicago
In the spring of 2014 notification was received that sufficient funding was secured through Teen REACH in partnership with IDHS to conduct both the School-Age & Youth Development Credential pilots . A timeline was created for the proposed 18-month pilot phase—May 15, 2014 through December 2015 . It was further decided that the Leadership Team of the Illinois ACT Now Coalition would discuss embedding a goal to work toward securement of funds to sustain the needs of the Gateways School-Age (SA) Credential and Youth Development (YD) Credential upon pilot completion .
School-Age & Youth Development Credential Pilot Final Report • 5 Gateways Credential Pilot Guidelines
All Gateways Credential pilots must be conducted using these guidelines: • Pilot must test both ways of achieving a Gateways Credential (Direct Route and Entitled Route as outlined in Administrative Rule—Section 50 .730): • Direct Route: Gateways Credential pilots will include professionals working in the field who submit an application, college transcripts and portfolio which includes verified work experience and professional contributions . • Entitled Route: Gateways Credential pilots will include Higher Education Institutions who design programs/ coursework to meet Credential requirements . Individuals who take these courses can apply to receive a Credential based on completion of this coursework . • Pilot must be conducted “statewide” and ensure a geographically and ethnically diverse workforce sample . • The pilot should “test” all levels of the Credential . • Higher Education Institution “Entitlement” is awarded for three years . • Pilot institutions will have three years to modify program/coursework to meet any changes resulting from the pilot findings . Pilot Implementation Direct Route In spring 2014, marketing messages were developed that were targeted toward current school-age and youth workers to share information about the Gateways School-Age (SA) Credential and Youth Development (YD) Credential pilot .
Education and training is a critical requirement to attain the School-Age (SA) Credential and Youth Development (YD) Credential . Credential applicants are required to submit official transcripts verifying coursework as part of the Credential application process . Course descriptors and syllabi for each course were gathered and shared with the SAYD Committee for in-depth review and analysis . To support the large number of courses that needed to be reviewed, a Subcommittee comprised of Committee members and higher education faculty met regularly to review course descriptions for every course an applicant completed . The Committee used the SA and YD Content Areas and benchmarks/competencies to analyze each course’s content from accredited colleges and universities from Illinois as well as other states . From February 2015 through February 2016, the Committee met monthly, sometimes weekly to review coursework and training descriptions . Nearly 1,100 courses were reviewed and categorized .
During June 2014, marketing for the Gateways School-Age (SA) Credential and Youth Development (YD) Credential pilot began (Appendix I) . Messaging included presentations from Gateways staff, Committee member announcements, flyers, and word of mouth . Over 300 Illinois professionals contacted Gateways staff for information regarding the SAYD pilot . Once professionals applied for a School-Age (SA) Credential and Youth Development (YD) Credential, welcome letters were sent with a packet of necessary documents detailing the Credential requirements for Levels 2-5 of the Gateways School-Age (SA) Credential and Youth Development (YD) Credential (Appendix J) .
Each applicant was asked to submit official transcripts, training certificates and descriptions, professional contributions, and work experience .
6 • School-Age & Youth Development Credential Pilot Final Report Between May 2015 and May 2016 SAYD Credentials awarded via pilot for both direct and entitled routes was: • 71 total School-Age Credentials awarded • 31—Direct Route • 40—Entitled Route • 48 total Youth Development Credentials awarded • 8—Direct Route • 40—Entitled Route Level 4 Level 5
School-Age & Youth Level 2 Development Credentials Awarded Level 3
Entitled Route Between April and June of 2013 partnering with higher education institutions throughout Illinois began (Appendix K) . In order for a higher education institution to participate in the pilot faculty were asked to complete a matrix to align or develop coursework to meet Credential requirements . Several institutions were contacted or had interest in the School-Age and/or Youth Development Credential . The Committee reviewed and selected the following institutions to participate in the School-Age & Youth Development Credential pilots: • Kankakee Community College—Kankakee • School-Age Credential Levels 2 & 4 • Youth Development Levels 2 & 4 • Eastern Illinois University—Charleston • School-Age Credential Level 3 • Youth Development Level 3 • Waubonsee Community College—Sugar Grove • School-Age Credential Levels 2 & 4 • University of Illinois at Chicago—Chicago • Youth Development Level 5 • Millikin University—Decatur • Youth Development Level 5 • Harold Washington College—Chicago • Youth Development Levels 2 through 4
As of February 4, 2016, 70 entitled route students applied for the School-Age Credential and 75 had applied for the Youth Development Credential . A total of 40 School-Age & Youth Development Entitled Route Credentials were awarded . All 40 entitled route awarded Credentials were Level 3 and were earned by students from Eastern Illinois University .
School-Age & Youth Development Credential Pilot Final Report • 7 Diversity of School-Age & Youth Development Credential Applicants
Geographic Diversity: The state of Illinois is comprised of Child Care Resource and Referral (CCR&R) Agencies . Each CCR&R represents a grouping of counties in the state, referred to as a service delivery area (SDA) . Below is a map that clarifies the 16 SDAs and the amount of School-Age and/or Youth Development pilot applicants and Credentials awarded from each SDA .
SDA Applied Awarded 1 5 0 2 6 5 3 4 4 4 17 6 5 21 19 6 143 32 7 3 1 8 11 6 9 15 6 10 16 8 11 15 3 12 7 4 13 21 10 14 12 11 15 5 0 16 2 2 N/A 1 2 Total: 304 119
Not only were applicants geographically diverse, but ethnically diverse as well . Half of the professionals in Illinois who earned a SAYD Credential during the pilot were of ethnic minority .
SAYD African Caucasian/ Multi- Asian Hispanic/ Other Unknown Total Applicants American White Latino Racial Total 98 3 153 29 3 3 13 304 Percent 33% 1% 50% 10% 1% 1% 4% 100%
8 • School-Age & Youth Development Credential Pilot Final Report Applicants for the Gateways School-Age & Youth Development Credential were 89% female . This is comparable to the teaching workforce . Increasing male involvement would be beneficial for children, youth, and families in Illinois . Information SAYD Applicants Female Male Total Unavailable Total 270 23 11 304 Percent 89% 8% 3% 100% School-Age & Youth Development Credential Pilot Surveys
In October 2015, a wide range of survey questions were developed by the School-Age & Youth Development Committee and INCCRRA staff . The survey was designed to validate different aspects of School-Age & Youth Development Credential requirements and to capture information from participants to inform adjustments that might be needed . It was designed to gather input from multiple perspectives: applicants who did (and did not) receive a Credential, and for applicants who applied via direct route as well as entitled . A variation of the survey was developed for the higher education faculty who implemented the pilot at their institutions . The survey was initially sent to School-Age & Youth Development applicants and faculty on December 16, 2015 . Responses were categorized and analyzed as follows .
Direct Route The total number of School-Age & Youth Development Credentials awarded at the time the survey was launched was 30 . The direct route survey elicited a response rate of 83% (25) of those who indicated they had earned a School-Age and/or Youth Development Credential . Have you been awarded a Gateways School-Age and/or Youth Development Credential? Response Percentage Count Yes 48 .1% 25 No 51 .9% 27 Total Responses 52
What level of the School-Age and/or Youth Development Credential did you receive? Response Percentage Count 2 70 .8% 17 3 16 .7% 4 4 4 .2% 1 5 8 .3% 2 Total Responses 24
Over 93% of applicants indicated that participation in the pilot was voluntary . Furthermore, over 54% of applicants indicated professional recognition or increase in pay was a benefit for earning a Credential . This Credential provided increased professional recognition statewide for School-Age & Youth Development (SAYD) professionals in Illinois . Increasing awareness of the SAYD Credential statewide may influence the development of additional coursework and training specific to SAYD professionals .
School-Age & Youth Development Credential Pilot Final Report • 9 Did obtaining the School-Age and/or Youth Development Credential result in any of the following? Mark all that apply . Response Percentage Count A promotion 0 .0% 0 Increase in pay 8 .3% 2 New job title 0 .0% 0 Professional recognition 45 .8% 11 None of the above 45 .8% 11 Total Responses 24
Did you choose to become a Credential pilot participant or was it a requirement? Response Percentage Count I chose to participate in the pilot program 93 .2% 41 It was a requirement to participate 6 .8% 3 Total Responses 44
Survey applicants were then asked a set of questions about the challenges they may have faced while participating in the Credential pilot . Was getting college transcripts, High School diploma, or GED turned in a challenge? Response Percentage Count Yes 9 .1% 4 No 90 .9% 40 Total Responses 44
Was having sufficient training and/or coursework a challenge to meet requirements? Response Percentage Count Yes 18 .2% 8 No 81 .8% 36 Total Responses 44
Was being able to provide documented work experience a challenge? Response Percentage Count Yes 15 .9% 7 No 84 .1% 37 Total Responses 44
Was identifying professional contributions and submitting with corresponding documentation a challenge? Response Percentage Count Yes 11 .4% 5 No 88 .6% 39 Total Responses 44
10 • School-Age & Youth Development Credential Pilot Final Report Do you believe the age ranges for School-Age & Youth Development Credentials are accurate? (School-Age Credential age range is 5 to 12 years and the Youth Development Credential age range is 10-18 years) . Response Percentage Count Yes they are accurate 92 .5% 37 No, they are not accurate 7 .5% 3 Total Responses 40
If joined, do you believe that the age range for a SAYD Credential should be 5-18 years? Response Percentage Count Yes 73 .3% 11 No 26 .7% 4 Total Responses 15
The School-Age & Youth Development Credentials have two unique additional Content Areas built-in to the framework for the Level 4 and Level 5 Credentials that were questioned for their validity to the Credential . How important are these two additional content areas to obtaining a School-Age and/or Youth Development Credential? Somewhat Very Total Not Important Important Important Important Responses Program and Agency 5 (12 .2%) 7 (17 .1%) 20 (48 .8%) 9 (22 .0%) 41 Governance and Function Advocacy and Policy 4 (9 .8%) 9 (22 .0%) 12 (29 .3%) 16 (39 .0%) 41
At the time that the survey was launched there were 242 applicants with pending School-Age and/or Youth Development Credential applications and 26 with ineligible School-Age and/or Youth Development Credential applications making a grand total of 216 pending applications . The direct route survey elicited a response rate of 12 .5% (27) of these applicants responding to the Survey answering “NO” they had not yet been awarded a Credential . Have you been awarded a Gateways School-Age and/or Youth Development Credential? Response Percentage Count Yes 48 .1% 25 No 51 .9% 27 Total Responses 52
If you have not yet been awarded a Credential, what is your estimated time frame for completion? Response Percentage Count 0-6 months 65 .2% 15 6-12 months 8 .7% 2 1-2 years 8 .7% 2 2+ years 17 .4% 4 Total Responses 23
School-Age & Youth Development Credential Pilot Final Report • 11 What has prevented you from earning the School-Age and/or Youth Development Credential? Mark all that apply . Response Percentage Count Education and training requirements 13 .0% 3 Professional contributions 4 .3% 1 School-Age work related work experience 8 .7% 2 I submitted my portfolio for Committee to review 47 .8% 11 Lack of time 30 .4% 7 I don’t know 26 .1% 6 I have withdrawn from the pilot program 0 .0% 0 Total Responses 23
What worked well during the pilot process? Please choose all that apply . Response Percentage Count Application process 82 .9% 34 Communication with INCCRRA staff 65 .9% 27 Other, please specify . . 7 .3% 3 Total Responses 41
Entitled Route—Student Responses Higher Education Institutions who align their coursework to meet Content Areas, benchmarks/competencies and framework requirements are considered to be an Entitled Institution . Students who apply for a Credential based on having completed this coursework apply via entitled route . Six colleges and universities in Illinois agreed to implement the School-Age and/or Youth Development Credential pilots between June 2014 and December 2015 (18 months) . Both two and four year higher education institutions were represented in the pilot: • Kankakee Community College—Kankakee • School-Age Credential Levels 2 & 4 • Youth Development Levels 2 & 4 • Eastern Illinois University—Charleston • School-Age Credential Level 3 • Youth Development Level 3 • Waubonsee Community College—Sugar Grove • School-Age Credential Levels 2 & 4 • University of Illinois at Chicago—Chicago • Youth Development Level 5 • Millikin University—Decatur • Youth Development Level 5 • Harold Washington College—Chicago • Youth Development Levels 2 through 4 Students attending these entitled institutions who earned a Credential, as well as students still in the process of completing coursework to earn a Credential, were invited to complete the survey . A total of 15 School-Age & Youth Development Credentials were awarded through the entitled route at the time the survey . The entitled route survey elicited a response rate of 13% of those indicating they had earned a School-Age Credential . During the SAYD pilot, Level 3 Credentials were the only Level Credential that had been awarded .
12 • School-Age & Youth Development Credential Pilot Final Report Entitled Route—Faculty Responses To participate in the pilot, faculty submitted a Request for Proposal (RFP) which included a matrix, program layout and grid to align coursework to the School-Age & Youth Development Credential requirements . Faculty support was crucial to the success of the pilot . • Eastern Illinois University - Elisabeth Steele • Waubonsee Community College - Carla Ahmann • Kankakee Community College - Jessica Reardanz • Harold Washington College - Deborah Rogers-Jaye • Harold Washington College – Michael Heathfield • Millikin University – Tina Cloney • Millikin University – Tisha Hess • University of Illinois at Chicago – Stacey Horn • University of Illinois at Chicago – Emilia Chico
Faculty participated in webinars, telenets and face-to-face meetings to share progress, raise concerns, and ensure the success of the pilot . Faculty also completed a survey (results below) . With a response from all pilot institution faculties, 62 % responded indicating the Credential components did not need any additional explanation . Additionally, nearly 88% thought the Content Areas and benchmarks/competencies were easy to understand .
In order to follow the required Credential benchmarks/competencies, entitled route institutions may have needed to adjust curriculum . The two additional Content Areas specific to the SAYD Credential were deemed important by 100% of SAYD pilot entitled route faculty . According to faculty, no additional Content Areas were needed for the SAYD Credential . Did your institution have to create or modify any courses in order to meet the Content Area requirements of the School-Age & Youth Development Credential? Response Percentage Count Yes 50 .0% 4 No 50 .0% 4 Total Responses 41
How important are these two additional Content Areas to obtaining a School-Age & Youth Development Credential? Not Somewhat Very Total Important Important Important Important Responses Program and Agency 0 (0 .0%) 4 (50 .0%) 3 (37 .5%) 1 (12 .5%) 8 Governance and Function Advocacy and Policy 0 (0 .0%) 3 (37 .5%) 3 (37 .5%) 2 (25 .0%) 8
A range of marketing tools were used to promote the School-Age & Youth Development Credential during the pilot (Appendix I and J) . These marketing tools included: • Brochures • Flyers • Presentations • Telenets and webinars Faculty was asked to respond to the usefulness of marketing resources provided .
School-Age & Youth Development Credential Pilot Final Report • 13 Were the Gateways entitled route brochures helpful in marketing the School-Age and/or Youth Development Credential? Response Percentage Count Yes 62 .5% 5 No 37 .5% 3 Total Responses 8
Will your institution continue to market and offer the School-Age and/or Youth Development Credential after the pilot ends? Response Percentage Count Yes 87 .5% 7 No 12 .5% 1 Total Responses 8
Do you feel that the following School-Age & Youth Development Professional Contributions are relevant to earning a Credential? Yes No Total Responses Program Improvement 8 (100 .0%) 0 (0 .0%) 8 Service in a Professional Organization 8 (100 .0%) 0 (0 .0%) 8 Presentations/Training 6 (75 .0%) 2 (25 .0%) 8 Advocacy 8 (100 .0%) 0 (0 .0%) 8 Writing and Publication 2 (25 .0%) 6 (75 .0%) 8 Research/Grants writing 3 (37 .5%) 5 (62 .5%) 8
Do you believe that the age ranges for the School-Age & Youth Development Credentials are accurate? (School-Age Credential age range is 5 to 12 years and the Youth Development Credential age range is 10-18 years) Response Percentage Count Yes they are accurate 75 .0% 6 No, they are not accurate and they should be changed 25 .0% 2 Total Responses 8
Should the School-Age & Youth Development Credentials continue to be earned separately? Or should they be joined and earned as one Credential? Response Percentage Count They should continue to be earned separately 62 .5% 5 They should be joined and earned as one Credential 37 .5% 3 Total Responses 8
Although 75% of the workforce indicated agreement with a joined age range of 5 - 18 for one Credential, just 37 .5% of faculty responded that one Credential should be offered joining SA and YD .
14 • School-Age & Youth Development Credential Pilot Final Report Of note: All professionals who earned a School-Age Credential during the pilot also earned a Youth Development Credential. Merging the two Credentials into one would not affect Credential eligibility for any pilot applicants. Additionally, the work experience for each applicant fell within the age range of five through 16. By merging the Credentials into one, an age range of five through 16 would meet the needs of SAYD professionals. Overall Credential Process Conclusion The passion and perseverance of the originating I-SAY Leadership Team and SAYD Committee members was exemplary . The kickoff meeting held in 2006 marked the beginning of the development of a Credential designed for School-Age & Youth Development workforce that culminated a decade later with the pilot’s completion in 2016 . These dedicated professionals, along with state agency and organizational partners (Appendix L) contributed time and resources that culminated in the creation of the Gateways School-Age & Youth Development Credential .
Analysis of the data upon completion of the pilots let to a recommendation to merge the School-Age Credential and the Youth Development Credential into one School-Age & Youth Development (SAYD) Credential (Appendix M) . The primary factors leading to this decision: 1 . The School-Age Credential pilot progressed quickly with an abundance of applicants 2 . The Youth Development Credential had less interest and fewer applicants/was not as quick to progress 3 . Secured funding is not readily available for two Credentials – a specific concern for the youth development age range
The pilot demonstrated that a Credential designed for a workforce serving children and youth with the age range of 5–16 would meet the needs of the workforce - and is more likely to be secured by funding given the state’s fiscal challenges .
Based on the pilot results and fiscal reality, the SAYD Committee recommended approval for an SAYD Credential for the workforce serving children and youth from age 5–16 . The separate SA and YD Credential benchmarks/ competencies were merged back to their original design . Revisions were also made to incorporate changes based on faculty and survey data, and to ensure SAYD Credential requirements for professionals working with children and youth ages 5 through 16 were fully articulated . SA and YD Credential Frameworks were already similar in design and easily merged into one SAYD Credential Framework (Appendix N) . Recommendations advancing these decisions were sent to the Qualifications and Credential (QC) Committee on April 19, 2016, PDAC Steering Committee on May 18, 2016 and advanced to PDAC in June of 2016 .
Gateways Credentials are a symbol of professional achievement that validate practitioners in Illinois have re quisite knowledge and education and are awarded by the Illinois Department of Human Services Bureau of Child Care & Development (IDHS) . The School-Age & Youth Development Credential pilots were a successful validation of the professional achievements of School-Age & Youth Development professionals . Between direct and entitled applicants, 71 School-Age Credentials and 48 Youth Development Credentials were awarded across the entire state of Illinois . During the development of this Credential, there were widespread funding challenges which created program instability . Ultimately, the School-Age & Youth Development Credential highlights the quality, importance, and dedication of School-Age & Youth Development professionals in Illinois .
School-Age & Youth Development Credential Pilot Final Report • 15 16 • School-Age & Youth Development Credential Pilot Final Report Appendices
Appendix A IAN save the date 2006...... 19 Appendix B School-Age & Youth Development Credentials...... 21 Content Areas ...... 21 Appendix C School-Age & Youth Development Credential Pilot Timeline ...... 23 Appendix D Legislative and Administrative Rule...... 24 Appendix E Public Act 096-0864 ...... 29 Appendix F Public Act 096-1302...... 30 Appendix G Levels 2–4 Benchmarks/Competencies ...... 35 Level 5 Benchmarks/Competencies...... 70 Appendix H Gateways School-Age & Youth Development Credential Pilot Frameworks ...... 112 Appendix I School-Age & Youth Development Credential Marketing Handouts...... 114 Appendix J School-Age & Youth Development Credential Portfolio Documents...... 116 Appendix K Entitled Route Marketing Flyer ...... 150 Appendix L School-Age & Youth Development Credential Committee Members ...... 151 Appendix M School-Age & Youth Development Recommendations ...... 152 Appendix N Final School-Age & Youth Development Credential Framework...... 156
School-Age & Youth Development Credential Pilot Final Report • 17 18 • School-Age & Youth Development Credential Pilot Final Report Appendix A IAN save the date 2006 SAVE Illinois AfterSchool Network & Gateways to Opportunity are sponsoring a statewide School-Age/Youth Credential Symposium THE DATE October 4, 2006
Wednesday, OctOber 4, 2006 10am–3pm blOOmingtOn, il
purpOse: To convene school-age stakeholders from around the state of Illinois to discuss and gather information on the possibility of developing a School-Age/Youth Credential.
The credential could become an integral part of Illinois’ early care and education career lattice and the Gateways to Opportunity network. Details on the network can be found at www.ilgateways.com.
Specific details will be mailed out this fall and posted on the Gateways website. Please feel free to replicate and share this flyer as you see appropriate.
I A N Illinois AfterSchool Network
School-Age & Youth Development Credential Pilot Final Report • 19 Statewide School age / Youth cRedeNtial SYmpoSium 2006
<6IYkUmghccddcfhib]hm I A N Illinois AfterSchool Network 5IF*MMJOPJT&BSMZ$BSF&EVDBUJPO1SPGFTTJPOBM%FWFMPQNFOU/FUXPSL I A N Illinois AfterSchool Network
20 • School-Age & Youth Development Credential Pilot Final Report Appendix B School-Age & Youth Development Credentials Content Areas
A: Human Growth and Development—School-Age & Youth Development professionals use current and emerging factual, theoretical, procedural and cultural knowledge of developmental influences as essential for all aspects of their work with children . Professionals have a curiosity and understanding about how individuals develop and learn, and understand the mutual influences among the many different domains of development and change . This knowledge and skill is always underpinned by the seven core values of school-age practice . The capabilities of the school-age practitioner demonstrate how well the worker balances these core values with the core knowledge and skills of individual child development and the important contexts within which children grow and learn . Professionals view child development knowledge, and the associated values, as the core of their professional practice . Professionals use their values, understanding and skills for planning and implementing learning interactions and programs .
B: Health, Safety, and Well-Being—Professionals understand that physical health, mental health, and safety are the foundations for development and learning in children . They acknowledge the value of creating a healthful environment to foster the physical, cognitive, language and social-emotional development of children . They collaborate with families and health professionals to provide safe, healthful environments and to adjust health, nutrition, and safety routines to individual needs and abilities . They take responsibility for providing multiple opportunities for children to learn habits that will ensure their health and safety .
C: Observation and Assessment—Professionals value the roles of informal and formal observation and assessment to gain understanding about an individual’s development and learning . They understand the purposes, benefits and uses of observation and assessment information . They view observation and assessment as ways to understand children as well as means for program evaluation and accountability . They take responsibility for using a variety of age, developmentally, linguistically, and culturally appropriate formal and informal assessments to gather and share information on an individual’s skills, abilities, interests and needs, to monitor an individual’s progress, and to continually evaluate and reflect on and modify their own roles and practices .
D: Curriculum or Program Design—Professionals have broad knowledge of appropriate curriculum and goals for children . They understand the central concepts, tools of inquiry, and structures of the content disciplines, as well as the interrelationships between and among content disciplines and developmental domains . They recognize and value the interdependence between relationships with others and an individual’s construction of knowledge . They view curriculum development as a collaborative, dynamic, and ever-changing professional endeavor . They take responsibility for planning and providing an emerging, bias-sensitive, integrated curriculum to build on an individual’s current abilities and interests to expand competence in all content areas and developmental domains .
School-Age & Youth Development Credential Pilot Final Report • 21 E: Interactions, Relationships, and Environments—Professionals use their understanding of developmentally appropriate interactions and environments to provide integrated and supportive learning opportunities children . They use interpersonal interactions that guide each individual toward desired developmental and learning outcomes . They recognize the important teaching roles of the physical and social environments, and provide and support environments that are nurturing, pleasing, and intellectually stimulating . Environments and interactions reflect values about children and families, and are sensitive to bias and to individual differences . Environments and interactions are responsive to each individual’s abilities, interests, and needs, and reflect appreciation of family and community contexts and resources .
F: Family and Community Relationships—Professionals understand and value the critical role of positive, collaborative partnerships with families, colleagues, and community service agencies . They respect multiple perspectives and demonstrate integrity in conveying their own personal and professional perspectives and values . They use their knowledge of family and social systems to create reciprocal, productive interpersonal relationships that recognize and enhance the contributions of family, program, and community participants to the development, learning, and wellbeing of children, and their families .
G: Personal and Professional Development—Professionals identify and conduct themselves as members of a significant, expanding, changing profession . Their professional attitudes evolve with experience, professional development, and advances in the profession . They honor diversity in cultures, beliefs, and practices . They know and value the history and contributions of their profession and its related fields . They are committed to ongoing professional development, and continually reflect on and take responsibility for their own values, choices and actions . They advocate for children, and their families, and exemplify the ethical standards of their discipline in their profession in their personal and professional interactions and activities .
H: Program and Agency Governance and Function—School-Age & Youth Development professionals understand their responsibility to maintain accurate documentation for group, program, and financial requirements . Professionals monitor daily program operations, as well as employ strategies which include implementation of risk and crisis management of facility, participants, and staff . Professionals engage in day- to-day supervision, through shared leadership and decision-making practices, of facilities, staff, volunteers, and resources to ensure communication and implementation of agency policies and procedures .
I: Advocacy and Policy—School-Age & Youth Development professionals ensure that the rights of children are promoted and upheld . Professionals recognize implications of local, state, and national trends and policies with regard to professional practice . Professionals utilize experience, knowledge, and research to plan and lead change at a range of levels . They advocate on behalf of children, working with young people and with peers, colleagues, and other stakeholders .
22 • School-Age & Youth Development Credential Pilot Final Report Appendix C School-Age & Youth Development Credential Pilot Timeline
Timeline Identify Leadership Team July – August 2006 Develop Content Areas July 2006 – May 2011 Shared Steering – 5/20/2013 Obtain Consultant 2006 Develop Benchmarks 2007 Shared Steering – 5/20/2011 Develop Framework 2011 QC – 6/19/2012 Shared Steering – 7/19/2012 Partner with Higher Education April – June 2013 Marketing Plan April – June 2014 Pilot June 2014 – December 2015 Revisions December 2015 – March 2016 QC – 4/19/16 Steering* Final Approval PDAC* IDHS* State-wide Roll-out July 2016
Estimated dates for approval: Qualifications & Credentials – April 19, 2016 PDAC Steering – May 18, 2016 PDAC – June 24, 2016 Illinois Department of Human Service (IDHS) – June 2016
School-Age & Youth Development Credential Pilot Final Report • 23 Appendix D Legislative and Administrative Rule Appendix D
TITLE 89: SOCIAL SERVICES CHAPTER IV: DEPARTMENT OF HUMAN SERVICES SUBCHAPTER a: GENERAL PROGRAM PROVISIONS PART 50 CHILD CARE SECTION 50.710 GATEWAYS TO OPPORTUNITY, THE ILLINOIS PROFESSIONAL DEVELOPMENT SYSTEM
Section 50.710 Gateways to Opportunity, the Illinois Professional Development System
a) Subject to the availability of funds, the Department, through its agents, shall administer Gateways to Opportunity.
b) Gateways to Opportunity is a professional development system designed to support a diverse, stable and quality workforce for settings serving children, youth and families specifically to:
1) Enhance the quality of services for children, youth and families;
2) Increase positive outcomes for children, youth and families;
3) Advance the availability of coursework and training related to quality services for children, youth and families; and
4) Identify Core Professional Knowledge for practitioners in settings serving children, youth and families.
c) The Department shall award Gateways to Opportunity Credentials to early care and education, school-‐age, youth development, and family support practitioners through two application routes, as outlined in Section 50.730.
(Source: Added at 36 Ill. Reg. 16085, effective October 29, 2012)
24 • School-Age & Youth Development Credential Pilot Final Report
TITLE 89: SOCIAL SERVICES CHAPTER IV: DEPARTMENT OF HUMAN SERVICES SUBCHAPTER a: GENERAL PROGRAM PROVISIONS PART 50 CHILD CARE SECTION 50.720 GATEWAYS OPPORTUNITY TO CREDENTIALS
Section 50.720 Gateways to Opportunity Credentials
Credentialing, as set forth by this Part, is only for the purpose of validating an individual's qualifications. Credentials are awarded based on a variety evements of professional achi in field experience, knowledge and skills, educational attainment and/or training accomplishments.
a) Gateways to Opportunity Early Care and Education (ECE) Credential The ECE Credential is designed to identify and validate skills necessary to work in high quality early care and education programs. It is awarded based on educational and professional achievement in services for young children ages birth to eight years. The ECE Credential shall have six levels and each will be awarded for increasing acquisition of education and skills, including college coursework specifically related to the early development and learning of children ages birth to eight years.
b) Gateways to Opportunity Illinois Director Credential The Illinois Director Credential is designed to identify and validate the skills necessary to administer high quality early childhood and/or school age care programs. It is awarded based on educational and professional achievement in the administration of early childhood and school age programs. The Illinois Director Credential shall have three levels and each will be awarded for increasing complexity of education and skills, including college coursework specifically related to the development of children ages birth to 12 years and program management.
c) Gateways to Opportunity Infant/Toddler Credential The Infant/Toddler Credential is designed to identify and validate the skills necessary to work in high quality programs serving infants and toddlers ages birth to three years. It is awarded based on educational and professional achievement in infant/toddler services. The Infant/Toddler Credential shall have five levels and each will be awarded for increasing acquisition of education and skills, including college coursework specifically related to the care and development of children ages birth to three years.
d) Gateways to Opportunity -‐ School Age/Youth Development Credentials The School-‐Age/Youth Development Credentials are designed to identify and validate the skills necessary to work in high quality programs serving school-‐age children and youth ages five to 20 years. It is awarded based on educational and vement professional achie in services for school-‐age children and youth. The School-‐Age/Youth Development
School-Age & Youth Development Credential Pilot Final Report • 25 Credentials shall have at least three levels, each being awarded for increasing acquisition of education and skill, including college coursework specifically related to the development of children and youth ages five to 20 years.
e) Gateways to Opportunity Family Specialist Credential The Family Specialist Credential is designed to identify and validate the skills necessary to work in high quality family t suppor service programs. It is awarded based on educational and professional achievement in services for families. The Family Specialist Credential shall have at least three levels, each being awarded for increasing acquisition of education and skill, including college coursework specifically related to services for families.
f) Gateways to Opportunity Family Child Care Credential The Family Child Care Credential is designed to identify and validate the skills necessary to work in high quality family child care homes. The credential is awarded based on educational and professional achievement in family child care. The Family Child Care Credential shall have at least three levels, each being awarded for increasing acquisition of education and skill, including college coursework specifically related to family child care.
(Source: Added at 36 Ill. Reg. 16085, effective October 29, 2012)
26 • School-Age & Youth Development Credential Pilot Final Report
TITLE 89: SOCIAL SERVICES CHAPTER IV: DEPARTMENT OF HUMAN SERVICES SUBCHAPTER a: GENERAL PROVISIONS PROGRAM PART 50 CHILD CARE SECTION 50.730 APPLICATION FOR CREDENTIALS
Section 50.730 Application for Credentials
a) The Gateways to Opportunity Credentials shall be available through two application routes:
1) The Direct Route Application Process The applicant submits an application, college transcripts, and a portfolio verifying experience and professional contributions to the Gateways to Opportunity Credential Office.
2) The Entitled Route Program The applicant successfully completes approved college coursework that covers the Core Professional Knowledge for each specific credential at the entitled education institution. An entitled education institution is a college or university that has aligned its coursework with specific credential benchmarks based on State and national standards identified in Section 50.750(c) and meets additional credential requirements through coursework. Applicants can find additional information about entitled education institutions at: http://www.ilgateways.com/en/gateways-‐credential-‐entitlement-‐ information.
b) The applicant shall be responsible for providing all information and documentation required to demonstrate his or her qualifications for a particular credential to the Gateways to Opportunity Credential Office, specifically:
1) A Credential Application, available from the Gateways to Opportunity Credential Office, 1226 nda Towa Plaza, Bloomington, Illinois 61701;
2) Official college transcripts from the higher education institutions; and
3) A portfolio verifying experience and professional contributions.
c) The Gateways to Opportunity Application Credential can be accessed at: www.ilgateways.com/en/participant-‐application.
School-Age & Youth Development Credential Pilot Final Report • 27 d) The information and documentation identified in Section 50.730(b) is reviewed according to the appropriate Credential Framework (see Section 50.740) that can be found at http://www.ilgateways.com/en/gateways-‐to-‐opportunity-‐credentials.
e) The Department or its agents will notify applicants, in writing, of eligibility for a credential within 60 days after receipt of all required documentation. Applicants that disagree with the credential determination may request reconsideration by writing to the IDHS Bureau of Child Care and Development (BCCD), 400 W. Lawrence, Springfield, Illinois 62762, within 60 days after notification of the original determination. The final decision on eligibility for credentials will be made by the Child Care Professional Development Manager in consultation with the BCCD Bureau Chief. The criteria used during reconsideration by DHS' Bureau of Child Care and Development ame will be the s Credential Framework used to determine eligibility. The Credential Framework is located in Section 50.740 and on the GTO website at http://www.ilgateways.com/en/gateways-‐to-‐opportunity-‐credentials.
(Source: Added at 36 Ill. Reg. 16085, effective October 29, 2012)
28 • School-Age & Youth Development Credential Pilot Final Report Appendix E Public Act 096-0864
Appendix E Public Act 096-‐0864
HB0806 Enrolled LRB096 07449 NHT 17541 b
AN ACT concerning education.
Be it enacted by the People of the State of Illinois, represented in the General Assembly:
Section 3. The Department of Human Services Act is amended by adding Section 10–65 as follows:
(20 ILCS 1305/10-‐65 new) Sec. 10-‐65. Gateways to Opportunity.
(a) Subject to the availability of funds, the Department of Human Services shall operate a Gateways to Opportunity program, a comprehensive professional development system. The goal of Gateways to Opportunity is to support a diverse, stable, and quality workforce for settings serving children and youth, specifically to: (1) enhance the quality of services; (2) increase positive outcomes for children and youth; and (3) advance the availability of coursework and training related to quality services for children and youth.
(b) The Department shall award Gateways to Opportunity credentials to early care and education, school-‐age, and youth development practitioners. The credentials shall validate an individual's qualifications and shall be issued based on a variety of professional achievements in field experience, knowledge and skills, educational attainment, and training accomplishments. The Department shall adopt rules outlining the framework for awarding credentials.
(c) The Gateways to Opportunity program shall identify professional knowledge guidelines for practitioners serving children and youth. The professional knowledge guidelines shall define what all adults who work with children and youth need to know, understand, and be able to demonstrate to support children's and youth's development, school readiness, and school success. The Department shall adopt rules to identify content areas, alignment with other professional standards, and competency levels.
School-Age & Youth Development Credential Pilot Final Report • 29 Appendix F Public Act 096-1302 SB3543 Enrolled
AN ACT concerning children . Be it enacted by the People of the State of Illinois, represented in the General Assembly: Section 1 . Short title . This Act may be cited as the Afterschool Youth Development Project Act .
Section 5 . Purpose and findings . The General Assembly declares that it is the policy of this State to provide all young people between the ages of 6 and 19 with access to quality afterschool programs through a State commitment to sufficient and sustainable funding for programs that promote positive youth development . The need for this policy is based on a series of facts: The General Assembly finds that youth who are engaged in quality afterschool activities are more likely to succeed in academics, employment, and civic affairs than youth who do not participate in afterschool activities . Youth with high levels of participation in quality afterschool programs miss fewer days of school, have lower drop-out rates, and higher rates of graduation . The General Assembly also finds that youth in Illinois face greater barriers to success than ever before: (1) Statewide demand for quality afterschool activities far outpaces the current supply, with shortfall estimates between 60 and 70 percent . (2) Illinois youth spend fewer hours in school than in most other states and approximately 45% of all children in grades K-12 are either responsible for themselves or are in the care of a sibling during afterschool hours . (3) On school days, the hours between 3:00 p .m . and 6:00 p .m . are the peak hours for juvenile crime and experimentation with drugs, alcohol, cigarettes, and sex . The General Assembly also finds that the State of Illinois, having demonstrated national leadership in advancing toward universal early childhood education, must also expand youth development programming in order to realize the full, continued benefits of public investment in Illinois’ young people . The policy established by this Act will be developed through an afterschool demonstration program the results of which will be used to establish standards and policies to design and fund a statewide system of quality afterschool programs accessible to all youth between the ages of 6 and 19 that promote positive outcomes in such areas as education, employment, and civic success .
Section 10 . Definitions . As used in this Act: “Afterschool program” means positive youth development activities provided to youth between the ages of 6 and 19 during the hours before or after school, during summer recess from school, or during the weekends . These activities may include, but are not limited to, the following activity areas: academic support; arts, music, sports, cultural enrichment, and other recreation; health promotion and diseases prevention; life skills and work and career development; and youth leadership development . For the purposes of this Act, “afterschool program” also means a program funded under the Afterschool Demonstration Program . “Demonstration” or “Demonstration Program” means the Afterschool Demonstration Program as established under this Act . “Council” means the Illinois Youth Development Council . “Community advisory group” means a group of key local stakeholders convened to help ensure effective program delivery through increased collaboration . This group is required as a condition of participating in the demonstration period .
Section 15 . Illinois Youth Development Council .
30 • School-Age & Youth Development Credential Pilot Final Report (a) Creation . In order to effectively achieve the policy established in this Act, the Illinois Youth Development Council shall be created . The purpose of the Council is to provide oversight and coordination to the State’s public funds currently invested to support positive youth development programs and activities and to set systemwide policies and priorities to accomplish the following 5 major objectives: (i) set afterschool program expansion priorities, such as addressing gaps in programming for specific ages and populations; (ii) create outcome measures and require all afterschool programs to be evaluated to ensure that outcomes are being met; (iii) oversee the establishment of a statewide program improvement system that provides technical assistance and capacity building to increase program participation and quality systemwide; (iv) monitor and assess afterschool program quality through outcome measures; and (v) establish State policy to support the attainment of outcomes . The Council shall be created within the Department of Human Services .
(b) Governance . The Illinois Youth Development Council shall reflect the regional, racial, socioeconomic, and cultural diversity of the State to ensure representation of the needs of all Illinois youth . The Council shall be composed of no less than 28 and no more than 32 members . The Council may establish a defined length of term for membership on the Council . (1) Membership . The Council shall include representation from both public and private organizations comprised of the following: (A) Four members of the General Assembly: one appointed by the President of the Senate, one appointed by the Minority Leader of the Senate, one appointed by the Speaker of the House of Representatives, and one appointed by the Minority Leader of the House of Representatives . (B) The chief administrators of the following State agencies: the Department of Human Services; the Illinois State Board of Education; the Department of Children and Family Services; the Department of Public Health; the Department of Juvenile Justice; the Department of Healthcare and Family Services; the Department of Commerce and Economic Opportunity; the Illinois Board of Higher Education; and the Illinois Community College Board . (C) The Chair of the Illinois Workforce Investment Board and the Executive Director of the Illinois Violence Prevention Authority . The following Council members shall be appointed by the
Governor: (D) Two officials from a unit of local government . (E) At least 3 representatives of direct youth service providers and faith-based providers . (F) Three young people who are between the ages of 16 and 21 and who are members of the Youth Advisory Group as established in paragraph (2) of this subsection . (G) Two parents of children between the ages of 6 and 19 . (H) One academic researcher in the field of youth development . (I) Additional public members that include local government stakeholders and nongovernmental stakeholders with an interest in youth development and afterschool programs, including representation from the following private sector fields and constituencies: child and youth advocacy; children and youth with special needs; child and adolescent health; business; and law enforcement . Persons may be nominated by organizations representing the fields outlined in this Section . The Governor shall designate one of the Council members who is a nongovernment stakeholder to serve as co-chairperson . The Council shall create a subcommittee of additional direct youth service providers as well as other subcommittees as deemed necessary . (2) Youth Advisory Group . To ensure that the Council is responsive to the needs and priorities of Illinois’ young people, the Council shall establish an independent Youth Advisory Group, which shall be composed of a diverse body of 15 youths between the ages of 14 and 19 from across the State . Members that surpass the age of 19 while serving on the Youth Advisory Group may complete the term of the appointment . The Youth Advisory Group shall be charged with: (i) presenting recommendations to the Council 4 times per year on issues related to
School-Age & Youth Development Credential Pilot Final Report • 31 afterschool and youth development programming and policy; and (ii) reviewing key programmatic, funding, and policy decisions made by the Council . To develop priorities and recommendations, the Youth Advisory Group may engage students from across the State via focus groups, on-line surveys, and other means . The Youth Advisory Group shall be administered by the Department of Human Services and facilitated by an independent, established youth organization with expertise in youth civic engagement . This youth civic engagement organization shall administer the application requirements and process and shall nominate 30 youth . The Department of Human Services shall select 15 of the nominees for the Youth Advisory Group, 3 of whom shall serve on the Council .
(c) Activities . The major objectives of the Council shall be accomplished through the following activities: (1) Publishing an annual plan that sets system goals for Illinois’ afterschool funding that include key indicators, performance standards, and outcome measures and that outlines funding evaluation and reporting requirements . (2) Developing and maintaining a system and processes to collect and report consistent program and outcome data on all afterschool programs funded by State and local government . (3) Developing linkages between afterschool data systems and other statewide youth program outcome data systems (e .g . schools, post-secondary education, juvenile justice, etc .) . (4) Developing procedures for implementing an evaluation of the statewide system of program providers, including programs established by this Act . (5) Reviewing evaluation results and data reports to inform future investments and allocations and to shape State policy . (6) Developing technical assistance and capacity-building infrastructure and ensuring appropriate workforce development strategies across agencies for those who will be working in afterschool programs . (7) Reviewing and making public recommendations to the Governor and the General Assembly with respect to the budgets for State youth services to ensure the adequacy of those budgets and alignment to system goals outlined in the plan described in paragraph (1) of this subsection . (8) Developing and overseeing execution of a research agenda to inform future program planning . (9) Providing strategic advice to other State agencies, the Illinois General Assembly, and Illinois’ Constitutional Officers on afterschool-related activities statewide . (10) Approving awards of grants to demonstration projects as outlined in Section 20 of this Act .
(d) Accountability . The Council shall annually report to the Governor and the General Assembly on the Council’s progress towards its goals and objectives . The Department of Human Services shall provide resources to the Council, including administrative services and data collection and shall be responsible for conducting procurement processes required by the Act . The Department may contract with vendors to provide all or a portion of any necessary resources .
Section 20 . Afterschool Demonstration Program . (a) Program . The Department of Human Services, in coordination with the Council, shall establish and administer a 3-year statewide, quality Afterschool Demonstration Program with an evaluation and outcome-based expansion model . The ultimate goal of the Demonstration shall be to develop and evaluate the costs, impact, and quality outcomes of afterschool programs in order to establish an effective expansion toward universal access .
(b) Eligible activity areas . Afterschool programs created under the Demonstration Program shall serve youths in Illinois by promoting one or more of the following: (1) Academic support activities, including but not limited to remediation, tutoring, homework assistance, advocacy with teachers, college preparatory guidance, college tours, application assistance, and college counseling .
32 • School-Age & Youth Development Credential Pilot Final Report (2) Arts, music, sports, recreation, and cultural enrichment, including structured, ongoing activities such as theatre groups, development of exhibits, graphic design, cultural activities, and sports and athletic teams . (3) Health promotion and disease prevention, including activities and tools for increasing knowledge and practice of healthy behavior, drug, alcohol, tobacco and pregnancy prevention, conflict resolution, and violence prevention . (4) Life skills and work and career development activities that prepare youth for a successful transition to the workplace, including career awareness, job fairs, career exploration, job shadowing, work readiness skills, interview skills, resume building and work experience, and paid internships and summer jobs . (5) Youth leadership development activities aimed at increasing youths’ communication skills and ability to help a group make decisions, to facilitate or lead a group discussion, and to initiate and direct projects involving other people including civic engagement, service learning, and other activities that promote youth leadership .
(c) Eligible entities . Currently funded or new entities, including but not limited to the following, shall be eligible to apply for funding: (1) Schools or school districts . (2) Community-based organizations . (3) Faith-based organizations . (4) Park districts . (5) Libraries . (6) Cultural institutions . Priority for participation in the Demonstration Program shall be given to entities with experience in providing afterschool programs in Illinois .
(d) Program criteria . New or existing applicants shall demonstrate the capacity to achieve the goals of this Act and meet the deadlines set forth by the Council through: (1) The promotion of the development of those items outlined in subsection (b) of this Section . (2) Evidence of community need and collaboration to avoid duplicating or supplanting existing services, which shall be shown through the creation of or reliance on an appropriate, existing community advisory group composed of a diverse makeup of members that may include, but is not limited to, educators, afterschool providers, local government officials, local business owners, parents, and youth . (3) Cost-effective methods that will maximize the impact of the total dollar amount of the award .
(e) Expansion . Three years from the award of the first dollars, initial findings of an outcome evaluation of the Demonstration, conducted by an independent evaluator as described in subsection (d) of Section 25 of this Act, shall be reported to the Governor, the General Assembly, the Council, and the Youth Advisory Group with a hearing scheduled before the appropriate committees of the House and Senate for the purpose of establishing an effective expansion toward universal access . A positive outcome evaluation, whereby performance outcomes determined by the Council are met, shall trigger a phased-in expansion toward full implementation .
Section 25 . Effectiveness of afterschool programs . (a) Program standards . Research has shown that high-performing youth programs demonstrate shared features of program quality . The Council shall establish a universal framework of youth development program standards that commonly define measurable indicators of program quality across the diverse array of eligible demonstration program activities .
School-Age & Youth Development Credential Pilot Final Report • 33 (b) Evaluation and monitoring . Afterschool programs shall be held accountable to universal program quality standards as adopted by the Council . Data informing performance against these standards shall be monitored and collected by the Department of Human Services . Each afterschool program, in coordination with the corresponding community advisory group, shall also assess needs and gaps relative to addressing outcome goals .
(c) Capacity-building supports . A statewide program quality improvement system shall be established by the Council utilizing a qualified third party to provide assessment, coaching, technical assistance, and system and professional development . Provided supports shall first target those afterschool programs created under the Demonstration with the ultimate goal of expansion to support the larger statewide system of youth development program providers .
(d) Demonstration outcome evaluation . An evaluation of the Demonstration shall be conducted by a third-party evaluator or evaluators selected through a competitive request for proposals (RFP) process . The purpose of the evaluation is to determine how well the Demonstration Program meets the cost, impact, and quality outcome goals established by the Council . Initial findings shall be reported to the Council, the Governor, and the General Assembly within 3 years from the award of the first dollars and shall be the primary determining evidence to trigger expansion as described in subsection (e) of Section 20 of this Act .
Section 30 . Funding . The creation and establishment of the Council, the Youth Advisory Group, and the Afterschool Demonstration Program shall be subject to appropriations, however the Department of Human Services shall be permitted to accept private funding or private resources at any time to implement this Act .
Section 99 . Effective date . This Act takes effect upon becoming law .
Effective Date: 07/27/2010
34 • School-Age & Youth Development Credential Pilot Final Report Appendix G Levels 2–4 Benchmarks/Competencies
3.02 3.02 3.02 3.02 3.02, 5.06
-16, to COA and youth and youth
ing learning
6C 2B 3C 2B 2C 1F, 1A, -age Standards
5 2 17 15 IPTS NAA
in the the in and youth Practitioners have a curiosity and have a curiosity Practitioners . growth and growth
age success s -
.
and the important contexts within which and the important knowledge, and the associated values, as knowledge, and the school theirprogram, family, or and youth
practitioner demonstrate how well the worker how well the worker demonstrate practitioner in
age
-
age and youth - . . development development school and youth school age and youth school-age and and youth age - age Benchmarks/Competencies - school ~ Identifies representative developmental developmental representative Identifies ~ ~ Reviews and classifies a variety of established established of variety a classifies and Reviews ~ ~ Articulates the relationship between between relationship the Articulates ~ and variations how developmental Illustrates ~ of impact the of appreciation an Demonstrates ~ fitness and safety, health, basic the Correlates ~ ~ Defines the relationship between stages of of stages between relationship the Defines ~
eredity, and environment on and environment eredity, ) ) ) ) ) 7 3 4 5 6
4: A 4: A1) 4: A 4: A 4: A 4: A 4: A2) 4: and youth development and youth culture, h
school-age and youth being of school of being -age well- 2- (Levels meet to designed and processes technologies, strategies, materials, of needs developmental the (Levels 2- (Levels characteristics of 2- (Levels and theories social/emotional 2- (Levels influence environment and language, culture, family development. 2- (Levels development. 2- (Levels cognitive) emotional, social, (physical, developmental the with needs family, community, and school. school. and community, family,
community. community. 2- (Levels family, . practice and prevailing development
Analysis Knowledge Knowledge Application Application practitioners use current and emerging factual, theoretical, procedural and cultural knowledge of knowledge cultural and procedural theoretical, factual, emerging and current use practitioners Expectation Achievement Comprehension Comprehension
, 16,
– This knowledge and skill is always underpinned by the seven core values of school of values core seven the by underpinned always is skill and knowledge This and learn. Practitioners view and learn. Practitioners
5
and and The capabilities of the school The capabilities Development ages age how individuals develop and learn, and understand the mutual influences among the many different domains of different domains the many influences among the mutual learn, and understand develop and how individuals
-
. . and programs. and practice. and principles of of principles and social of and theories
and youth youth and and Youth Youth and and youth grow health, safety, and safety, health, age - age and youth and age -
school Knowledge, Skills, and Dispositions and Skills, Knowledge, including stage theories, brain brain theories, stage including and human sexuality, research, school Basic A1.4 school of needs fitness . youth and interventions, of Alignment A1.5 to materials of selection accommodate developmental, of needs social and individual, and asset development.and asset and social of Characteristics A1.3 that environments physical including development, influence language, culture, to related those in and socioeconomic factors family,community, moral and social development. moral and social Concepts A1.2 development emotional and Emotional and Social including learning(SEL), resilience theory, Performance Area A1: Employs theories of development of concepts, principles, and knowledge learning, ages 5 and provide cohesive relationships and environments learning individually, that are appropriate developmentally and socially. Concepts A1.1 and development and human growth that andtheorists major theories related and study practice the guide to
Content AreaContent A and Development – Human Growth School-Age developmental influences as essential for all aspects of their work with all aspects of as essential for influences developmental development and change. and development understanding about understanding development development and skills of individual values with the core knowledge balances these core and skills for planning and implement use their values, understanding practice. Practitioners the core of their professional interactions and programs. school-age
School-Age & Youth Development Credential Pilot Final Report • 35
3.02 5.03 5.03 3.03 5.03 4.02 4.02, 4.02, 3.02, 5.03, 3.03, 3.03, 3.03, 13.03
COA COA
3L 3F 5L 1G 1G 3D 3N 1A, 1A, 2E, 3C, 3C, 5D, 5I 5D, Standards Standards
2 14 12 1, 3 2, 7 1, 14 1, IPTS NAA IPTS NAA -age and youth,
by and age
-
and youth. and
age
- .
-16. age . school - age - and youth
school school
age and youth school -
and youth age - age school - school school
Benchmarks/Competencies Benchmarks/Competencies Creates strategies for use with with use for strategies Creates ~ Reflects on one’s own personal background, background, own personal one’s on Reflects ~ ~ Articulates a stance that views views that stance a Articulates ~ between Differentiates ~ unique a has individual each that Recognizes ~ the and styles learning of variety a Explores ~ ~ Prepares activities and programs based on one on based programs and activities Prepares ~ ~ Demonstrates social and emotional learning learning emotional and social Demonstrates ~ teaching of methodologies of a variety Explores ~
~ ~ ~ Describes a variety of teaching and learning learning and teaching of variety a Describes ~
) ) 17) 13) 14) 15) 16) 12) 10) 11) 8 9 o support the needs of of needs the o support on one or more paradigms of teaching and learning. teaching of more paradigms on one or 4: A 4: A 4: A 4: A 4: A 4: A 4: A 4: A 4: A 4: A ponsible, growing human beings. growing ponsible, res capable,
families including the effects of styles,of abilities,effects the interests,including families
as based
effect of differing styles in a learning environment. a learning in styles differing of effect 2- (Levels with working to relate they as and biases perspective, youth’s and cultures. languages, ages, (Levels 2- (Levels youth 2- (Levels activities, approaching and ways of activities choosing developmental and age on based discussions and responsibilities, levels. 2- (Levels experiences, their influences that styles learning of spectrum information. and use in take to and ability behavior, 2- (Levels teaching and learning. and teaching of more methodologies or 2- (Levels and youth development strategies, including the roles of supports, supports, of roles the including strategies, development and youth youth 2- (Levels relationships. managing healthy for and competencies skills empowerment and based strength prevailing Summarizes all of needs the meeting for services and quality opportunities, 2- (Levels t and learning (Levels 2- (Levels with when working relevant paradigms 2- (Levels
Analysis Knowledge Application Knowledge Application Application Application Expectation Expectation Achievement Achievement Comprehension Comprehension Comprehension
-
age - age - and and to assist assist to
school meeting
school in
of service to to service of the ways and program participation. in which those differences impact their capacities, needs
of temperament, of
of teaching and and teaching of
development
of learning styles to to styles learning of , Constructivism, ,
and youth and
. . . -16, and age - and youth and Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge, personality on participation and and on participation personality for supports necessary youth and Variety A3.3 includeMultiple Intelligences, and Visual/Auditory/Kinesthetic, Hemispheric. A3.4Influence of culture, health, and A3.1Correlation with identity and behavior, and social, physical, of constructs development. emotional A3.2Adaptations developmental with correspond of needs and capabilities youth and Performance Area A3: dispositions and development Recognizes differences in personalities, in school ages 5
centered approaches, and others. approaches, centered Humanism. age life. daily in successfully ute contrib support to Methodologies A2.3 that needs developmental individual based, project mayinquiry, include service adventure, experiential, learning,direct instruction, learner A2.1 Paradigms A2.1 Behaviorism, include to learning Cognitivism school of practice and Theory A2.2 school Performance AreaPerformance A2: (e.g. constructivism) of practices philosophies Recognizes that lead to individual interventions and that provide responses programmatic services, appropriate , ages 5 and opportunities supports basic personal and social needs, needs, and social personal basic and function to skills build to and
36 • School-Age & Youth Development Credential Pilot Final Report
, , 8.02 4.02 4.05 4.05, 4.05, 3.02, 3.02, 3.02, 10.03 13.07
COA
9F 2B 3N 5G 4S, 2A, 3A, 2A, 3A, Standards
2 18 30 2, 24 2, IPTS NAA
and age at - age age - -
. . school Act (IDEA). and youth and youth school school age
- and youth styles, abilities, of their cognitive, physical, social,
age Education Education - and support the IEP IEP the and support e.g. school
, and how they connect with with connect and how they
families( and youth age -
development and learning, especially social social especially and learning, development
and youth’s and youth’s school
Respects the uniqueness of each each of uniqueness the Respects Benchmarks/Competencies . being. ~ Describes referral procedures for for procedures referral Describes ~ ~ Identifies characteristics associated with with associated characteristics Identifies ~ common Describes ~ symptoms behaviors and ~ Considers backgrounds, perspectives, and perspectives, backgrounds, Considers ~ - ~ Recognizes developmental consequences of of consequences developmental Recognizes ~ which patterns particular Differentiates ~ ~ learning in exceptionality of areas the Describes ~ ~ Provides enrichment opportunities for for opportunities enrichment Provides ~ ~ Collaborates with families and schools to support support to schools and families with Collaborates ~ ~ Defines the critical role of asset development to to development asset of role critical the Defines ~
age - 5 through 16, regardless have been identified as gifted and talented in a given a given in and talented gifted as been identified have 21) 19) 20) 18) 22) 24) 25) 26) 28) 27) 23) and youth’s show signs & symptoms of physical/emotional & physical/emotional symptomsshow of signs 4: A 4: A 4: A 4: A who individual 4: A 4: A 4: A 4: A 4: A 4: A 4: A
-
programs, activities, program interventions, materials, materials, interventions, program activities, programs, age - who ls2
ricula and supports. supports. and ricula mistreatment, and other scenarios that put put that scenarios and other mistreatment, youth associated with physical/emotional mistreatment, and other restrictive restrictive and other mistreatment, physical/emotional with associated factors. (Leve biases of school of biases 2- (Levels developmental aptitudes/delays, abilities/disabilities, protective/risk development. influence that factors 2- (Levels risk. 2- (Levels cur interests, ages, languages, and cultures) and languages, ages, interests, chosen as defined in the Individuals with Disabilities Disabilities with Individuals the in defined as and youth (Levels 2- (Levels in resilience and factors protective of role and the and trauma, stress school school with development healthy encourage 2- (Levels development. atypical from typical distinguish 2- (Levels and youth 2- (Levels (Individual Education Plan) when appropriate. when appropriate. Plan) Education (Individual 2- (Levels the special needs of of needs special the 2- (Levels and emotional well and emotional 2- (Levels
-age and youth, ages Knowledge Application Knowledge Application Application Application Expectation Achievement Comprehension Comprehension Comprehension Comprehension Comprehension
. . and and age pment pment and and - and youth and age -
. age normative normative - - standard, standard, and and -
to their unique unique their to school , social, , and and youth and
age -
according Knowledge, Skills, and Dispositions and Skills, Knowledge, patterns for school A4.3Adaptations school for accommodations environmental protective and risk risk and protective environmental develo influence that factors for learning and . youth cognitive physical, Spectrumof A4.2 include that abilities emotional and non and standard non and normative abilities. Performance Area A4: Identifies the variety of potentials and risks individuals have that may require special services and program adaptations to serve all school behavioral abilities. and learning Physical A4.1 youth A3.5 Assessment of emotional, Assessmentemotional, A3.5 of of health and physical social, school
School-Age & Youth Development Credential Pilot Final Report • 37
and and 3.02 5.03 3.01 7.04 3.03, 3.03, 3.04, 6.06, 6.06, - 7.01 - 6.01 4.01 4.02 4.06
COA
5L 3F 3N 5K 5K 1A 5D, 2D, 3C, Standards
3 1 1,3 IPTS NAA 10, 11 10,
. .
self- and youth and youth age - and youth age - include structural structural include
). to
age
- ability to freely school
lopment philosophy that that philosophy lopment school and youth and youth’s age - reflective techniques to examine examine to techniques reflective -
. age - ability to freely explore their their explore freely to ability and youth’s school
age - school
and youth Articulates a youth deve a youth Articulates Benchmarks/Competencies
~ Differentiates between learned helplessness and helplessness learned between Differentiates ~ and commonanddocuments Defines ~ societal that environments learning of attributes Outlines ~ ~ ~ Summarizes commonalities and differences differences and Summarizes~ commonalities ~ Supports and affirms affirms and Supports ~ ~ Employsself ~ ~ Assesses a variety of settings for attributes that that attributes for settings of variety a Assesses ~
school age - 30) 31) 33) 29) 34) 32) 35) to support the maximum growth and learning potential of all potential growth and learning the maximum to support work.
efficacy to create an environment that encourages encourages that an environment create to efficacy -
4: A 4: A 4: A A36) 4: 4: A 4: A 4: A 4: A positive interactions. and a culture of fear. fear. of and a culture
, area (e.g. academically, artistically, and athletically between foundational theories and models for school for models and theories foundational between development 2- (Levels self learned 2- (Levels affect that biases structural with working about and biases beliefs personal 2- (Levels hinder or support either potentials. 2- (Levels empowerment and leadership facilitating in and assertive affirming is skills with school (Levels 2- (Levels bias , independence, interdependence, and competency. competency. and interdependence, independence, , exploration explore their potentials. their explore 2- (Levels 2- (Levels support or hinder hinder or support through 2- (Levels
Knowledge Application Application Application Application Expectation Achievement Comprehension Comprehension Comprehension
5 through 16. 5 through and and
to
age
- include
based -
that judgmental, . .
- , positive , school and youth and and youth and age - age - to include resilience resilience include to
and youth development, development, youth and and youth and school -age and youth ages age age and youth and age age school - - - Creating an environment that that environment an Creating
Knowledge, Skills, and Dispositions and Skills, Knowledge, development youth empowermentyouth school support and provide opportunities opportunities provide and support including youth, for building and asset leadership A5.5 Initiatives and concepts that that concepts and Initiatives A5.5 theory, social and emotional emotional and social theory, proximal of zone learning, and asset development, school A5.4 invites approaches. and techniques of Scaffolding A5.2 develop to methodologies with empowerment and leadership school for barriers and Challenges A5.3 school that theories and Concepts A5.1 support and strengths their explore non is that potentials Performance AreaPerformance A5: Employs a strengths -based approach structural bias, and a culture of fear. of and a culture bias, structural accepting, and celebratory. accepting,
38 • School-Age & Youth Development Credential Pilot Final Report
, , , 9.10 4.02 4.06 7.04 7.04 8.08 AND 8.02, 8.02, 3.04, 3.01, 6.01, 4.04, 9.03, 9.03, - 7.01 - 8.01 10.01 10.03 11.02
COA
They take
5
5L 9L 2A 2C, 1A, 3G, 11D 11C, 11C, 11K, 11K, Standards
18 1, 2 1, 7 IPTS NAA 16, 18 16, , , - concept concept concept - -age and youth, ages
developing a developing
and youth and youth in
age - and safety. and safety.
and youth health
Choice Theory). Choice - age and families. - and families. esteem can be influenced by self by - be influenced can esteem - They collaborate with families and health professionals to with families and health professionals They collaborate when confronted with crisis situations situations crisis with when confronted Glasser learn habits that will ensure their health and safety. to learn habits that will
school and youth’s
and youth and youth Benchmarks/Competencies families and staff to feel emotionally safe (e.g. be (e.g. safe emotionally feel to staff and families
age and youth and youth misses and how to prevent the incidents or or incidents the prevent and howmisses to - ~ Articulates the legal and ethical roles, roles, ethical and legal the Articulates ~ community of definition and Summarizes~ vision a for opportunities providing for strategies Develops ~ ~ Describes the relationship between self between relationship the Describes ~ ~ Responds to scenarios of possible accidents, accidents, possible of scenarios Responds~ to ~ Demonstrates working knowledge of local, state, state, local, of knowledge working Demonstrates ~ that issues health mental of range a Identifies ~ ~ Communicates a philosophy of practice based on based practice of Communicates~ philosophy a - age
- ) ) ) ) ) ) ) ) 7 8 5 6 practitioner age B4 B2 B1 B3 - concept. concept. youth,
school and youth. 4: 4: 4: B 4: B 4: 4: 4: B 4: B
school esteem, how self esteem, - age, - school volving volving 2- (Levels 2- (Levels 2- (Levels of variety a in community of sense a of development the focus to settings. 2- (Levels threat/harassment). of absence included, (Levels 2- (Levels all regarding and guidelines regulations, standards, and federal of aspects 2- (Levels affect in 2- (Levels and self and Needs, of Hierarchy development development responsibilities, and boundaries of a school a of boundaries and responsibilities, support to and practices positive self- school mishaps, or near or mishaps, 2- (Levels intervene, if necessary. necessary. if intervene, theories of human motivation (e.g. those developed by Maslow by developed those (e.g. human motivation of theories school-age and youth
school-age
Knowledge Application Application Application Application Expectation Achievement Comprehension Comprehension Comprehension They acknowledge the value of creating a healthful environment to foster the physical, cognitive, the physical, cognitive, to foster a healthful environment of creating the value They acknowledge
.
understand that physical health, mental health, and safety are the foundations for development and for development are the foundations health, and safety health, mental that physical understand 5 through 16. age - and and se living and youth safe safe age school - imageand -
emotional development of al-emotional development mental health, health, mental staff, and
and youth youth and ) (Practitioners
esteem. and protocols for for protocols and
- age - crisis (e.g. tho school-age
youth,
in approaches for building on building for approaches ). ).
-age and youth ages age, e.g., procedures for accident accident for procedures e.g., - ( School Current regulations, standards standards regulations, Current hygiene, security, and mandated mandated and security, hygiene, Knowledge, Skills, and Dispositions and Skills, Knowledge, Performance Area Provides B2: school accurate, age-appropriate information and guidance to and youth youth and community building Intentional B1.4 methods of create to a variety using a and environment, inviting safe, a families, for belonging of sense school incrisis situations, B1.3 centered B1.2 Standards B1.2 and assisting managing members. community school B1.1 to related guidelines and school for environments Professionals in learning language and soci to individual needs and abilities. health, nutrition, and safety routines environments and to adjust provide safe, healthful multiple opportunities for responsibility for providing Performance Area provide relationships and programs that Recognizes all aspects of B1: physical and emotional safety to youth response, and prevention health supervision, transportation, and reporting Content AreaContent B – Health, Safety, and Well-Being developing self developing positive aspects of self of aspects positive sexual assault). assault). sexual
School-Age & Youth Development Credential Pilot Final Report • 39
4.04 5.07 8.02 8.02 4.02 3.04, 3.04, 4.02, 3.04, 3.04, 3.02, 3.02,
COA COA
5K 1L 3L, 4Q 6G 1L, 1A, 10C Standards Standards
3 13 18 18 3, 6, IPTS NAA 1, 14 1, IPTS NAA
- and and
age . . - and youth age groups/out
- - . )
age - navigate the the navigate school
evaluating evaluating
to
school and youth in
school
age - include healthy/unhealthy healthy/unhealthy include , develop their values and sustain and and youth and youth
and youth
to school
age - age - appropriate choices. choices. appropriate -
school wellness. and youth school
. 5-16, explore age ilizes approaches that enable enable that approaches ilizes - .g.peers, family, and friendships
and youth. . Benchmarks/Competencies Benchmarks/Competencies ~ Assists Assists ~ ~ Provides opportunities for for opportunities Provides ~ ~ Ut ~ ~ Articulates a youth development philosophy that that philosophy development youth a Articulates ~ ~ Summarizes research data and information about about information and data Summarizes~ research Assists ~ ~ Utilizes information to support support to information Utilizes ~ ~ Describes resilience and asset development development asset and resilience Describes ~ development asset support to strategies Practices ~
~ Uses formal and informal methods to identify identify to methods informal and Uses~ formal ) age ~ Identifies relevant and accurate local, state, state, local, accurate and relevant Identifies ~ ) ) ) -
and youth 3 5 4 ) 11) 12) 9 10)
B17) B18) B19)
B16 age and youth 4: 4: 4: -
4: B 4: B 4: B1 4: B1 4: B 4: 4: B1 4: B make relevant and age make relevant -
engage in healthy and active lifestyles. and active healthy engage in
to age - to
school practice responsibility to and for oneself and others. and others. oneself and for to responsibility practice
youth youth (Levels 2- (Levels and “in cliques with involved and consequences choices groups”. groups”. 2- (Levels 2- (Levels to Levels 2 Levels dietary behaviors, physical activity, unintentional injuries, violence, violence, injuries, unintentional activity, physical behaviors, dietary (e relationships positive ( relevant health and wellness topics for for topics wellness and health relevant 2- (Levels frameworks. 2- (Levels 2- (Levels school for issues health 2- (Levels about decisions and ethical make healthy to which from information and safety, own health, their skills with school (Levels 2- (Levels for wellness and health to related resources international and federal, school youth with 2- (Levels 2- (Levels is affirming and assertive in facilitating empowerment and leadership empowerment and leadership facilitating in and assertive affirming is -age and youth, ages
school Application Application Application Expectation Knowledge Application Application Application Application Expectation Achievement Achievement Comprehension Comprehension
-
- - and and
and school age risk risk
- includes includes
age - that from
school exploration of of exploration
safety, physical/ physical/ safety, and information to to information and
for exploring exploring for
. . for creating an creating for
and youth and
health, safety, and safety, health, involvesresponsibility
Internet
age youth and age toinclude fitness, eating - - that
and youth and 2.1 Approaches for addressing key addressing Approaches2.1 for actors (e.g. bullying, violence). bullying, (e.g. actors Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge,
discovery. beliefs through dialogue and self and dialogue through beliefs and accountability to others, and and others, to accountability and thoughtful inspires youth youth B3.1 MethodsB3.1 school for environment habits, healthy choices, and choices, healthy habits, prevention. Performance Area Recognizes how B3: beliefs. , youth Strategies B2.4 making, decision ethical choices, with taking risk healthy and age f Basic B2.3 of needs nutritional developmental challenges for for challenges developmental school harassment and violence. emotional ResourcesB2.2 self (e.g. behaviors positive promote conflict peaceful regulation, values initiative, takes resolution, protect that attitudes and diversity) school being. health and well- 16, to promote through B information about peer pressure, pressure, peer about information bullying,
40 • School-Age & Youth Development Credential Pilot Final Report
5 4.04 5.07 4.02 5.04 3.03, 3.03, 3.01, 3.01, 3.04, 5.05, 3.01, 3.01, 4.06, 5.02, 5.02, 5.03, 13.01 10.01
COA COA
. . , ages 7J 3J 5R 6G 7H 6 5K 7F, 4N, 2H, 3E, 4Q, 3N, 5D, 5H, 5K, 5G, 2G, 1 - Standards Standards
5 2 14 17 10, 10, 4, 28 4, IPTS NAA IPTS NAA , ages5 , 12, 14 12,
age - and youth and
age - school activities,
age and youth identify and identify -
in
to .
school
school or transform the conflict conflict the transform or
judgmental, listening and listening judgmental, and youth and youth and youth and youth families,staff, and
age resolve -
tically about mess a from ages about tically age age - - win solutions. youth,
school
school school age, - and youth in which they belong. belong. they which in creates realistic scenarios with with scenarios realistic creates - adversarial and non- adversarial - age - Benchmarks/Competencies Benchmarks/Competencies ~ Assists Assists ~ Engages~ ~ Describes different types of peer influence (e.g. (e.g. influence peer of types different Describes ~ ~ Co ~ ~ Models compassionate listening by posing posing by listening compassionate Models ~ ~ Recognizes that all processes, policies, places, places, policies, processes, all that Recognizes ~ an in behaving for plan Composes~ a personal in misunderstanding of situations Responds~ to power of continuum a is there that Recognizes ~
~ Arranges opportunities for for opportunities Arranges ~
school B22) B23) B20) B21) which to practice alternatives to peer influence. peer to alternatives practice to which B27) B24) B25) B26) B28)
B29) in 4: 4: 4: 4: 4: 4: 4: 4: 4:
4: identify, explore, and display physical, cognitive, social, emotional, emotional, social, cognitive, physical, and display explore, identify,
(Levels 2- (Levels to ability the including them, how messages media affect recognize information. communicate and/or evaluate analyze, access, 2- (Levels media. of variety (Levels 2- (Levels to alternatives authentic and coercive), teasing, indirect, friendly, for influence peer to yielding and youth 2- (Levels reflection, and discussion to think cri think to discussion and reflection, 2- (Levels - win seeking and listening, through group on the solely based (Levels 2- (Levels and summoning or disinviting or inviting either are and programs human of potential. shunning 2- (Levels community. 2- (Levels help ways that 2- (Levels sexual class, gender, race, a person’s on based and privilege denied or afforded is value of something and age where orientation, questions that are non are that questions inviting manner with school manner with inviting accepting information as the perceptions of another person. person. another of perceptions the as information accepting (Levels 2- (Levels to spiritual, and artistic strengths.
Application Application Knowledge Application Application Application Application Expectation Expectation Achievement Achievement Comprehension Comprehension Comprehension
- -
to self
school
and youth youth and g people of of g people
and youth youth and of targeted for bridging bridging for
age
-
in creating an creating in e. .
age , places, programs, and programs, places, , - school ession, and how they are are how and they ession, each other as they explore explore as they each other
school and youth and 4.1 Facilitate 4.1 Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge,
B5.1 Policies to designed specifically processes invite positive a build and explore varying backgrounds. varying power, ResponsesB4.3 privilege, to oppr and and program the in exhibited peopl between in potential howmaximize and to identity positive of blocks building the Identifies B5: Area Performance B4.2 Techniques B4.2 from arise that differences misunderstanding, conflict or bias, miscommunication, between and amon age B the strengthens that environment group the of context the in individual whereby support Performance Area equality implements practice that supports Establishes principles and B4: celebrate and social justice to the positive religious, class, ability, benefits of racial, ethnic, sexuality, and gender diversityin a pluralistic society through 16. B3.3 Recognition B3.3 messages media from the and thinking, the influence that society of behaviors and emotions, B3.2 Strategies for recognizing, recognizing, for Strategies B3.2 risk healthy teaching and exploring skills. resistance and taking theiridentities as unique individuals.
School-Age & Youth Development Credential Pilot Final Report • 41
4.02 5.07 3.03 4.01 5.06 5.05, 5.05, 3.01, 3.01, 4.03,
COA
4C 5R 3L, 5K 2H 4C 1G, Standards
13 4, 7 1, 5 4, 14 4, IPTS NAA 13, 28 13,
and ,families, and youth and youth
to determine determine to and youth age . . - staff developing a developing
age in - age interpret how a interpret -
resources resources and colleagues. and colleagues.
to
school
youth,
view. view. -
school and youth of school rolesand life skills.
age, youth youth -
and youth and youth age and youth age and youth age - - and youth age, age - - school age school ). and journaling to explore to school -
school emotional learning learning and emotional social school
and youth Benchmarks/Competencies age - ~ Consults with with Consults ~ ~ Inventories opportunities for for opportunities Inventories ~ ~ Models Models ~ ~ Uses strategies to intentionally develop social social develop intentionally to Uses~ strategies families, colleagues, and visitors to a program. program. a to visitors and colleagues, families,
~ Provides opportunities for for opportunities Provides ~ Assists ~ ~ Creates situations where where situations Creates ~ Facilitates ~ individual collaborations, successful Celebrates ~ ~ Selects relevant materials and materials relevant Selects ~ ~ Creates a plan to be intentionally inviting with with inviting intentionally be to plan a Creates ~
) ) )
reflection using an array of techniques (e.g. story story (e.g. techniques of array an using reflection ) 9 7 8 - 6 3 40) 3 3 B34) B35) B30) B31) B32) B33) youth, 5 through 16, to express and achievepositive goals in personal
4: B 4: B3 4: B 4: B 4: B 4: 4: 4: 4: 4: 4:
age, to be engaged in the community, develop skills for healthy healthy for skills develop community, the in engaged be to -
share responsibility with and for themselves, others, and the and the others, themselves, and for with responsibility share
engage in self engage in
relationships, and participate in meaningful activities. activities. meaningful in participate and relationships, (Levels 2- (Levels with when interacting competencies with competencies and emotional 2- (Levels and relevant. challenging, engaging, are that activities 2- (Levels youth and community members. and community 2- (Levels 2- (Levels school 2- (Levels to writing,art activities, show and tell, 2- (Levels - point person’s another from appears situation school for designed (Levels 2- (Levels can program. 2- (Levels with and others oneself with interacting for behavior of code personal appreciation. and consideration, care, respect, 2- (Levels efforts and accomplishments of school of and accomplishments efforts 2- (Levels
Analysis -age and youth, ages Synthesis Evaluation Application Application Application Application Application Application Application Application Expectation Achievement
school - -
. age -
- and and self school to explore and and explore to
making. reflection - - self
to engage school engage to
in
, practices, practices, , termoutcomes (e.g. ched environments for for environments ched decision - and emotional learning learning emotional and and youth and
support and opportunities opportunities and support to permeate the the permeate to
. age - sufficiency). and youth and - Knowledge, Skills, and Dispositions and Skills, Knowledge,
self B6.2 Strategies to give give to Strategies B6.2 youth and thatwill assist them in achieving long healthy identities. Performance Area Assist B6: school and the world of work. relationships, families, groups, Social B6.1 include competencies to self awareness, social awareness, and skills, management, relationship responsible B5.3 Strategies B5.3 age and processes for Strategies B5.4 enri creating protocols regard, positive with environment respect. mutual and recognition, school concept B5.2 Attitudes investigatedifferent roles and healthy family/social relationships, relationships, family/social healthy economic community to contributor
42 • School-Age & Youth Development Credential Pilot Final Report
4.02 5.04 4.04 3.04 3.04 5.07 8.02 5.06 5.07 3.04, 3.04, 4.02, 5.05, 5.05, , 3.04
COA
5N 5R 4F 4P 2A 7G 5D, 5G, 4L, 4N, 4I, 4K Standards
4 3 3 15 4, 28 4, IPTS NAA 14, 28 14, 19 16, - - share share
to uitable uitable
school social topics
and youth about to define success success define to toset, track, and
, newsletters, , self age
- teconflict.
making models s models making . -
. and youth and youth and youth school age age age - - - and youth and youth age - school school school age
-
. use of interactive media as it impacts their their impacts it media as interactive of use school
to successfully negotia successfully to
Benchmarks/Competencies ~ Identifies a range of strategies to help help to strategies of range a Identifies ~ assist to strategies implements and/or Develops ~ ~ Describes behaviors consistent with a fear of of fear a with consistent behaviors Describes ~ ~ Assists Assists ~ ~ Assists Assists ~ approaching for styles of variety a Identifies ~
~ Surveys Surveys ~ topics social on materials selects and Identifies ~ and advertising, messages, media Identifies ~ for guidelines safety established Discusses ~ decision Names~ various ~ Utilizes sources for for sources Utilizes ~ ) ) )
1 4 5 to set achievable goals. goals. achievable set to organize information in order to make decisions and -16, to organize information in order to 43) 46) 41) 2 4 4
and youth
B47) B48) B49) B51) B52) B50)
and youth and youth’s
4: B 4: B 4: B 4: B 4: B 4: B - age 4: 4: 4: 4: 4: 4: - 2
age - age -
and youth school strengths). strengths). 2- (Levels age goals. realize (Levels conflict. 2- (Levels school (Levels 2- (Levels and excuses, making avoidance, including failure and/or success perfectionism. 2- (Levels 2- (Levels and failure in terms of elements they can control (e.g. effort, integrity, integrity, effort, (e.g. control can they elements of terms in and failure for (Levels 2- (Levels interest. of and relevant are that 2- (Levels school to relevant are that 2- (Levels at directed stereotypes publishing). 2- (Levels school lives. 2- (Levels 2- (Levels or publish their own stories (e.g. websites, zones websites, (e.g. own stories their publish or
-age and youth, ages 5 Analysis Knowledge Knowledge Application Application Application Knowledge Knowledge Application Application Expectation Achievement Comprehension Comprehension
school
- -
school
school and youth and recognize recognize
use of use of
to navigate the the navigate
age - choices, work in work in choices,
relevant.
on personal and and on personal
as inthe art of strategic
making models to help help to models making
school
h and guidelines for for guidelines h and and how to respond to to respond howand to
and youth youth and youth’s and healthy and have healthy healthy have and of
age youth and age age - - -
and youth and and youth and Knowledge, Skills, and Dispositions and Skills, Knowledge,
to explore the concepts of success of concepts the explore to – and failure thinking and goal setting to to setting goal and thinking future. personal one’s influence
B7.3 Researc B7.3 school media. electronic Decision B7.4 school relationships. Approaches assisting B7.2 for school stereotyping. Performance Area Enables B7: take action. ResourcesB7.1 by identified topics social age B6.5 Techniques for exploring exploring for Techniques B6.5 emphasize that skills relationship literacy, feelings communication, resolution. conflict and on societal reflect and critically messages such as and pressures, and media messages,advertising, B6.4 Methods for assisting Methods assisting B6.4 for age B6.3 Activities, processes, and processes, Activities, B6.3 for strategies each. making groups,
School-Age & Youth Development Credential Pilot Final Report • 43 ew
8.02, 8.02,
COA
formal and formal and individual’s of
8D 8H 8B, 8A, 8B, 5G, 11J Standards
16 IPTS NAA 18, 29 18, - or and school age age - - unethical unethical
school school
as well as means for program evaluation and evaluation program for means as well as
judgmental fashion, to benefit benefit to fashion, judgmental - Benchmarks/Competencies Explains the differences between assessment and assessment between differences the Explains ~ Defines, and gives examples, of observation observation of examples, gives and Defines, ~ assorted of purposes the in differences Describes ~ summarizing and analyzing for formats Identifies ~ assessment and observation Administers ~ ~ Evaluates appropriate and inappropriate uses of of uses inappropriate and appropriate Evaluates ~ ~ Describes the importance of using using of importance the Describes ~ ~ Reviews screening and assessment indicators, indicators, assessment and screening Reviews ~ ~ ~
) ) ) ) ) ) ) )
8 1 2 4 6 7 5 3 . . C tool, method, and purpose to inform interactions and interactions inform to purpose and method, tool, 4: C 4: 4: C 4: C 4: C 4: C 4: C 4: C age and youth school-age and
. . and youth 2- (Levels a that evidence denotes that procedures, and tools, (Levels 2- (Levels interact. and how they evaluation 2- (Levels youth 2- (Levels and approaches. methods and observation assessment 2- (Levels appropriate the to according information and assessment observation the of use development. program 2- (Levels 2- (Levels 2- (Levels age strategies and authentic assessment in settings dedicated to to dedicated settings in assessment and authentic strategies and methods. tools chosen the to according strategies assessment tools and methods, including the ethical and ethical the including and methods, tools assessment developmentally and contextually appropriate assessment assessment appropriate and contextually developmentally a non in procedures, use of information gathered from assessment practices. assessment from gathered information of use
Evaluation Knowledge Knowledge Application Expectation Achievement Comprehension Comprehension Comprehension
Comprehension
-16. and age and
-
age reas, reas, - include include A to world world - used published published used school - school
ontent ontent eaching/learning, and and eaching/learning, life,real - and youth youth and
real
-age and youth ages 5 age
- to referenced measures. referenced - Strategies, tools, and tools, Strategies, Knowledge, Skills, and Dispositions and Skills, Knowledge, C1.4 C1.4 for designs documentation . . youth norm Observation/assessment C1.3 tools, screening (e.g. strategies goal interviews, surveys, and sampling) work monitoring, methodsdocumentation (checklists, rubrics, journals, portfolios, ongoing inform to used charting) health, about decisions t development, interventionswith C1.2 AssessmentC1.2 and methods tools with settings in used generally school commonly including C1.1 Approaches to observation and and observation to Approaches C1.1 and holistic are assessment that and theories compatible integrate connect models that diagnostic, screening, observation, C curriculum and Performance Area observation Recognizes and organizes C1: monitor the progress and assessment information to school Content AreaContent C – Observation Assessment and about an individual’s understanding to gain and assessment and formal observation roles of informal value the Professionals vi information. They and assessment of observation benefits and uses the purposes, They understand and learning. development rvation and assessment as ways to understand understand to ways as assessment and observation appropriate and culturally linguistically, age, developmentally, a variety of responsibility using They take accountability. an interests and needs, to monitor on an individual’s skills, abilities, to gather and share information informal assessments and modify their own roles and practices. continually evaluate and reflect on progress, and to youth situations.
44 • School-Age & Youth Development Credential Pilot Final Report
5.03 5.03 1.02, 1.02, 13.06 13.06 10.03, 10.03, 13.05, 13.05,
COA COA
8J
8B 8B 8F, 8B, 8A, 11K 11J, 11J, 11K Standards Standards
36 IPTS NAA IPTS NAA - age, age,
- age, age, -
school
school
in a variety of settings (e.g. out (e.g. settings of a variety in based on accepted evaluation and and evaluation on accepted based
and youth and youth who are struggling or in distress, including including distress, in or struggling whoare age - Classifies purposes, benefits, and limitations of of and limitations benefits, purposes, Classifies age and youth Benchmarks/Competencies Benchmarks/Competencies
-
~ Describes the purposes of evaluation when evaluation of purposes the Describes ~ and assessment conduct ways to Describes ~ ~ Identifies evidence based practices or best best or practices based evidence Identifies ~ range a for limitations and benefits Recognizes ~ and quantitative between Differentiates ~ ~ ethical procedures, legal Explains ~
~ Understands the legal/ethical procedures and procedures legal/ethical the Understands ~ may be struggling or in distress (e.g. in crisis, under under crisis, in (e.g. distress in or may struggling be )
11) 16) 10) 12) 13) 14) 15) 9 school evaluation, and identifies purposes for each. for purposes and identifies evaluation, age and youth age and youth 4: C 4: C 4: C 4: C 4: C 4: C 4: C 4: C - and families. and families.
school school programs, schools, day care, recreational programs). recreational day care, schools, programs, school - 2- (Levels youth, 2- (Levels the obligations of being a mandated reporter. mandated a being of obligations the 2- (Levels practices with school of decisions. make informed to practices best 2- (Levels linguistic, cultural, to relation in and models approaches evaluation of contexts. and ability 2- (Levels qualitative 2- (Levels and methods. instruments, tools, evaluation of types varying 2- (Levels on assessment/evaluation of and effect considerations, youth, youth individual youth abused). neglected, stress, 2- (Levels working with with working for and confidentiality privacy respects that evaluation responsibilities for using assessment information to report situations situations report to information assessment using for responsibilities for
Knowledge Knowledge Expectation Expectation Achievement Achievement Comprehension Comprehension Comprehension Comprehension Comprehension Comprehension
age, - age -
families,
state state
school school youth,
age, -
. going observation and and observation going - s
. school families,other professionals,
Contexts for evaluation evaluation for Contexts Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge,
agencies in ways that are relevant, relevant, are ways in that agencies and legal. ethical, organized, Performance Area Establishes outcome indicators of positive C3: development for school-age and youth, ages 5-16, to support individual and program success. and program and apply. that others and summarizing for Formats C2.4 with information sharing and local appropriate and C2.2 Approaches, and frameworks, C2.2 meet to the models evaluation of needs of instruments, tools, Evaluation C2.3 formal, include to methods and standardized, published, informal, and research, action participative, youth, C2.1 C2.1 on built methods and frameworks a is evaluation that notion the acting, and thinking of process or product a simply than rather measuring device. Performance Area Employs C2: systematic evaluation evidence frameworks to support ages 5-16. -based practice, deliberate on deliberate of recognition for screening of signs warning and abuse/neglect, and stress causing situations of lives the in upheaval and youth and
School-Age & Youth Development Credential Pilot Final Report • 45
5.06 3.03 1.02 1.02 1.02 5.05 3.02, 3.02, 5.03, 1.02, 1.02, 1.02,
COA
8K 8K 6P 4B 9R 8O 6F, 8B, 6D, 9Q, Standards
24 IPTS NAA 4, 28 4, - - school tointerpret
ethical,
assessment tools and tools assessment - age and youth -
(e.g. learning style inventories, inventories, style learning (e.g.
. . school , who contribute to the designation, designation, the to who contribute ,
t team members about progress toward toward progress membersteam about t
age and youth age and youth - -
Benchmarks/Competencies ~ Understands and describes the connections connections the describes and Understands ~ andoutcomes achieve to plans Implements ~ teammembers, of variety a of roles the Identifies ~ ~ Recognizes qualities and components of of components and qualities Recognizes ~ recognized on Choosesbased ~ outcomes ~ Identifies strategies for relevant, relevant, for strategies Identifies ~ for process specified a Implements ~ ~ Monitors and documents progress toward, and toward, progress documents and Monitors ~
~ Follows supports that are established for for established are that supports Follows ~ ~ Identifies a variety of self of variety a Identifies ~ with Consults ~
age and youth - 7) 20) 21) 23) 1 18) 19) 24) 22) school to achieve goals and outcomes based on relevant self relevant on based outcomes and goals achieve to school 27) 25) 26)
4: C 4: C 4: C 4: C 4: C 4: C 4: C 4: C school 4: C 4: C 4: C
assessment results. standards for for standards 2- (Levels programmatic, of realization the with outcomes achievement between goals. and life educational, 2- (Levels goals. of achievement 2- (Levels including support. and resources (Levels 2- (Levels for interpretation and collection data and appropriate contextual, evaluation. program 2- (Levels growth. and individual 2- (Levels outcomes. of and achievement progress, of monitoring 2- (Levels goals. 2- (Levels effective outcome models and frameworks that support programmatic programmatic support that and frameworks models outcome effective communicating with differen with communicating further for make referrals to when/how/who noting outcomes/goals, age and youth 2- (Levels self- information. assessment (Levels 2- (Levels and linguistically culturally, developmentally, are that strategies for appropriate evaluation). peer and rubrics, 2- (Levels leadership assessments, asset identification, formal and informal and informal formal identification, asset assessments, leadership
-age and youth, ages 5-16 to create self and peer evaluation and procedures
Knowledge Knowledge Application Application Application Application Knowledge Application Expectation Achievement Comprehension Comprehension Comprehension Comprehension
-
to
and youth youth and
age, and age, . . - age - progress. school
school
assessment and evaluation assessment and evaluation - age and youth and age useful and relevant to the the to relevant and useful - inidentifying relevant and
Self Collecting, summarizing, and and summarizing, Collecting, assessment tools and strategies and strategies assessment tools - Knowledge, Skills, and Dispositions and Skills, Knowledge,
support development as learners, developmentsupport as learners, members, community family members. of variety a from Information C4.2 self Performance Area Partners with school C4: processes. C4.1 methods for of contributions and Roles C3.4 families,colleagues, other professionals, C3.3 C3.3 interpretingevaluation information toidentify relevant strategies for outcomes toward progress making goals. and C3.2 OutcomesC3.2 from which to and evaluate monitor, assess, school individual and programmatic youth’s and age C3.1 Personal and professional and professional Personal C3.1 ongoing active, to commitment for as a catalyst evaluation change, social and growth individual and models established using methods. youth for outcomes constructive programs. and groups, individuals, thatis school
46 • School-Age & Youth Development Credential Pilot Final Report
, 1.02 1.02 5.06 5.05, 5.05, 11.04 10.03, 10.03,
COA
-16.
4A 4G 10G 9L, 9P 9L, Standards
, ages 5 23 IPTS NAA d They understand the central the understand They field,
families,an
. . changing professional professional ever-changing and ynamic,
ationships between and among content ationships between processing, email, and email, processing, youth,
. . and youth age, - sensitive, integrated curriculum to build on an -sensitive, integrated age - . school-age and youth school and youth and youth development and youth
Areas and developmental domains. school age - age - to design effective school-age and youth programs assessments and evaluations. assessments - school Content Benchmarks/Competencies ~ Confers with with Confers ~ ~ Demonstrates proficiency with current current with proficiency Demonstrates ~ ~ Recognizes the array of standards available to to available standards of array the Recognizes ~ development and sharing Engages~ in ~ Compares local, state, and national standards to to standards national and state, Compares~ local,
Accreditation). ) ) ) ) 28) D4 D1 D3 D2 cell phones, internet usage, word usage, internet phones, cell 4: 4: 4: 4: 4: C
(Levels 2- (Levels personal including: programs and applications technological computers, texting. (Levels 2- (Levels school the in professionals who with work those 2- (Levels work one’s to and external internal both colleagues, with opportunities best of a variety with familiarity renew continually to situation, with when working practices including governmental standards (e.g. Illinois Professional Teaching Teaching Professional Illinois (e.g. standards governmental including National (e.g. associations by professional created those Standards), bodies by accrediting recognized and those Association), Afterschool on Council (e.g. 2- (Levels discern recognized customary attitudes, methods, and processes for for and processes methods, attitudes, customary recognized discern (Levels 2- (Levels conducting, when developing, organizations/institutions relevant monitoring and goals, setting outcomes, developing results, sharing self when using progress
Knowledge Application Application Application Expectation Achievement Comprehension
. and and
age - and youth and
through through . .
and and age
families, -
assessment data. -
effective for planning, planning, for effective They take responsibility for planning and providing an emerging, bias for planning and providing They take responsibility youth,
school and youth and
-16. be to age age, age and youth and age - - - development Appropriate uses of technology technology of uses Appropriate Best practice techniques and techniques practice Best Knowledge, Skills, and Dispositions and Skills, Knowledge, programming, and interacting with with interacting and programming, Performance Area Recognizes the range of stakeholders required D2: ages 5 disciplines and developmental domains. They recognize and value the interdependence between relationships with others and an between relationships with and value the interdependence domains. They recognize disciplines and developmental d collaborative, a as development curriculum view They knowledge. of construction individual’s through that, methodologies have , and research experience proven school D1.3 and growth, exploration, support to for learning D1.2 Performance Area to continually Utilizes experience, knowledge, and research D1: improve program quality and national state Local, D1.1 school to related standards youth programming. utilization of self Content Area Design D – Curriculum or Program for goals and curriculum appropriate of knowledge broad have Professionals interrel content disciplines, as well as the inquiry, and structures of the concepts, tools of endeavor. to expand competence in all individual’s current abilities and interests C4.3 EmpowermentC4.3 approaches to and assessment with evaluation school organizations, and institutions to to institutions and organizations, with potential growth maximize school administration, interpretation, and and interpretation, administration,
School-Age & Youth Development Credential Pilot Final Report • 47 5.03 4.02 5.05, 5.05, 5.05, 5.05, 10.02 10.02 13.03
COA COA
9L 4L 9E 9E 9A 4P, Standards Standards -16.
8 8 14 IPTS NAA IPTS NAA 25, 36 25, 25, 28 25, , ages 5 of
ibilities as . .
technological technological even when not wheneven not
- families, community community families,
and youth
youth, age
-
age, - school school who have unique perspectives to provide to to provide to perspectives who have unique
, Benchmarks/Competencies Benchmarks/Competencies Describes common meeting planning strategies to to strategies common planning Describes meeting ~ Chooses resources that support the mission mission the support that Chooses~ resources program in stakeholders of roles the Describes ~ ~ Identifies a variety of stakeholders, including including stakeholders, of variety a Identifies ~ and written, verbal, Describes ~ in when involved principles collaborative Practices ~ ~ ~ Determines and utilizes stakeholder contributions contributions stakeholder andutilizes Determines ~ based on established criteria, identified goals, and goals, identified criteria, on established based ) ) ) ) ) 7 8 9 10) 11) D5 D6
and youth 4: D 4: D 4: D 4: D 4: D 4: 4:
age - equals. the group strengthen it and contribute to its work its to contribute and it strengthen group the with others, but a sharing of tasks and respons tasks of sharing a but others, with sharing that member’s perspective that sharing
• awareness that the talents, skills, and gifts of each member each of of gifts and skills, talents, the that awareness • • respect for each member of the group group member each the of for respect • cooperation simple not is collaboration that recognition •
(Levels 2- (Levels program for stakeholders mobilize to necessary skills communication planning. 2- (Levels 2- (Levels of and implementation development mutual the coordinate and tips, facilitation rules, ground (e.g. programming minutes). of documentation/distribution 2- (Levels organization the of needs the to pertinent are 2- (Levels include to improvement (Levels 2- (Levels school process. planning program and/or curriculum the in group work, including: including: work, group organizations/institutions. and other members, professionals, curriculum and program planning. planning. and program curriculum 2- (Levels
Knowledge Application Application Application Expectation Expectation Achievement Achievement Comprehension Comprehension Comprehension
-
. . age and Dispositions - connection connection
and and
school
development and and development and youth and
, principles, , and . . selecting or designing designing or selecting
and regular and age -
program and youth and school Knowledge, Skills, and and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge,
relevant. Performance Area Supports agency D3: mission, values and objectives design and delivery in program D2.4 ConceptsD2.4 methods for and programs, materials curriculum, for models improvement Quality D2.5 provide and that processes structured D2.3 ConceptsD2.3 and to processes facilitatecommunication between when conceiving, stakeholders identifying,designing, implementing and programming evaluating and curriculum. D2.2 Organizational D2.2 convening for skills collaborative summits, and to sessions meetings, relevant design and/or identify school for programs and curriculum age D2.1 Family, community, and staff staff and community, Family, D2.1 for partnerships youth oversight. with stakeholders to maintain maintain to stakeholders with and current is that programming
48 • School-Age & Youth Development Credential Pilot Final Report
1.02 5.03 5.07 5.03 3,02, 3,02, 5.03, 5.04, , , 1.02 1.02, 11.02
COA
9I 3L 6F 5M 4E, 2B, 1A, 9A, 4M, 11A 11B Standards
34 25 IPTS NAA 4, 14 4, 12, 14 12, to
.
age and youth -
age and youth
- in the community, and community, the in role of a governing or or governing a of role school school
situations. learning whenengaged in
. Benchmarks/Competencies ~ Evaluates delivery of programs according to to according programs of delivery Evaluates ~ learning to approaches of range a Reviews ~ capacities and abilities, needs, varying Respects ~ ~ Distinguishes between “schooling” and learning learning and “schooling” between Distinguishes ~ for plan space, organize ways to Articulates ~ ~ Teams with, and provides reports or updates to, to, updates or reports provides and Teams~ with, boards advisory or governing that Understands ~ ~ Understands the guiding guiding the Understands ~ ~ Adjusts one’s style to reflect the developmental, developmental, the reflect to style one’s Adjusts ~ ~ Outlines specific skills in the management the of in skills specific Outlines ~
) ) ) ) ) ) 5 6 7 8 2 9 14) 20) 13) formal, and informal contexts. contexts. informal and formal, D21)
4: D 4: D1 4: D1 4: D1 4: D1 4: D 4: D1 4: D 4: D1 4: age and youth - age and youth - school advisory board as a connection between the program, neighborhoods, neighborhoods, program, the between a connection as board advisory trust. public the protect can that and communities 2- (Levels professions. 2- (Levels organization. the of and outcomes objectives, goals, strategic 2- (Levels with learning and development to relevant 2- (Levels 2- (Levels of school 2- (Levels (Levels 2- (Levels to adherence and oversight providing for responsible who are those goals. planning strategic 2- (Levels in formal, non- formal, in permit that programs and implement choice, are strengthened by representation of interests interests of representation by strengthened are and abilities, skills, of a range who reflect people of consists 2- (Levels engage in creative expression. creative engage in 2- (Levels cultural, and linguistic ability levels and learning styles of individual individual of styles and learning levels ability and linguistic cultural, personal financial affairs needed for daily application as a young a young as application daily needed for affairs financial personal an adult. and as person,
Knowledge Application Application Application Application Expectation Achievement Comprehension Comprehension Comprehension Comprehension Comprehension
with a age ies ies -
age and -
school dards and and dards term planning planning term age and youth and age
- - school and youth youth and ner works.ner 5 through 16. age level,ability, and -
school and long and
development when development -
school in relevant areas such as areas relevant in Knowledge, Skills, and Dispositions and Skills, Knowledge, organizational and study skills). study and organizational variety of ways access of to variety on based ideas and information developmental interests. Enrichment strategies, D4.3 and that processes experiences stan learning support identifiedneeds for recreation). Montessori, to techniques Differentiated D4.2 provide and youth youth and Performance Area Creates program models that build individual, D4: group and structural impact on development and learning, ages that Approaches learning D4.1 to theories learning espouse particular and education of methodologies and learningwith and communities to strategically and strategically communities to a agency/programs in the situate and engage in context local support that solutions programs. designing with alignment Programming D3.3 thevision, mission, values, goals organization the of outcomes and practitio where the goals of the organization. organization. the of goals collaborating for Approaches D3.2 famil with communicating and D3.1 Short D3.1 for approaches and actions curriculum and programs organizing strategic with consistent content creative expression, social and social expression, creative practice and the learning, emotional literacy, financial (e.g. skills life of youth (e.g.Behaviorism, Constructivism, experiential, multiple intelligences,
School-Age & Youth Development Credential Pilot Final Report • 49
1
7.04 5.0 5.08 4.02 4.06 5.04, 5.04, 5.07, 3.01, 3.01, 3.02, 3.01, 3.01, 5.01, 5.02, 5.04, 9.01, 9.02, , 6.01 6.06, 7.01, 12.03 12.01, 12.01,
COA COA
6G 5M 3F, 2B, 5A, 11K 10D 11C, 11C, Standards Standards
1 11, 11, 12, 12, 1, 2 IPTS NAA IPTS NAA 9, 10, 10, 9, 12, 13 12, 13, 29 13,
age and
- . site, use of - sional and sional school
. . age and youth - that are determined by age, age, by determined are that
age and youth -
. . age and youth Benchmarks/Competencies Benchmarks/Competencies -
~ Articulates the value of unstructured time, play, play, time, unstructured of value the Articulates ~ and procedures relevant Describes ~ with programming Implements ~ ~ Acknowledges personal preferences and preferences personal Acknowledges ~ ~ Manages an array of roles and relationships with with relationships and roles of Manages~ an array ~ Provides for a variety of activities that enables enables that activities of variety a for Provides ~ ~ Determines and practices profes practices and Determines ~
) ) ) ) ) ) ) group settings appropriate to the age and the to appropriate settings group 3 4 6 7 2 3 8
4: D2 4: D2 4: D2 4: D2 4: D2 4: D2 4: D2 age and youth - and large - to include teaching specific skills, offering relevant relevant offering skills, specific teaching include to
- ool programming, and participating in enjoyable activities in individual, individual, in activities enjoyable in and participating programming, small youth (Levels 2- (Levels school of development the in and activities 2- (Levels off traveling (e.g. activities different for documentation equipment). 2- (Levels school of level developmental 2- (Levels school and between ages. all of people with when interacting boundaries/protocols ethical (Levels 2- (Levels may that and those supportive are that those between delineates with when working discrimination and prejudice, stereotyping, in result sch 2- (Levels developmental level, type of program/activity, and policies/procedures and policies/procedures program/activity, of type level, developmental organization. the of 2- (Levels choice and voice, encourages physical, creative, social, and/or and/or social, creative, physical, encourages and voice, choice safe is that an environment in place and takes stimulation, cognitive and secure.
Analysis Knowledge Application Application Application Application Expectation Expectation Achievement Achievement Comprehension
- of formal - and provide provide and
- frames .
and youth youth and
age and youth and age age - - Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge,
Performance Area Employs D6: work knowledge and skills to build cohesive group and strong participation, ages programs 5 through 16. D5.3 Relationships and roles to to and roles Relationships D5.3 structure, facilitate, mentor, guide, with setting a in teach and/or school are developmentally, culturally, and and culturally, developmentally, are linguisticallyappropriate, and and necessary safety the provide activity, of type the for protection and levels, maturity age, environment. D5.2 Formats and supervision that that supervision and Formats D5.2 reference, programming, and and programming, reference, AreaPerformance Employs D5: activities and unstructured structured a balance between youth-age and with school ages 5 through 16. engage to Environments D5.1 school D4.4 Personal and structural bias bias and structural Personal D4.4 individual in inherent materials. flexibilityfor setting, structured and non formal, unstructured, and informal, as well as individual activities. group and
50 • School-Age & Youth Development Credential Pilot Final Report
4.06 5.07 4.06 4.02 4.02 5.03, 5.03, 5.05, 3.01, 3.01, 4.01, 4.02, 4.04, 4.01, 3.03,
COA
5J 1H 5B 5K 1A, 1A, 1A, 5A, 3G, 10B Standards
5 5 4, 5 IPTS NAA 12, 14 12, 1 -
- age and - of - school through on through to explore topics topics explore to
age and youth age and youth -
ring one’s facilitation facilitation one’s ring school facilitative behavior behavior facilitative
age and youth personal facilitation strengths strengths facilitation personal -
. . centered approaches of learning. of approaches centered
- up process, while minimizing roles that that roles minimizing while up process, school
Benchmarks/Competencies age and youth - ~ Recognizes that individuals are influenced by by influenced are individuals that Recognizes ~ that experiences and Summarizes~ activities ~ Models roles of individuals that help groups groups help that individuals of roles Models ~ emotional and social positive a Establishes ~ ~ Distinguishes between between Distinguishes ~ ~ Articulates a vision of creating a healthy and healthy a creating of vision a Articulates ~ or strategies facilitation of range a Identifies ~ such skills facilitation group of variety a Practices ~ one’s Assesses ~ ~ Supports Supports ~ ~ Selects attending skills (e.g. active listening, listening, active (e.g. skills attending Selects ~
marization) based on a given situation, such as 1 as such situation, on a given based marization) ) ) ) ) ) ) ) ) ) ) 9 3 1 8 2 4 5 7 9 6 3 3 3 3 3 3 30) 3 3 4: D 4: D 4: D 4: D 4: D 4: D 4: D2 4: D 4: D3 4: D 4: D
. .
els 2- els 2- (Levels (Levels 2- (Levels and adult approaches centered purposeful complete questions, significant investigate interest, of climate with school 2- (Levels with programming to regard in community sustainable youth agreements/commitments). 2- (Levels own how one’s recognizes and techniques behavior. group influences 2- (Levels group. large or group small discussion, 2- (Levels furthe for a plan and develops and challenges, skills. (Levels 2- (Levels has a group how long to relation in development and dynamics group experiences. shared and norms, been together, 2- (Levels passage, responsibilities, empowerment/choice, and community and community empowerment/choice, responsibilities, passage, 2- (Levels support community development (e.g. routines, rituals, rites rituals, routines, (e.g. development community support perform tasks and manage gro tasks perform accomplishments. group hinder (Lev as role modeling helpful group behavior, active listening, using explicit explicit using listening, active behavior, group helpful modeling role as by following trust building communication/directions, and supportive be inclusive humor to of use monitoring commitments, (ratherthan sarcastic). 2- (Levels open invitation to talk, encouragement, paraphrasing, reflecting reflecting paraphrasing, encouragement, talk, to open invitation sum and feelings,
Knowledge Application Application Application Application Application Application Expectation Achievement Comprehension Comprehension Comprehension Comprehension
centered centered
on and management on and age and youth youth and age - the development of a sense sense a of development the Knowledge, Skills, and Dispositions and Skills, Knowledge, approaches, models, and strategies and models, strategies approaches, discovery personal of process a to making. meaning and collaboration, and leadership when leadership and collaboration, groups. with working Performance Area-age and youths, Establishes program models in which school D7: ages , engagement is 5 through 16 central to practice. SchoolD7.1 Approaches delegation, D6.4 to D6.3 Facilitati D6.3 various of groups for techniques and encourage interaction to sizes participation. D6.2 Conditions and techniques to to techniques and Conditions D6.2 support maintenance the and community, of community. of
D6.1 Stages of group development development group of Stages D6.1 interaction. group of dynamics and
School-Age & Youth Development Credential Pilot Final Report • 51 3.03 3.01, 3.01, 3.02,
5.05 5.03, 5.03,
13.01
COA
ons reflect ons
7I, 7J 3F 4P 4K, Standards
1 1, 2 28 IPTS NAA 4, 14, 14, 4,
community contexts and - age
- , school
to plan, plan, to school
s of
through 16, that is positive,
age and youth - school
listening skills that are active, attentive, attentive, active, are that skills listening are in a working relationship. a working in are theirinterests.
-age and youth, ages 5 Benchmarks/Competencies ~ Reviews general societal attitudes and treatment treatment and attitudes societal general Reviews ~ ~ Partners with with Partners ~
~ Employs~ meetage, to style communication Modifies ~ ) ~ Initiates conversations and dialogue with with dialogue and conversations Initiates ~ 1 ) ) ) around 40) 4 E1 E2 E3 They use interpersonal interactions that guide each individual toward interactions that guide each They use interpersonal
4: 4: 4: D 4: D 4: . - . 2
age, and youth age, - and youth and youth school with consistent activities suitable and evaluate implement outcomes. and agreed mission, organizational goals, individual/group 2- (Levels respectful, are ways that in and reflective inclusive authentic, and encouraging. supportive, 2- (Levels age projects, and solve relevant problems to experience growth. experience to problems relevant and solve projects, 2- (Levels when adults manifest attitudes and how these people young of (Levels and youth developmental, linguistic, cultural needs, and abilitie needs, cultural linguistic, developmental, 2- (Levels
school-age and youth Application Application Application Application Expectation Achievement Comprehension
for
and families, and are sensitive to bias and to individual differences. Environments and interactions are bias and to individual differences. Environments and interactions are and families, and are sensitive to and and
age and - ways that ways that
in age, youth, youth, age, school -
use their understanding of developmentally appropriate interactions and environments to provide integrated and to provide integrated and interactions and environments of developmentally appropriate use their understanding school-age, youth, school
and youth youth and
age
- Knowledge, Skills, and Dispositions and Skills, Knowledge, resources. d developmental and learning outcomes. They recognize the important teaching roles of the physical and social environments, environments, social and physical the of roles teaching important the recognize They outcomes. learning and developmental desired interacti and Environments stimulating. intellectually and pleasing, nurturing, are that environments support and provide and values about and abilities, interests, and needs, and reflect appreciation of family responsive to each individual’s
E1.1 Strategies to actively engage actively to Strategies E1.1 school Performance Area Establishes communication with all school E1: respectful, and enabling. and supportive, respectful, are encouraging. . . youth Content Area and Environments E – Interactions, Relationships Professionals opportunities supportive learning views of power and control when control and power of views with working families. Systemsfor D7.3 and structures authentic and significant gathering programming, into input and relationships, environment, from administration D7.2 Philosophical and practical and practical Philosophical D7.2
52 • School-Age & Youth Development Credential Pilot Final Report 3.01 4.04 4.01, 4.01, 4.02, 3.04 4.06 4.02 4.03 3.01, 3.01, 3.02, 4.02, 4.01, 4.02, 3.03,
-16, COA
5J 7H 7C, 3N,
8K 3C 5R 5A 2E, 5N, 3G, Standards
5 1 1, 5 IPTS NAA 2, 5 16, 18 16, 4, 28 4,
- -age and youth, ages 5
.
identifying identifying
in
and youth . . age thinking and behavior). and thinking - and youth hreats, bullying). hreats, and youth age - encourages social and emotional and emotional social encourages
school , ) and discourages discourages and ) and safety age - oppressive behavior (e.g. uses uses (e.g. behavior oppressive
- school
school personalities, developmental stages, culture, culture, stages, developmental personalities,
age and youth Creates an environment that respects boundaries boundaries respects that an environment Creates Benchmarks/Competencies - ~ Supports Supports ~ ~ ~ guidance positive of variety a Demonstrates ~ ~ Describes methods for intentional relationship relationship intentional for methods Describes ~ ~ Describes positive behavior guidance programs programs guidance behavior positive Describes ~ ~ Establishes program norms that protect the health health the protect norms that program Establishes ~ anti Models ~ of knowledge to practices guidance Relates ~ ~ Distinguishes language that is passive, passive, is that language Distinguishes ~ ~ Practices language that is assertive and conveys conveys and assertive is that language Practices ~ ~ Uses verbal and body language that is non is that language body and Uses~ verbal ) ) ) positive reinforcement, encouragement, logical logical encouragement, reinforcement, positive
) ) ) ) ) ) 9 13) 10) school E14 E7 E8 E11 E12 E4 E5 E6
and youth 4: 4: 4: 4: E 4: 4: 4: E 4: 4: 4: E 4: neutral language, challenges language and behavior that that and behavior language challenges language, neutral age - -
building and development of trust between group members. group between trust of and development building 2- (Levels and plans future with connect that and skills interests, strengths, goals. judgmental. judgmental. 2- (Levels of and safety 2- (Levels own one’s of conscious is communication, 2- (Levels school positive skill building with 2- (Levels materials and space, rituals, routines, rules, of use consistent through and interactions. behavior positive guide to designed 2- (Levels and modeling). consequences, 2- (Levels (Levels 2- (Levels when communicating. assertive and aggressive, 2- (Levels 2- (Levels linguistic and ability levels. and ability linguistic (e.g. techniques skills (e.g. respect, responsibility, t harassment, (e.g. behavior oppressive gender empathy when communicating with with whenempathy communicating and processes that convey respect, offer choices, and support and support choices, offer respect, convey that and processes exhibits stereotyping, respects different styles of leadership and leadership of styles different respects stereotyping, exhibits 2- (Levels
Knowledge Application Application Application Application Application Application Application Expectation Achievement Comprehension Comprehension Comprehension
and and
age - age and and -
, Dispositions and youth and school school age - and youth and and processes to and to processes communication communication
age -
school . .
affirming, empowering, and and empowering, affirming,
school esteem. esteem. - Knowledge, Skills, and and Skills, Knowledge, mutually respectful support for for support respectful mutually and identity social their developing need theirfutures. E2.4 Activities assets, of development support enable to and attributes skills, E2.3 Characteristics of interpersonal interpersonal of Characteristics E2.3 that interactions and relationships work for foundation solid a provide with self a establish to Techniques E2.2 and safe predictable, consistent, social promotes that environment responds and skills emotional and needs. behavioral to and themselves of vision a support . . youth Performance Area Builds positive, E2: creative and growth-oriented relationships with all school that focus on their futures. reflect that Guidance strategies E2.1 and understanding professional the belief that E1.3 Approaches to conflict that that Approaches conflict E1.3 to all of equality the recognize mutual in and results participants restoration and conflict of resolution modeling while relationships of with skills proactive E1.2 Positive convey respect that techniques with when interacting and youth and
School-Age & Youth Development Credential Pilot Final Report • 53
5.02 3.02 3.03 3.03 5.03 11.04
COA COA -16.
7F 6B 6A 1C 6G 4N, 1A, 10F Standards Standards
4 4 34 14 IPTS NAA IPTS NAA 2, 4
. -16, and adults to think and and
.
conversations conversations
age and youth - in
set of a facilitator - and youth school recognize, identify, identify, recognize, age and youth -
. . -age and youth, ages 5 age - school ournals) to to ournals)
school and youth and how adults learn. and how adults
age abilities of one person to resolve, and seeks seeks and resolve, to one person of abilities
- learn
Differentiates between experiential and didactic and didactic experiential between Differentiates Understands that certain situations may be situations certain that Understands Benchmarks/Competencies Benchmarks/Competencies
~ Engages~ ~ Defines “experience” as it relates to how people how people to relates it as “experience” Defines ~ how to differences and Compares~ similarities ~ ~ ~ activities and programs of examples Provides ~ skill and role the Describes ~ on and capitalizes Recognizes ~ ~ Provides an interactive environment by facilitating facilitating by environment interactive an Provides ~ ~ Consults with people and/or other resources (e.g. (e.g. resources other and/or people with Consults ~ include to processes Employsexperiential ~ ) ) ) ) ) ) 5 7 8 9 20) 21) 23) 22) 24) E15 E16 and youth 4: E2 4: E1 4: E1 4: E1 4: E 4: E 4: E 4: 4: E 4: E 4:
age - ool (Levels 2- (Levels for thinking thinking, of depth stimulate to questions and asks them. to important and relevant are that issues about and themselves, access support when confronting challenging situations. challenging when confronting support access 2- (Levels knowledge. construct 2- (Levels sch 2- (Levels methods. 2- (Levels experiential. are that 2- (Levels with process an whenexperiential engaged in school with work group 2- (Levels moments with teachable/learnable experiences. other (Levels 2- (Levels and control the beyond 2- (Levels 2- (Levels information and/or assistance from those with knowledge and knowledge with those from assistance and/or information areas. given the in experience 2- (Levels colleagues supervisors, internet, j internet, supervisors, colleagues activities when in engaged learning of application and reflection
Knowledge Application Application Application Application Expectation Expectation Achievement Achievement Comprehension Comprehension Comprehension Comprehension Comprehension Comprehension
-
to
and and school age - act on act
Dispositions to experiential experiential
- school age and youth and age and assistance and assistance -
encompass
to
individualsin
and youth youth and school
age
- Accepted notions of of notions Accepted and youth and Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and and Skills, Knowledge, thedevelopment of critical thinking. . . youth Performance Area for school Establishes regular, structured opportunities E4: critically about issues that participants identify as important to them. for and structures Strategies E4.1 encourage for suitable are that Situations E3.4 techniques experiential employing with when working constructing knowledge as active knowledge as active constructing participants. learning of Continuum E3.2 with working for approaches methods. to strategies Facilitation E3.3 E3.1 E3.1 the places that learning experiential individualat the center of a learning experience, honors past experience, supports and from a variety of sources when sources of variety a from issues and challenges confronting (e.g.peers, colleagues, families, professionals). other Performance Area Recognizes and employs E3: a variety strategies to address experiential of learning styles, ages 5 school goals. future Consultation E2.5 age relevant in involved actively be experiences. experiential and non experiential
54 • School-Age & Youth Development Credential Pilot Final Report
4.02 3.04 5.06 5.07 5.05 5.07 3.03, 3.03, 3.04, 4.01, 3.04, 3.04, 3.03, 5.03, 5.05,
5.03 5.05 5.07 5.05 5.07
COA COA
5J 5L 7F 4L 4P 4N 5K 6G 6G 3G 5K, 4C, 5K, 1G, Standards Standards
4 5 3 4 14 14 15 14 IPTS NAA IPTS NAA
age -
about issues issues about school
age and youth age and youth - - in making informed informed making in
school
age and youth
-
that facilitate learning and learning facilitate that age and youth with opportunities opportunities with age and youth
- age and youth - school making. - age and youth. - school
creates community expectations and expectations community creates - age and youth to connect their interests with information to to information with interests their connect to -
Benchmarks/Competencies Benchmarks/Competencies ~ Co ~ ~ Identifies avenues, strategies, and portals for for portals and strategies, avenues, Identifies ~ and prompts posing problem Provides ~ for opportunities Provides ~ ~ Assists Assists ~ assisting by leadership Encourages ~ ~ Assists youth when taking action on issues they they issues on action when taking youth Assists ~ ~ Consults with with Consults ~
) ) ) ) ) ) 3 8 9 2 6 7 as important (e.g. research projects, forming teams, teams, forming projects, research (e.g. important as school 30) judgmental environment. judgmental -
control. taking without 4: E3 4: E2 4: E2 school Presents ~ E31) 4: 4: E3 peer successful of Summarizes ~ characteristics E32) 4: 4: E2 4: E2 E31) 4: 4: E age and youth - s 2-
(Levels 2- (Levels with standards (Levels 2- (Levels school decision and setting goal support 2- (Levels school connects that discussion trigger to questioning action. taking in interested are they upon which 2- (Levels larger and community the to contributing for capacities their explore to world. (Level identified have evaluation). and fundraising, plans, making sponsors, finding 2- (Levels open, an in knowledge and perspectives, opinions, ideas, share to and non safe, 2- (Levels school for programs education (Levels 2- (Levels how and do, to what (e.g. programs, during choices and responsible whom participate). with to 2- (Levels and youth development. interests with current events and community issues. community and events current with interests 2- (Levels
Analysis Application Application Application Application Application Application Application Application Application Expectation Expectation Achievement Achievement Comprehension
- age -
and and school
, urces for for urces voice voice age and to make to -
age and youth in in youth and age school , youthage ,
- in the development of of development the in -
as a mechanism to and youth youth and
school age and youth’s youth’s and age age
- -
Strategies for developing developing for Strategies
Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge, E6.1 Approaches for defining high high defining for Approaches E6.1 an array and offering expectations with options of . youth E5.3 Peer education and leadership and leadership education Peer E5.3 development school support agents. Performance Area Creates an environment E6: . support and high challenge to facilitate learning, ages 5 through 16 of high action. E5.3 school actions. change as development their E5.2 Leadership development as a Leadership E5.2 school support mechanism to change agents. and projects learning Service E5.2 youth’s connect that processes topics and enthusiasmwith interests them take to allow causes that or and discourse collective though action. that techniques Posing Problem 5.1 engage E4.3 Processes and reso E4.3 school decisions. informed and intentional Performance Area Supports school-age and youth, E5: to tackle problems and take 5 through 16, to use their learning ages E4.2 Strategies to support support to Strategies E4.2 youth and age & independence autonomy, working when interdependence groups. in or alone and youth in their development as as development their in youth and
adults in reflective dialogue. reflective in adults
School-Age & Youth Development Credential Pilot Final Report • 55
3.01 5.07 4.02 5.07 5.02 5.07 3.04, 3.04, 4.02, 4.01, 3.04, 3.04, 3.03,
COA
4P 7H 2A 5K 5D 3F, 5B, 3C, 10D Standards
2 4 4 3 1 IPTS NAA
to
cultural to make to achieve to
age and youth -
within a developing a developing within school
age and youth age and youth to make choices when make choices to . .
- - to use critical thinking, decision decision thinking, critical use to
school school
age and youth age and youth - - created community expectations and standards. expectations community created - Benchmarks/Competencies age and youth - school ~ Describes developmentally appropriate scenarios scenarios appropriate developmentally Describes ~ ~ Encourages Encourages ~ achieving toward accountability high Models ~ Encourages ~ ~ Differentiates between support and pressure pressure and support between Differentiates ~ school ~ Models consistency, integrity, and trustworthiness trustworthiness and integrity, consistency, Models ~ ~ Compares viewpoints from a variety of of variety a from Compares~ viewpoints for opportunities Utilizes ~ a when creating trust of role pivotal the Describes ~ ~ Reflects on own learning, beliefs, and values values and beliefs, ownon learning, Reflects ~
) ) ) ) ) ) ) ) ) 8 4 5 6 7 3 9 1 2 40)
4: E3 4: E3 4: E3 4: E3 4: E3 4: E4 4: E3 4: E4 4: E4 4: E - 2
defined goals and outcomes. and outcomes. goals defined personal and professional goals. and professional personal (Levels self- 2- (Levels school require that (Levels 2- (Levels on co based choices 2- (Levels when challenging 2- (Levels skills. solving problem and/or making, participating in new experiences. new experiences. in participating community. 2- (Levels (Levels 2- (Levels perspectives. context. and cultural background one’s from on influences based 2- (Levels and others oneself for responsibility take and to responsibility have and level developmental individual’s each to appropriate are that ability. 2- (Levels each of and responsibilities roles the with along community, of sense relationships trusting member when cultivating with when working 2- (Levels
Analysis Application Application Application Application Application Expectation Achievement Comprehension Comprehension Comprehension Comprehension
-
school
to broaden broaden to .
making, and making, - with expectations that that expectations with
age and youth and age individual’s youth and age age and youth and age - - - Knowledge, Skills, and Dispositions and Skills, Knowledge,
developmental level and ability. and level developmental and Understanding E7.3 building, community of appreciation an being for skills and requisite team member. effective E7.1 The role of multiculturalism multiculturalism of The role E7.1 the and society, in pluralism and messages communicated are that to school increasing for Strategies E7.2 and capacities, competencies, a to according responsibilities school E6.4 Rationale, methods and Rationale, E6.4 critical developing for approaches thinking,decision skills. solving problem Performance Area Recognizes that school-age and youth’s E7: behaviors, attitudes, outcomes are both independently and and interdependently developed ages 5 through 16. and sustained, school challenges. and outcome setting Goal E6.3 for and with development youth and age supporting for Strategies E6.2 theywill be attained. their horizons through choices and and choices through horizons their
56 • School-Age & Youth Development Credential Pilot Final Report
1.02 10.01 13.03 10.01, 10.01, 13.01,
al
COA COA
9L 3C 9B 9M 9L, 3C, 3N, 3N, 1A, 11P STANDARDS STANDARDS
2 7 1, 7 IPTS NAA IPTS NAA
- of - age, youth, youth, age, -
y culture, y culture,
school
development and choices. development
having healthy relationships relationships healthy having account culture, race, race, culture, account
and youth and youth age and youth -
holism, hierarchies, boundaries, boundaries, hierarchies, holism, on their family structures. family on their age - school Benchmarks/Competencies Benchmarks/Competencies school the notion of a “chosen family. “chosen a of notion the ~ Identifies privileges, rights, and obstacles that that obstacles and rights, privileges, Identifies ~ accommodateand an respect to practices Adapts ~ structures family of variety a and respects Honors ~ and balance maintain how families Explains ~ ~ Demonstrates respect for all all for respect Demonstrates ~ ~ Describes how family context and frame and context how family Describes ~ ~ Recognizes the 40 Developmental Assets from the the from Assets Developmental 40 the Recognizes ~
) ) ) ) ) ) ) 3 4 5 6 2 7
4: F1 4: F 4: F 4: F 4: F 4: F 4: F
and a changing definition of “family” influenced b influenced “family” of definition and a changing homeostasis). and equilibrium, interdependence, (Levels 2- (Levels based encounter families 2- (Levels influences reference 2- (Levels into takes that structures family of array health/ability, orientation, sexual structure, parental religion, ethnicity, conditions. and economic location, 2- (Levels and generations, 2- (Levels (e.g. themselves organize 2- (Levels circumstances. family of regardless families and their (Levels 2- (Levels and growth, young people’s supporting a for as model Institute Search of importance the with a multiplicity of adults.
Knowledge Knowledge Application Application Application Expectation Knowledge Expectation Achievement the critical role of positive, collaborative partnerships with families, colleagues, and community and community colleagues, with families, collaborative partnerships role of positive, the critical Achievement Comprehension Comprehension
age, youth, and their families. -age, youth, and their
. age and and -
school
developmental developmental age, youth, age, - age and youth and age - school learning and behavior. and learning
Dispositions
Knowledge, Skills, and and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge, F2.1 Sources of adult support, support, adult of Sources F2.1 support and networks social and school, family, the systems in build proactively to community school with assets needs of its members. its needs of Performance Area for positive Identifies and utilizes the adult supports needed F2: school-age and youth development, ages 5 through 16. F 1.4 Theories of families that that families of Theories 1.4 F emphasize systems how family the out carry themselves to organize life of andtasks challenges daily the to adjusting while F1.2 Prior learning, differing differing learning, Prior F1.2 and cultural family experiences, a influence backgrounds youth’s and when pluralism of role The F1.3 with working families. F1.1 The range and variety of family family of variety and range The F1.1 that challenges and the structures in may encounter families society. contemporary Professionals understand and value understand Professionals and profession their own personal in conveying integrity and demonstrate multiple perspectives They respect service agencies. Performance Area cultural difference and diverse Recognizes and supports F1: family 5 through 16. structures, ages Content AreaContent F – Family Community and Relationships use their knowledge of family and social systems to create reciprocal, productive interpersonal create reciprocal, productive interpersonal of family and social systems to values. They use their knowledge perspectives and participants to the development, of family, program, and community recognize and enhance the contributions relationships that of school learning, and wellbeing
School-Age & Youth Development Credential Pilot Final Report • 57
4.02, 4.02, 4.02, 4.02, 3.01, 10.02 13.03 11.01 13.03 11.04 10.02, 10.02, 10.02, 10.02, 11.02, 13.05, 11.03, 11.03,
COA
7I, 6C 9L, 9A, 11K 7C, 7I 7C, 7D, 7I 7D, 7J, 9D 7J, STANDARDS
4
8 IPTS NAA 24, 25 24,
youth, youth, , age, - zations, and zations,
age/youth/adult age/youth/adult -
. school
toeffectively interact with
. .
age and youth 1 communication, small group, small 1 communication, - - age and youth -
Benchmarks/Competencies ~ Demonstrates an ability to use a variety of of variety a use to ability an Demonstrates ~ ~ Summarizes a variety of collaborative tools to to tools collaborative of Summarizes~ variety a ~ Gives examples of effective verbal verbal effective of examples Gives ~ to styles communication adapt how to Describes ~ variety a of limitations and benefits the Describes ~ ~ Uses a variety of communication formats to to formats communication of Uses~ variety a ~ Recognizes professional boundaries and boundaries professional Recognizes ~ ~ Gives examples of ways to communicate and communicate ways to of examples Gives ~ ~ Defines the concept of school of concept the Defines ~
) ) ) ) ) ) ~ Identifies a variety of adult roles within the family, family, the within roles adult of variety a Identifies ~ and characteristics, skills, attributes, Identifies ~ ) ) )
8 7 3 4 5 6 1 ) ) 2 making, and learning from one another. from and learning making, 1 1 1 1 1 1 1 8 9 - 1 F10
4: F 4: F 4: F 4: F 4: F 4: F 4: F 4: F 4: F 4: F 4: - - 2
Levels 2 Levels 2- (Levels (Levels 2- (Levels styles. resolution and conflict solving problem of meet a diversity others. (Levels 2- (Levels communication communication diverse to adjusting skills including and languages. styles, 2- (Levels speaking). and public group, large 2- (Levels families, with communicate to used formats communication of and media. organizations, community (Levels collaboration and partnership strategies strategies and partnership collaboration meet a variety of situations (e.g. 1 (e.g. situations of meet a variety convey information in relevant situations. relevant in information convey skills, decision 2- (Levels families, with when needs working confidentiality agencies. referral (Levels 2- (Levels and supports, services, provide to structures and community school, school for opportunities 2- (Levels asset effective who practice allies be beneficial to adults for qualities school with and advocacy building and in the community. the and in 2- (Levels ( collaborate with caregivers, schools, community organi community schools, caregivers, with collaborate partnerships, where the goal is to provide an equal chance of utilizing utilizing of chance an equal provide to is goal the where partnerships,
Knowledge Application Application Knowledge Knowledge Knowledge Expectation Achievement Comprehension Comprehension Comprehension Comprehension
Comprehension
- age
- . school verbal verbal age and youth youth and age -
age and youth and age
- programming (e.g. (e.g. programming network in asset asset network in
. . Skills for creating a structure a structure creating for Skills and youth youth and newsletters, reports, websites, websites, reports, newsletters, including releases) press accurate knowledge formats, of correct events, of portrayal andmatching usage, grammatical of purpose to and reader to style Knowledge, Skills, and Dispositions and Skills, Knowledge,
communication. in others work with to Skills 3.3 F assessing perspectives, gaining and problems, solving needs, conflicts. resolving written effective for Skills F3.2 common school in communication F3.1 Skills for effective effective for Skills F3.1 including communication establishing listening, empathetic and communication, of lines and style communication matching levelto the listener. age and network to support support to network and Performance Area Employs F3: that strengthen family practices and community. connections, ages 5 through 16 F2.2 Roles and contributions of of contributions and Roles F2.2 schoola from adults F 2.3
individual’s youth and building, advocacy, and being an an being and advocacy, building, ally with school
58 • School-Age & Youth Development Credential Pilot Final Report
11.02 10.02 2 11.0 13.07 11.02 13.07 11.04 11.02, 11.02, 11.03, 11.04, 13.06,
COA
9K 9M 9M 9L, 9M 3E, 9L, 9B, 9A, 9A, 5Q, 6M, 11B 11H 11F, 11F, 11G, 11G, STANDARDS
25 36 23 25 25 IPTS NAA 7, 25 7, 23, 24 23,
with
family
youth,
ether to to ether (and groups of of groups (and and youth and youth and family needs needs and family
age, - age -
and their families. and their
e community. school school age, youth, age, - macro, blended). macro,
with varying abilities. varying with age, youth, age, school and families. -
and family interests. and family
and youth and youth school goal (or goals). (or goal age - Benchmarks/Competencies Articulates federal and state laws related to to related laws and state federal Articulates age, youth, age, ~ Connects Connects ~ - age, youth, age, ~ Describes the family role in identifying priorities priorities identifying in role family the Describes ~ supports and conditions utilizes and Describes ~ events community of range a in Participates ~ ~ Recognizes that families live in a context of of context a in live families that Recognizes ~ opportunities and organizations local Identifies ~ ~ Selects a range of community resources resources community of range a Selects ~ ~ Identifies key school and community personnel personnel community and school key Identifies ~ ~ Recognizes that organizations organizations that Recognizes ~ of roles the Defines ~ ~ Describes the need or reason to partner with with partner to reason or need the Describes ~ ~ ~ Adapts programming to include goals and goals include to programming Adapts ~ -
) ) ) ) ) ) ) ) ) ) ) 1 2 3 9 4 30) 1 5 7 6 8 9 2 2 2 20) 2 3 school school
4: F 4: F 4: F 4: F1 4: F 4: F 4: F2 4: F 4: F2 4: F2 4: F2 4: F2 4: F2 (Levels 2- (Levels program. the in and interests 2- (Levels functions/events. 2- (Levels to relevant school to available (Levels 2- (Levels micro, geographic, (e.g. communities 2- (Levels gardens). community PTA meetings, associations, neighborhood that encourage families to participate, partner, or attend program program attend or partner, participate, to families encourage that 2- (Levels that present possibilities for partnership and collaboration (e.g. (e.g. collaboration and partnership for possibilities present that (Levels 2- (Levels th in resources relevant with and interests 2- (Levels of inclusion facilitate to consultation for (Levels 2- (Levels tog work that parts of a collection are organizations) an overall accomplish benefit to systems other 2- (Levels the in professionals and other agencies members, community process. Program Education team and Individual multidisciplinary for objectives disabilities. 2- (Levels 2- (Levels 2- (Levels referral for special education or services in a range of contexts. of range a in services or education special for referral
Knowledge Knowledge Knowledge Knowledge Application Expectation Knowledge Knowledge Application Application Application Achievement Comprehension Comprehension Comprehension
age and - oriented oriented -
for home and for
focused organizations. focused Models of team interaction teamModels interaction of Knowledge, Skills, and Dispositions and Skills, Knowledge, F4.4 F4.4 different accomplishing for useful including functions, program and planning, assessments, youth youth families helping for Skills F4.3 navigate to a capacity develop hospitals, schools, systems (e.g. justice). and juvenile health, mental F4.2 Roles, responsibilities, and responsibilities, Roles, F4.2 typical for procedures referral members interdisciplinary school of by defined those including teams, resources and the and law policy, brings each discipline that and skills tothe team. Performance Area Recognizes and collaborates with the key F4: community institutions that impact the lives of school-age and youth, ages 5 through 16, and their families. managing for Skills F4.1 relationshipswith schools, political school and other entities, F3.6 Mechanisms to strengthen Mechanisms strengthen F3.6 to connections. community and family F3.5 Opportunities Opportunities F3.5 and collaboration program family in participation volunteerism, supports, services, partnerships. and F 3.4 Role of program in the larger larger the in program of Role F 3.4 context. community
School-Age & Youth Development Credential Pilot Final Report • 59
1.02 1.01, 1.01, 11.02 11.02 11.04 11.03 11.01, 11.01, 11.03, 11.03, 11.02,
COA
9L 9E 9A 8B, 9A, 9A, 11Q 11B 11G 11B, 11B, 9E, 9I 9E, STANDARDS
8 25 25 25 31 25 IPTS NAA
. and youth and youth field
services. age
-
and youth school
age - age and youth disciplinary team for different different team for disciplinary - -
school
Compiles a functional network of individuals and individuals of network a functional Compiles Benchmarks/Competencies and families.
~ Describes a variety of skills essential for working working for essential skills of variety a Describes ~ with effectively working for skills key Describes ~ ~ Describes boundaries of professional professional of boundaries Describes ~ ~ Describes the general procedures, advantages, advantages, procedures, general the Describes ~ ~ Articulates a personal vision about one’s role in in role one’s about vision personal a Articulates ~ and stakeholders, leaders, political local Identifies ~ ~ Compares a variety of organizational codes of of codes organizational of Compares~ a variety ~
) ) ) ) ) ) ) ) 4 5 6 7 3 2 8 9 3 3 3 4: F 4: F3 4: F3 4: F3 4: F 4: F 4: F3 4: F3
- 2 . . age and youth youth, age, - - rking/consulting with families, schools, and schools, families, with rking/consulting (Levels 2- (Levels affect that and institutions systems teams from of a variety with school 2- (Levels roles. supervisory in and those volunteers, colleagues, 2- (Levels affect that and institutions systems other with partnership in working school 2- (Levels on influence have that systems (Levels (Levels a multi with working of and challenges purposes. 2- (Levels with disabilities. responsibilities, protocols, and legal requirements when requirements legal and protocols, responsibilities, wo (Levels 2- (Levels school the in and missions visions ethics, 2- (Levels the through and partners resources, allies, as identified organizations connections. and personal technology of use
Knowledge Application Application Expectation Achievement Comprehension Comprehension Comprehension Comprehension Comprehension
-
school
age,
- organizations organizations
age and youth and age school -
school families, and programs. and families, consultation) and and consultation)
families,staff, and programs.
Components of strategic strategic Components of
Knowledge, Skills, and Dispositions and Skills, Knowledge,
F5.2 Approaches and collaboration collaboration and Approaches F5.2 relevant identifying for strategies in partners and allies, resources, upon acting and community the and community issues, needs, or variety a common with ground concurring of network individuals. and age, youth, age, Performance Area Identifies and develops F5: an array community, of local allies and resources in the ages 5 through 16. F5.1 ethics, of codes include to direction mission. and vision, values, collaborative consultation. collaborative as a on oneself reflect to Skills F4.7 teammember teamon process and to and functioning team to relation in for goals achieving youth, the of andrules Structure F4.8 affects as it process political making, conflict resolution). conflict making, of managing roles for Skills F 4.6 including volunteers, and personnel organization, and definition role using supervision, and training, and learning adult of principles F 4.5 Skills for contributing to the the to contributing for Skills F 4.5 those including teamprocess, relatedto different team roles(e.g. facilitation, implementation,and those related to of inclusion functions(e.g. goal setting, decision with disabilities in school and and school in disabilities with programs. community
60 • School-Age & Youth Development Credential Pilot Final Report
3.01, 3.01, 3.02, 13.03 , 10.01
beliefs, s. They
COA
9E 9D, 1A, 3C, 3N, 10C 11N 11B 11A, 11A, STANDARDS
1 30 IPTS NAA 25 25, 36 25,
- and youth
age and - and youth and youth age - and youth and youth age - school
age - ent of respectful, respectful, of ent
round the world. the round school reflection, reading, research, and research, reading, reflection, -
situations where education and/or and/or education where situations common ground, brainstorming, creating creating common brainstorming, ground, practice, and their impact for one’s one’s for impact and their practice, Benchmarks/Competencies significant, expanding, changing profession. Their professional changing profession. Their significant, expanding,
~ Describes techniques for working in collaborative collaborative in working for techniques Describes ~ ~ Differentiates between education and advocacy, advocacy, and education between Differentiates ~ Identifies ~ ~ Summarizes federal, tribal, state, and local and local state, tribal, Summarizes~ federal, ~ Identifies effective practices, philosophies, philosophies, practices, effective Identifies ~ ~ Engages in self Engages~ in underpinning principles and values the Identifies ~ ~ Outlines the evolution of school of evolution the Outlines ~
) ) ) ) ) ) 1 2 3 4 1) 2 40) 4 4 and youth and youth 4: G5 4: G 4: G 4: G 4: G 4: F 4: F 4: F butions of their profession and its related fields. They are committed to butions of their profession and its
age
- . .
regulations of programs and services related to school to related services and programs of regulations models, and theories that support the developm the support that and theories models, 2- (Levels school activities. and responsibilities 2- (Levels with relationships and empathetic compassionate, youth 2- (Levels and a States, United the Illinois, in practice practice. (Levels 2- (Levels and current foundational of understanding and contexts. policies, issues, development 2- (Levels addressing a need. addressing (Levels 2- (Levels exploring (e.g. partnerships a common around interest/need). and organizing vision, a shared 2- (Levels self with on a continuum, occurs advocacy that and identifies other on the interest public the in and policy on one end, advocacy end. 2- (Levels advocacy is called for, and communicates an action plan for for plan action an and communicates for, called is advocacy
Knowledge Knowledge Knowledge Knowledge Expectation Application Achievement Comprehension Comprehension
Comprehension
- school
age, age, - practice that that practice to practice
. and youth youth and youth and -age and youth development work, ages 5 through 16. age age and families. - -
Dispositions and Skills, nowledge, K and practices. They know and value the history and contri and practices. They know and value choices and action and continually reflect on and take responsibility for their own values, ongoing professional development, their in profession their in discipline their of standards ethical the exemplify and families, their and youth, school-age, for advocate and activities. personal and professional interactions practitioner and professional in the the in professional and practitioner G1.2Historical, philosophical, of foundations regulatory and social, school G1.1 Perspectives on the nature of of nature the on Perspectives G1.1 school Performance Area Establishes an articulate professional identity G1: and outcomes of that includes the purpose, processes school developmental, the respect contextual, linguistic, ability, and cultural diversity of families, youth and age, and personal continual support development as a professional Content Area Development G – Personal and Professional members of a and conduct themselves as Professionals identify embracing a similar mission. embracing a similar individuals for role Advocacy F5.4 and of, on behalf organizations and school with partnership in cultures, They honor diversity in and advances in the profession. experience, professional development, attitudes evolve with F5.3 Skills for creating a creating for Skills F5.3 network community collaborative organizations and individuals with
youth,
School-Age & Youth Development Credential Pilot Final Report • 61
4.06 5.07 3.01, 3.01, 3.03, 3.04, 13.03 10.01, 10.01, 13.01,
COA
3L 10I 3F, 3N, 3D, 11P 10A 10H 11B 10G 10F, 10F, 10F,
STANDARDS
1 34 36 34 33, 33, IPTS NAA 2, 4 8, 31 8, 1, 7, 8
-
age and -
. . age and youth - school
school age and youth -
growth (e.g. identifies mentors, mentors, identifies (e.g. growth
school Reviews and compares local and state school and state and compares Reviews local Benchmarks/Competencies and colleagues relative to differences in strengths, strengths, in differences to relative and colleagues ~ ~ ~ Identifies personal and professional areas of of areas professional and personal Identifies ~ and/or supervisors, colleagues, with Consults ~ continually to resources Uses~ professional development professional Seeksout ~ ~ Articulates the concept that that concept the Articulates ~ invite that strategies Describes ~ and strategies, values, on reflects Routinely ~ ~ Demonstrates respect for individual families, families, individual for respect Demonstrates ~
) ) ) ) standards and practices. standards 14) 7 8 9 10) 11) 12) 13) 6
youth, youth, 4: G 4: G 4: G 4: G 4: G 4: G 4: G 4: G 4: G , age, - to realize their full potential. potential. full their realize to
and youth (Levels 2- (Levels age (Levels 2- (Levels areas. of a multitude in abilities manypossess untapped 2- (Levels youth 2- (Levels and programs, relationships, have on they effects and the interactions with when working environments 2- (Levels developmental professional focused engage in to order in growth opportunities. 2- (Levels performance. one’s about perspectives multiple gain to participants 2- (Levels practice. improve 2- (Levels professional enhance to relationships networks). peer or associations professional joins coaches, (Levels 2- (Levels school challenges, perspectives, and actions. perspectives, challenges,
Application Application Application Application Application Expectation Achievement Comprehension Comprehension Comprehension Comprehension
. . -
. - work age,
- linguistic school school
and youth and age and youth and age - age - as able, valuable, valuable, as able,
school
personal choices and choices personal assessment and problem - families, and teamand members families, pmental, contextual, contextual, pmental,
ends in school in ends Knowledge, Skills, and Dispositions and Skills, Knowledge,
G2.2 Opportunities and resources resources and Opportunities G2.2 and growth for areas identifying for when developmentprofessional as a with working one’s on reflection Critical G2.3 educational and professional from community, state, practices perspectives global and national, Performance Area to enhance workplace effectiveness Utilizes self-awareness and a range of strategies G2: through achievement objectives, of work . career and personal goals, ages 5 through 16 Self G2.1 for strategies and tools solving evaluating and practice on reflecting and actions ownone’s beliefs standards. professional to according professional capacities. professional continually to Strategies G1.6 current about oneself educate tr philosophy one’s update to order in and approaches as a professional. inthe context of varied develo of perceptions Adult G1.4 youth and age makinga of capable and responsible of variety decisions. personal of Influences G1.5 philosophies, values, background, on interactions and actions stances, and personal both in others with about, and demonstrate respect and and respect demonstrate about, individual the for sensitivity independence assets, strengths, of interdependence and youth, perspectives. and cultural ability, field. learn recognize, to Strategies G1.3
62 • School-Age & Youth Development Credential Pilot Final Report
1.02 1.01, 1.01, COA
11E 10B 11E 10H 10B 11A, 11A, 10A, 10G, 10G, STANDARDS
31 34 34 33, 33, 33, IPTS NAA 31, 33 31, 34 33,
-
entifies options options entifies
making models in in models making - field.
and youth and youth
work. age -
and youth and youth . . Benchmarks/Competencies line resources to gather information about career career about information gather to resources line - ~ Solicits and accepts targeted feedback from from feedback targeted accepts and Solicits ~ ~ Identifies professional organizations and explains explains and organizations professional Identifies ~ ~ Aligns personal goals and outcomes with with outcomes and goals personal Aligns ~ decision of Uses~ variety a and on organizations professional in Participates ~ and volunteer, service, in Participates ~ id and of, purpose the Describes ~ professional for resources online Identifies ~ ~ Identifies relevant people, associations, associations, people, relevant Identifies ~ ~ Utilizes career opportunities, goals, and action action and goals, opportunities, career Utilizes ~ age ) ) ) ) ) - achieve stated goals. stated achieve 7 2 3 4 6 20) 21) 18) 19) 15)
4: G 4: G 4: G1 4: G 4: G 4: G2 4: G2 4: G2 4: G 4: G1 age and youth - professional development to enhance knowledge and skills. knowledge enhance to development professional els 2- els 2- (Levels with when working goals stated to related and colleagues supervisors (Levels 2- (Levels and planning. mission organizational 2- (Levels 2- (Levels going school (Lev the to and field the to contributions their and professionals of roles the community. 2- (Levels and/or associations, organizations, with membership opportunities school the to related systems 2- (Levels activities. growth professional for, 2- (Levels learning). distance webinars, (e.g. development (Levels 2- (Levels and on publications school in options needed to steps personal and professional practice. and professional personal 2- (Levels
Knowledge Knowledge Application Application Application Application Application Application Expectation Achievement Comprehension Comprehension
5 through 16. field, practice.
owth and and owth
including those those including
and youth and and youth and
age age - - Knowledge, Skills, and Dispositions and Skills, Knowledge, and universities. institutions. resources and Opportunities G3.2 professional and training for development, in development of the profession, profession, the of development in school professional through available literature,organizations, websites, and national state, local, program, and colleges entities, or agencies Performance Area of school-age and youth Establishes connections to the wider field G3: development beyond individual job and program, ages participating for Opportunities G3.1 the at opportunities including and national state, local, program, through andavailable those levels, and organizations professional throughcollegial activities in the other and community, or program, development. and coaching, Training, G2.6 to opportunities supervision professional develop continually and attitudes, skills, strengths, knowledge. G2.5 Strategies for developing developing for Strategies G2.5 and outcomes, goals, personal current one’s align to plans action with knowledge and practice and practices, effective standards, workplace based the on of mission identifiedareas for gr G2.4 Professional resources to to resources Professional G2.4 in path career a guide and develop school
School-Age & Youth Development Credential Pilot Final Report • 63 ts.
9.07 2.03, 2.03, 13.07 13.01 13.01 13.02, 13.02, 13.03, 13.04, 13.05, 13.06,
COA COA
11I 11J 11K 10C 11Q 11F, 11F, 11B, 11B, 10H, 10H, 11K, 11D, STANDARDS STANDARDS
35 31 31 31 29 IPTS NAA IPTS NAA
fair and equitable equitable and fair programs.
. . field and ways the codes of of codes waysand the field s which include implementation of risk and crisis s which include implementation (e.g.right to
age and youth day supervision, through shared leadership and day-to-day supervision, through shared and youth and youth - age - school Benchmarks/Competencies Benchmarks/Competencies ~ Describes the key components of relevant codes codes relevant of components key the Describes ~ skill useful and desired, necessary, the Identifies ~ moral and ethical, legal, the Describes ~ ~ Identifies strategies to apply professional professional apply to strategies Identifies ~ age, and youth age, - ) ) ) ~ Describes methods for accurate record keeping keeping record accurate methodsfor Describes ~ ~ Identifies paper and/or electronic recording recording electronic and/or paper Identifies ~ 6 7 8 ) ) 25) H2 H1 school
4: 4: 4: G2 4: G2 4: G2 4: G , 2- (Levels (Levels 2- (Levels documentation. accurate maintain to used systems registration (e.g. information and relevant essential only including (Levels 2- (Levels school the for ethics of practices. professional guide to be used can ethics 2- (Levels with working for sets 2- (Levels rights inherent and legal the support to practitioners of responsibilities of families (Levels 2- (Levels or newseek projects to field the in knowledge treatment, accommodation of communication needs, confidentiality, confidentiality, needs, communication of accommodation treatment, procedures). grievance consent, informed privacy,
Knowledge Knowledge Application Expectation Expectation Achievement Achievement Comprehension Comprehension Comprehension
- . and and
age -
.
age and youth and age – Program and Agency Governance and Function - field.
school
age and youth and age - field. state and national standards standards and national state and youth youth and Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge,
Professionals monitor daily program operations, as well as employ strategie as well operations, as Professionals monitor daily program and staff. Professionals engage in management of facility, participants, of agency volunteers, and resources to ensure communication and implementation decision-making practices, of facilities, staff, policies and procedures. Performance Area program, and fiscal requirements, ages 5 through 16. Maintains accurate documentation for group, H1: and information Accurate H1.1 regarding files maintenance of files, personnel program, volunteers, Content Area H youth systems and Accountability G4.3 of rights the honoring for processes school requiremen documentation for group, program, and financial accurate to maintain Professionals understand their responsibility relationships. G4.2Certification, licensing, and and/or requirements supervision local, school the in working for Performance AreaPerformance the legal, regulatory, Fulfills G4: relevant requirements and ethical ages 5 through -age practice, to school 16. to adhering for Strategies G4.1 to ethics of codes recognized through trust public’s the maintain responsible and truthful, honest, and partnerships, transactions, G3.3 Commitment and opportunities opportunities and Commitment G3.3 base knowledge the to contribute to school the to related and practice age
64 • School-Age & Youth Development Credential Pilot Final Report
9.09 9.08 9.01, 9.01, 9.02, 9.03, 9.05, 9.07, 12.01 12.01 13.06 13.06 12.02, 12.02, 13.04, 13.05,
COA COA
9I, 9S, 4N, 11K 11K 11K 11A 11C 11J, 11J, 11D, 11D, 11C, 11B, 11B, STANDARDS STANDARDS
29 35 36 IPTS NAA IPTS NAA 17, 29 17, 34 22,
grievances grievances privacy, privacy,
and youth and youth age and youth -
age - school
policies and procedures for gaining gaining for and procedures policies
Benchmarks/Competencies Benchmarks/Competencies contact information, special and/or medical needs, needs, medical and/or special information, contact ~ Provides supervision of of supervision Provides ~ ~ Follows pertinent program and organizational organizational and program pertinent Follows ~ accreditation, licensing, between Differentiates ~ licensing, state and local relevant Articulates ~
~ Documents incidents, accidents, and accidents, Documents~ incidents, ~ Names resources for supporting financial needs of of needs financial supporting for Names~ resources ~Follows ~ Describes the differences between differences the Describes ~ ~ Contributes to creating a program budget, when budget, program a creating to Contributes ~ ~ Identifies potential operational risks and specifies specifies and risks operational potential Identifies ~ ~ Follows policies and procedures to protect protect to procedures and policies Follows ~
) ) ) ) ) ) ) 9 13) 5 6 8 10) 11) 12) 4 7
H3
4: H 4: H 4: H 4: H 4: H 4: H 4: H 4: H 4: 4: H 4: H
2- (Levels workers. 2- (Levels of and procedures policies standards, regulations, legal to according organization. the use, damage, or destruction. damage, or use, 2- (Levels programs. 2- (Levels appropriate. 2- (Levels them. eliminate or reduce ways to requirements. 2- (Levels equipment, people, protect and to harm, minimize to policies property. and intellectual information, 2- (Levels and registration. certification, 2- (Levels forms, emergency forms, forms). permission 2- (Levels information. and restricted confidentiality, 2- (Levels according to program policies and procedures, standards, and legal legal and standards, and procedures, policies program to according 2- (Levels approval and documenting the use of program resources. program of use the and documenting approval school for criteria and certification accreditation confidential and other sensitive information from theft, unauthorized unauthorized theft, from information sensitive other and confidential
Knowledge Application Application Application Application Application Application Expectation Expectation Achievement Achievement Comprehension Comprehension Comprehension Comprehension Comprehension
age, and age, - risks, and risks, school
programming, programming,
oyment practices, oyment practices,
youth,
age, -
Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge, H3.1 Support and oversight of of oversight and Support H3.1 school and resources. participants’ rights, conflict of of conflict rights, participants’ and interagency interest, collaborations). and national state, Local, H2.3 licensing,accreditation, and criteria. certification Performance Area Enacts day-to-day H3: supervisionfacilities, staff, volunteers, of and resources, ages 5 through 16. (e.g. assets protect to Practices H2.2 requirements, legal with compliance health issues, and liability insurance empl and safety, Performance Area Employs H2: management of facility, risk and crisis . participants, and staff, ages 5 through 16 H2.1 Identification of and loss potential of reduction liability. . youth that practices and accounting and management, planning, include oversight. H1.2 Security of information on information of Security H1.2 personnel, program, budgeting, AcceptedH1.3 financial,
School-Age & Youth Development Credential Pilot Final Report • 65
9.11 1.02 1.02 5.05 8.03 8.06 3.01, 3.01, 8.04, 8.04, 12.05 11.04 10.02 12.02 11.01 12.03, 12.03, 12.04, 10.02, 10.02, 10.03,
COA
COA
9I, 9L 9S 9E, 9A 11K 10G 11B 11J 11C, 11C,
STANDARDS STANDARDS
8 36 28 31 IPTS NAA IPTS NAA 8, 24 8,
29, 30 29, to implement implement to
aid).
1 conferences with with 1 conferences - families, and the the and families,
youth,
, colleagues, supervisors, supervisors, colleagues, ,
age, - school age, youth age, -
. -making practices, ages 5 through 16 Benchmarks/Competencies Benchmarks/Competencies school ~ Demonstrates collaborative and teamwork skills skills teamwork and collaborative Demonstrates ~ ~ Participates in regular activities with supervisors supervisors with activities regular in Participates ~ ~ Obtains required relevant certifications and certifications relevant required Obtains ~ ~ Complies with legal guidelines, standards, standards, guidelines, legal with Complies ~ ~ Collaborates with supervisors and colleagues to to colleagues and supervisors with Collaborates ~
) ) ) 8 9 7 20) 14) 15) 16)
4: H 4: H1 4: H 4: H 4: H1 4: H 4: H1 - 2 resources, ratios, sanitation, food handling). food sanitation, ratios, resources, a continuous improvement process. improvement a continuous 2- (Levels with when working (Levels 2- (Levels colleagues and managers, supervisors, with Partners ~ (Levels strategic and plan program or business a between Differentiates ~ influence can planning on how an emphasis strategic with planning, development. program and enhance focus, group/community members community and (e.g. families, perspectives). of diversity a respecting 2- (Levels and staff). supervisors 2- (Levels and first precautions, CPR, universal (e.g. training and staff designed to increase communication, support growth, and growth, support communication, increase to designed and staff 1 meetings, staff (e.g. accountability encourage (Levels 2- (Levels to information disseminate 2- (Levels (e.g. and maintenance use facility regarding and procedures policies of care community.
Application Application Application Application Application Application Expectation Expectation Achievement Achievement Comprehension
age, - youth,
school
age, -
school
d determining d determining
families,community
Applicablelaws, regulations,
Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge,
methods,and processes to focus direction, determine program resources, organizational delivery, an progress/success. with practices Collaborative H5.3 staff, families, members. community and H5.1 Models, processes, and processes, Models, H5.1 that a culture create to strategies satisfaction, promotes excellence, outcomes. positive and intent, planning Strategic H5.2 entities. H4.2 including codes, and guidelines, safety. and health to related those Performance Area Establishes shared leadership and decision H5: Performance Area implementation of agency Ensures communication and H4: . and procedures, ages 5 through 16 policies, to CommunicationH4.1 strategies and relevant, required, convey importantinformation to and supervisory members, staff, H3.2 Staff & volunteer orientation, orientation, & volunteer Staff H3.2 training relevant and supervision, empower, skills, to designed gain program the that ensure and its with a manner line in in operates and policies, philosophy, mission, procedures. youth,
66 • School-Age & Youth Development Credential Pilot Final Report
5.07 3.02 3.02 4.04, 4.04, 5.04, 5.05, 3.01, 3.01, 13.01 10.01
COA COA
3E 9A 5K 3N 3F, 5G, STANDARDS STANDARDS
IPTS NAA IPTS NAA ledge, and research ledge, and research 1, 5 1, 7 2, 17 2,
. . and fear and fear and youth and youth age - working with young people and with working with young age and youth - rights as a set of of set a as rights
school
and youth and youth age - , treating young people and their their and people young treating , -age and youth,
tices to support support to tices
school ). age and youth - and youth Benchmarks/Competencies Benchmarks/Competencies and families. ~ Participates in action planning with relevant relevant with planning action in Participates ~
youth, upheld. , are promoted and ages 5 through 16 )
~ Recognizes that public policy decisions influence influence decisions policy public that Recognizes ~ ~ Constructively challenges comments, messages, challenges Constructively ~ ~ Employsprac ~ ~ Articulates the role advocacy can play in public public in play can advocacy role the Articulates ~ ~ Honors the varied backgrounds and identities of all all of identities and backgrounds varied the Honors ~ Recognizes ~ 1 age
- ) ) ) ) ) 5 2 3 4 6 1) I response condones the actions. actions. the condones response 4: I 4: 4: I 4: I 4: H2 4: I 4: I school age, youth, age, - views with respect, and showing enthusiasm and support for the the for and support and enthusiasm showing respect, with views empowerment (e.g. positive acknowledgement of the contributions contributions the of acknowledgement positive empowerment (e.g. school of and insights (Levels 2- (Levels school with programming and daily actions, attitudes, decisions. policy (Levels 2- (Levels school 2- (Levels people, young for rights civil enhance to intended philosophies ageism, adultism, accompanies that oppression challenging (ephebiphobia). people young of 2- (Levels of category or person any where instances and other behaviors and understands fashion, belittling or a derogatory in noted is people non- a that rightsof (Levels 2- (Levels and goals particular achieving for when responsible stakeholders outcomes. 2- (Levels 2- (Levels
age and youth are promoted and upheld. Professionals recognize implications of local, recognize implications of local, promoted and upheld. Professionals -age and youth are
Knowledge Application Application Application Application Expectation Expectation Achievement Achievement Comprehension Comprehension
Policy
-
- school age, age, - wide rights ptions, issues, issues, ptions,
and youth youth and
through practices, practices, through age -
and families.
and youth youth and School Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge,
procedures, strategies, and strategies, procedures, planning. public policies at the local, state, state, local, the at policies public on school levels and federal Performance Area national trends and policies with regard to professional Recognizes implications of local, state, and I2: practice, ages 5 through 16. and current historical of Impacts I2.1 youth, I1.3Commitment to rights of age society. pluralistic I1.2 perce philosophies, and challenges. Performance Areaschool-age and Ensures that the rights of I1: and professional Personal I1.1 maintaining to commitment to sensitivity and openness Content Area I – Advocacy and ranging issues of diversity in a in diversity of issues ranging peers, colleagues, and other stakeholders. peers, colleagues, Professionals ensure that the rights of school Professionals ensure utilize experience, know to professional practice. Professionals trends and policies with regard state, and national change at a range of levels.to plan and lead on behalf of school They advocate
School-Age & Youth Development Credential Pilot Final Report • 67
11.02 11.04 11.01, 11.01, 11.03,
COA
9L 9E 9A 9A 8B, 9D, 9A, 10E 11N 11N 10C, 10C, STANDARDS
2 25 25 25 25 IPTS NAA 25, 28 25,
. and
and youth and youth age, youth, age, - age and youth -
practice. age -
school school and youth and youth age - and policy in the public interest on the on the interest public the in and policy
as allies, resources, and partners through the the through and partners resources, allies, as
Benchmarks/Competencies strengths and needs assessment (e.g. Focus Focus (e.g. assessment and needs strengths Compiles a functional network of individuals and individuals of network a functional Compiles ~ Identifies local political leaders, stakeholders, and stakeholders, leaders, political local Identifies ~ may to used be that tools of Compares~ a variety ~ collaborative in working for techniques Describes ~ continuum, a on occurs how advocacy Describes ~ ~ Differentiates between education, advocacy, and advocacy, education, between Differentiates ~ and/or education where situations Identifies ~
~ Reviews current research and information that that information and research current Reviews ~ ~ Participates in opportunities to advocate and/or and/or advocate to opportunities in Participates ~ education, of impact immediate the Explains ~
) ) ) 6) 9 10) 11) 13) 14) 7 8 12) 15) 1 4: I 4: I 4: I 4: I 4: I 4: I 4: I 4: I 4: I 4: I
advocacy on one end, on one advocacy community
- r fo plan an action and communicates for, called is advocacy (Levels 2- (Levels for and opportunities supports addresses - and long developmental and improve assets increase to designed outcomes. term 2- (Levels for on services influence have that systems 2- (Levels conduct community analysis, data forum, issues public interviews, group mapping). and asset interviews, questionnaire, survey identified organizations connections. and personal technology of use 2- (Levels creating common brainstorming, ground, exploring (e.g. partnerships need). or a common around interest and organizing vision, a shared 2- (Levels with self (Levels 2- (Levels school of field the further to lobby 2- (Levels school of lives on the systems and welfare policing, 2- (Levels other end. other 2- (Levels lobbying. 2- (Levels families.
Knowledge Knowledge Application Application Application Expectation Achievement Comprehension Comprehension Comprehension Comprehension
Comprehension
- . .
school
age, age, - term
- (e.g.formal age and youth and age - school
role for individuals individuals for role
school
strategies as an strategies families, and programs. and families, and youth youth and
formaleducation, juvenile - age - youth, individuals.
Approaches and collaboration collaboration and Approaches
Knowledge, Skills, and Dispositions and Skills, Knowledge,
embracing a similar mission. embracing a similar Advocacy I3.5 and of, behalf on organizations and inpartnership with and and I3.4Skills for creating a network community collaborative organizations and individuals with outcomes for for outcomes the of and rules Structure I3.2 affects as it process political age, I3.3 relevant identifying for strategies the in partners and allies, resources, upon acting and community and community issues, needs, or variety a common with ground organizations concurring of network Performance Arealead change at a range of levels, and research to plan and Utilizes experience, knowledge, I3: 5 ages through 16. Research and emerging trends I3.1 systemic and holistic regarding improving to approaches long and developmental individual, professional, and in in and professional, individual, professional recognized professional (e.g. organizations associations). of and practices Policies I2.3 of lives the in systems influence of school justice,welfare). I2.2 Policy influence and influence Policy I2.2 development and non and , and , and youth, families.
68 • School-Age & Youth Development Credential Pilot Final Report
3.03 3.04 5.07 5.07 COA
5k 5n 4C 4N 9A, 11N 11E, 11E, 10G, 10G, STANDARDS
25 IPTS NAA 2, 3 7, 24 7, 14, 28 14,
age - rights
age, youth, age, - age and youth -
school school age and youth’s - age and youth adult adult age and youth connected to concrete concrete to connected - school age and youth as leaders within within leaders as age and youth -
. . ) to advocate for for advocate to ) Benchmarks/Competencies Provides planned opportunities with school with opportunities planned Provides
Participates in school in Participates school Supports
~ Discusses ideas related to to related ideas Discusses ~ organizations, colleagues, (e.g. others with Joins ~ ~ Demonstrates knowledge of of knowledge Demonstrates ~ ) ) ) youth 8 9 7
and 4: I20) I20) 4: I21) 4: ~ I22) 4: 4: I1 4: I1 4: I1 - 2 age, and youth age, age - - (Levels 2- (Levels 2- (Levels 2- (Levels and family advocacy issues. advocacy and family 2- (Levels school 2- (Levels school partnerships. projects. community in whenand involved organization, program, the training leadership formal for and youth and organization). program addressing a need. addressing (Levels the within opportunities leadership authentic (e.g. experiences rights, abilities, and needs with colleagues, families, volunteers, volunteers, families, colleagues, with needs and abilities, rights, community. the in
Application Application Application Application Application Expectation Achievement Comprehension
-
age - school
age and school -
age and youth youth and age - rights. and family strengths, strengths, family and
Knowledge, Skills, and Dispositions and Skills, Knowledge,
contributing communities. contributing approaches for Intentional I4.4 advocate to youth with partnering that on issues action and take experiences. lived their to connect and educate to Opportunities I4.2 of on behalf advocate youth’s and and supports, Opportunities, I4.3 communities balance to strategies school to contributing school with youth other stakeholders. opportunities and Commitment I4.1 understanding awareness, raise to regarding steps action and Performance AreaPerformance Advocates I4: youth, of school-age and with and on behalf and 16 colleagues, 5 through , with peers, ages youth, age, issues, needs, and challenges. needs, issues,
School-Age & Youth Development Credential Pilot Final Report • 69 Level 5 Benchmarks/Competencies
3.04 5.03 9.02 5.06 8.01, 8.01, 8.02, 9.01, 5.01, 5.01, 5.02, 5.03, 5.04, 5.05,
ns of COA
2E 2E 3C 2G 1F, 2E, 3B, 2A, Standards
14 17
2 14 12, 12, 14, IPTS NAA Practitioners use their Practitioners use s’
. practice. practice. and youth school-age youth
youth and social and and social
and
age - age youth - school and grow and learn. youth school-age and
f their professional practice. f their professional age -
.
. school youth youth and
and . . Practitioners have a curiosity and have a curiosity . Practitioners and youth school-age Benchmarks/Competencies age - age - youth
~ Formulates a checklist of developmentally developmentally of checklist a Formulates ~ (including programs existing Compares~ andcontrasts ~ Compares and summarizes the major development development major Compares~ the andsummarizes major the of features salient the Outlines ~ a to appropriate environment learning a Designs ~ the support to activities employs Sequencesand ~ Summarizes~ accommodate to setting learning a Designs ~ of assets and Social and Emotional (SEL) (SEL) Emotional and and Social assets of ) ) ) ) ) school and 2 3 4 5 6 age 5: A8) 5: A1) 5: A 5: A 5: A 5: A 5: A
-
(Level 5: A7) A7) 5: (Level and safety, health, enhance to and activities attributes appropriate fitnessfor school (Level (Level for theories (Level for level developmental each at apply to theories development school (Level school of population diverse developmentally (Level development competencies. (Level for recommendations and offers development emotional progress. initiate to support/interventions (Level of knowledge on the based expectations culture, language, socioeconomic and environmental factors. factors. and environmental socioeconomic language, culture,
Analysis practitioner demonstrate how well the worker balances these core values with the core these core values with the core how well the worker balances practitioner demonstrate youth Synthesis Synthesis Synthesis Synthesis Evaluation Application Expectation Achievement
development and the important contexts within which development and
This knowledge and skill is always underpinned by the seven core values of core values of by the seven is always underpinned and skill This knowledge and and
youth youth age social and social - and and and including stage stage including Skills, and
age age - - 16, and theories of of theories and and principles of of principles and
age and ies of the school- Dispositions health, safety, and safety, health, school school
through through
Knowledge,
cal environments that that environments cal 5 development, including those those including development, and language, culture, to related family, in socioeconomic factors influence school of needs fitness . youth physi programs. and community, Basic A1.4 A1.2 Concepts A1.2 and emotional social adolescent and Social including development (SEL), learning Emotional asset and theory, resilience development. of Characteristics A1.3 Performance Area A1: Employs of developmentof concepts, principles, and theories knowledge ages 5 and learning, through 16, to provide cohesive relationships and environments learning are appropriate individually, that developmentally and socially. Concepts A1.1 development and human growth and theorists and theories major practice and study the guide that relatedto theories, brain research, human research, brain theories, and and moral social sexuality, development. ages
bout how individuals develop and learn, and understand the mutual influences among the many different domai among the many mutual influences understand the and learn, and individuals develop about how understanding Content AreaContent AGrowth and Development – Human of knowledge and cultural theoretical, procedural emerging factual, use current and practitioners Youth Development School-Age and work with all aspects of their as essential for influences developmental wledge and skills of individual knowledge and skills development and change. and change. development The capabilit values, understanding and skills for planning and implementing learning interactions and programs. implementing learning interactions and skills for planning and values, understanding development knowledge, and the associated values, as the core o and the associated values, development knowledge, Practitioners view
70 • School-Age & Youth Development Credential Pilot Final Report
5.05 5.06 5.01, 5.01, 5.03, 5.04, 4.01, 4.02,
COA COA
6F 5K 1A 1A 1F 4L, 4D, 5A,
Standards Standards
28 15 IPTS NAA IPTS NAA 13, 14 13, 18 17,
age -
uth work. uth
based and based -
ng, and relationship and relationship ng,
age and yo . - age and youth. youth -
. and age and youth based on one’s on one’s based age and youth - age youth - age and youth that are based on proven on proven based are that age and youth and - materials, activities, and programs based on based and programs activities, materials, based) for health, safety, and fitness and fitness safety, health, for based) age
age and youth development theories. development age and youth - - Benchmarks/Competencies Benchmarks/Competencies
~ Creates a physically and emotionally safe safe emotionally and physically a Creates ~ school
~ Compares and contrasts a variety of teaching and teaching of variety a Compares~ andcontrasts with working for practice of Composes~ philosophy a and interventions implements and Outlines ~ one’s with consistent Employsstrategies ~ Adapts ~ ~ Summarizes the effectiveness of activities and activities of effectiveness Summarizes~ the ~ Develops a professional stance for working with with working for stance professional a Develops ~
~ Rates a variety of established materials, strategies, strategies, materials, established of variety a Rates ~ age and youths’ developmental level and prior learning, learning, and prior level developmental age and youths’ - age and youth. age and youth based on prevailing strength on prevailing based age and youth - - needs of needs (Level 5: A17) A17) 5: (Level school of levels developmental the to unique is that environment learni exploration, healthy support to and youth methodologies. (Level 5: A10) A10) 5: (Level paradigms. learning A11) 5: (Level school A12) 5: (Level school with working for strategies practice. of philosophy A13) 5: (Level school for and stance philosophy professional A15) 5: (Level school the and implements adaptations with school with adaptations and implements A16) 5: (Level l schoo with used programs empowerment school A14) 5: (Level school - evidence are that those attributes & activities for school A9) 5: (Level and individual, developmental, meet that processes and technologies, social
Synthesis Synthesis Synthesis Evaluation Evaluation Evaluation Application Application Application Expectation Expectation Achievement Achievement Comprehension
-
with
ute . youth age and youth in in youth and age of materials to to materials of - and Dispositions Based, andBased, Humanism. age
- - Knowledge, Skills, and and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge, A3.1Correlation of temperament, identity and behavior, and social, physical, of constructs individual developmental needs needs developmental individual thatmay include inquiry, project adventure, experiential, based, instruction, direct learning, service and approaches, centered learner others. Performance Area A3: and development Recognizes differences in personalities, dispositions in school-age and youth, ages 5 through 16, and the ways their capacities, needs and program participation. in which those differences impact age and youth development to to development youth and age school assist and social personal meeting basic to skills build to and needs, contrib and function life. daily in successfully support to Methodologies A2.3 A2.2 Theory and practice of school of practice and Theory A2.2 Performance Area A2: practices (e.g. school-age and youth Recognizes philosophies of development, constructivism) that lead to individual interventions that provide and programmatic responses appropriate services, supports and 5 through 16. opportunities, ages and teaching of Paradigms A2.1 Behaviorism, include to learning Constructivism,Cognitivism, Design A1.5Alignment of interventions, and selection school accommodate developmental, of needs social and individual,
School-Age & Youth Development Credential Pilot Final Report • 71
4.06 5.01 4.04 5.03 4.01, 4.01, 4.02, 4.03, 4.03, 4.04, 5.01, 5.05, 10.02
COA
4J 3C 4M 3L, 3F, 2E, 2E, 4D, 3D, 3H, 3G, 3I, 9K 5A 5E Standards
2 2 14 IPTS NAA 2, 14 2, 23 7, age and - age and age and - -
processes, and processes, age, and youth to to and youth age, -
age and youth age and youth - age, youth, and youth, age, upports, and upports, - age and youth. - age and youth to identify their own their identify to age and youth - he learning environment and strategies and strategies environment he learning
age and youth in terms of cultural, linguistic, linguistic, cultural, of terms in age and youth -
Benchmarks/Competencies Summarizes the role of cultural bias on human bias cultural of role Summarizes the Distinguishes between one’s own learning own learning one’s between Distinguishes ~ Assists school Assists ~ school families, with Collaborates ~ ~ labeling of effects the ameliorate ways to Describes ~ Manages~ t ~ Sequences and modifies activities, activities, modifies and Sequences ~ ~ Adapts activities, services, s services, activities, Adapts ~ ~ Recognizes the physical and social environmental environmental social and physical the Recognizes ~
~ Adapts interventions for school for interventions Adapts ~
preferences and facilitation styles. styles. and facilitation preferences A20) 5: (Level school for styles learning of meet a variety to opportunities youth. A22) 5: (Level styles, the to suited and are support, reflect, that activities design school of and cultures languages, ages, interests, abilities, youth. A23) 5: (Level own cultural one’s of influence and the development, school with when working perspectives/biases families. A24) 5: (Level school of stereotyping or and ability diversity. A25) 5: (Level school all of needs unique the meet to building. A18) 5: (Level school of levels on age and developmental based programs ~ A19) 5: (Level youth. preferences. style learning A21) 5: (Level based on assessment of their physical, social, and environmental and environmental social, physical, their of on assessment based factors. andassets risk A27) 5: (Level (Level 5: A26) A26) 5: (Level and families within exist potentially that factors and risk assets and learning. development and influence communities
Analysis Analysis Synthesis Synthesis Evaluation Application Application Application Application Expectation Achievement Comprehension
- -
age and -
health of of health
for school for l and learning abilities. Dispositions age and youth. and age - Knowledge, Skills, and and Skills, Knowledge,
behaviora and social, Physical, A4.1 risk and protective environmental development influence that factors learning and Performance Area A4: Identifies the variety and risks individuals of potentials have that mayservices require special and program adaptations to serve-age and youth, all school ages 5 through 16, regardless of their cognitive, social, physical, A3.5 Assessment of emotional, Assessmentemotional, A3.5 of and physical social, A3.4Influence of culture, health, on participation personality and school for supports necessary and youth. and age school correspond with developmental developmental with correspond school of needs and capabilities youth. and age to styles learning of Variety A3.3 includeMultiple Intelligences, and Visual/Auditory/Kinesthetic, Hemispheric. emotional development. emotional to service of Adaptations A3.2 youth.
72 • School-Age & Youth Development Credential Pilot Final Report
5.05 3.03, 3.03, 3.04, 5.03, 5.03, 13.07 13.07 10.02, 10.02, 10.03,
COA
4J 9L 3M 1L, 2F, 3L, 1C, 2A, 1M, 10A Standards
5 2, 4 IPTS NAA 3, 14 3, 2, 24 2,
-
age and - academic, academic, diverse school diverse
- ce. age and youth. age and youth. cognitive, and cognitive,
- age and youth age and youth
-
oncepts of school of oncepts
age and youth age and youth - reference. - of - ks and biological factors, and their and their factors, and biological ks age and youth in setting and setting in age and youth -
age and youth. intentionally develop leadership skills and skills leadership develop intentionally - age and youth to capitalize on their strengths to to strengths on their capitalize to age and youth
- Benchmarks/Competencies
age and youth. - ~ Collaborates with families and schools to discern the the discern to schools and families with Collaborates ~ ~ Recognizes ADA guidelines as a baseline for for baseline a as ADA guidelines Recognizes ~ ~ Anticipates the interaction between physical, social social physical, between interaction the Anticipates ~ of characteristics and etiologies the Recognizes ~ ~ Recognizes characteristics of ability of characteristics Recognizes ~ ~ Assists school Assists ~ ~ Compares theories and c and Compares~ theories processes, of sequence and scope a Designs ~ of exploration an implements and Develops ~ ~ Reflects on outcomes of school outcomesof on Reflects ~
real and perceived biases and barriers. and biases perceived and real social, athletic) A31) 5: (Level age and youth in a variety of modalities and settings (e.g. (e.g. and settings modalities of a variety in age and youth physical, cognitive and emotional needs of school of needs and emotional cognitive physical, A32) 5: (Level and learning activity the and modifies standards accessibility physical, accommodate individual to environment cognitive abilities. (Level 5: A28) A28) 5: (Level and ris assets and environmental on school effect A29) 5: (Level common disabilities. A30) 5: (Level emotional needs of school of needs emotional A33) 5: (Level and emotional, social, physical, their suit that goals achieving
(Level 5: A34) A34) 5: (Level frame one’s with development youth A36) 5: (Level to activities and concepts, school invites that an environment create empowerment. A37) 5: (Level school for strategies A35) 5: (Level are and concepts theories when prevailing and development behavior practi into and incorporates employed, consistently address address
Analysis Analysis Synthesis Synthesis Synthesis Synthesis Evaluation Application Application Application Expectation Achievement
age - - - age - Employs maximum growth and learning potential of all -based approach to support the a strengths based -
age and youth youth and age -
Dispositions
-age and youth, ages 5 through 16. age and youth. and age - Knowledge, Skills, and and Skills, Knowledge, A5.2 Scaffolding of techniques and and techniques of Scaffolding A5.2 develop to methodologies with empowerment and leadership school A5.1 Concepts and theories that that theories and Concepts A5.1 school support resilience include development to emotional and social theory, proximal of zone learning, and asset development, approaches. Performance Area A5: school normative patterns for school for patterns normative and Adaptations A4.3 school for accommodations A4.2 Spectrum of physical, physical, Spectrumof A4.2 abilities emotional and cognitive non and standard include that non and normative standard, and youth. and and youth according to their unique unique their to according youth and abilities.
School-Age & Youth Development Credential Pilot Final Report • 73
3.04 5.07 5.02, 5.02, 5.04, 10.03
9L 5D 5N 3E, 2D, 3C, 5K, 3G,
1 11, 11, 1, 3 12, 14 12,
age and - age and youth age and youth - age and youth. age and youth. - uth, such as zero zero as such uth, age, youth, families, community community families, youth, age,
age and yo - learning. age and youth. age and youth to develop leadership and life and life leadership develop to age and youth - - - school with Partners Examines the history and development of zero zero of and development history the Examines Identifies specific structural cases, causes, and causes, cases, structural specific Identifies
~ ~ an creating for strategies implements and Develops ~ ~ ~ Incorporates and integrates various methods for for methods various integrates and Incorporates ~ ~ Prepares a personal awareness plan for perceiving perceiving for plan awareness a personal Prepares ~
youth can explore interests, cultivate skills, and feel free to take take to free and feel skills, cultivate interests, explore can youth their expand to risks healthy and acting on structural barriers that affect school affect that barriers on structural and acting A41) 5: (Level school help intentionally to members, and colleagues skills. A43) 5: (Level school and where people, young values that environment (Level 5: A38) A38) 5: (Level when practices on effects cumulative the and policies tolerance school with working build assets. build A42) 5: (Level ovides and pr young people, values that an environment creating school for supports ~ A39) 5: (Level school for obstacles of outcomes their reach to people young for difficult make it that policies, tolerance potential. A40) 5: (Level
Synthesis Synthesis Application Application Application Comprehension
-
judgmental, - age and youth youth and age - celebratory. age and youth to to youth and age
-
age and youth that include include that youth and age - explore their strengths and strengths their explore non is that potentials invites school invites and accepting, A5.5 Creating an environment that that environment an Creating A5.5 A5.4 Initiatives and concepts that that concepts and Initiatives A5.4 opportunities provide and support school including people, young for A5.3 Challenges and barriers for for barriers and Challenges A5.3 school and a bias, structural adultism, fear. of culture empowerment, youth and age school positive andasset leadership development, building.
74 • School-Age & Youth Development Credential Pilot Final Report
– –
and 6.01 6.01 8.08 8.08 9.11 3.01, 4.05, 3.04, 8.01 8.01 9.01 9.01
COA
and
9L 5L 9B, 9H, 5A, 5D, 11J 11C, 11C, 11D, Standards
36 IPTS NAA
1, 17 1, 29, 30 29,
age and -
on the wall, rules, rules, wall, on the
age and youth. - ol
age and youth (e.g. (e.g. age and youth - age and youth based on based age and youth - age and youth settings for all areas areas all for settings age and youth ndard of collaborative leadership leadership collaborative of ndard -
nd implements protocols aligned with with aligned protocols nd implements ilies that is inviting and supportive so that that so and supportive inviting is that ilies being of school of being -
Benchmarks/Competencies creates and implements a process with staff, staff, with a process and implements creates age, youth, and families. youth, age, - - age and youth can learn collaborative skills and skills collaborative learn can age and youth - age and youth. and fam youth, age, - - age and youth. They collaborate with families and health professionals to provide to provide and health professionals with families youth. They collaborate -age and safe emotionally create that practices Utilizes ~ B9) 5: (Level ~ Implements strategies to enhance and increase the the andincrease enhance to strategies Implements ~ B1) 5: (Level and well safety, health, health mental addressing for protocols Implements ~ B3) 5: (Level school with issues school Analyzes ~ B6) 5: (Level school to disinviting and inviting are that and items curriculum, communications, peer/staff cleanliness, and roles of youth). of and roles cleanliness, sta a Establishes ~ B7) 5: (Level school where among leaders.” “leader a being practice or strengthen to actions implements and/or Develops ~ B8) 5: (Level scho to inviting are they so practices modify local/state/federal standards, regulations, and guidelines. regulations, standards, local/state/federal a Develops ~ B2) 5: (Level to and guidelines regulations, standards, and federal state, local, of needs and safety health the to and respond prevent, address, school (e.g. crisis when in and resources options, rights, their about youth hotlines). help, solicit when to and where Co ~ B5) 5: (Level school need. when in help for ask to safe feel participants school educating for procedures Develops ~ B4) 5: (Level
age and youth to learn habits that will ensure their health and safety. learn habits that will ensure their -age and youth to
Synthesis Synthesis Synthesis Application Application Application Application Expectation Achievement Comprehension
age - youth. They acknowledge the value of creating a healthful environment to foster the physical, cognitive, the physical, environment to foster a healthful the value of creating acknowledge youth. They
image safe safe age and -
esteem. ). ). - and youth youth and age - Dispositions reporting -age and youth, 16. ages 5 through Knowledge, Skills, and and Skills, Knowledge, School Current regulations, standards standards regulations, Current B1.4 Intentional community community Intentional B1.4 centered approaches for building building for approaches centered - self of aspects on positive B1.3 B1.3 self developing and B1.2 Standards and protocols for for protocols and Standards B1.2 school and assisting managing B1.1 B1.1 to related guidelines and living those (e.g. crisis in youth and incrisis situations, suicide, mental run away, abuse, substance health, assault). sexual pregnancy, Performance Area and programs that provide all aspects of relationships Recognizes B1: physical safety and emotional to school school for environments youth (e.g., procedures for accident accident for procedures (e.g., youth response, and prevention health supervision, transportation, and security, hygiene, and mandated
learning in school-age and learning school development of and social-emotional language safe, healthful environmentsThey take responsibility to individual needs and abilities. nutrition, and safety routines and to adjust health, opportunities for school for providing multiple Professionals (Practitioners) understand that physical health, mental health, and safety mental health, physical health, understand that (Practitioners) Professionals for development are the foundations Content AreaContent B – Health, Safety,-Being and Well
School-Age & Youth Development Credential Pilot Final Report • 75
3.01 4.02 5.06 5.05, 5.05, 8.02
COA
1F 5L 5R 6K 5K, 5A, 4L, 4P, 5N,
Standards
2 18 17 1, IPTS NAA 18, 28 18,
- - age age - - age and - g. age, youth, youth, age, -
ion (e.g. indoor/outdoor indoor/outdoor (e.g. ion passage, and taking the the and taking passage, - created programs and/or and/or programs created of - ith a focus on: Health (e.g. fitness, fitness, (e.g. Health on: a focus ith capabilities. range of strategies and technologies technologies and strategies of range -
to identify school identify to tools based -
Benchmarks/Competencies age and youth w age and youth - ~ Identifies a variety of circumstances that encourage encourage that circumstances of variety a Identifies ~ health and wellness information available to school to available information and wellness health
~ Develops and/or implements programming with with programming implements and/or Develops ~ Uses~ asset school assist to strategies and ideas Formulates ~ healthy promote to information assesses Critically ~ ~ Formulates ideas and strategies to assist school assist to strategies and ideas Formulates ~ ~ Employs a wide Employsa ~ partnership in interests and needs health Assesses ~
age and youth through a variety of means (e. of a variety through age and youth - B16)
age and youth based on their interests/needs regarding health health regarding interests/needs on their based age and youth -
youth to increase assets with a focus on constructive use of time, time, of use on constructive a focus with assets increase to youth families, and staff experience in an organizat an in experience staff and families, gyms). labs, computer areas, B10) 5: (Level understanding as: such community, of sense a of development the member, a community as and responsibilities rights one’s - and rites rituals, routines, of development relationships. develop to time environments and encourages adult consistency, builds relationships, relationships, builds consistency, adult encourages and environments school that environments of range the and addresses habits with school with habits (Level 5: B11) B11) 5: (Level school jointly choices, provides (e.g. and wellness discussions). interviews, surveys, formal/informal, B14) 5: (Level and capacities, strengths, youths’ B15) 5: (Level competencies. and social B17) 5: (Level and youth to increase assets through support, empowerment, and support, through assets increase to and youth boundaries/expectations. clear 5: (Level community); Internet, personal, (e.g. Safety use); substance sex, safer healthy image, body disorders, eating diet, healthy (e.g. and Nutrition choices). employs democratic practices). democratic employs B12) 5: (Level on written, experts, inquiry, discussion/dialogue, (e.g. age and youth line). B13) 5: (Level school with to offer relevant offer to and identity, positive values, positive developing learning, a commitment to
Analysis Synthesis Synthesis Evaluation Evaluation Application Application Application Application Expectation Achievement
age, age, - protect age and
-
age and youth that includes includes that youth and age age and youth from risk risk from youth and age healthy choices, and choices, healthy - -
regulation, peaceful conflict conflict peaceful regulation, - Knowledge, Skills, and Dispositions and Skills, Knowledge, B2.3 Basic health, safety, and safety, health, Basic B2.3 school of needs nutritional B2.2 Resources and information to to ResourcesB2.2 and information (e.g. behaviors positive promote self B2.1 Approaches for addressing Approaches addressing B2.1 for for challenges key developmental school pressure, peer about information sex, and safer sexuality bullying, use, substance safety, Internet harassment emotional physical/ violence. and Performance Area Provides B2: -age and youth, and guidance to school accurate, age-appropriate information ages 5 and well-being. through 16, to promote health building using a variety of methods methods of variety a using building tocreate a safe, inviting of sense a and environment, school families, for belonging youth, to include fitness, eating eating fitness, include to youth, habits, prevention. resolution, takes initiative, values values initiative, takes resolution, that attitudes and diversity) youth, staff, and community community and staff, youth, members. school factors(e.g. bullying, violence, drug activity, sexual unprotected use).
76 • School-Age & Youth Development Credential Pilot Final Report
3.03 5.07 4.02 3.04 4.02, 4.02, 3.04, 3.03, 3.03, 3.01, 3.01, 4.01, 4.06,
13.02
COA COA c
5L 5K 6G 6G 5H 5K, 1L, 1B, 4N, 4N, 5K, 1G, 3N, 3G, Standards Standards
14 25 3, 5 IPTS NAA 5, 7, 6, 14 6, 5, 13 5, IPTS NAA
.
strategies strategies - age and - ntentionally ntentionally age and youth to to age and youth - ions, and evaluate and evaluate ions,
tion, perseverance, ethics) perseverance, tion,
age and youth, where where age and youth, - age and youth to solve problems, problems, solve to age and youth - age, youth, families, staff, and community. staff, families, youth, age, - Benchmarks/Competencies Benchmarks/Competencies
~ Develops behaviors, policies, materials/resources, materials/resources, policies, behaviors, Develops ~ age and youth in explorations of life skills (e.g. (e.g. skills life of explorations in age and youth ~ Provides opportunities for school for opportunities Provides ~ to approaches experiential implements and Outlines ~ school guide to strategies Implements ~ and awareness literacy media Integrates ~ encourage that approaches based Uses~ inquiry ~ Develops and/or implements strategies to help help to strategies implements and/or Develops ~ ~ Identifies, and constructively challenges, policies policies challenges, andconstructively Identifies, ~ for agreements implements and creates Collectively ~ - ~ Constructs a framework for creating a non a creating for framework a Constructs ~
age and youth to recognize, critically question and/or analyze analyze and/or question critically recognize, to age and youth age and youth evaluate a continuum of risk and the positive or or positive and the risk of a continuum evaluate age and youth - - decisions, and feel good about their choices. their good about and feel decisions, processes, programs, and communication that are i are that and communication programs, processes, (Level 5: B27) B27) 5: (Level (Level 5: B19) B19) 5: (Level learning, cooperative (e.g. skills and learning teaching peer practice mediation). peer tutoring, peer work, group B20) 5: (Level engage school B21) 5: (Level make/value friends, their keeping while skills resistance use to youth their levels. of a variety at taking risk of consequences negative B23) 5: (Level school for programs the throughout appropriate. B24) 5: (Level school media messages. B22) 5: (Level school cooperation, autonomy, integrity, organiza integrity, autonomy, cooperation, inviting with diverse school diverse with inviting and procedures which create an exclusive or negative environment. negative or an exclusive create which and procedures (Level 5: B25) B25) 5: (Level B26) 5: (Level and respect. on dignity based program the in a culture establishing
(Level 5: B18) B18) 5: (Level school for environment judgmental opt of a range from choices ethical making practice risks and consequences of their choices. their of consequences and risks
Synthesis Synthesis Synthesis Evaluation Synthesis Application Application Application Application Application Expectation Expectation Achievement Achievement
- - -
age and - age and - recognizing, recognizing,
Dispositions
through dialogue and self and dialogue through Knowledge, Skills, and and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge, B4.1 Facilitate in creating an creating in Facilitate B4.1 the strengthens that environment individualin the context of the school whereby group Performance Area that supports equality Establishes principles and implements practice B4: to and social justice celebrate the positive ethnic, religious, class, ability, benefits of racial, sexuality, and gender diversity in a pluralisti society, 5 through 16. ages targeted of Recognition B3.3 messages media from the and thinking, the influence that society school of behaviors and emotions, youth that involves responsibility responsibility involves that youth and others, to accountability and of exploration thoughtful inspires beliefs discovery. for Strategies B3.2 risk healthy teaching and exploring skills. resistance and taking youth. and age Performance AreaPerformance youth,-age and how school Recognizes B3: develop 5 through 16, explore, ages their values and sustain and beliefs. an Methods creating B3.1 for school for environment B2.4 Strategies for exploring exploring for Strategies B2.4 making, decision ethical choices, school with taking risk healthy and youth. and age youth support each other as they they as other each support youth as unique identities their explore individuals.
School-Age & Youth Development Credential Pilot Final Report • 77
4.04 5.07 4.01 3.03 4.02 5.05 3.02, 3.02, 4.02, 4.04, 5.03, 5.03,
COA
7J 5L 2G 5K, 5K, 5G, 3G, 2H, 2A, 3N, 3G, 6G, 10A 11Q -age and 2I, 4L Standards
5 36 14 14 2, 5 IPTS NAA 28 14,
age - age - -
building and building building building
- peacemaking peacemaking
age and youth in in age and youth o include conflict conflict o include - ing)
school
centered and amplifies and amplifies centered
age and youth, t age and youth, - age and youth’s strengths and prior and prior strengths age and youth’s -
age and youth’s learning is supported and supported is learning age and youth’s - age and youth age and youth
-
creates situations and programs with school with and programs situations creates manages protocols and/or implements develops, Benchmarks/Competencies - - ~ Cultivates a learning environment where school where environment learning a Cultivates ~ ~ Prepares an array of strategies for preventing and preventing for strategies of an array Prepares ~ ~ Employs restorative practices such as as such practices Employsrestorative ~ with deal to strategies nonviolent Facilitates ~ ~ Matches responses to conflict based on the situation situation the on based conflict to responses Matches ~ ~ Develops and/or implements a variety of self of variety a implements and/or Develops ~ support to activities Designs ~ ~ Co ~ Co ~ critical stimulate methodsto of variety a Describes ~ ~ Designs and implements experiential learning learning experiential implements and Designs ~ skill structured intentional Implements ~
B32) 5: (Level B31) 5: (Level disrespect, convey that messages behaviors and to responding others. and self of and misunderstanding intolerance problems. relevant to solutions and craft lives, their affect (Level 5: B28) B28) 5: (Level relationships, community and personal strengthening processes. making decision and circles, B29) 5: (Level injustices. social and other racism bias, systemic and interpersonal B30) 5: (Level school of levels and developmental and youth participate democratically, are engaged in issues that that issues in engaged are democratically, participate and youth management, resolution, transformation, restoration, and mediation. restoration, transformation, management, resolution, opportunities so that school that so opportunities reflection. and thought B38) 5: (Level blogg journaling, dialogue, (e.g. strategies reflection B39) 5: (Level intelligence. and emotional social building (Level 5: B33) B33) 5: (Level school are that and youth systematic. B36) 5: (Level consideration, care, with treated are people all that ensure to and respect. appreciation, B37) 5: (Level opportunities for empowerment. for opportunities B34) 5: (Level on school build that opportunities knowledge. B35) 5: (Level
Analysis Synthesis Synthesis Synthesis Synthesis Synthesis Application Application Knowledge Application Application Application Expectation Achievement
-
age and -
reflection.
- self among people of of among people concept.
age and youth to explore explore to youth and age - processes specifically specifically processes Knowledge, Skills, and Dispositions and Skills, Knowledge, B5.4 Strategies and processes for and processes for Strategies B5.4 for environments enriched creating school recognition, and mutual respect. mutual and recognition, engage to school Strategies B5.3 in youth and age B5.2 Attitudes, practices, and practices, Attitudes, B5.2 permeate the to protocols regard, positive with environment programs, places, Policies, B5.1 and school invite to designed a build and explore to youth - self positive how and oppression, and power, program the in exhibited are they people. between and Performance Area the building blocks of positive Identifies B5: identity in school and how to maximize potential youth, ages 5 through 16. varying backgrounds. varying Responses B4.3 privilege, to B4.2 Techniques for bridging bridging for Techniques B4.2 from arise that differences misunderstanding, conflict or bias, miscommunication, betweenand
78 • School-Age & Youth Development Credential Pilot Final Report
5.07 4.04 3.01 5.07 5.02, 5.02, 3.02, 5.07
COA
2I, 7J 5D 5R 1J, 1J, 4J, 4J, 1L, 1A, 5A, 5G, 5O, 10E 2I, 4I Standards
5 29 2, 14 2, 2, 14 2, IPTS NAA 12, 13 12, - age -
. age and - y, interpret, interpret, y,
escalation skills) for - teachable/learnable teachable/learnable
age and youth to identif to age and youth -
age and youth to explore their comfort comfort their explore to age and youth - responses (e.g. de (e.g. responses managed and participatory. -
Benchmarks/Competencies ~ Scaffolds and implements activities for exploring life life exploring for activities implements and Scaffolds ~ Adapts ~ ~ Articulates and incorporates the concepts of of concepts the andincorporates Articulates ~ practices develops and policies program Structures ~ school support to research relevant Describes ~ the in skills build intentionally to concepts Scaffolds ~ and activities Engages~ in for sequence setting goal a andimplements Designs ~ for andmodels strategies Compares~ contrasts and ~ Assists school Assists ~
age and youth. age and youth that include setting, tracking, and evaluating and evaluating tracking, setting, include that age and youth - -
ional intelligence into daily practice. daily into intelligence ional (Level 5: B49) B49) 5: (Level with skills resolution and conflict communication and enhancing skills school B50) 5: (Level youth. (Level 5: B41) B41) 5: (Level emot B42) 5: (Level setting a of creation through learning emotional and social support to well caring, safe, is that B43) 5: (Level goals. development and youth B44) 5: (Level and financial involvement, community building, relationship of areas literacy. B45) 5: (Level school support moments that physical attributes). B47) 5: (Level school progress. B48) 5: (Level SMART, SMARTER, (e.g. STAR or setting goal goal authentic setting). zones, and how to take healthy risks (e.g. making and learning from from and learning making (e.g. risks healthy take and how to zones, human as grow beings. to order in mistakes) B46) 5: (Level and critically evaluate messages from advertising and popular culture culture and popular advertising messages from evaluate and critically popularity, power, income, to according (e.g. people stigmatize that managing a variety of conflict and aggression among school and aggression conflict of managing a variety (Level 5: B40) ~ Develops and implements strategies for school for strategies implements and Develops ~ B40) 5: (Level the through identity personal a forming on work to youth and age others and self by interpreting “otherness”, of exploration
age and youth,-age and and achieve 16, to express ages 5 through positive in personal goals Evaluation Synthesis Synthesis Synthesis Synthesis Application Synthesis Evaluation Application Application Expectation Achievement Comprehension
- -
age - -
term literacy, self -
age and youth youth and age - sufficiency). - and how to respond to to respond howand to
Dispositions
youth in the art of strategic strategic of art the in youth Knowledge, Skills, and and Skills, Knowledge,
B6.5 Techniques for exploring exploring for Techniques B6.5 emphasize that skills relationships feelings communication, B6.4 Methods for assisting school Methods assisting B6.4 for age and to setting goal and thinking future. personal one’s influence resolution. conflict and economic self and processes, Activities, B6.3 school for strategies success of concepts the explore to – and failure B6.2 Strategies to give school give to Strategies B6.2 and support youth and them assist will that opportunities long healthy achieving in Performance AreaPerformance Assist B6: school work. and the world of groups, school families, relationships, learning and emotional Social B6.1 include competencies to healthy (e.g. outcomes family/socialrelationships, community to contributor and investigate different roles and roles different and investigate identities. self awareness, social awareness, skills, management, relationship making. decision responsible and each.
School-Age & Youth Development Credential Pilot Final Report • 79
5.07 5.07 5.07 5.03, 5.03, 5.05, 5.05, 5.06, 5.07, 9.09, 12.03
COA
6J 4P 5C 4N 4F, 2E, 1H, 4C, 6C, 4H, 6G, ake Standards
14, 14, 2, 3 IPTS NAA 4, 14 4,
15, 28 15, 18, 19 18,
making making - age and - and social
age and youth in in age and youth -
age and youth to access a access to age and youth - and youth to critique messages critique to and youth making models and approaches with with and approaches models making - age facilitate the making of decisions and choices choices and decisions of making the facilitate
Benchmarks/Competencies
Summarizes current advertising techniques aimed at at aimed techniques advertising Summarizes current Assists school - Assists
esteem. ~ Develops recommendations for school for recommendations Develops ~ ~ with media in stereotyping and biases Discusses ~ ~ school assists and Guides ~ of variety a explore to experiences Facilitates ~ decision appropriate adapts and Selects ~ ~ Collaborates with school with Collaborates ~ decision Shares ~ making strategies (e.g. consensus, democratic, autocratic) autocratic) democratic, consensus, (e.g. strategies making - age and youth, why these messages persist, and possible possible and messages persist, whythese age and youth, and states and symbolic on emotional focus that age and youth age and youth. age and youth to to age and youth - - - - media) for both positive and negative life impacts. life and negative positive both for media) B57) 5: (Level based on researched information. (see B7.4) (see information. on researched based B53) 5: (Level music, people, the noticing by advertisements deconstructing through and product the may about say it an ad and what of tone dress, audience. intended B54) 5: (Level school media messages. demystify to steps action B55) 5: (Level school lf- se developing B56) 5: (Level phone use, texting/cell media (e.g. assorted of utilization assessing viewing, television mp3 games, players, video Internet, research. media based oncurrent of variety a of use youth’s B58) 5: (Level decision strategy. the use to situations and appropriate B59) 5: (Level school (Level 5: B51) B51) 5: (Level sources. of a variety from interest of resources of collection B52) 5: (Level school of level and developmental topics, situations, match to methods
age and youth,-age m to in order information to organize 16, 5 through ages Analysis Synthesis Synthesis Evaluation Evaluation Application Application Application Application Expectation Achievement
-
age and youth navigate navigate youth and age Dispositions - and have healthy healthy have and
age and youth’s use of of use youth’s and age age and youth to recognize recognize to youth and age Knowledge, Skills, and and Skills, Knowledge, - -
B7.4 Decision making models Decision B7.4 to school help B7.3 Research and guidelines for for Research andB7.3 guidelines school media. electronic age and youth as relevant. as youth and age social topics identified by school identified topics social Approaches assisting B7.2 for school on societal reflect and critically messages such as and pressures, and media messages,advertising, stereotyping. Performance AreaPerformance school Enables B7: and take action. decisions Resources andB7.1 on personal the making healthy choices, work in work in choices, makinghealthy the groups, relationships.
80 • School-Age & Youth Development Credential Pilot Final Report
ew 5.03, 5.03, 13.06 13.05, 13.05,
COA
8A 8O 8M 8J, 8J, 8H, 8B, 8C, 11K 11J, 11J, nformal Standards
2 IPTS NAA 29, 36 29,
ruggling ruggling
sessment approaches and approaches sessment to a personal and professional professional and personal a to age and youth.
- age and youth (including (including age and youth - age and youth may be st age and youth
- age and youth with special needs. needs. special with age and youth -
Benchmarks/Competencies ~ Analyzes benefits, limitations, and ethical ethical and limitations, benefits, Analyzes ~
). the needs of individual school individual of needs the PA) R ~ Constructs a system for ongoing screening and screening ongoing for system a Constructs ~ C7) 5: (Level when school identify to assessment ~ Classifies theories and models of data based based data of models and theories Classifies ~ C1) 5: (Level according and assessment observation assessment. authentic of vision holistic assessment authentic of variety a utilizes and Selects ~ C2) 5: (Level and responsive, developmentally informal, formal, are that strategies address school of development learning formats various assessment in Implements ~ C5) 5: (Level appropriately. media uses and meetings, reports, including measurements informal and formal multiple Utilizes ~ C3) 5: (Level to appropriate developmentally and linguistically contextually, are that practice. effective inform as and observation Adapts ~ C4) 5: (Level about information based data reliable valid, obtain to instruments C6) 5: (Level or in distress. in or considerations of a variety of authentic and standardized and standardized authentic of a variety of considerations assessing for used and approaches measurement instruments school of and progress development , application and sharing of information information of sharing and application , usefulness validity, reliability, Act Privacy and Rights Educational Family the to according (FE
tion
Analysis Analysis age and youth as well as means for program evaluation and accountability. accountability. evaluation and means for program youth as well as school-age and o understand Synthesis Application Applica Application Application Expectation Achievement
informal and formal observation and assessment to gain understanding about an individual’s an individual’s about to gain understanding and assessment and formal observation informal life, -
age and reas, reas, - A
used published published used - ontent ontent going observation and and observation going - that are data based, based, data are that interviews,goal age and youth to include include to youth and age age and youth to real to youth and age - -
referenced measures. referenced - Strategies, tools, and tools, Strategies, world situations. world - Knowledge, Skills, and Dispositions and Skills, Knowledge, youth. C1.4 for designs documentation on deliberate of recognition for screening C1.3 Observation/assessment Observation/assessment C1.3 tools, screening (e.g. strategies surveys, real AssessmentC1.2 and methods tools with settings in used generally school diagnostic, screening, observation, C curriculum and and sampling) work monitoring, methodsdocumentation (checklists, rubrics, journals, portfolios, ongoing inform to used charting) health, about decisions and teaching/learning, development, school with interventions youth’s 16. progress, ages 5 through and observation to Approaches C1.1 assessment commonly including Performance Area Recognizes and organizes observation C1: information to monitor school-age and and assessment compatible and integrate holistic, connect modelsthat and theories school norm
Content AreaContent C – Observation Assessment and of value the roles Professionals development and learning. They understand the purposes, benefits and uses of observation and assessment information. They vi information. They and assessment of observation benefits and uses the purposes, They understand and learning. development observation and assessment as ways t and assessment observation i culturally appropriate formal and developmentally, linguistically, and for using a variety of age, They take responsibility progress, and needs, to monitor an individual’s an individual’s skills, abilities, interests and share information on assessments to gather their own roles and practices. evaluate and reflect on and modify and to continually
School-Age & Youth Development Credential Pilot Final Report • 81
5.03
COA
8E 8H 8Q 6F, 6F, 8E, 8B, 4B, 8B, 8A, Standards
14 14 14 IPTS NAA age, youth, youth, age, -
uation by defining defining by uation es that meet the meet the that es
age and youth and is appropriate to age, culture, culture, age, to appropriate and is age and youth - Benchmarks/Competencies age and youth. -
~ Summarizes varying ethical methods of evaluation evaluation methodsof ethical Summarizes~ varying eval and assessment Integrates ~ to approaches systematic of Uses~ variety a and quantitative which to extent the Determines ~ ongoing, for frameworks existing adapts or Designs ~ outcomes established on based instruments Selects ~ ~ Reviews measurement, protocols, and instruments instruments and protocols, measurement, Reviews ~
~ Establishes protocols for privacy and confidentiality confidentiality and privacy for protocols Establishes ~
6)
age and youth. -
and families. C10) 5: (Level and for, about, with, information necessary gathers systematically that participants. by, C11) 5: (Level those of attainment and evaluating progress, assessing outcomes, outcomes. C12) 5: (Level participatory models, logic as such evaluation program undertake research. and action evaluation, C13) 5: (Level purposes evaluation’s the given appropriate are methods qualitative uses. and intended C14) 5: (Level outcom of evaluation and concluding cumulative, programmatic and learning, developmental, ability, linguistic, cultural, school of needs C15) 5: (Level school of and needs school (Level 5: C8) 5: (Level reporting mandated federal and state, local, with compatible are that laws. support to evidence provides that research Identifies ~ C9) 5: (Level school with when working and practice philosophy one’s needs. & special language C1 5: (Level to evaluate the benefits and limitations of a variety of authentic and authentic of variety a of limitations and benefits the evaluate to with education in used and instruments approaches standardized
Analysis Analysis Analysis Synthesis Synthesis Synthesis Evaluation Evaluation Application Expectation Achievement
age on
age, youth, families, -
Contexts for evaluation evaluation for Contexts Knowledge, Skills, and Dispositions and Skills, Knowledge, abuse/neglect, and warning signs of of signs warning and abuse/neglect, and stress causing situations - school of lives the in upheaval youth. and
C2.3 Evaluation tools, instruments, instruments, tools, Evaluation C2.3 formal, include to methods and standardized, published, informal, and research, action participative, apply. that others Approaches, and frameworks, C2.2 meet to the models evaluation of school of needs C2.1 C2.1 built methods and frameworks a is evaluation that notion the acting, and thinking of process or product a simply than rather measuring device. e AreaPerformanc Employs C2: systematic evaluation evid to support frameworks through 16. ages 5 ence-based practice, and program. and
82 • School-Age & Youth Development Credential Pilot Final Report
5.03 1.02 5.03, 5.03, 5.05, 1.02, 5.05, 1.02, 1.02, 10.02 10.03 11.04 10.02, 10.02, 10.02, 10.02, 10.03,
COA
8I, 9P 8N 8G 8J, 8J, 8L, 8E, 8D, 11M 8I, 8L Standards
IPTS NAA 8, 34 8, 28, 36 28, 23, 24 23, age and - process age, youth, youth, age, -
ntitative and qualitative and qualitative ntitative setting and outcome and outcome setting -
age and youth’s progress toward toward progress age and youth’s - based standard outcome indicators indicators outcome standard based -
porates various observation, assessment, and assessment, observation, various porates
Benchmarks/Competencies roup program goals. program roup
~ Creates development opportunities for team for opportunities development Creates ~ ~ Composes policies and procedures to facilitate facilitate to procedures and Composes~ policies research Utilizes ~ Incor ~ school colleagues, with Collaborates ~ evidence on based outcomes individual Designs ~ improvement continuous a Implements ~ outcome/goal toward strategies Adapts/modifies ~ ~ Utilizes established formats for summarizing summarizing for formats established Utilizes ~ ~ Determines stakeholders for whom and assessment for stakeholders Determines ~
age, and youth participation in the the in participation and youth age, -
sources. sources. C26) 5: (Level and group, individual, of formation the members support to and mission the with compatible are that outcomes programmatic organization. the of vision C18) 5: (Level school family, information. the of nature C20) 5: (Level school for and support programs designing for a baseline as Outcomes Youth Compendium, Assets, 40 Developmental (e.g. youth Inc.) SAMHSA, Strategies, Development Youth C21) 5: (Level and programs, planning, inform to procedures documentation Individual of and monitoring development the including practice, Programs. Education C22) 5: (Level identified realize to plans and outcomes create to and families g and/or individual C23) 5: (Level formal/informal and evaluation quantitative/qualitative from school each sustain to assessment goals. established C24) 5: (Level goal inform to evaluations program using development. C25) 5: (Level way to a predictable (i.e. metrics of use the through attainment qua from data of and interpretation measure) (Level 5: C17) C17) 5: (Level to according information sharing for up protocols and sets information audience. intended and purpose appropriate the assessment/evaluation process. assessment/evaluation C19) 5: (Level the commun to and howicate best relevant, is information evaluation sensitive and the protocols, ethical legal, to respect with information
s
Synthesi Synthesis Synthesis Synthesis Evaluation Evaluation Application Application Application Application Expectation Achievement
- age - age and -
monitor, and evaluate and evaluate monitor,
Knowledge, Skills, and Dispositions and Skills, Knowledge, Performance Area of positive Establishes outcome indicators C3: development for school-age and youth,5 through ages 16, to support individual and program success. youth in identifying relevant and and relevant identifying in youth C3.4 Roles and contributions of of contributions and Roles C3.4 families,colleagues, other school and professionals, programmatic and individual school individual and programmatic progress. youth and age and summarizing, Collecting, C3.3 interpretingevaluation information toidentify relevant strategies for outcomes toward progress making goals. and assess, assess, C3.2 OutcomesC3.2 from which to C3.1 Personal and professional and professional Personal C3.1 ongoing active, to commitment for as a catalyst evaluation change, social and growth individual and models established using methods. C2.4 Formats for summarizing and and summarizing for Formats C2.4 school with information sharing and youth, families, other other families, youth, and local and appropriate professionals, are ways in that agencies and state and ethical, organized, relevant, legal.
School-Age & Youth Development Credential Pilot Final Report • 83
5.05 5.07 5.05, 5.05, 5.03, 5.03, 5.05, 10.03 10.02, 10.02,
COA
8E 8K 8B, 4I, 8A Standards
4 2, 4 IPTS NAA 23, 24 23,
-
-
age and age and - - age and youth. -
information. th, and families to to families and th,
assessment tools, tools, assessment - age and youth to make to age and youth - develops plans with with plans develops age, you age, age and youth in developing developing in youth and age age and youth. - - - and co data
creates goals and outcomes based on relevant on relevant based and outcomes goals creates
Benchmarks/Competencies - - school with Partners ~ Interprets ~ ~ Collaborates with school with Collaborates ~ ~ Administers and interprets formal and informal self informal and formal interprets and Administers ~ self appropriate Determines ~
~ Co ~ age or youth is doing, and information for improvement. for and information doing, is youth age or -
assessment results that are accessible to school to accessible are that results assessment youth development. youth C27) 5: (Level school support to people and young families colleagues, (Level 5: C31) 5: (Level (Level 5: C28) C28) 5: (Level school with measures assessment C29) 5: (Level capacities, needs, on interests, based strategies and/or processes, school individual of level and developmental capabilities, youth. school Supports ~ C30) 5: (Level and useself create methodsto and habits learning lifelong self- ~ C33) 5: (Level and participatory, is empowers stakeholders, that evaluation conduct how well determines accomplish, to wish stakeholders what addresses school the assessment strategies on an ongoing basis. assessment strategies
their efforts, abilities, and strengths visible, (through such tools as as tools such (through visible, strengths and abilities, efforts, their on mutually based and service) presentations publishing, portfolios, assessment of a variety from upon goals agreed C32) 5: (Level
age and youth,-age and peer evaluation create self and 5 through 16, to ages
Synthesis Synthesis Evaluation Evaluation Evaluation Application Application Expectation Achievement
age and evaluation evaluation - - learners, learners,
age and youth to to youth and age - families, assessment and -
assessment and evaluation assessment and evaluation - age, youth, youth, age, through youth and age - -
Self assessment and peer - Knowledge, Skills, and Dispositions and Skills, Knowledge,
peer evaluation data. evaluation peer C4.3 EmpowermentC4.3 approaches to and assessment with evaluation school to institutions and organizations, with potential growth maximize school and interpretation, administration, utilization of self C4.2 Information from a variety of of variety a from Information C4.2 self procedures and processes. procedures C4.1 school methods for constructive outcomes for for outcomes constructive programs. and groups, individuals, AreaPerformance with school Partners C4: support development as as development support family members, community family members. youth. tools and strategies that are useful useful are that strategies and tools school the to relevant and
84 • School-Age & Youth Development Credential Pilot Final Report
1.02 5.03 5.05 1.02 11.04 10.02 10.02 11.03
COA COA
4F 9E 4A 4A, 10C 9H 9L Standards Standards
35 36 29, 29, IPTS NAA IPTS NAA 9, 11 9, 28 8,
35, 36 35, changing professional -changing professional age and -
age and youth age and youth -
g best practice practice g best age youth. - age and youth. They understand the central the central youth. They understand -age and sensitive, integrated curriculum to build on an on build to curriculum integrated -sensitive,
planning process. planning
age and youth including academic academic including age and youth - reas and developmental domains. Areas and developmental
as a collaborative, dynamic, and ever as a collaborative, well as the interrelationships between and among content among and between interrelationships the as well
Benchmarks/Competencies Benchmarks/Competencies all Content
federal standards for the practice of school of practice the for standards federal programming. examination an on based practice of theory a Outlines ~ D2) 5: (Level school of practice the for standards recognized various of agenda as such skills meeting Demonstrates ~ D6) 5: (Level discussion participation, promoting introductions, planning, and commitments, time observing focus/management, meetings. of evaluation/debriefing ~ Develops a plan for implementation of required local, local, required of implementation for plan a Develops ~ D1) 5: (Level and state, and development programming. youth emergin and current Incorporates ~ D3) 5: (Level school with working for research technologies, of variety a evaluates and Assesses ~ D4) 5: (Level contextual, developmental, for and programs technologies, assistive school for compatibility and ability linguistic, identifying, for strategies partnership Develops ~ D5) 5: (Level as contribute to stakeholders and preparing welcoming, inviting, and program curriculum the in equals portions of the programming. the of portions
Synthesis Synthesis Synthesis Synthesis Evaluation Application Expectation Expectation Achievement Achievement
-
staff age and - age and -
age and youth. youth. and age -
They take responsibility for planning and providing an emerging, bias emerging, an providing and planning for responsibility take They
age and youth. and age - Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge, youth program development and and development program youth oversight. and Organizational D2.2 convening for skills collaborative summits, and to sessions meetings, relevant design and/or identify school for programs and curriculum disciplines and developmental domains. They recognize and value the interdependence between relationships with others and an with others between relationships interdependence and value the They recognize domains. and developmental disciplines curriculum development of knowledge. They view individual’s construction endeavor. competence in abilities and interests to expand individual’s current and community, Family, D2.1 school for partnerships school technology of uses Appropriate D1.3 and growth, exploration, support to school for learning Performance Area effective Recognizes the range of stakeholders required to design D2: school-age and youth development programs, ages 5 through 16. D1.2 Best practice techniques and techniques practice Best D1.2 through that, methodologies have and research, experience planning, for effective be to proven with interacting and programming, 16. and national state Local, D1.1 school to related standards and development youth programming. concepts, tools of inquiry, and structures of the content disciplines, as disciplines, content the of structures and inquiry, of tools concepts, Performance Area and research to continually Utilizes experience, knowledge, D1: improve quality, program 5 through ages Content AreaContent Design or Program D – Curriculum for school and goals appropriate curriculum knowledge of have broad Professionals
School-Age & Youth Development Credential Pilot Final Report • 85
5.05 5.05 5.05 5.05 10.02 10.02 10.02 11.02
COA
9L 4L 4B 4K 9H 9D 4C
Standards
25 14 IPTS NAA 25, 28 25, - and creating creating
-
stakeholders in a a in stakeholders
ements a system for continuous continuous for a system ements
Continuous Quality Improvement Improvement Quality Continuous ent special education needs. education special ent ) to support academic portions of the the of portions academic support to ) youth, families, local schools, community community schools, local families, youth,
schools, and the community) through a through community) and the schools,
children and youth. children age, age, - age Benchmarks/Competencies - ~ Develops and impl and Develops ~ ~ Uses a systematic approach to check for biases, biases, for check to approach Uses~ systematic a continuous a in stakeholders of role the Illustrates ~ school personnel, (including stakeholders with Links ~ ~ Educates stakeholders on rationale and methods for for methods and rationale on stakeholders Educates ~
age and youth programming. age and youth age and youth. - - age and youth. - http://www.isbe.state.il.us/ils/ age, youth, families, local and analyze collect to process improvement continuous structured outcomes. desired to relevant data D14) 5: (Level and measure progress goals set to time of a period over improvement school with D10) 5: (Level culturally based, research are that materials create or and identify standards. applicable and address appropriate, contextually Standards Learning IL of knowledge Applies ( school for programs D12) 5: (Level as (such process, improvement quality program Management Youth (TQM), Quality Total (CQI), improvement program ongoing of context the in (YPQA)) assessment school with D13) 5: (Level ~ Outlines strategies for engaging engaging for strategies Outlines ~ D7) 5: (Level co vision, a shared creating include: to process collaborative and rules, ground to participants all from commitments and obtaining tasks. leadership of sharing identity group and ownership of sense a Cultivates ~ D8) 5: (Level school colleagues, with D11) 5: (Level materials and developing programs, designing curriculum, choosing school for members, and other organizations when involved in the curriculum curriculum the in when involved organizations and other members, process. design and/or identification and program and children for planning curricular of complexity the Appreciates and emerg identified with youth to templates existing designates or Develops ~ D9) 5: (Level process identification/design program or curriculum the document evaluation. through initiation from
Analysis Synthesis Synthesis Synthesis Evaluation Application Application Application Expectation Achievement
age and youth. and age - communication between between communication
Knowledge, Skills, and Dispositions and Skills, Knowledge,
Performance Area Supports agency D3: mission, values and objectives in program design and delivery, ages 5 through 16. D2.5 Quality improvement models models improvement Quality D2.5 provide and that processes connection regular and structured maintain to stakeholders with and current is that programming relevant. D2.4 Concepts, principles, and principles, Concepts, D2.4 designing or selecting methods for and programs, materials curriculum, school for facilitate age and youth. and age ConceptsD2.3 and to processes when conceiving, stakeholders identifying,designing, implementing and programming evaluating and curriculum.
86 • School-Age & Youth Development Credential Pilot Final Report
5.03 1.01 1.01 1.02 1.02 11.01
COA
9J 6F 6B 4B 4K 9A 4B, Standards
2 14 25 35 36 14 IPTS NAA
utcomes of the the of utcomes
ematical and scientific
encourage strategic strategic encourage centered framework, framework, centered
age youth in acquiring acquiring in age youth - -
created tool. tool. created -
age and youth. large about the agency’s mission and mission agency’s the about large - program relationships, evaluation of of evaluation relationships, program - -
Benchmarks/Competencies Uses existing strategic plans to guide the formation formation the guide to plans strategic existing Uses ~ Engages in outreach to inform and educate the local local the educate and inform to outreach Engages~ in are that programs andimplements Develops ~ facilitate to tools planning program Incorporates ~ ascertain to learning to approaches Evaluates ~ ~ Incorporates a structure to structure a Incorporates ~ to process planning strategic the to Contributes ~ program for criteria evaluation Constructs ~
and weaknesses of each approach for addressing a range a range addressing for approach each and weaknesses of
thinking for programming to support school support to programming for thinking development. academic n. organizatio the of and vision D17) 5: (Level at and public neighborhoods D19) 5: (Level and o objectives, goals, strategic the with compatible D21) 5: (Level learner design, backward as such learning, D22) 5: (Level strengths school with styles learning of and math literacy, linguistic, of theories Applies (Level 5: D15) ~ D15) 5: (Level development, resource programming/curriculum, policies, of community of enhancement of observance and practices, best to attention objectives, program regulations. and rules D16) 5: (Level Do, PDCA: Plan, Inquiry, Appreciative (e.g. organization an in thinking of progress and monitor goals strategic implement to Act) Check, mission strategic the with consistent development program/curriculum on families impact and the program, the of benefits programming, served. D18) 5: (Level the with concert in acting are stakeholders key that ensure and values. vision, mission, organization’s organization. D20) 5: (Level with compatibility assess to and implementation development and outcomes. objectives, goals, strategic organizational self or instruction, differentiated knowledge, skills, and dispositions to further children and youth and youth children further to and dispositions skills, knowledge,
Synthesis Synthesis Evaluation Evaluation Application Application Application Application Expectation Achievement
age -
term planning planning term age and youth youth and age
- - the program with the the with program the and long and
- programs.
Aligning Knowledge, Skills, and Dispositions and Skills, Knowledge,
espouse particular learning theories theories learning espouse particular and education of methodologies and school with learning Performance Area Creates program models that build individual, D4: group and structural impact on development and learning, ages 5 through 16. ApproachesD4.1 learning to that D3.3 D3.3 and goals values, mission, vision, where organization the of outcomes works. practitioner the D3.2 Approaches for collaborating collaborating for Approaches D3.2 families with communicating and and strategically communities to a agency/programs in the situate and engage in context local school support that solutions when development youth and designing D3.1 Short D3.1 for approaches and actions curriculum and programs organizing strategic with consistent content organization. the of goals (e.g.Behaviorism, Constructivism, experiential, multiple intelligences, recreation). Montessori,
School-Age & Youth Development Credential Pilot Final Report • 87
3.04 5.03 5.04 5.01 5.03 11.02
3J 3L 3K 6B 6C 6K 4Q 3F,
16 12, 12, 13, 2, 12 2, 14, 28 14,
and external to to and external
red(e.g. cente - specialized strategies strategies specialized
their life experiences, experiences, life their age and youth. - age and youth preferred preferred age and youth - age and youth to choose or or choose to age and youth - age and youth, such as dialogue, dialogue, as such age and youth, sensory approaches to address and address to approaches sensory - - ), and includes choice. includes and ),
individual, employing individual, age and youth centered, reflective, current current reflective, centered, age and youth -
). ~ Develops multi Develops ~ school with Partners ~ ~ Arranges for resources, both internal internal both resources, for Arranges ~ strategies methodsand of variety a Uses~ adapts and to skills study/organizational of instruction Adapts ~ addressing and recognizing for process a Creates ~ when bias expose to designed Uses~ criteria ~ Selects and uses facilitation differentiated differentiated facilitation uses and Selects ~ ~ Uses established techniques to assist individuals individuals assist to techniques Uses~ established ~ Compares the range of approaches to learning from from learning to approaches of range Compares~ the
based learning). based -
). IEPs enrich standards and outcomes for school for and outcomes standards enrich D30) 5: (Level ation Programs Programs Educ ation Individualized of implementation for required as ( D29) 5: (Level economic gender, D26) 5: (Level creative in choices and experiences expand to agency, the expression. D27) 5: (Level school with development skill for individual learning, operative co simulation, experience, direct exploration. D28) 5: (Level each of needs meet the ability levels. D31) 5: (Level program. the in bias D32) 5: (Level racial, cultural, (e.g. program the in use for materials choosing (Level 5: D23) D23) 5: (Level school match to strategies instructional develop life skill programs compatible with with compatible programs skill life develop and linguistic, cultural, developmental, as well as needs; assets, styles, developmental, cultural and linguistic levels, and information to to and information levels, and linguistic cultural developmental, styles, be addressed. D24) 5: (Level school holistic, are that (e.g. use of modern technology of use (e.g. special with and youth children support to technology Utilizes growth. academic foster to needs education D25) 5: (Level learner to instruction) direct (e.g. directed adult problem
Synthesis Synthesis Synthesis Evaluation Evaluation Application Application Application Application Application
- of - age and and and
- o access age and youth with a a with youth and age -
Performance Area Employs D5: and unstructured activities a balance between structured -age and youth with school ages 5 through 16. D4.4 Personal and structural bias bias and structural Personal D4.4 inherentin individual frames D4.3 Enrichment strategies, Enrichment strategies, D4.3 and that processes experiences and standards learning support school for needs identified such as areas relevant in youth social expression, creative D4.2 Differentiated techniques to to techniques Differentiated D4.2 school provide variety of ways of t variety on based ideas and information and ability, level, developmental interests.
reference, programming, and and programming, reference, materials. emotional learning, and the practice practice and the learning, emotional literacy, financial (e.g. skills life of and organizational employment, skills). study
88 • School-Age & Youth Development Credential Pilot Final Report
3.03 3.03 3.04 3.02 5.01 5.05 5.01, 5.01, 12.01 12.01 12.03
COA COA
6I 4P 4D 6G 6H, 2G, Standards Standards
2 14 19, 19, IPTS NAA IPTS NAA 21, 22 21,
.g.
age and youth to to age and youth -
age and youth.
- age and youth to create and create to age and youth -
site vs. field trip), and age and youth to exchange ideas and think and think ideas exchange to age and youth - Benchmarks/Competencies Benchmarks/Competencies age and youth to include physical, cognitive, social, social, cognitive, physical, include to age and youth - ~ Assesses and adjusts one’s approach to working working to approach one’s adjusts and Assesses ~ ~ Plans for differing safety and supervision needs needs supervision and safety differing for Plans ~ school to responses daily Adapts ~ ~ Provides regular, structured opportunities with peers peers with opportunities structured regular, Provides ~ the to according programming/activities Adapts ~ ~ Develops a holistic framework to connect connect to framework a holistic Develops ~
6) age and youth as they develop individual and group and group individual develop they as age and youth -
~ Partners with school with Partners ~ D34) 5: of school of
indoor/outdoor), context (e.g. on- (e.g. context indoor/outdoor), school of level developmental/age/maturity D39) 5: (Level school with D3 5: (Level staff. and available environment, weather, participants, of age/number D37) 5: (Level (e environment used, being activity/materials of type to according D38) 5: (Level and feedback, needs, and group individual with correspond competencies. (Level 5: D33) D33) 5: (Level school for and adults competencies to include roles such as leader, guide, mentor, mentor, guide, leader, as such roles include to competencies consultant. and facilitator, critically about a variety of developmentally appropriate topics that that topics appropriate developmentally of a variety about critically them. to important as young identify people (Level implement personal plans that are relevant, meaningful, and meaningful, relevant, are that plans personal implement engaging. D35) 5: (Level developmental the with and programs schedules, environments, needs domains. and spiritual emotional,
Synthesis Evaluation Application Application Application Application Application Expectation Expectation Achievement Achievement
formal -
setting with
age and youth. and age age and youth and provide provide and youth and age - - Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge,
Performance Area Employs D6: to build cohesive group work knowledge and skills programs and strong participation, ages 5 through 16. to and roles Relationships D5.3 structure, facilitate, mentor, guide, a in teach and/or school and informal, as well as individual activities. group and and Program D5.2 formats, are that supervision and culturally, developmentally, linguisticallyappropriate, and and necessary safety the provide activity, of type the for protection environment. levels, maturity age, school flexibilityfor setting, structured and non formal, unstructured, D5.1 Environments to engage engage to Environments D5.1
School-Age & Youth Development Credential Pilot Final Report • 89
3.04 4.01 4.02 4.03 5.02 5.07 3.04 3.04 4.01 4.02 4.02 4.03 3.04 4.02 4.04 4.06
COA
5J 5R 1A 4N 5C 5R 3G 5J, 5J, 5K, 5A, 5B, 5H, 5G, Standards
5 4 5 14 5, 8 IPTS NAA
responses responses paced tutorials. paced
age and youth age and youth
-
school age, youth, families, and people and people families, youth, age, - based inquiry, performance, service service performance, inquiry, based , and youth. youth. and age, - - age and youth. - hes a personal philosophy from which to to which from philosophy a personal hes
Benchmarks/Competencies ~ Develops a plan to enhance skills and techniques for for techniques and skills enhance to plan a Develops ~ defines and Categorizes ~ ~ Intentionally and collectively establishes norms for norms for establishes collectively and Intentionally ~ an to according development group Assesses ~ building community of sequence Employsa ~ Establis ~ a within conflict to responses appropriate Utilizes ~ implements and programs designs Chooses~ or colleagues, with leadership shared Cultivates ~ ~ Distinguishes between controlling group group controlling between Distinguishes ~
age, and youth through varied experiences and roles in in and roles experiences varied through and youth age, - intentionally draw when creating a sense of community within an within community of a sense when draw creating intentionally school staff, include to organization community. the from and informal teams, work groups, discussion presentations, meetings, groups. D48) 5: (Level citizenship, respect, responsibility, (e.g. behavior group successful school staff, oneself, in honesty) D49) 5: (Level individual learning, group collaborative as such approaches centered problem discovery, and research D41) 5: (Level inclusive and a safe of creation and development group positive community. of sense D42) 5: (Level and activities model and chooses or theory acknowledged support to development of stage theoretical a group’s to appropriate process. group the of growth and needs the D43) 5: (Level to designed and processing discussion, and reflection, experiences community. of a sense and development group support D44) 5: (Level D45) 5: (Level judgment, arbitration, mediation, direction, may include that group sympathetically. listening D46) 5: (Level and healthy mediation, resolution, conflict exploring for strategies school with skills work group D47) 5: (Level school (Level 5: D40) D40) 5: (Level process. group and facilitating performance - self experiences, field learning, experiential learning,
Analysis Synthesis Synthesis Synthesis Evaluation Application Application Application Application Expectation Achievement Comprehension
maintenance
age and youth centered centered youth and age - Knowledge, Skills, and Dispositions and Skills, Knowledge,
Performance Area-age and youth’s Establishes program models in which school D7: engagement is central to practice, ages 5 through 16. SchoolD7.1 and models, strategies approaches, discovery personal of process a to making. meaning and D6.4 Approaches to delegation, Approaches delegation, D6.4 to when leadership and collaboration, groups. with working techniques for groups of various various of groups for techniques and encourage interaction to sizes participation. support the development of a sense sense a of development the support the and community, of community. of and management Facilitation D6.3 D6.2 Conditions and techniques to to techniques and Conditions D6.2 D6.1 Stages of group development group of Stages D6.1 interaction. group of dynamics and
90 • School-Age & Youth Development Credential Pilot Final Report
3.01 3.02 3.03 3.04 5.05
3F 3C 9S, 9D, 11M
1 3, 8 -
age - orates experiential methods (e.g. scientific scientific (e.g. methods experiential orates
~ Develops and enhances growth opportunities for for opportunities growth andenhances Develops ~ ~ Investigates models for incorporating school incorporating for models Investigates ~ ~ Incorp ~ of effects the addressing for strategies Enumerates ~
age, and youth to improve leadership skills, and engages and engages skills, leadership improve to and youth age,
- ol D53) 5: (Level staff, scho (Level 5: D52) D52) 5: (Level (e.g. decisions ongoing and planning program in voices and youth teams). project board, on the seats dedicated councils, youth the in people and supporting encouraging of process a reciprocal in or organization, group, members the the by of shared goals of pursuit community. (Level 5: D50) D50) 5: (Level inquiry, facilitator, as teacher Development, Proximal Zone of method, practice. and personal planning program into learning) service D51) 5: (Level ool sch adults, between differential power inherent the or adultism, age, and youth. and youth. age,
Analysis Synthesis Synthesis Synthesis
age and - age, youth, and and youth, age, -
youth. D7.2 Philosophical and practical and practical Philosophical D7.2 when control and power of views school with working families. Systemsfor D7.3 and structures authentic and significant gathering programming, into input and relationships, environment, school from administration
School-Age & Youth Development Credential Pilot Final Report • 91
3.03 3.01 3.03 4.02
nts, COA COA
to each 5J 5L 9E 5A 5K, 5C, Standards Standards
5 5 5
IPTS NAA IPTS NAA . 5, 6 age and -
communication communication
while working in pairs or small small or pairs in working while age and youth.
- Benchmarks/Competencies Benchmarks/Competencies tive decision making). decision tive itiques positive behavior guidance programs and programs guidance behavior positive itiques g, and intellectually stimulating. Environments and interactions reflect and interactions Environments stimulating. g, and intellectually
~ Demonstrates various group various Demonstrates ~ E1) 5: (Level sharing and listening, reflection, dialogue, support to strategies among members. group practice to strategies implements and Develops ~ E2) 5: (Level resolution, conflict assertiveness, (e.g. skills communication complex and posi dialogue, negotiating, as such skills cooperative Models ~ E3) 5: (Level solving and problem compromising, groups. school with practices restorative Cultivates ~ E4) 5: (Level dialogue, through community and build restore to designed youth and restitution. resolution, listening, compassionate Cr ~ E5) 5: (Level positive and support choices, offer respect, convey that processes school with building skill
reflect appreciation of family and community contexts and resources of family and community contexts reflect appreciation ent interpersonal interactions that guide each individual toward individual toward that guide each interactions interpersonal youth. They use -age and
Synthesis Synthesis Evaluation Application Application Expectation Expectation Achievem Achievement
and and age - age - Builds positive, creative-age and youth, and growth-oriented relationships with all school ages 5
age and youth youth and age -
age and youth in ways that waysthat in youth and age -
esteem. esteem. - Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge,
E2.1 Guidance strategies that reflect reflect that Guidance strategies E2.1 and understanding professional the school that belief and empowering, affirming, need for support respectful mutually and identity social their developing self youth. Performance Area E2: futures. through 16, which focus on their E1.2 Positive communication Positive E1.2 convey respect that techniques school with when interacting youth. and that Approaches conflict E1.3 to all of equality the recognize mutual in and results participants restoration and conflict of resolution modeling while relationships of school with skills proactive E1.1 Strategies to actively engage actively to Strategies E1.1 school and supportive, respectful, are encouraging. desired developmental and learning outcomes. They recognize the important teaching roles of the physical and social environme of the physical teaching roles the important They recognize learning outcomes. and desired developmental Performance Area with all school-age and youth, Establishes communication E1: 16, which is positive, ages 5 through respectful and enabling. Content AreaContent and Environments Relationships E – Interactions, integrated and to provide and environments appropriate interactions of developmentally use their understanding Professionals for school learning opportunities supportive and provide and support environments that are nurturing, pleasin are nurturing, environments that and support and provide are responsive and interactions Environments differences. bias and to individual are sensitive to families, and values about interests, and needs, and individual’s abilities,
92 • School-Age & Youth Development Credential Pilot Final Report
5.02 5.02 3.03 3.04 3.01 3.01 4.01 4.06 4.01 3.02 4.02 4.06
COA
1B 4N 2A 6B 6G 4J, 4J, 10I 3E, 5A, 5B, 4C, 1A, 6A, 10E 10F, 10F, 3I, 4N Standards
8 14 IPTS NAA 5, 29 5, 28 4, 13, 14 13,
-
age and youth. -
age, and youth. age, - age and youth. - age and youth to develop develop to age and youth of accepted approaches, from from approaches, accepted of
rvice learning, inquiry, project based, and based, project inquiry, learning, rvice Benchmarks/Competencies consistent behavior guidance approach that is ethical, ethical, is that approach guidance behavior consistent - school with Partners
~ Develops a proactive process for determining determining for process proactive a Develops ~ experiential of variety a Compares~ contrasts and variety a Classifies ~ group questioning, ended open Uses~ methodsof age and youth behavior in individual and group and group individual in behavior age and youth may that situations of characteristics Recognizes ~ philosophical a as Constructivism Outlines ~ - ~ ~
and youth that connects the relationship between their their between relationship the connects that and youth age - E11) 5: (Level school with when working areas challenge possible E13) 5: (Level se (e.g. methodologies internships). E14) 5: (Level of and weaknesses strengths to according didactic, to experiential approach. each E15) 5: (Level and self and guided play, cooperative solving, problem discussion, engage school to experiences directed variety of cultural perspectives. cultural of variety E8) 5: (Level and family resources, professionals, using plans; guidance individual needed. as support members for with development skill support to activities Scaffolds ~ E9) 5: (Level school goals. future their with and interests strengths individual E10) 5: (Level solving. problem and support, consultation, require E12) 5: (Level methods. experiential for foundation ~ Incorporates policies and procedures for for procedures and policies Incorporates ~ E6) 5: (Level a implementing school staff, for empowering and respectful, for philosophy professional and personal a Constructs ~ E7) 5: (Level school guiding situations using information from current theory and research from a from and research theory current from information using situations
Analysis Analysis Synthesis Synthesis Synthesis Synthesis Synthesis Evaluation Application Expectation Achievement Comprehension
- experiential experiential
- age and youth to to youth and age -
age and youth, and and youth, and age colleagues, families, families, colleagues, -
age and youth to act on act to youth and age - ith school ith Knowledge, Skills, and Dispositions and Skills, Knowledge, age and youth to encompass to youth and age and non experiential methods. to strategies Facilitation E3.3 school encourage relevant in involved actively be participants. learning of Continuum E3.2 school with working for approaches Performance Area Recognizes and employs E3: variety experiential strategies to address a of learning styles, ages 5 through 16. of Accepted notions E3.1 the places that learning experiential individualat the center of a learning experience, honors past experience, in individuals supports and knowledge active as constructing future goals. future and assistance Consultation E2.5 when sources of variety a from issues and challenges confronting (e.g.peers, professionals). other support a vision of themselves and and themselves of vision a support theirfutures. and processes to Activities E2.4 assets, of development support enable to and attributes skills, school E2.3 Characteristics of interpersonal interpersonal of Characteristics E2.3 that interactions and relationships work for foundation solid a provide w E2.2 Techniques to establish a establish to Techniques E2.2 and safe predictable, consistent, social promotes that environment responds and skills emotional and needs. behavioral to
School-Age & Youth Development Credential Pilot Final Report • 93
3.03 3.03 5.05 5.07 4.03 5.03 5.07 3.03 5.03 5.02 5.03 5.07
COA
6J 1L 5K 4N 5K 5J, 5J, 9M 4N, 6G, 2G, Standards Standards
25 IPTS NAA 2, 3 3, 14 3, 14 3,
as
age, youth, youth, age, arning. - age and youth age and youth - l techniques (e.g. (e.g. techniques l age and youth to to age and youth -
age and youth to to age and youth - age and youth to to age and youth - encourage responsibility, responsibility, encourage
making, and application). and application). making, age and youth to develop develop to age and youth - nominal group process, affinity affinity process, group nominal based experiences. based - age and youth. -
Benchmarks/Competencies Benchmarks/Competencies the physical, emotional, and social maintenance of of maintenance social and emotional, physical, the ~ Partners with school with Partners ~ ~ Devises simulations for school for simulations Devises ~ support to processes implements and Prioritizes ~ ~ Provides opportunities for school for opportunities Provides ~ incorporate that activities and programs Outlines ~ school between dialogue Facilitates ~ school where an environment Creates ~ school of abilities Assesses ~ ~ Provides opportunities that that opportunities Provides ~ discipline, social interactions, citizenship, leadership leadership citizenship, interactions, social discipline, moderated discussions and provides support and provides discussions moderated -
making (e.g. brainstorming, brainstorming, (e.g. making -
on projects, reflection, meaning- reflection, on projects, - ~ Creates programs based on established experiential experiential established on based programs Creates ~ E20) 5: vel Level 5: E22) E22) 5: Level creativity, self- belonging. of and a sense development, E17) 5: (Level (Level 5: E25) E25) 5: (Level decision and consensus). process, group activities and programs that incorporate experientia incorporate that and programs activities E18) 5: (Level community meaningful in participate E19) 5: (Level school with strategies experiential (Le include to cycle) learning experiential model, inquiry (e.g. models generalization/ reflection, techniques, frontloading introduction/ le of and application/sharing knowledge, of construction E21) 5: (Level members encourage to family or community identified and/or to response in do to what or believe to what about judgment reflective or expressions, written or verbal experience, observations, arguments. ( them. to relevant as identified are that issues around interact E23) 5: (Level in share and staff and opportunities activities, structured through community the actions. spontaneous E24) 5: (Level self engage in needed. E16) 5: (Level hands
Analysis Synthesis Synthesis Synthesis Synthesis Synthesis Evaluation Application Application Application Expectation Achievement Achievement
- age and -
Skills, and Dispositions and Skills, age and youth to make to youth and age -
Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Knowledge, action. E4.3 Processes and resources for Processes for and E4.3 resources school decisions. informed and intentional Performance Area Supports school-age and youth, E5: and take ages 5 through 16, to use their learning to tackle problems E4.2 Strategies to support school support to Strategies E4.2 of development the in youth and age & independence autonomy, working when interdependence groups. in or alone E4.1 Strategies and structures for for and structures Strategies E4.1 thedevelopment of critical thinking. Performance Area opportunities for school-age and youth, Establishes regular, structured E4: through 16, and adults ages 5 to think critically about issues that participants identify as important to them. E3.4 Situations that is suitable for for suitable is that Situations E3.4 techniques experiential employing school with when working experiences. experiences. youth.
94 • School-Age & Youth Development Credential Pilot Final Report
5.05 3.04 4.01 5.01 5.04 3.04 5.05 5.07 5.05, 11.02 10.02 11.04
COA COA
6L 4N 5K 6G 9M 5J, 5J, 1L, 6D, 5D, 5R, 2A, 2H, Standards
6 14 17 14 25 IPTS NAA 3, 5 IPTS NAA - line - g
age and - partnering partnering age and - opportunities for for opportunities and community and community
actions, and ideas of of and ideas actions, age, youth, and youth, age, -
age and youth can can age and youth - provide
age and youth to collaborate collaborate to age and youth - age, youth, staff staff youth, age, -
Benchmarks/Competencies age and youth. -
~ Creates an environment where school where an environment Creates ~ ~ Provides experiences in and among the local local amongand the in experiences Provides ~ mediation, leadership, education, peer Facilitates ~ school with activities Designs ~ school for choices offering for process a Outlines ~ ~ Engagesschool ~ school supporting for strategies Develops ~ for procedures and processes Develops ~ ~ Combines reflection and skill building with with building skill and Combines~ reflection ~ Partners with school with Partners ~ ~ Designs programming that that programming Designs ~ age, youth, and staff to evaluate their own behavior in in own behavior their evaluate to and staff youth, age, -
age and youth to select from, and formulate, options for what what for options and formulate, from, select to age and youth - l to do and how to participate. participate. howand do to to E36) 5: (Level developmentally in themselves extend to supported are youth interest. E28) 5: (Level members, investigatin community interviewing (e.g. community school that so and needs) issues community E30) 5: (Level issues, concerning opportunities and organizing formats). E32) 5: (Level learning, service (e.g. action collective for skills foster to opportunities training). leadership research, E33) 5: (Level and realistic. reasonable, respectful, are that age and youth (Level 5: E26) E26) 5: (Level of issues about and dialogue reflection, explorations, members in interest. mutual E27) 5: (Level of issues addressing for plans and articulate clarify, identify, to youth school to interest E34) 5: (Level school with identify local issues of interest to address. to interest of issues local identify E29) 5: (Level community. the throughout service meaningful E31) 5: (Level schoo relation to community expectations and standards, and take steps to to steps take and standards, and expectations community to relation needed. as behavior modify E35) 5: (Level with peers from a variety of backgrounds and situations (e.g. (e.g. and situations backgrounds of a variety from peers with of a variety and through linguistically), culturally, geographically, and on nights, dialogue summits, youth (e.g. and events settings
Synthesis Synthesis Synthesis Synthesis Synthesis Synthesis Synthesis Application Application Application Application Expectation Expectation Achievement
- age in age in -
age and - age, youth, and and youth, age, -
school
education and leadership leadership and education
age and youth to broaden broaden to youth and age age and youth voices voices youth and age - -
5.1 Problem Posing techniques techniques Posing Problem 5.1 Knowledge, Skills, and Dispositions and Skills, Knowledge, E6.2 Strategies for supporting supporting for Strategies E6.2 school expectations and offering an array an array and offering expectations with options of school and discourse collective through actions. Performance Area Creates an environment E6: ages 5 through 16. challenge to facilitate learning, of high support and high high defining for Approaches E6.1 age and youth in their development development their in youth and age as change agents. developing for Strategies E5.4 E5.3 Peer Peer E5.3 as mechanisms school support to E5.2 Leadership development as a Leadership E5.2 school support mechanism to E school engage that youth. adults in reflective dialogue. reflective in adults change as development their agents.
School-Age & Youth Development Credential Pilot Final Report • 95
5.04 5.05 3.03 3.04 5.07 5.02 5.03 4.01 4.02
COA
6J 2B 8K 4K, 4N, 6G, 3J 5J 2G 3C, 5B, Standards
IPTS NAA 28 14 2, 12 14 14
build build
age and youth navigate navigate age and youth age, youth, and staff to to and staff youth, age, age and youth, benchmarks benchmarks age and youth, - - environment when environment
age and youth in recognizing the the recognizing in age and youth ities, experiences, and reflection and reflection experiences, ities, -
values. Benchmarks/Competencies age and youth to develop independence and independence develop to age and youth - Summarizes the role of critical thinking, decision decision thinking, critical of role Summarizes the ~ Employs interactive programming to reinforce critical critical reinforce to programming Employsinteractive ~ ~ ~ Distinguishes between a person’s comfort zone, zone, comfort person’s a between Distinguishes ~ of creation the for tools organizational Designs ~ school with Determines, ~ ~ Recognizes and explains benefits and challenges challenges and benefits and explains Recognizes ~ school Supports ~ to opportunities learning Scaffolds ~ school with Collaborates ~ activ Formulates ~
youth’s behaviors, attitudes, and outcomes are both independently for evaluating their progress for goal attainment. goal for progress their evaluating for E40) 5: (Level analysis/information enquiry, reasoning, (e.g. skills thinking processing, flexibility, evaluation). E41) 5: (Level live. they which in environments the of complexities the appropriate ways by identifying experiences that are outside of their their of outside are that experiences ways identifying by appropriate new something or try y to opportunit the and taking zones comfort different. E37) 5: (Level to relate and how they zone, and panic zone, learning or stretch oneself. and challenging choices making E38) 5: (Level and reinforce encourage, support, that plans action personal attainment. goal toward accountability E39) 5: (Level - school helping in solving and problem making strategies for exploring, learning, and practicing empathy, perspective perspective empathy, and practicing learning, exploring, for strategies taking, negotiation, and collaboration. and negotiation, taking, (Level 5: E42) E42) 5: (Level pluralistic and multicultural a in arise that school supporting skills. interdependence E43) 5: (Level and beliefs, learning, E44) 5: (Level social, (e.g. areas of a variety in and capacities competencies emotional, cognitive, physical, spiritual, interpersonal, verbal, artistic). E45) 5: (Level the sharing and for individuals for and responsibilities rights create members. community as load E46) 5: (Level influence of their own background and cultural context on their on their context and cultural own background their of influence
Analysis Analysis Analysis Synthesis Evaluation Synthesis Synthesis Evaluation Application Application Expectation Achievement
-
outcome outcome
making, and making,
age and youth individual’s individual’s youth and age age and youth. and age - - The role of multiculturalism multiculturalism of Therole Knowledge, Skills, and Dispositions and Skills, Knowledge,
developmental level and ability. and level developmental and Understanding E7.3 building, community of appreciation an being for skills and requisite team member. effective E7.2 Strategies for increasing increasing for Strategies E7.2 and capacities, competencies, a to according responsibilities school Performance Area Recognizes that school-age and E7: and interdependently developed and sustained, ages 5 through 16. E7.1 the and society, in pluralism and messages communicated are that to school E6.4 Rationale, methods and Rationale, E6.4 critical developing for approaches thinking,decisi on- E6.3 Goal setting and setting Goal E6.3 school for and with development that expectations with youth and age theywill be attained. skills. solving problem their horizons through choices and and choices through horizons their challenges.
96 • School-Age & Youth Development Credential Pilot Final Report
3.01 3.02 11.02 10.03 10.01 10.01 10.02 al
COA COA
3I 3J 3F 3E 3C 3C 1A STANDARDS STANDARDS
2 7 24 IPTS NAA IPTS NAA -
age, youth, and youth, age,
-
family based on the the on based family families from a variety of of variety a from families age and youth. -
variety of strategies to work with school with work to strategies of variety age and youth and age and youth Benchmarks/Competencies Benchmarks/Competencies - ~ Formulates a range of professional responses when responses professional of range a Formulates ~ a Develops ~ self, examining by practice reflective Engages~ in comes from that learning for potential Examinesthe ~ school of backgrounds the Draws~ on a of study a case Prepares ~
~ Utilizes current theories to maintain a range of of arange maintain to theories current Utilizes ~ and school, family, the in roles individual Categorizes ~
age, youth, and their families. and their youth, age,
- (Level 5: F1) F1) 5: (Level school with working F2) 5: (Level and family cultural diverse from and families youth, age, backgrounds. F3) 5: (Level with dialoguing assumptions, personal questioning experiences, literature. theoretical and reading colleagues, F4) 5: (Level all of and interests talents skills, values, e backgrounds, divers the school F5) 5: (Level curriculum. and environments, programs, when creating families F6) 5: (Level theory. systems Family of concepts structures and backgrounds. structures (Level 5: F7) F7) 5: (Level school with relationships professional F8) 5: (Level
Analysis Synthesis Synthesis Synthesis Synthesis Application Application Expectation Expectation Achievement Achievement
- - value the critical role of positive, collaborative partnerships with families, colleagues, and community and community with families, colleagues, partnerships collaborative critical role of positive, value the age, youth, and their families. school-age, youth, and their . They use their knowledge of family and social systems to create reciprocal, productive interpersonal productive interpersonal create reciprocal, systems to of family and social their knowledge . They use
age, youth, and and youth, age, -
Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge, F2.1 Sources of adult support, social social support, adult of Sources F2.1 in systems support and networks thefamily, school, and community to school with assets build proactively needs of its members. its needs of Performance Area for positive Identifies and utilizes the adult supports needed F2: school-age and youth development, ages 5 through 16. families. that families of Theories F1.4 emphasize systems how family the out carry themselves to organize life of andtasks challenges daily developmental the to adjusting while and behavior. and when pluralism of role The F1.3 school with working F1.1 The range and variety of family family of variety and range The F1.1 that challenges and the structures in may encounter families society. contemporary differing learning, Prior F1.2 and cultural family experiences, school and influence backgrounds Professionals understand and understand Professionals and profession their own personal in conveying demonstrate integrity and multiple perspectives They respect service agencies. Performance Area difference and diverse Recognizes and supports cultural F1: family 5 through 16. structures, ages learning individual’s youth and age Content AreaContent F – Family and Community Relationships relationships that recognize and enhance the contributions of family, program, and community participants to the development, of family, program, and recognize and enhance the contributions relationships that perspectives and values perspectives of learning, and wellbeing
School-Age & Youth Development Credential Pilot Final Report • 97
10.02 10.03 10.02 10.03 13.03 13.03 10.01 10.02 13.02 11.01
COA
9D 9L 2D, 9A, 9D 7K 10E 3E, 7D, 3B, 9A,
7I, 7K
STANDARDS
4 1 25 7, 23 7, 7, 25 7, 23, 25 23, IPTS NAA
- age -
age and - who are deaf or or deaf who are
age and youth. -
assessment tool for evaluating evaluating for tool assessment -
making, goal setting, and conflict resolution. and conflict setting, goal making, - Benchmarks/Competencies
~ Discusses reasons, purpose, and role of school of role and purpose, reasons, Discusses ~ ~ Adapts verbal communication style to enhance enhance to style communication verbal Adapts ~ accommodatesand communication Anticipates ~ written effective of variety a Constructs ~ collaboration appropriate utilizes and Selects ~ ~ Demonstrates collaboration skills to include listening/ listening/ include to skills collaboration Demonstrates ~ creating for plan professional a Develops ~ ~ Utilizes a self a Utilizes ~
~ Writes and supports action goals for adults to be to adults for goals action supports and Writes ~
strategies for group work that addresses the group’s developmental developmental group’s the addresses that work group for strategies level. F17) 5: (Level of a multiplicity with when collaborating programs and youth organizations. community (Level 5: F13) F13) 5: (Level as things such by considering people of a variety with interaction those community, the in present languages major levels. and literacy hearing, of hard F14) 5: (Level of use the members and community through families of needs services. translation and technology F15) 5: (Level with communicate to be used can that templates communication media. and organizations, community families, F16) 5: (Level mentors, advocates, and allies with school with and allies advocates, mentors, F11) 5: (Level decision communication, F12) 5: (Level and community schools, families, with relationships collaborative organizations. community according to type of potential support available to school to available support potential of type to according community age and youth. F9) 5: (Level school with builders and asset advocates allies, effective youth. F10) 5: (Level attributes, skills, characteristics, and qualities needed to be successful be successful needed to and qualities characteristics, skills, attributes,
Analysis Synthesis Synthesis Evaluation Evaluation Application Application Application Application Expectation Achievement
Comprehension
- age
-
structure structure age and youth youth and age -
k in asset asset k in age and youth. and age -
effective written .
communication style and and style communication Skills for creating a creating for Skills pose of communication. of pose Knowledge, Skills, and Dispositions and Skills, Knowledge, community context. community age and youth programming (e.g. (e.g. programming youth and age press websites, reports, newsletters, of knowledge including release) of portrayal accurate formats, usage, grammatical correct events, to and reader to style matching and pur in others work to with Skills F3.3 assessing perspectives, gaining and problems, solving needs, conflicts. resolving larger the in programs of Role F3.4 F3.2 Skills for common school in communication F3.1 Skills for effective verbal verbal effective for Skills F3.1 including communication establishing listening, empathetic and communication, of lines matching levelto the listener. Performance Area Employs F3: practices that strengthen family and community ages 5 through 16. connections, adults from a school a from adults F 2.3 school support to network and age and youth and age of contributions and Roles F2.2 building, advocacy, and being an an being and advocacy, building, school with ally individual’snetwor youth. and
98 • School-Age & Youth Development Credential Pilot Final Report
1.02 11.04 13.07 10.03 11.02 11.01 10.02 10.03 11.02 COA
9L 9K 9D 9L 9L 9A, 9G, 11G 9K, 9H, 11F, 11F, STANDARDS
25 25 23 IPTS NAA 23, 24 23, 24, 25 24,
cern, cern, age, and age, -
age and youth. -
). and advocacy
acy, acy,
for connections with other other with connections for age and youth. -
disciplinary team for special education services services education special team for disciplinary - Benchmarks/Competencies age and youth are referred for special education or or education special for referred are age and youth - Designs a program/event that encourages and encourages that a program/event Designs Summarizes the rights of parents, school parents, of rights Summarizes the ~ ~ services and opportunities, supports, for Advocates ~ with teamwork and contact regular Facilitates ~ ~ Articulates strategies to promote effective effective promote to strategies Articulates ~ ~ Assesses the resources and services available to to available services and resources the Assesses ~ for systems referral accesses and/or Develops ~ ~ Constructs & facilitates an action plan in consultation consultation in plan action an & facilitates Constructs ~ ~ Defines the concept of Systems Thinking and how it howand it Systems Thinking of concept the Defines ~ systems other with partner how to for vision a Shares ~ various of responsibilities and roles Summarizes~ the ~ (e.g. opportunities educational to families Connects ~
and family youth, age, - age, youth, and families as they are needed. needed. are they as and families youth, age, - systems and government agencies. and government systems age, youth, and family issues. and family youth, age, age, youth, and families. and families. youth, age, - - F19) 5: (Level planning, (e.g. more areas one or in participation family supports F20) 5: (Level school for F21) 5: (Level relevant school (Level 5: F18) F18) 5: (Level and priorities of assessment including families, with collaboration program. the for interests contributing). service, assisting, attendance, volunteering, F22) 5: (Level school F23) 5: (Level youth whenyouth school F28) 5: (Level school with client/patient/student rights, financial liter (Level 5: F24) 5: (Level school affect that institutions/organizations to relates F25) 5: (Level con mutual of areas commonboundaries, ground, identify to F26) 5: (Level multi members the of schools. the in F27) 5: (Level the meets that and institutions members,community organizations, school the of interests/needs F29) 5: (Level opportunities for support, and sharing of resources. of sharing and support, for opportunities placed in special education programming in the schools. the in programming education special in placed
Analysis Synthesis Synthesis Synthesis Synthesis Synthesis Synthesis Evaluation Application Application Expectation Achievement Comprehension Comprehension
age and - oriented oriented -
capacity to navigate navigate to capacity
Knowledge, Skills, and Dispositions and Skills, Knowledge,
F4.3 Skills for helping families families helping for Skills F4.3 a develop hospitals, schools, systems (e.g. mental health, juvenile justice, scholarships). applications, college F4.2 Roles, responsibilities, and responsibilities, Roles, F4.2 typical for procedures referral members interdisciplinary school of by defined those including teams, resources and the and law policy, brings each discipline that and skills tothe team. Performance Area Recognizes and collaborates with the key F4: community impact the lives institutions that of school-age and youth, 5 through 16, and their families. ages managing for Skills F4.1 relationshipswith schools, political school other and entities, organizations. youth services, supports, volunteerism, volunteerism, supports, services, partnerships. and Mechanisms strengthen F3.6 to connections. community and family F3.5 Opportunities for home and for Opportunities F3.5 and collaboration program family in participation
School-Age & Youth Development Credential Pilot Final Report • 99
13.07 11.04 11.02
COA
9L 9E 9N 1A 9D 11F 9M 11N 10A 11H 11J 11B STANDARDS
8 25 25 31 25 8, 34 8, IPTS NAA 24, 35 24,
linkage linkage
Individual Individual
ethics, values, age and youth. -
disciplinary Team or Individual Team Individual or disciplinary similar organizations to to organizations similar - age and youth development development age and youth - disciplinary Team or disciplinary age, youth, and families. youth, age, - - collaborative skills when working with with when working skills collaborative mapping) as a means for identifying the the identifying a means as for mapping) Benchmarks/Competencies
Employs processes to identify resources and resources identify to processes Employs ~ Identifies processes (e.g. Social Network Analysis, Analysis, Network Social (e.g. processes Identifies ~ ~ Summarizes professional codes of of codes Summarizes~ professional ~ Demonstrates Demonstrates ~ learning. adult of principles Articulates ~ the to according teamexperience a Evaluates ~ teama member as the and own role one’s Analyzes ~ local with communicating for plan a Implements ~ ~ Participates in a Multi a in Participates ~ Documents~ Multi a ~ Outlines the rights of people with disabilities in in disabilities with people of rights the Outlines ~
(Level 5: F39) F39) 5: (Level - eco mapping, asset ~ F40) 5: (Level (Level 5: F38) F38) 5: (Level school to relevant and mission vision, work. patterns and relationships between individuals, organizations, and organizations, individuals, between and relationships patterns networks. existing reference to federal, state, and local laws. local and state, federal, to reference F33) 5: (Level school affect that and institutions systems in people F34) 5: (Level F35) 5: (Level effective highly of habits or consultation collaborative of principles teams. F36) 5: (Level challenges, strengths, Identifies team functioning. of effectiveness improvement. for strategies with along and struggles F37) 5: (Level with and joining stakeholders, leaders/ school of interests the for advocate F30) 5: (Level possible. if Program process, Education F31) 5: (Level Education Program process from a variety of perspectives (e.g. (e.g. perspectives of a variety from Program process Education worker). social parent, student, Teacher, F32) 5: (Level
Analysis Analysis Analysis Synthesis Evaluation Application Application Application Knowledge Expectation Achievement Comprehension -
age, age,
- using using Dispositions
age and youth youth and age - issues, and issues, Components of strategic strategic Components of disabilities in school and and school in disabilities
4.6 Skills for managing roles of of managing roles for Skills 4.6 4.5 Skills for contributing to the the to contributing for Skills 4.5 Knowledge, Skills, and and Skills, Knowledge, common ground with a variety or or variety a common with ground age, youth, families, and programs. and families, youth, age, F5.1 ethics, of codes include to direction mission. and vision, values, collaboration and Approaches F5.2 relevant identifying for strategies the in partners and allies, resources, upon acting and community needs, community youth, families, staff, and programs. and staff, families, youth, the of andrules Structure F4.8 school affects as it process political Performance Area Identifies and develops F5: an array of local allies and resources in the community, ages 5 through 16. principles of adult learning and and learning adult of principles consultation. collaborative as a on oneself reflect to Skills F4.7 teammember teamon process and to and functioning team to relation in school for goals achieving team process, including those those including teamprocess, relatedto different team roles(e.g. facilitation,consultation) and functions(e.g. goal setting, decision resolution). conflict making, F including volunteers, and personnel organization, and definition role supervision, and training, F F4.4 Models of team interaction team Models of interaction F4.4 different accomplishing for useful including functions, program and planning, assessments, implementation,and those related to school of inclusion with programs. community
100 • School-Age & Youth Development Credential Pilot Final Report
11.01 11.02
9H 11D 11N
25 36 age -
collaborative collaborative profit organizations. profit - age, youth (e.g. schools, schools, (e.g. youth age, - based institutions, and other after after and other institutions, based - vices, cultural institutions (e.g. (e.g. institutions cultural vices,
age and youth.
- ~ Explains the concept of lobbying and the federal, federal, the and lobbying of concept the Explains ~ ~ Creates opportunities to seek support from diverse diverse from support seek to opportunities Creates ~ ~ Outlines a structure for creating creating for structure a Outlines ~ ~ Participates in an education/advocacy campaign campaign education/advocacy an in Participates ~ traditional partners, mobilize people, and build trust around around trust build and people, mobilize partners, traditional and youth work development. work and youth F43) 5: (Level non of lobbying on limits local and state, school to related services available to families, school families, to available services ser and recreation parks libraries, faith businesses, local museums), programs. school F41) 5: (Level and non- need. community an identified F42) 5: (Level school to relevant a common around interest/need partnerships F44) 5: (Level
Synthesis Application Application Application Comprehension
age, age, - ion.
F5.4 Advocacy role for individuals individuals for role Advocacy F5.4 and of, on behalf organizations and school with partnership in F5.3 Skills for creating a creating for Skills F5.3 network community collaborative organizations and individuals with miss embracing a similar network of concurring organizations organizations concurring of network individuals and youth, and families. and youth,
School-Age & Youth Development Credential Pilot Final Report • 101
2.03 3.01 3.02 13.04
COA
ed to 3F 3C 10E 11P 10C 11A 11K, 11K, Standards
1 36 24 36 IPTS NAA age age, age, - -
age and s, and s, - age, youth, youth, age, - age and youth age and youth
-
the school the age, youth, familie -
Benchmarks/Competencies age and youth development from diverse cultural cultural diverse from development age and youth
- Connects how one’s philosophical stance, perception perception stance, philosophical how one’s Connects ~ Examines the concept of “otherness” in adolescence adolescence in “otherness” of concept Examinesthe ~ ~ Composes a personal philosophy of school of philosophy Composes~ a personal of foundations the Analyzes ~ school about gained information Applies ~ gain ethically and respectfully to strategies Identifies ~ ~ Assesses and critiques current research and policies policies and research current critiques and Assesses ~ development work. development
age and youth, and intentional practice influence a person’s a person’s influence practice intentional and age and youth, - ~ G7) 5: (Level (Level 5: G6) G6) 5: (Level school of worlds lived the between differences the denotes that practice. one’s may and affect how it and adults, youth, school of (Level 5: G1) G1) 5: (Level and of knowledge based on work experience development youth school in and theories models, philosophies, practices, effective G3) 5: (Level practice on current impact and their professions work development trends. and future G4) 5: (Level growth. support and relationships enrich to colleagues and families, G5) 5: (Level school about and knowledge information colleagues in programming, community or other institutional settings settings institutional other or community programming, in colleagues services). social justice, education, (e.g. and youth G2) 5: (Level school to relevant perspectives and uses information to influence programming. influence to information uses and perspectives
lopment, and advances in the profession. They honor diversity in cultures, beliefs, in cultures, They honor diversity the profession. and advances in lopment,
tinually reflect on and take responsibility for their own values, choices and actions. They choices and their own values, responsibility for on and take tinually reflect
Analysis Analysis Analysis Synthesis Evaluation Evaluation Application Expectation Achievement
- - age, age, - nteractions and activities. school
phical,
-age and youth developmentages 5 through 16. work, age and youth development development youth and age age and youth practice that that practice youth and age of personal choices and choices personal of
- - Knowledge, Skills, and Dispositions and Skills, Knowledge,
perspectives. school of perceptions Adult G1.4 valuable, able, as youth and age makinga of capable and responsible variety decisions. professional in the field. the in professional learn recognize, to Strategies G1.3 and and respect demonstrate about, individual the for sensitivity independence assets, strengths, school of interdependence and G1.2Historical, philoso of foundations regulatory and social, school continual support to practice work professional and personal and development as a practitioner G1.1 Perspectives on the nature of of nature the on Perspectives G1.1 school developmental, the respect contextual, linguistic, ability, and cultural diversity of families, Performance Area identity Establishes an articulate professional G1: processes and outcomes of that includes the purpose, school youth. and age, Content AreaContent Development Professional and G – Personal Their professional profession. expanding, changing of a significant, as members conduct themselves identify and Professionals and practices. They know and value the history and contributions of their profession and its related fields. They are committ related fields. They and its of their profession and contributions and value the history They know and practices. attitudes evolve with experience, professional deve professional evolve with experience, attitudes and con professional development, ongoing and exemplify and their families, for school-age, youth, advocate their profession in discipline in their standards of their the ethical i personal and professional youth, families, and team members families, youth, inthe context of varied contextual, developmental, linguistic,ability, and cultural
102 • School-Age & Youth Development Credential Pilot Final Report
COA
3F 11I 10E 10E 10E 11B 10G 10H 10B, 10B, 10G, 10G,
Standards
1 33 36 34 3, 34 3, IPTS NAA 8, 33, 33, 8, 3
age, age, - -
ok clubs).
age, youth, families families youth, age,
-
age and youth development development age and youth - age and youth. - evaluation and external feedback feedback and external evaluation -
Benchmarks/Competencies rveys from school rveys su feedback tools, evaluation - ~ Modifies professional practices based on aself on based practices professional Modifies ~ ~ Appraises one’s own performance based on local, local, on based own performance one’s Appraises ~ process review program formal relevant a Describes ~ school Compares~ U.S. networking group facilitates and Initiates ~ ~ Outlines a professional development plan in in plan development professional a Outlines ~
~ Shares and utilizes learning from professional professional from learning utilizes and Shares ~ ~ Critiques one’s personal philosophy of practice of of practice of philosophy personal one’s Critiques ~
age and youth development work based on knowledge of of on knowledge based work development age and youth - evaluation, identified outcomes, and/or accreditation process. accreditation and/or outcomes, identified evaluation, G1 3)5: (Level bo sessions, and application clarification standards groups, (Level 5: G9) G9) 5: (Level school colleagues, with experiences development community. the and/or G10) 5: (Level G11) 5: (Level and using outcomes, identified standards, national and/or state, self methods, informal and formal G12) 5: (Level through accreditation (e.g. standards and national state with aligned order in Association), Afterschool National or Accreditation on Council practice. professional inform to G14) 5: (Level and cultural different of those with and practices standards work of areas ascertain to tribal) Europe, (e.g. perspectives national and personal for and sources opportunities, learning agreement, development. professional G15) 5: (Level discussion evaluation, peer solving, problem (e.g. opportunities strategies when working with school with when working strategies G8) 5: (Level school the in practices and effective experiences, values, personal one’s profession. self (e.g. sources conjunction with supervisors and colleagues to take advantage of of advantage take to and colleagues supervisors with conjunction and options and development training and national state, local, and evaluation resources, objectives, goals, outcomes, enumerates strategies. journaling). reflective and families, youth,
Analysis Synthesis Synthesis Synthesis Evaluation Evaluation Application Expectation Achievement Comprehension
-
. ctives
age and youth. and age -
age and youth youth and age - values, philosophies, philosophies, values, assessment and problem - a professional. Knowledge, Skills, and Dispositions and Skills, Knowledge,
G2.3 Critical reflection on one’s one’s on reflection Critical G2.3 educational and professional from community, state, practices perspe global and national, G2.2 Opportunities and resources resources and Opportunities G2.2 and growth for areas identifying for when developmentprofessional as a school with working achievement of work objectives,personal goals, ages 5 through 16. career and Self G2.1 for strategies and tools solving evaluating and practice on reflecting and actions ownone’s beliefs standards. professional to according development work in order to update update to order in work development approaches and philosophy one’s as Performance Area workplace effectivenessa range of strategies to enhance Utilizes self-awareness and G2: through background, background, on interactions and actions stances, and personal both in others with capacities. professional continually to Strategies G1.6 current about oneself educate school in trends personal of Influences G1.5
School-Age & Youth Development Credential Pilot Final Report • 103
1.02
COA
10F 11E 11E 11N 10C 10G 10G
Standards
25 33 25 IPTS NAA 33, 34 33, 33, 34 33,
ed process for for ed process
creat
age and youth development work work development age and youth - itutions. age and youth development work (e.g. (e.g. work development age and youth - Benchmarks/Competencies
Seeks out professional relationships to enhance enhance to relationships professional out Seeks - self or Uses an established ~ Actively participates on professional boards and boards professional on participates Actively ~ through fields the of development the to Contributes ~ national and state, local, of variety a Identifies ~ ~ Creates and acts upon opportunities to grow and grow to opportunities upon and acts Creates ~ of types different of usefulness the Assesses ~
(Level 5: G19) G19) 5: (Level school to related committees G20) 5: (Level associations, professional community, local the in participation inst other and/or organizations, G21) 5: (Level programs. for resources provide to be accessed can that opportunities (Level 5: G16) ~ G16) 5: (Level mentor). a identifies (e.g. growth professional G17) 5: (Level school in path a career on advance others. and self for ~ G18) 5: (Level a as development guide to and goals outcomes developing SWOT SMART SOAR (e.g. or analysis, practitioner professional Goals). associations). professional organizations, local G22) 5: (Level development. professional for available and resources training
Synthesis Evaluation Knowledge Application Application Application Application Expectation Achievement
outcomes, and and outcomes,
legialactivities in the
age and youth development development youth and age age and youth development development youth and age - - Knowledge, Skills, and Dispositions and Skills, Knowledge,
rsities. unive institutions. resources and Opportunities G3.2 professional and training for those including development, professional through available literature,organizations, program, or agencies and national state, local, and and colleges entities, job and program, ages 5 through 16. job and program, ages 5 through participating for Opportunities G3.1 profession, the of development in school field,including opportunities at the and national state, local, program, through andavailable those levels, and organizations professional col through development. and coaching, Training, G2.6 to opportunities supervision professional develop continually and attitudes, skills, strengths, knowledge. Performance Area to the wider field of school-age and youth Establishes connections G3: development beyond individual other and community, or program, developing for Strategies G2.5 goals, personal G2.4 Professional resources to to resources Professional G2.4 in path career a guide and develop school practice. current one’s align to plans action with knowledge and practice and practices, effective standards, workplace based the on of mission and growth for areas identified
104 • School-Age & Youth Development Credential Pilot Final Report
5.09 13.01 11.01
COA
7D 11I 11J 11K 11D Standards
35 25 35 IPTS NAA 24, 25 24, age - age, youth, youth, age, -
impartiality,
literature related to school to related literature for families, school families, for requirements and standards. and requirements
Benchmarks/Competencies age, youth, families, and community members. and community families, youth, age, -
~ Describes how programs can ensure transparency transparency ensure can how programs Describes ~ professional and personal between Distinguishes ~ ~ Explains guidelines related to to related guidelines Explains ~ in practices agency and program current Evaluates ~ development, for direction and leadership Provides ~ ~ Creates informative informative Creates ~ ations. G25) 5: (Level and accurate timely, clear, to access with public the providing by public in mission its conveying and actively information, communic G26) 5: (Level with dealing interactions or situations in responsibilities and roles relevant other and/or glossary) (see values core seven on the based (Level 5: G24) G24) 5: (Level confidentiality, and conflicts of interest. school colleagues, G27) 5: (Level legal relevant to relation G28) 5: (Level rights of and maintenance oversight, practice. of standards accepted and published (Level 5: G23) G23) 5: (Level community (e.g. audience a wider for work development and youth professional results, research action articles, Internet newsletters, submissions). journal
Analysis Synthesis Synthesis Evaluation Expectation Achievement Comprehension Comprehension
-
age and -
adhering to to adhering licensing, and and licensing,
age and youth. and age - Knowledge, Skills, and Dispositions and Skills, Knowledge,
processes for honoring the rights of of rights the honoring for processes school G4.2Certification, and/or requirements supervision standards and national state local, school the in working for field. development youth systems and Accountability G4.3 age and youth development field. development youth and age AreaPerformance regulatory, the legal, Fulfills G4: relevant and ethical requirements youth to school-age and development through 16. practice, ages 5 for Strategies G4.1 to ethics of codes recognized through trust public’s the maintain responsible and truthful, honest, and partnerships, transactions, relationships. G3.3 Commitment and opportunities opportunities and Commitment G3.3 base knowledge the to contribute to schoolthe to related and practice
School-Age & Youth Development Credential Pilot Final Report • 105
icies
1.02 1.02
ts. COA COA
5M 5G, 11J 11J 11K 11B 11B 11C 11D Standards Standards
35 29, 29, IPTS NAA IPTS NAA 30, 35 30, 35, 36 35, 31, 35 31,
pt, accurate, and accurate, pt, ety and maintenance and maintenance ety
and fiduciary policies and policies and fiduciary
legal through shared leadership and shared leadership supervision, through day-to-day
Benchmarks/Competencies Benchmarks/Competencies ~ Follows agency, agency, Follows ~ financial a evaluates regularly and manages, Creates, ~ ~ Summarizes legal requirements and program program and requirements Summarizes~ legal
program, funding, and regulatory sources. and regulatory funding, program,
issues, dealing with medications, unsafe behavior). unsafe medications, with dealing issues, to address incidents, accidents, and grievances that occur in the the in occur that grievances and accidents, incidents, address to saf facility and injuries, illnesses (e.g. program ~ Utilizes paper and/or electronic recording systems systems recording electronic and/or paper Utilizes ~ H1) 5: (Level by required files. access to authorized and those disposal, dissemination, (e.g. information securing Recommends ~ H4) for 5: process a (Level using location, a secure in records maintaining access, limiting breaches. managing security and for data), electronic with safeguards using system keeping record financial a Implements ~ H5) 5: (Level prom ensures that practices accounting accepted expenditures. and income of statement actions prescribe to order in reviews regular Conducts ~ H7) 5: (Level H2) 5: (Level payments, timely and expenses, revenues of recording complete monies. of and receipt disbursements H6) 5: (Level plan, that supports the program’s mission and goals; serving as a plan a plan as serving and goals; mission program’s the supports that plan, a includes and resources; financial program’s the managing for procedures for adults working in the program (e.g. background background (e.g. program the in working adults for procedures checks). H3) 5: (Level confidentiality policies about record maintenance, retention, retention, maintenance, record about policies confidentiality
Synthesis Synthesis Synthesis Evaluation Application Application Application Expectation Expectation Achievement Achievement
age, and age, - risks, and risks, school age, and youth. and age, -
nagement of facility, participants, and staff. Professionals engage in Professionals and staff. of facility, participants, nagement
Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge,
Performance Area Employs H2: of facility, risk and crisis management ages 5 through 16. participants, and staff, H2.1 Identification of and loss potential of reduction liability. youth. on information of Security H1.2 personnel, program, budgeting, AcceptedH1.3 financial, that practices and accounting and management, planning, include oversight. H1.1 Accurate information and information Accurate H1.1 regarding files maintenance of files, personnel program, school volunteers, ma Performance Area 16. fiscal requirements, ages 5 through for group, program, and Maintains accurate documentation H1: AreaContent and Agency H – Program Governance and Function requiremen program, and financial for group, documentation to maintain accurate their responsibility understand Professionals Professionals monitor daily program operations, as well as employ strategies which include implementation of risk and crisis of risk and crisis implementation which include employ strategies as well as program operations, monitor daily Professionals of agency pol implementation and to ensure communication and resources staff, volunteers, of facilities, -making practices, decision and procedures.
106 • School-Age & Youth Development Credential Pilot Final Report
1.01 1.02 10.02 11.01
COA
COA
7K 9O, 11K 11Q 11J, 11J, 11M 11B, 11B, 9H, 9I 9H, Standards Standards
35 IPTS NAA 8, 34 8, IPTS NAA 33, 34 33, 35, 36 35, 24, 25 24,
age, youth, parents, parents, youth, age, -
rformance through a variety variety a through rformance
f adequate insurance. adequate f
Benchmarks/Competencies Benchmarks/Competencies , and mission. and , Manages program planning, and collaborates with with and collaborates Manages planning, program to and tools processes implements and/or Develops ~ Recommends a plan to increasingly meet higher meet higher Recommends~ increasingly to plan a a creating for vision a implements and Formulates ~ ~ Explains the benefits and challenges to becoming becoming to challenges and benefits the Explains ~ ~ ~ ~ Assesses volunteer pe volunteer Assesses ~ ~ Uses a variety of communication methods to provide provide to methods communication of Uses~ variety a of arange regarding information Disseminates ~
age and youth development. age and youth observation). staff age and youth, - - H11) 5: (Level or state, by local, recognition seek to be prepared to as so standards H13) 5: (Level personnel of level a high promote to environment work positive positive cultivate to order in and retention, challenge, satisfaction, (Level 5: H10) H10) 5: (Level National Accreditation, on Council (e.g. party third a by accredited Association). Afterschool organizations. accrediting or professional national H12) 5: (Level and guidance. oversight provide that parties school H14) 5: (Level with growth professional and personal about communication facilitate staff plans, improvement quality personal (e.g. and volunteers. staff orientation). and volunteer school ~ Creates and/or implements policies to protect the the protect to policies implements and/or Creates ~ H8) 5: (Level to exposure unnecessary from and staff board its organization, o acquisition the including liability, & federal state relevant of impacts the Evaluates ~ H9) 5: (Level and implementation program to apply how and they regulations and safety). health status, (3) 501(c) maintaining (e.g. design H15) 5: (Level with and interactions activities about discussions mechanisms (e.g. of and volunteers using a variety of relevant methods. relevant of a variety using and volunteers (Level 5: H16) H16) 5: (Level program’s the about information accurate and timely, clear, public the activities, finances H17) 5: (Level school to and procedures practices acceptable
Synthesis Synthesis Synthesis Synthesis Evaluation Evaluation Evaluation Application Application Expectation Expectation Achievement Achievement Comprehension
age, age, - national national
programming, programming,
rights,conflict of
ff &ff volunteer orientation,
age, youth, youth, age, - Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge,
H4.1 Communication strategies to to CommunicationH4.1 strategies and relevant, required, convey school to information important community families, youth, and supervisory members, staff, entities. Performance Area of agency Ensures communication and implementation H4: policies, and procedures, ages 5 through 16. school and resources. Sta H3.2 training relevant and supervision, empower, skills, to designed gain program the that ensure and its with a manner line in in operates and policies, philosophy, mission, procedures. Performance Area Enacts day-to-day H3: supervision staff, volunteers, of facilities, 5 through 16. and resources, ages of oversight and Support H3.1 collaborations). and state, Local, H2.3 licensing,accreditation, and criteria. certification H2.2 Practices to protect assets (e.g. (e.g. assets protect to Practices H2.2 requirements, legal with compliance health issues, and liability insurance employment practices, and safety, participants’ interest, and interagency and interagency interest,
School-Age & Youth Development Credential Pilot Final Report • 107
5.05 1.02 1.02 9.03 10.02
COA
9I, 9J, 9J, 9L, 9A, 10B 10B 11J 11M 11B, 11B, 11C, Standards
30, 30, IPTS NAA 8, 35 8, 25, 33 25, 35, 36 35, 35, 36 35,
age -
with school with
rganization, and and rganization, development.
age and youth age and youth -
and implements a system for partnering partnering for a system and implements based, scenario, organic, Appreciative Appreciative organic, scenario, based, -
Benchmarks/Competencies repairs, and appropriate staffing and supervision supervision and staffing appropriate and repairs, ~ Provides training and opportunities for stakeholders stakeholders for opportunities and training Provides ~ ~ Compares a variety of continuous improvement improvement continuous of Compares~ variety a Develops ~ planning strategic a of benefits Summarizes~ various personnel, including stakeholders, key with Partners ~ ~ Compares a variety of strategic planning models models planning strategic of Compares~ variety a ~ Monitors adherence to agency policies and and policies agency to adherence Monitors ~ regulations, governmental applicable Translates ~ ~ Communicates and explains information about about information Communicates~ explains and
based, issues based, -
age, youth, families, and the community, to collect and analyze and analyze collect to community, and the families, youth, age, - H26) 5: (Level professional (e.g. skills collaborative practice and learn to programming). during leadership shared pment workshops, develo (Level 5: H21) H21) 5: (Level Circle). Management, Quality Quality Total (e.g. and methods models H22) 5: (Level quality continuous promote to stakeholders and other staff with improvement. H23) 5: (Level mobilize to and ability consistency, focus, include to process school for groups stakeholder planners. the of expertise H25) 5: (Level school and outcomes. goals desired to relevant data H24) 5: (Level Goals (e.g. Inquiry) and corresponds those that are most compatible with the the with compatible most are that those corresponds and Inquiry) o the of size environment, culture, leadership, documents in an area visible to the public. the to visible an area in documents (Level 5: H18) H18) 5: (Level ongoing protocols, and sanitation safety (e.g. procedures and maintenance organization). the throughout H19) 5: (Level (e.g. guidelines and safety supervision of standards practice daily into sanitation) licensing/accreditation, and youth. H20) 5: (Level displays and accreditation, and certification, licenses, relevant
Analysis Synthesis Synthesis Synthesis Evaluation Application Application Expectation Achievement Comprehension Comprehension
am ages 5 through 16. leadership and decision-making practices, Establishes shared
age, youth, youth, age, regulations, regulations, culture that -
Knowledge, Skills, and Dispositions and Skills, Knowledge,
with practices Collaborative H5.3 school families, staff, members. community and H5.2 Strategic planning intent, intent, planning Strategic H5.2 methods,and processes to focus direction, determine progr resources, organizational determining and delivery, progress/success. Performance Area H5: and processes, Models, H5.1 a create to strategies promotes excellence, satisfaction, satisfaction, promotes excellence, outcomes. positive and H4.2 Applicable laws, laws, Applicable H4.2 including codes, and guidelines, safety. and health to related those
108 • School-Age & Youth Development Credential Pilot Final Report 01
3.04 5.03 13. 13.01
COA COA
and national and national 3N 9A 2G 3F, 3E, 2A, 10E Standards Standards with peers, with peers,
plan and lead plan and
25 1, 3 1, 7 IPTS NAA IPTS NAA - age - The
age, youth, youth, age, -
, and of of and ,
h school age and youth rights by by rights age and youth - working with young people and with young people working
policies, and procedures. policies,
the contents, history, and role of the the of role and history, contents, the reflective strategies for confronting and confronting for strategies reflective -
the rights of young people within school within people young of rights the
Benchmarks/Competencies Benchmarks/Competencies age and youth activism, participation, participation, activism, age and youth - ~ Considers historical public policy decisions and decisions policy public historical Considers ~
~ Critiques practices that are not in the best interest of of interest best the in not are that practices Critiques ~ uponschool policy public of impact Documents~ the ~ Utilizes self Utilizes ~ from symbols of understanding & facilitates Interprets ~ wit practice of vision a Illustrates ~ Summarizes~ Embeds~ school gaining for Strategizes ~ ~ Compares a variety of available resources regarding regarding resources available of Compares~ variety a
0) age and youth rights. age and youth solutions. create to and collaborates age and youth - - children and youth, school-age promoting school promoting intergenerational adults, with partnerships empowerment, voice, engagement. and civic equity, I8) 5: (Level (Level5: I9) for and advocates programs and education families, youth, age, policies. public supportive (Level5: I1 (Level5: I1) ethnicity, race about and biases own perceptions one’s adjusting diversity. and gender lity, sexua ability, class, religion, (Level5: I2) may and identity reflect that groups and religious cultural of a variety others. in fear engender also (Level5: I3) and families that is culturally sensitive. (Level5: I4) Child the of Rights on the Convention Nations United Child. the of Rights the for Committee school (Level5: I6) processes, programs, and youth (Level5: I7) school (Level5: I5)
Analysis Analysis Synthesis Synthesis Synthesis Synthesis Evaluation Application Expectation Expectation Achievement Achievement Comprehension
- - age, age, - state, state,
age and youth rights rights youth and age -
issues of diversity in a in diversity of issues Knowledge, Skills, and Dispositions and Skills, Knowledge, Knowledge, Skills, and Dispositions and Skills, Knowledge, youth, and families. and youth, I2.1 Impacts of historical and current and current historical of Impacts I2.1 local, the at policies public on school levels and federal Performance Area national trends and policies with regard to professional Recognizes implications of local, state, and I2: practice, ages 5 through 16. I1.3Commitment to rights of school practices, through youth and age and strategies, procedures, planning. ranging ranging society. pluralistic School I1.2 issues, perceptions, philosophies, and challenges. commitment to maintaining maintaining to commitment wide to sensitivity and openness Professionals ensure that the rights of youth are promoted and upheld. Professionals recognize implications of local, state, implications recognize and upheld. Professionals are promoted the rights of youth ensure that Professionals Performance Area-age and youth, Ensures that the rights of school I1: promoted and upheld. ages 5 through 16, are and professional Personal I1.1 Content AreaContent I – Advocacy and Policy trends and policies with regard to professional practice. Professionals utilize experience, knowledge, and research to and research experience, knowledge, utilize practice. Professionals to professional policies with regard trends and on behalf of They advocate a range of levels. change at other stakeholders. colleagues, and
School-Age & Youth Development Credential Pilot Final Report • 109
5.02 11.02 11.02
COA
9L 9C 9M 9A, 9A, 9D, 1A, 11N 11N 11N 11J, 11J, Standards
25 25 25 24 IPTS NAA 2, 14 2, 24, 25 24,
age -
nd services nd services
age, youth, youth, age, -
age and youth. age and youth. - age, youth, and families. youth, age, to monitor relevant public policies, policies, public relevant monitor to -
age, youth (e.g. schools, libraries, parks parks libraries, schools, (e.g. youth age, - es processes (e.g. Social Network Analysis, Analysis, Network Social (e.g. processes es mapping) as a means for identifying the linkage linkage the identifying a means as for mapping) Benchmarks/Competencies navigating education, legal, and welfare systems. and welfare legal, education, navigating
based institutions, and other after school programs). school after and other institutions, based Employs processes to identify resources a resources identify to processes Employs
~ Articulates opportunities to seek support from diverse diverse from support seek to opportunities Articulates ~ collaborative creating for structure a Outlines ~ ~ Creates strategies Creates ~ school of behalf andon for Advocates ~ engage to models and research current Identifies ~ enhance to strategies community for Advocates ~ local with communicating for plan a Develops ~ ~Identifi ~ Identifies a range of avenues to influence public public influence to avenues of range a Identifies ~ ~
) 8 mobilize people, and build trust around around trust and build people, mobilize partners, traditional age and youth in community change (e.g. develops leadership leadership develops (e.g. change community in age and youth - I19) 5: (Level and non- need. community an identified I20) 5: (Level and youth development work. work. development and youth I12) 5: (Level and issues about stakeholders and educate inform to and trends laws, actions. possible I13) 5: (Level when and families I14) 5: (Level school for opportunities sustained provides motivation, develops capacity, involvement). I15) 5: (Level school for and opportunities supports I16) 5: (Level to organizations similar with and joining leaders/stakeholders, school of interests the for advocate I17) 5: (Level - eco mapping, asset trends when creating strategic plans for the organization. the for plans strategic when creating trends I11) 5: (Level school of boundaries and practical ethical, legal, the within policy and organizations, individuals, between and relationships patterns networks. existing (Level5: I1 available to families, school families, to available and recreation services, cultural institutions (e.g., museums, local museums, local (e.g., institutions cultural services, and recreation - faith businesses,
Analysis Synthesis Synthesis Synthesis Application Application Application Expectation Achievement Comprehension Comprehension Comprehension
-
term - age and youth. and age - professional professional
identifyingrelevant formaleducation, juvenile - age and youth (e.g. formal formal (e.g. youth and age - Skills for creating a creating for Skills Approaches and collaboration collaboration and Approaches
Knowledge, Skills, and Dispositions and Skills, Knowledge,
resources, allies, and partners in the the in partners and allies, resources, upon acting and community and community issues, needs, or variety a common with ground organizations concurring of network individuals. and I3.4 network community collaborative organizations and individuals with mission. embracing a similar I3.3 for strategies regarding holistic and systemic systemic and holistic regarding improving to approaches long and developmental the of and rules Structure I3.2 school affects as it process political programs. and families, youth, age, justice,welfare). Performance Area change at a range of levels, and research to plan and lead Utilizes experience, knowledge, I3: ages 5 through 16. Research and emerging trends I3.1 school for outcomes associations). of and practices Policies I2.3 of lives the in systems influence of school non and I2.2 Policy influence and influence Policy I2.2 as an development strategies in and professional, individual, professional recognized (e.g. organizations
110 • School-Age & Youth Development Credential Pilot Final Report
3.02 3.04 11.02
COA
6G 6G 9M 4J, 4J, 5K, 5K, 11N 11N 11L, 11L, 11D, 11D, Standards
25 25 2, 3 IPTS NAA 2, 25 2, 2, 14 2,
- - age age and age and - -
age and youth age and youth - age and youth to to age and youth -
needs of school of needs
age and youth organizing. age and youth - profit organizations. profit -
age and youth. -
age and youth. - age and youth for staff, families, and families, staff, for age and youth - lobbying of non of lobbying n governance). n governance). ool Benchmarks/Competencies - school of skills and work demand for Cultivates Facilitates opportunities for school for opportunities Facilitates Compares key national, state, and local and local state, Compares national, key
~ ~ school meaningful for Expandsopportunities ~ ~ for when advocating role Assumes~ leadership a school of elements Summarizes~ the ~ Explains the concept of lobbying and the federal, federal, the and lobbying of concept the Explains ~ ~ school engage and invite to approaches Scaffolds ~ ~ Creates formal and informal educational opportunities opportunities educational informal and formal Creates ~ ~ Constructs a plan for an education/advocacy education/advocacy an for plan a Constructs ~ ~ Recognizes opportunities for testifying at public public at testifying for opportunities Recognizes ~ age and youth i age and youth age and youth rights. age and youth
- -
school I30) 5: (Level community. larger the and in organization the within both and youth I31) 5: (Level settings. of a engagement variety youth in youth. I24) 5: (Level and rights, strengths, on their events and lead become educated needs. I25) 5: (Level school moments). teachable/learnable gatherings, I28) 5: (Level engagement and school civic hip, leaders partnerships around a common interest or need relevant to school to relevant need or a common around interest partnerships work. development age and youth I21) 5: (Level state, and local limits on I26) 5: (Level I29) 5: (Level the in level appropriate a developmentally at age and youth leadership youth authentic (e.g. process change community involving and negotiation, advocacy engagement in opportunities, organizations, initiatives, and agencies responsible for identifying and identifying for responsible and agencies initiatives, organizations, school of rights the monitoring I27) 5: (Level sch of rights the about I22) 5: (Level school to related campaign I23) 5: (Level and rights, strengths, the regarding hearings intergenerational nights, dialogue memberscommunity (e.g.
Analysis Analysis Analysis Synthesis Synthesis Synthesis Application Application Application Application Application Expectation Achievement Comprehension
- -
age
- age, age, -
age and age and - -
age and youth youth and age -
Advocacy role for individuals individuals for role Advocacy
Knowledge, Skills, and Dispositions and Skills, Knowledge, contributing to communities. communities. to contributing youth with school with youth experiences. lived age and youths’ I4.4 Intentional approaches for approaches for Intentional I4.4 school with partnering action take and advocate to youth school to connect that issues on and youth rights. youth and and supports, Opportunities, I4.3 communities balance to strategies school to contributing issues, needs, and oppressions. needs, issues, and educate to Opportunities I4.2 school of on behalf advocate Performance Area Advocates I4: -age and youth, with and on behalf of school and 16, with peers, colleagues, ages 5 through other stakeholders. opportunities and Commitment I4.1 understanding awareness, raise to school regarding steps action and and organizations on behalf of, and and of, on behalf organizations and school with partnership in strengths, family and youth, age, I3.5 youth, and families. and youth,
School-Age & Youth Development Credential Pilot Final Report • 111 Appendix H Gateways School-Age & Youth Development Credential Pilot Frameworks INCCRRA © 2012
PD50 2 different areas areas 2 different 3 different areas areas 3 different School-Age (SA) School-Age (current within last five years) within last five (current (current within last five years) within last five (current 2 professional contributions in contributions 2 professional 4 professional contributions in contributions 4 professional (current within last five years) within last five (current area (current within last five years) within last five (current area Professional Contributions in Contributions Professional 2 professional contributions in any in any contributions 2 professional 2 professional contributions in any in any contributions 2 professional
AND/ OR AND/ OR AND/ OR AND/ OR 180 hours SA 500 hours of SA 400 hours of SA 200 hours of SA www.ilgateways.com work experience work work experience work work experience work work experience work 1000 hours of SA School-Age (SA) School-Age supervised experience 5 hours of SA observation 10 hours SA supervised experience 100 hours SA supervised experience Work and Practical Experience in Experience and Practical Work
To Be Developed To Telephone: (866) 697-8278 | Telephone: School-Age (SA) School-Age Bloomington, Illinois 61701 | Illinois Bloomington, 61701 6 points in SA content areas areas in SA content 6 points 9 points in SA content areas areas in SA content 9 points SA and YD credential Level 1 Level credential YD SA and 18 points in SA content areas areas in SA content 18 points areas in SA content 30 points Education and Training in Training and Education Family & Community Relationships & Community Family – A-F) of 1 point in areas (minimum (minimum of 1 point in each area) – of 1 point in each area) (minimum – of 1 point in each area) (minimum 9 points may come from APL/training from come may 9 points APL/training from come may 6 points APL/training from come may 6 points 3 points may come from APL/training/ APL/training/ from come may 3 points Interactions, Relationships & Environments, & Environments, Relationships Interactions, (must have a minimum of 1 point in Human Growth & of 1 point in Human Growth a minimum have (must Assessment, Curriculum or Program Design, Interactions, Interactions, Design, or Program Curriculum Assessment, Interactions, Design, or Program Curriculum Assessment, – SA coursework) Development and at least 3 points from Personal & Professional Development, Program & Agency Program Development, & Professional Personal & Agency Program Development, & Professional Personal Observation & Assessment, Curriculum or Program Design, Design, or Program Observation Curriculum & Assessment, Development, Health, Safety, & Well-Being, Observation & Well-Being, & Health, Safety, Development, Observation & Well-Being, & Health, Safety, Development, Human Growth & Development, Health, Safety, & Well-Being, Well-Being, & Health, Safety, & Development, Human Growth Governance & Function, Advocacy & Policy, Human Growth & Human Growth & Policy, Advocacy & Function, Governance & Human Growth & Policy, Advocacy & Function, Governance Relationships & Environments, Family & Community Relationships & Community Family Relationships & Environments, Relationships & Community Family Relationships & Environments, 1226 Towanda Plaza | Plaza Towanda 1226
and Grand Victoria Foundation. Gateways to Opportunity, the arch logo and Illinois Professional Development System are registered trademarks of Inccrra. registered are Development System logo and Illinois Opportunity, the arch Gateways to Professional Victoria Foundation. and Grand PILOT Opportunity to Gateways Inccrra through the Illinois and funded by is administered Department of Human Services and Development, the McCormick Foundation, of Child Care Bureau credit) HS/GED Gateways School-Age and Youth Development Credential Level 1 is awarded through completion of 48 hour training. completion through 1 is awarded Level Credential Development Youth and School-Age Gateways Social Science) Requirements AA or equivalent AA or equivalent Graduate Degree Graduate Bachelor’s Degree Bachelor’s of transferable credit credit of transferable General Education General (in 2 of 3 areas- Math, English, (in 2 of 3 areas- semester hours of transferable hours of transferable semester (60 semester hours including 9 (60 semester HS/GED and 6 semester hours HS/GED and 6 semester Gateways to Opportunity Framework to Credential School-Age Gateways Level 6 Level Level 5 Level Level 4 Level 3 Level Level 2 Level 1 Level SA Levels (5–12 years) Guide: A point is equivalent to one semester hour of college credit. hour of college one semester to is equivalent Guide: A point Revised 6/2014
112 • School-Age & Youth Development Credential Pilot Final Report INCCRRA © 2012
PD50 2 different areas areas 2 different 3 different areas areas 3 different (current within last five years) within last five (current (current within last five years) within last five (current Youth Development (YD) Development Youth 2 professional contributions in contributions 2 professional 4 professional contributions in contributions 4 professional (current within last five years) within last five (current area (current within last five years) within last five (current area Professional Contributions in Contributions Professional 2 professional contributions in any in any contributions 2 professional 2 professional contributions in any in any contributions 2 professional
AND/ OR AND/ OR AND/ OR AND/ OR 180 hours YD www.ilgateways.com 500 hours of YD YD 500 hours of YD 400 hours of 200 hours of YD YD 200 hours of work experience work experience work work experience work work experience work 1000 hours of YD YD 1000 hours of supervised experience 5 hours of YD observationYD 5 hours of Youth Development (YD) Development Youth 10 hours YD supervisedYD experience 10 hours 100 hours YD supervisedYD experience 100 hours Work and Practical Experience in Experience and Practical Work
To Be Developed To Telephone: (866) 697-8278 | Telephone: Bloomington, Illinois 61701 | Illinois Bloomington, 61701 6 points in YD content areas areas content YD in 6 points 9 points in YD content areas areas content YD in 9 points SA and YD credential Level 1 Level credential YD SA and 18 points in YD content areas areas content YD in 18 points areas content YD in 30 points Education and Training in Training and Education Youth Development (YD) Development Youth Family & Community Relationships & Community Family – A-F) of 1 point in areas (minimum (minimum of 1 point in each area) – of 1 point in each area) (minimum – of 1 point in each area) (minimum 6 points may come from APL/training from come may 6 points APL/training from come may 6 points 9 points may come from APL/training from come may 9 points 3 points may come from APL/training/ APL/training/ from come may 3 points Interactions, Relationships & Environments, & Environments, Relationships Interactions, (must have a minimum of 1 point in Human Growth & of 1 point in Human Growth a minimum have (must Assessment, Curriculum or Program Design, Interactions, Interactions, Design, or Program Curriculum Assessment, Assessment, Curriculum or Program Design, Interactions, Interactions, Design, or Program Curriculum Assessment, Personal & Professional Development, Program & Agency Program Development, & Professional Personal Personal & Professional Development, Program & Agency Program Development, & Professional Personal – coursework) YD Development and at least 3 points from Observation & Assessment, Curriculum or Program Design, Design, or Program Observation Curriculum & Assessment, Development, Health, Safety, & Well-Being, Observation & Well-Being, & Health, Safety, Development, Development, Health, Safety, & Well-Being, Observation & Well-Being, & Health, Safety, Development, Human Growth & Development, Health, Safety, & Well-Being, Well-Being, & Health, Safety, & Development, Human Growth Governance & Function, Advocacy & Policy, Human Growth & Human Growth & Policy, Advocacy & Function, Governance Governance & Function, Advocacy & Policy, Human Growth & Human Growth & Policy, Advocacy & Function, Governance Relationships & Environments, Family & Community Relationships & Community Family Relationships & Environments, Relationships & Environments, Family & Community Relationships & Community Family Relationships & Environments, 1226 Towanda Plaza | Plaza Towanda 1226
and Grand Victoria Foundation. Gateways to Opportunity, the arch logo and Illinois Professional Development System are registered trademarks of Inccrra. registered are Development System logo and Illinois Opportunity, the arch Gateways to Professional Victoria Foundation. and Grand PILOT Opportunity to Gateways Inccrra through the Illinois and funded by is administered Department of Human Services and Development, the McCormick Foundation, of Child Care Bureau credit) HS/GED Gateways School-Age and Youth Development Credential Level 1 is awarded through completion of 48 hour training. completion through 1 is awarded Level Credential Development Youth and School-Age Gateways Social Science) Requirements AA or equivalent AA or equivalent Graduate Degree Graduate Bachelor’s Degree Bachelor’s of transferable credit credit of transferable General Education General (in 2 of 3 areas- Math, English, (in 2 of 3 areas- semester hours of transferable hours of transferable semester (60 semester hours including 9 (60 semester HS/GED and 6 semester hours HS/GED and 6 semester Gateways to Opportunity Youth Development Credential Framework Credential Development Youth Opportunity to Gateways Level 3 Level 2 Level 1 Level Level 5 Level 4 Level Level 6 Level YD Levels YD (10–18 years) Guide: A point is equivalent to one semester hour of college credit. hour of college one semester to is equivalent Guide: A point Revised 6/2014
School-Age & Youth Development Credential Pilot Final Report • 113 Appendix I School-Age & Youth Development Credential Marketing Handouts
Administered through Administered . Credential: . Contact us today—limited time opportuntity. us today—limited . Contact free Education and training in school-age and training Education and practical with school-age children experience Work the field of school-age to contributions Professional
Gateways to Opportunity Credentials were signed into law, effective July 1, 2009. Gateways Credentials are awarded and recognized by recognized and awarded are Credentials July 1, 2009. Gateways effective law, into signed Opportunity to were Gateways Credentials Join the Opportunity® to Gateways School-Age Pilot Credential serving 5–12 years professionals children for Opportunity® designed to Credential School-Age of the Gateways in the Pilot Participate is Participation of age. the Illinois Department and Development. of Human Services of Child Care (IDHS) Bureau School-Age the Gateways for register or to information more coursework. For needed training complete to be available may Funds please email [email protected] Credential
Components of a Gateways of a Gateways Components
114 • School-Age & Youth Development Credential Pilot Final Report
Administered through Administered . Contact us today—limited time opportuntity. us today—limited . Contact youth development youth free . [email protected] youth youth development youth Credential: Education and training in and training Education and practical with experience Work the field of to contributions Professional
Join the Opportunity® to Gateways Development Youth Pilot Credential serving and professionals children for designed Credential Development Youth Opportunity® to of the Gateways in the Pilot Participate is Participation of age. 10–18 years youth of a Gateways Components by recognized and awarded are Credentials July 1, 2009. Gateways effective law, into signed Opportunity to were Gateways Credentials the Illinois Department and Development. of Human Services of Child Care (IDHS) Bureau Youth the Gateways for register or to information more coursework. For needed training complete to be available may Funds please email Credential Development
School-Age & Youth Development Credential Pilot Final Report • 115 Appendix J School-Age & Youth Development Credential Portfolio Documents
Appendix J
Portfolio entered by marketing at a later date. Only in pdf form
Gateways to Opportunity® School-Age Credential Pilot (5-12 years)
116 • School-Age & Youth Development Credential Pilot Final Report General Information Table of Contents General Info Contact Information ...... 1 Gateways to Opportunity and INCCRRA ...... 2 Credentials ...... 2 Gateways School-Age Credential Information Content Areas ...... 3–4 Professional Contribution Guidelines ...... 5–8 Portfolio Forms Checklist ...... 1–2 Work and Practical Experience Verification Form ...... 3 Work and Practical Experience Family Child Care Providers Verification Form ...... 4 Proof of Care Family Child Care Providers ...... 5 Professional Contributions Verification Form ...... 6–7
Contact Information
Gateways to Opportunity 1226 Towanda Plaza Bloomington, IL 61701 Attention: SAYD
Phone: (866) 697-8278 (24 hour voicemail messaging) or (309) 829-5327
Fax: (309) 828-1808
E-mail: webmail@inccrra .org Web site: www .ilgateways .com
Business Hours: 8:30–4:30
Revised 11/2014 1 | Gateways School-Age Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 117 General Information Gateways to Opportunity and INCCRRA Gateways to Opportunity is a comprehensive statewide system, designed to support practitioners in continuing their professional development . Gateways to Opportunity provides links to education and training resources, awards Gateways Credentials to qualified practitioners, connects early care and education and school-age care professionals to compensation opportunities, and the Gateways Scholarship program . Professional Development Advisors are available through Gateways to Opportunity to assist any ECE and/or school-age care practitioner in Illinois with career guidance and professional development . The Illinois Network of Child Care Resource & Referral Agencies (INCCRRA) administers Gateways to Opportunity . Credentials Gateways to Opportunity Credentials are part of a comprehensive recognition system for early care and education, school-age, and youth development practitioners in Illinois . Gateways Credentials are awarded by the Illinois Department of Human Services Bureau of Child Care and Development . Gateways Credential requirements were developed by the statewide Professional Development Advisory Council which informs the development of Gateways to Opportunity . Some programs/agencies in Illinois utilize Gateways Credentials as meeting education qualifications for employment . Gateways to Opportunity Credentials were signed into law effective July 2009 and are awarded by the state of Illinois .
Each Credential within the Gateways to Opportunity Professional Development System has specific component requirements, including an education and training component . This component encompasses seven required Gateways content areas, as well as two additional areas specific to theGateways School-Age Credential . Each Gateways Credential offers an interpretation of these content areas with descriptors that broaden these concepts and then relate those concepts to the specific age range or group served .
Gateways to Opportunity Family Child Care Credential Content Areas 1 . Human Growth and Development Additional Content Areas 2 . Health, Safety, and Well-Being 1 . Program and Agency Governance and Function 3 . Observation and Assessment 2 . Advocacy and Policy 4 . Curriculum or Program Design 5 . Interactions, Relationships, and Environments 6 . Family and Community Relationships 7 . Personal and Professional Development
Gateways School-Age (SA) Credential The Gateways School-Age Credential validates practitioners’ knowledge, skills, and experience needed to work with children ages 5–12 . It is awarded based on demonstrated knowledge and skills across the seven Gateways content areas, as well as two additional areas: Program and Agency Governance and Function, and Advocacy and Policy .
Revised 11/2014 2 | Gateways School-Age Credential–Pilot www.ilgateways.com
118 • School-Age & Youth Development Credential Pilot Final Report Gateways School-Age Credential School-Age Content Areas
Human Growth and Development (HGD) School-Age practitioners use current and emerging factual, theoretical, procedural and cultural knowledge of developmental influences as essential for all aspects of their work with children . Practitioners have a curiosity and understanding about how individuals develop and learn, and understand the mutual influences among the many different domains of development and change . This knowledge and skill is always underpinned by the seven core values of school-age practice . The capabilities of the school-age practitioner demonstrate how well the worker balances these core values with the core knowledge and skills of individual child development and the important contexts within which children grow and learn . Practitioners view child development knowledge, and the associated values, as the core of their professional practice . Practitioners use their values, understanding and skills for planning and implementing learning interactions and programs .
Health, Safety, and Well-Being (HSW) Professionals understand that physical health, mental health, and safety are the foundations for development and learning in children . They acknowledge the value of creating a healthful environment to foster the physical, cognitive, language and social-emotional development of children . They collaborate with families and health professionals to provide safe, healthful environments and to adjust health, nutrition, and safety routines to individual needs and abilities . They take responsibility for providing multiple opportunities for children to learn habits that will ensure their health and safety .
Observation and Assessment (OA) Professionals value the roles of informal and formal observation and assessment to gain understanding about an individual’s development and learning . They understand the purposes, benefits and uses of observation and assessment information . They view observation and assessment as ways to understand children as well as means for program evaluation and accountability . They take responsibility for using a variety of age, developmentally, linguistically, and culturally appropriate formal and informal assessments to gather and share information on an individual’s skills, abilities, interests and needs, to monitor an individual’s progress, and to continually evaluate and reflect on and modify their own roles and practices .
Curriculum or Program Design (CPD) Professionals have broad knowledge of appropriate curriculum and goals for children . They understand the central concepts, tools of inquiry, and structures of the content disciplines, as well as the interrelationships between and among content disciplines and developmental domains . They recognize and value the interdependence between relationships with others and an individual’s construction of knowledge . They view curriculum development as a collaborative, dynamic, and ever-changing professional endeavor . They take responsibility for planning and providing an emerging, bias-sensitive, integrated curriculum to build on an individual’s current abilities and interests to expand competence in all content areas and developmental domains .
Revised 11/2014 3 | Gateways School-Age Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 119 Gateways School-Age Credential School-Age Content Areas (con’t)
Interactions, Relationships, and Environments (IRE) Professionals use their understanding of developmentally appropriate interactions and environments to provide integrated and supportive learning opportunities for children . They use interpersonal interactions that guide each individual toward desired developmental and learning outcomes . They recognize the important teaching roles of the physical and social environments, and provide and support environments that are nurturing, pleasing, and intellectually stimulating . Environments and interactions reflect values about children and families, and are sensitive to bias and to individual differences . Environments and interactions are responsive to each individual’s abilities, interests, and needs, and reflect appreciation of family and community contexts and resources .
Family and Community Relationships (FCR) Professionals understand and value the critical role of positive, collaborative partnerships with families, colleagues, and community service agencies . They respect multiple perspectives and demonstrate integrity in conveying their own personal and professional perspectives and values . They use their knowledge of family and social systems to create reciprocal, productive interpersonal relationships that recognize and enhance the contributions of family, program, and community participants to the development, learning, and wellbeing of children, and their families .
Personal and Professional Development (PPD) Professionals identify and conduct themselves as members of a significant, expanding, changing profession . Their professional attitudes evolve with experience, professional development, and advances in the profession . They honor diversity in cultures, beliefs, and practices . They know and value the history and contributions of their profession and its related fields . They are committed to ongoing professional development, and continually reflect on and take responsibility for their own values, choices, and actions . They advocate for children, and their families, and exemplify the ethical standards of their discipline in their profession in their personal and professional interactions and activities .
Program and Agency Governance and Function (PAGF) School-Age professionals understand their responsibility to maintain accurate documentation for group, program, and financial requirements . Professionals monitor daily program operations, as well as employ strategies which include implementation of risk and crisis management of facility, participants, and staff . Professionals engage in day-to-day supervision, through shared leadership and decision-making practices, of facilities, staff, volunteers, and resources to ensure communication and implementation of agency policies and procedures .
Advocacy and Policy (AP) School-Age professionals ensure that the rights of children are promoted and upheld . Professionals recognize implications of local, state, and national trends and policies with regard to professional practice . Professionals utilize experience, knowledge, and research to plan and lead change at a range of levels . They advocate on behalf of children, working with young people and with peers, colleagues, and other stakeholders .
Revised 11/2014 4 | Gateways School-Age Credential–Pilot www.ilgateways.com
120 • School-Age & Youth Development Credential Pilot Final Report Gateways School-Age Credential Professional Contributions—Instructional Guidelines
A professional contribution is an activity and/or endeavor that goes beyond the scope of a position or job duty . Each participant must document a specified number of professional contributions related to school- age children (ages 5–12) and their families, dependent on Gateways Credential level . Contributions to the field of school-age care can be no more than five years old from the date the portfolio is submitted to the Gateways to Opportunity office .
Professional Contribution examples and suggested documentation follow each area listed below . This list is not exclusive; other comparable activities may be considered . Note: Professional Contributions can be no more than five years old.
1. Program Improvement • Implemented program improvement plans including action plans, objectives, and outcomes • Created a tangible product that exhibited originality of thought and execution that helped to improve school-age programs as a whole • Reflection on participation in center’s or program’s self-assessment for accreditation • Successfully brought a school-age program through national accreditation • Received Quality Rating System Rating Assessment • Served as a consultant to other programs in the implementation of developmentally appropriate practices for school-age children • Served as consultant in the design or renovation of indoor or outdoor environments for school-age children Suggested Documentation • Action plan, objectives and outcomes for improvement plan • Sample product, picture, or copy of a product • Copy of accreditation validation letter • Copy of consulting contract or agreement • Report of summary of consultation
Revised 11/2014 5 | Gateways School-Age Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 121 Gateways School-Age Credential Professional Contributions—Instructional Guidelines (con’t)
2. Service in a Professional Organization • Active member in a professional organization (e.g., IAN, NAA, NAEYC, student school-age organization) • Served on a committee for a school-age organization to organize a conference, community-wide advocacy event, or other major event • Coordinated or helped plan an annual event (e.g., Lights on Afterschool) • Served on a local, state, or national advisory board for a school-age organization • Served on a community board as a representative of the school-age field • Served on a local, regional, or statewide committee to promote school-age issues • Held an elected office in a local, state, or national school-age organization Suggested Documentation • Copy of membership card or welcome letter • Copy of a certificate of service or other acknowledgement of your service to a professional organization • Copy of letter signed by the board president, executive director, or other official representative indicating your role, dates of service, and the name and address of the organization • Copy of letterhead stationery, which lists you as a board member or officer and includes the name and address of the organization and includes, in writing, the dates of your service
3. Presentations/Training • Presented at staff meeting • Presentation to co-worker • Presented at a professional conference • Served as a trainer or advisor • Served as a paid consultant/trainer • Served as a quality improvement validator or observer • Served as an adjunct instructor for a college course Suggested Documentation • Outline from training, meeting/presentation agenda, PowerPoint, or evaluation • Copy of conference brochure with presentation listing or confirmation letter from conference or workshop chair/contact • Letter from IAN, NAA, NAEYC, or other state or national organization indicating your approval as a validator or your service as a validator
Revised 11/2014 6 | Gateways School-Age Credential–Pilot www.ilgateways.com
122 • School-Age & Youth Development Credential Pilot Final Report Gateways School-Age Credential Professional Contributions—Instructional Guidelines (con’t)
4. Advocacy • Wrote a letter to legislative or government officials • Wrote a letter on a school-age issue that was printed in a local newspaper • Provided testimony at a public hearing on school-age issues • Provided consultation to an elected official about issues relating to school-age children and their families • Served as a community coordinator, presented, or provided testimony for advocacy agency or event • Advocated for developmentally appropriate practices within programs, organizations, and the community Suggested Documentation • Copy of a letter to the editor or written testimony • Copy of letter to legislature or government officials
5. Writing and Publication • Wrote an article for school-age program newsletter • Wrote an article or book review that was published in an appropriate journal • Served as editor or regular contributor to a school-age newsletter distributed in the community • Authored a book promoting developmentally appropriate practice • Developed a new college-level course • Developed new materials (e.g., handbook, manuals, etc.) for program Suggested Documentation • Copy of article including the publication, date, and author • Copy of book cover, title page, and table of contents • Copy of handbook or manual cover and contents
Revised 11/2014 7 | Gateways School-Age Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 123 Gateways School-Age Credential Professional Contributions—Instructional Guidelines (con’t)
6. Research/Grantswriting • Wrote a proposal for a grant • Researched and evaluated potential curriculums • Conducted a research study on a topic related to school-age and, their care and education, or related topic as part of a supervised thesis or dissertation • Conducted a research study on school-age that was published in a peer-reviewed journal • Served as chair of a major fundraiser for a school-age related endeavor • Reviewed proposals or was a reader for a foundation or other grant-making agency/organization Suggested Documentation • Copy of cover sheet, table of contents, and abstract • Copy of transcript indicating completion of thesis, including title and content description • Copy of grant approval letter • Copy of letter indicating service as a grant reader/reviewer
1226 Towanda Plaza | Bloomington, Illinois 61701 | Telephone: (866) 697-8278 | www.ilgateways.com
Gateways to Opportunity is administered through Inccrra and funded by the Illinois Department of Human Services Bureau of Child Care and Development, the McCormick Foundation, and Grand Victoria Foundation. Gateways to Opportunity, the arch logo and Illinois Professional Development System are registered trademarks of Inccrra. Illinois Department of Human Services Bureau of Youth Intervention Services. VOICES for Illinois Children. PD160© 2014 INCCRRA Revised 11/2014 8 | Gateways School-Age Credential–Pilot www.ilgateways.com
124 • School-Age & Youth Development Credential Pilot Final Report School-Age Credential Pilot Portfolio Forms
School-Age & Youth Development Credential Pilot Final Report • 125 Portfolio Forms Checklist
To obtain the Gateways School-Age Credential, all components listed below must be met and corresponding documentation submitted . Documentation includes official transcripts, completed experience verification forms, and/or completed Professional Contribution form . Level 5 Bachelor’s Degree
30 points (semester hours) in the Gateways School-Age Content Areas, with at least one point in each area Nine of the 30 points may come from Gateways Credential approved training or from assessment of prior learning
1000 total hours of documented Work and Practical Experience in School-Age Care OR minimum of 180 hours of Supervised School-Age Experience
Four Professional Contributions, in three different areas within the last five years
Level 4 Associate’s Degree OR 60+ semester hours including three semester hours in each of the following: • Transferable Math, • Transferable English, and • Transferable General Education elective
18 points (semester hours) in the Gateways School-Age Content Areas, with at least one point in each area Six of the 18 points may come from Gateways Credential approved training or from assessment of prior learning
500 total hours of documented Work and Practical Experience in School-Age Care OR 100 total hours of Supervised School-Age Experience
Two Professional Contributions, in two different areas within the last five years
Please do not send original documentation, as it will not be returned. (Exception: official college transcript(s) must be sent in a sealed envelope from the college or university or request official electronic transcript(s) to be sent from your college or university to [email protected].)
Revised 11/2014 1 | Gateways School-Age Credential–Pilot www.ilgateways.com
126 • School-Age & Youth Development Credential Pilot Final Report Portfolio Forms Checklist (con’t)
Level 3 High School Diploma or GED and six semester hours in two of three areas: • Transferable Math • Transferable English, and • Transferable Social Science elective
Nine points (semester hours) in the Gateways School-Age Content Areas, with at least one point in Human Growth and Development; Health, Safety and Well-Being; Observation and Assessment; Curriculum or Program Design; Interactions, Relationships and Environments; Family and Community Relationships Six of the nine points may come from Gateways Credential approved training or from assessment of prior learning
400 total hours of documented Work and Practical Experience in School-Age Care OR 10 total hours of Supervised School-Age Experience
Two Professional Contributions in any area within the last five years
Level 2 High School Diploma or GED
Six points (semester hours) in the Gateways School-Age Content Areas, with at least one point in Human Growth and Development and at least three points from school-age coursework Three of the six points may come from Gateways Credential approved training or from assessment of prior learning, or Gateways to Opportunity SAYD Credential Level 1 Training
200 total hours of documented Work and Practical Experience in School-Age Care OR five total hours of Supervised School-Age Experience
Two Professional Contributions in any area within the last five years
Please do not send original documentation, as it will not be returned. (Exception: official college transcript(s) must be sent in a sealed envelope from the college or university or request official electronic transcript(s) to be sent from your college or university to [email protected].)
Revised 11/2014 2 | Gateways School-Age Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 127 Portfolio Forms Work & Practical Experience—Verification Form
Please complete and have this form signed by a supervisor, director, or the Human Resources department to validate your work experience providing direct service to children or youth . Use a separate form for each position. Please indicate which Gateways Credential(s) you are applying for: School-Age
Personal Information
Participant Name: ______Person ID: ______
Position: ______Start Date (MO/YR): ______End Date (MO/YR): ______
Hours per week: ______x Weeks per year: ______x # of years: ______= Total Hours: ______
Please indicate the age groups served in this position . School-Age (5–12)
Contact Information
Contact Name: ______
Company Name: ______
Company Address: ______
Company Phone: ______
Signature and title of contact who can verify your work experience:
______Date: ______By signing the above, I verify that the information provided herein is accurate and correct to the best of my knowledge .
Participant Signature: ______Date: ______By signing the above, I verify that the information provided herein is accurate and correct to the best of my knowledge . I understand false or misleading statements or subsequent documentation may constitute grounds for denial of a Gateways to Opportunity Credential .
Revised 11/2014 3 | Gateways School-Age Credential–Pilot www.ilgateways.com
128 • School-Age & Youth Development Credential Pilot Final Report Portfolio Forms Work & Practical Experience—Verification Form Family Child Care Providers
Family Child Care Providers (FCCP) must complete this form to verify experience for the Gateways to Opportunity Credentials . Please follow the steps below:
Step 1: Include copies of your Illinois Department of Children and Family Services (IDCFS) license for the years of experience to be counted toward a Gateways Credential .
Step 2: Please have two families with children or youth in your program complete pages 3 and 4 .
Personal Information
Participant Name: ______
Name on License: ______
Address: ______Apt . #: ______
City: ______State: ______Zip Code: ______
Ages of Children or Youth Served: ______
Total Hours in Business: ______(Hours Per Week x By Weeks Per Year x By Number Of Years)
Participant Signature: ______Date: ______By signing the above, I verify that the information provided herein is accurate and correct to the best of my knowledge . I understand false or misleading statements or subsequent documentation may constitute grounds for denial of a Gateways to Opportunity Credential .
Revised 11/2014 4 | Gateways School-Age Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 129 Portfolio Forms Proof of Care Family Child Care Providers Parent/Guardian Statement
Your Family Child Care Provider is applying for a Gateways to Opportunity program and must provide proof of caring for children . Thank you for taking the time to complete this form to support your Family Child Care Provider . If you have any questions while completing this form, please call the Gateways to Opportunity office at (866) 697-8278 and ask to speak with a Professional Development Counselor .
This form verifies that:(Name Of Provider) ______is the Family Child Care Provider (FCCP) for my child(ren) .
Parent/Guardian Contact Information
First Name: ______Last Name: ______
Address: ______City: ______
State: ______Zip Code: ______Phone Number: ______
Please complete the following chart for your child(ren) (one row per child in care): Number of Years Child Hours Per Week Child is Weeks Per Year Child is Current age has been in the care Name of Child in the Care of this Family in the Care of this Family of Child of this Family Child Care Provider Child Care Provider Child Care Provider Jane Doe (sample) 5 20 40 3
Days of care (select all that apply): m Monday m Tuesday m Wednesday m Thursday m Friday m Saturday m Sunday Drop off time:______:______am/pm Pick up time:______:______am/pm Do your child(ren) still attend this program? Yes ______No ______If no, when did they stop attending? ______
Parent/Guardian Signature: ______Date: ______By signing the above, I verify that the information provided herein is accurate and correct to the best of my knowledge . You may receive a phone call from our office to verify the information provided.
Revised 11/2014 5 | Gateways School-Age Credential–Pilot www.ilgateways.com
130 • School-Age & Youth Development Credential Pilot Final Report Portfolio Forms Professional Contributions
For each contribution, please list activity, location, date, contact person, and contact phone number. Please also include a brief summary of each contribution that outlines the participants/audience and outcome for those impacted by the activity. Please limit comment to 150 words. This form must be completed and documentation for each contribution attached . Use additional forms, if needed .
1. Program Improvement ______Location: ______Date: ______Contact Person: ______Contact phone number or email: ______
2. Service in a Professional Organization ______Location: ______Date: ______Contact Person: ______Contact phone number or email: ______
3. Presentations/Trainings ______Location: ______Date: ______Contact Person: ______Contact phone number or email: ______
Please send copies of this form and all other documentation. Please do not send original documentation, as it will not be returned.
Revised 11/2014 6 | Gateways School-Age Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 131 Portfolio Forms Professional Contributions
4. Advocacy ______Location: ______Date: ______Contact Person: ______Contact phone number or email: ______
5. Writing and Publications ______Location: ______Date: ______Contact Person: ______Contact phone number or email: ______
6. Research / Grants Writing ______Location: ______Date: ______Contact Person: ______Contact phone number or email: ______
Please send copies of this form and all other documentation. Please do not send original documentation, as it will not be returned.
Revised 11/2014 7 | Gateways School-Age Credential–Pilot www.ilgateways.com
132 • School-Age & Youth Development Credential Pilot Final Report Gateways to Opportunity® Youth Development Credential Pilot (10-18 years)
School-Age & Youth Development Credential Pilot Final Report • 133 General Information Table of Contents General Info Contact Information ...... 1 Gateways to Opportunity and INCCRRA ...... 2 Credentials ...... 2 Gateways Youth Development Credential Information Content Areas ...... 3–4 Professional Contribution Guidelines ...... 5–8 Portfolio Forms Checklist ...... 1–2 Work and Practical Experience Verification Form ...... 3 Work and Practical Experience Family Child Care Providers Verification Form ...... 4 Proof of Care Family Child Care Providers ...... 5 Professional Contributions Verification Form ...... 6–7
Contact Information
Gateways to Opportunity 1226 Towanda Plaza Bloomington, IL 61701 Attention: SAYD
Phone: (866) 697-8278 (24 hour voicemail messaging) or (309) 829-5327
Fax: (309) 828-1808
E-mail: webmail@inccrra .org Web site: www .ilgateways .com
Business Hours: 8:30–4:30
Revised 11/2014 1 | Gateways Youth Development Credential–Pilot www.ilgateways.com
134 • School-Age & Youth Development Credential Pilot Final Report General Information Gateways to Opportunity and INCCRRA Gateways to Opportunity is a comprehensive statewide system, designed to support practitioners in continuing their professional development . Gateways to Opportunity provides links to education and training resources, awards Gateways Credentials to qualified practitioners, connects early care and education and school-age care professionals to compensation opportunities, and the Gateways Scholarship program . Professional Development Advisors are available through Gateways to Opportunity to assist any ECE and/or school-age care practitioner in Illinois with career guidance and professional development . The Illinois Network of Child Care Resource & Referral Agencies (INCCRRA) administers Gateways to Opportunity . Credentials Gateways to Opportunity Credentials are part of a comprehensive recognition system for early care and education, school-age, and youth development practitioners in Illinois . Gateways Credentials are awarded by the Illinois Department of Human Services Bureau of Child Care and Development . Gateways Credential requirements were developed by the statewide Professional Development Advisory Council which informs the development of Gateways to Opportunity . Some programs/agencies in Illinois utilize Gateways Credentials as meeting education qualifications for employment . Gateways to Opportunity Credentials were signed into law effective July 2009 and are awarded by the state of Illinois .
Each Credential within the Gateways to Opportunity Professional Development System has specific component requirements, including an education and training component . This component encompasses seven required Gateways content areas, as well as two additional areas specific to theGateways Youth Development Credential . Each Gateways Credential offers an interpretation of these content areas with descriptors that broaden these concepts and then relate those concepts to the specific age range or group served .
Gateways to Opportunity Family Child Care Credential Content Areas 1 . Human Growth and Development Additional Content Areas 2 . Health, Safety, and Well-Being 1 . Program and Agency Governance and Function 3 . Observation and Assessment 2 . Advocacy and Policy 4 . Curriculum or Program Design 5 . Interactions, Relationships, and Environments 6 . Family and Community Relationships 7 . Personal and Professional Development
Gateways Youth Development (YD) Credential The Gateways Youth Development Credential validates practitioners’ knowledge, skills, and experience needed to work with youth ages 10–18 . It is awarded based on demonstrated knowledge and skills across the seven Gateways content areas, as well as two additional areas: Program and Agency Governance and Function, and Advocacy and Policy .
Revised 10/2014 2 | General Information www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 135 Portfolio Forms Youth Development Content Areas
Human Growth and Development (HGD) Youth development practitioners use current and emerging factual, theoretical, procedural and cultural knowledge of developmental influences as essential for all aspects of their work with youth . Practitioners have a curiosity and understanding about how individuals develop and learn, and understand the mutual influences among the many different domains of development and change . This knowledge and skill is always underpinned by the seven core values of youth development practice . The capabilities of the youth development practitioner demonstrate how well the worker balances these core values with the core knowledge and skills of individual youth development and the important contexts within which youth grow and learn . Practitioners view youth development knowledge, and the associated values, as the core of their professional practice . Practitioners use their values, understanding and skills for planning and implementing learning interactions and programs .
Health, Safety, and Well-Being (HSW) Professionals understand that physical health, mental health, and safety are the foundations for development and learning in youth . They acknowledge the value of creating a healthful environment to foster the physical, cognitive, language and social-emotional development of youth . They collaborate with families and health professionals to provide safe, healthful environments and to adjust health, nutrition, and safety routines to individual needs and abilities . They take responsibility for providing multiple opportunities for youth to learn habits that will ensure their health and safety .
Observation and Assessment (OA) Professionals value the roles of informal and formal observation and assessment to gain understanding about an individual’s development and learning . They understand the purposes, benefits and uses of observation and assessment information . They view observation and assessment as ways to understand youth as well as means for program evaluation and accountability . They take responsibility for using a variety of age, developmentally, linguistically, and culturally appropriate formal and informal assessments to gather and share information on an individual’s skills, abilities, interests and needs, to monitor an individual’s progress, and to continually evaluate and reflect on and modify their own roles and practices .
Curriculum or Program Design (CPD) Professionals have broad knowledge of appropriate curriculum and goals for youth . They understand the central concepts, tools of inquiry, and structures of the content disciplines, as well as the interrelationships between and among content disciplines and developmental domains . They recognize and value the interdependence between relationships with others and an individual’s construction of knowledge . They view curriculum development as a collaborative, dynamic, and ever-changing professional endeavor . They take responsibility for planning and providing an emerging, bias-sensitive, integrated curriculum to build on an individual’s current abilities and interests to expand competence in all content areas and developmental domains .
Revised 11/2014 3 | Gateways Youth Development Credential–Pilot www.ilgateways.com
136 • School-Age & Youth Development Credential Pilot Final Report Portfolio Forms Youth Development Content Areas (con’t)
Interactions, Relationships, and Environments (IRE) Professionals use their understanding of developmentally appropriate interactions and environments to provide integrated and supportive learning opportunities for youth . They use interpersonal interactions that guide each individual toward desired developmental and learning outcomes . They recognize the important teaching roles of the physical and social environments, and provide and support environments that are nurturing, pleasing, and intellectually stimulating . Environments and interactions reflect values about youth and families, and are sensitive to bias and to individual differences . Environments and interactions are responsive to each individual’s abilities, interests, and needs, and reflect appreciation of family and community contexts and resources .
Family and Community Relationships (FCR) Professionals understand and value the critical role of positive, collaborative partnerships with families, colleagues, and community service agencies . They respect multiple perspectives and demonstrate integrity in conveying their own personal and professional perspectives and values . They use their knowledge of family and social systems to create reciprocal, productive interpersonal relationships that recognize and enhance the contributions of family, program, and community participants to the development, learning, and wellbeing of youth, and their families .
Personal and Professional Development (PPD) Professionals identify and conduct themselves as members of a significant, expanding, changing profession . Their professional attitudes evolve with experience, professional development, and advances in the profession . They honor diversity in cultures, beliefs, and practices . They know and value the history and contributions of their profession and its related fields . They are committed to ongoing professional development, and continually reflect on and take responsibility for their own values, choices, and actions . They advocate for youth, and their families, and exemplify the ethical standards of their discipline in their profession in their personal and professional interactions and activities .
Program and Agency Governance and Function (PAGF) Youth development professionals understand their responsibility to maintain accurate documentation for group, program, and financial requirements . Professionals monitor daily program operations, as well as employ strategies which include implementation of risk and crisis management of facility, participants, and staff . Professionals engage in day-to-day supervision, through shared leadership and decision-making practices, of facilities, staff, volunteers, and resources to ensure communication and implementation of agency policies and procedures .
Advocacy and Policy (AP) Youth development professionals ensure that the rights of youth are promoted and upheld . Professionals recognize implications of local, state, and national trends and policies with regard to professional practice . Professionals utilize experience, knowledge, and research to plan and lead change at a range of levels . They advocate on behalf of youth, working with young people and with peers, colleagues, and other stakeholders .
Revised 11/2014 4 | Gateways Youth Development Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 137 Portfolio Forms Professional Contributions—Instructional Guidelines
A Professional Contribution is an activity and/or endeavor that goes above and beyond the scope of a position or job duty . Each participant must document a specified number of professional contributions related to youth (age 10–18) and their families, dependent on Gateways Credential level . Contributions to the field of youth development can be no more than five years old from the date the portfolio is submitted to the Gateways to Opportunity office .
Professional Contribution examples and suggested documentation follow each area listed below . This list is not exclusive; other comparable activities may be considered . Note: Professional Contributions can be no more than five years old.
1. Program Improvement • Implemented program improvement plans including action plans, objectives, and outcomes • Created a tangible product that exhibited originality of thought and execution that helped to improve youth development programs as a whole • Reflection on participation in center’s or program’s self-assessment for accreditation • Successfully brought a youth development program through national accreditation • Served as a consultant to other programs in the implementation of developmentally appropriate practices for youth • Served as consultant in the design or renovation of environments for youth Suggested Documentation • Action plan, objectives and outcomes for improvement plan • Sample product, picture, or copy of a product • Copy of accreditation validation letter • Copy of consulting contract or agreement • Report of summary of consultation
Revised 11/2014 5 | Gateways Youth Development Credential–Pilot www.ilgateways.com
138 • School-Age & Youth Development Credential Pilot Final Report Portfolio Forms Professional Contributions—Instructional Guidelines (con’t)
2. Service in a Leadership Role in a Professional Organization • Active member in a professional organization (e.g., IAN, NAA, student youth development organization) • Served on a committee for a youth development organization to organize a conference, community-wide advocacy event, or other major event • Coordinated or helped plan an annual event (e.g., Lights on Afterschool) • Served on a local, state, or national advisory board for a youth development organization • Served on a community board as a representative of youth development field • Served on a local, regional, or statewide committee to promote youth development issues • Held an elected office in a local, state, or national youth development organization Suggested Documentation • Copy of membership card or welcome letter • Copy of a certificate of service or other acknowledgement of your service to a professional organization • Copy of letter signed by the board president, executive director, or other official representative indicating your role, dates of service, and the name and address of the organization • Copy of letterhead stationery, which lists you as a board member or officer and includes the name and address of the organization and includes, in writing, the dates of your service
3. Presentations/Training • Presented at staff meeting • Presentation to co-worker • Presented at a professional conference • Served as a trainer or advisor • Served as a paid consultant/trainer • Served as an accreditation validator or observer • Served as an adjunct instructor for a college course Suggested Documentation • Outline from training, meeting/presentation agenda, PowerPoint, or evaluation • Copy of conference brochure with presentation listing or confirmation letter from conference or workshop chair/contact • Letter from NAA, IAN, or other state or national organization indicating your approval as a validator or your service as a validator
Revised 11/2014 6 | Gateways Youth Development Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 139 Portfolio Forms Professional Contributions—Instructional Guidelines (con’t)
4. Advocacy • Wrote a letter to legislative or government officials • Wrote a letter on a youth development issue that was printed in a local newspaper • Provided testimony at a public hearing on youth development issues • Provided consultation to an elected official about issues relating to youth and their families • Served as a community coordinator, presented, or provided testimony for advocacy agency or event • Advocated for developmentally appropriate practices within programs, organizations, and the community Suggested Documentation • Copy of a letter to the editor or written testimony • Copy of letter to legislature or government officials 5. Writing and Publication • Wrote an article for a youth development program newsletter • Wrote an article or book review that was published in an appropriate journal • Served as editor or regular contributor to a youth development newsletter distributed in the community • Authored a book promoting developmentally appropriate practice • Developed a new college-level course • Developed new materials (e.g., handbook, manuals, etc.) for program Suggested Documentation • Copy of article including the publication, date, and author • Copy of book cover, title page, and table of contents • Copy of handbook or manual cover and contents
Revised 11/2014 7 | Gateways Youth Development Credential–Pilot www.ilgateways.com
140 • School-Age & Youth Development Credential Pilot Final Report Portfolio Forms Professional Contributions—Instructional Guidelines (con’t)
6. Research/Grantswriting • Wrote a proposal for a grant • Researched and evaluated potential curriculums • Conducted a research study on a topic related to youth development, their care and education, or related topic as part of a supervised thesis or dissertation • Conducted a research study on youth development that was published in a peer-reviewed journal • Served as chair of a major fundraiser for a youth development related endeavor • Reviewed proposals or was a reader for a foundation or other grant-making agency/organization Suggested Documentation • Copy of cover sheet, table of contents, and abstract • Copy of transcript indicating completion of thesis, including title and content description • Copy of grant approval letter • Copy of letter indicating service as a grant reader/reviewer
1226 Towanda Plaza | Bloomington, Illinois 61701 | Telephone: (866) 697-8278 | www.ilgateways.com
Gateways to Opportunity is administered through Inccrra and funded by the Illinois Department of Human Services Bureau of Child Care and Development, the McCormick Foundation, and Grand Victoria Foundation. Gateways to Opportunity, the arch logo and Illinois Professional Development System are registered trademarks of Inccrra. Illinois Department of Human Services Bureau of Youth Intervention Services. VOICES for Illinois Children. PD160© 2014 INCCRRA Revised 11/2014 8 | Gateways Youth Development Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 141 Youth Development Credential Pilot Portfolio Forms
142 • School-Age & Youth Development Credential Pilot Final Report Portfolio Forms Checklist
To obtain the Gateways Youth Development Credential, all components listed below must be met and cor- responding documentation submitted . Documentation includes official transcripts, completed experience verification forms, and/or completed Professional Contribution form . Level 5 Bachelor’s Degree
30 points (30 semester hours) in the Gateways Youth Development Content Areas, with at least one point in each area Nine of the 30 points may come from Gateways Credential approved training or from assessment of prior learning.
1000 hours of documented Work and Practical Experience in Youth Development OR 180 hours of Supervised Youth Development Experience
Four Professional Contributions, in three different areas within the last five years
Level 4 Associate’s Degree OR 60+ semester hours including three semester hours in each of the following: • Transferable Math, • Transferable English, and • Transferable General Education elective
18 points (semester hours) in the Gateways Youth Development Content Areas, with at least one point in each area Six of the 18 points may come from Gateways Credential approved training or from assessment of prior learning
500 total hours of documented Work and Practical Experience in Youth Development OR 100 total hours of Supervised Youth Development Experience
Two Professional Contributions, in two different areas within the last five years
Please do not send original documentation, as it will not be returned. (Exception: official college transcript(s) must be sent in a sealed envelope from the college or university or request official electronic transcript(s) to be sent from your college or university to [email protected].)
Revised 11/2014 1 | Gateways Youth Development Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 143 Portfolio Forms Checklist (con’t)
Level 3 High School Diploma or GED and six semester hours in two of three areas: • Transferable Math, • Transferable English, and • Transferable Social Science elective
Nine points (semester hours) in the Gateways Youth Development Content Areas, with at least one point in Human Growth and Development; Health, Safety and Well-Being; Observation and Assessment; Curriculum or Program Design; Interactions, Relationships and Environments; Family and Community Relationships Six of the 18 points may come from Gateways Credential approved training or from assessment of prior learning
400 total hours of documented Work and Practical Experience in Youth Development OR 10 total hours of Supervised Youth Development Experience
One Professional Contribution in any area within the last five years
Level 2 High School Diploma or GED
Six points (semester hours) in the Gateways Youth Development Content Areas, with at least one point in Human Growth and Development, and at least three points from youth development coursework Three of the six points may come from Gateways Credential approved training or from assessment of prior learning, or Gateways to Opportunity SAYD Credential Level 1 Training
200 total hours of documented Work and Practical Experience in Youth Development OR five total hours of Supervised Youth Development Experience
Two Professional Contributions in any area within the last five years
Please do not send original documentation, as it will not be returned. (Exception: official college transcript(s) must be sent in a sealed envelope from the college or university or request official electronic transcript(s) to be sent from your college or university to [email protected].)
Revised 11/2014 2 | Gateways Youth Development Credential–Pilot www.ilgateways.com
144 • School-Age & Youth Development Credential Pilot Final Report Portfolio Forms Work & Practical Experience—Verification Form
Please complete and have this form signed by a supervisor, director, or the Human Resources department to validate your work experience providing direct service to children or youth . Use a separate form for each position. Please indicate which Gateways Credential(s) you are applying for: Youth Development
Personal Information
Participant Name: ______Person ID: ______
Position: ______Start Date (MO/YR): ______End Date (MO/YR): ______
Hours per week: ______x Weeks per year: ______x # of years: ______= Total Hours: ______
Please indicate the age groups served in this position . Youth Development (10–18)
Contact Information
Contact Name: ______
Company Name: ______
Company Address: ______
Company Phone: ______
Signature and title of contact who can verify your work experience:
______Date: ______By signing the above, I verify that the information provided herein is accurate and correct to the best of my knowledge .
Participant Signature: ______Date: ______By signing the above, I verify that the information provided herein is accurate and correct to the best of my knowledge . I understand false or misleading statements or subsequent documentation may constitute grounds for denial of a Gateways to Opportunity Credential .
Revised 11/2014 3 | Gateways Youth Development Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 145 Portfolio Forms Work & Practical Experience—Verification Form Family Child Care Providers
Family Child Care Providers (FCCP) must complete this form to verify experience for the Gateways to Opportunity Credentials . Please follow the steps below:
Step 1: Include copies of your Illinois Department of Children and Family Services (IDCFS) license for the years of experience to be counted toward a Gateways Credential .
Step 2: Please have two families with children or youth in your program complete pages 3 and 4 .
Personal Information
Participant Name: ______
Name on License: ______
Address: ______Apt . #: ______
City: ______State: ______Zip Code: ______
Ages of Children or Youth Served: ______
Total Hours in Business: ______(Hours Per Week x By Weeks Per Year x By Number Of Years)
Participant Signature: ______Date: ______By signing the above, I verify that the information provided herein is accurate and correct to the best of my knowledge . I understand false or misleading statements or subsequent documentation may constitute grounds for denial of a Gateways to Opportunity Credential .
Revised 11/2014 4 | Gateways Youth Development Credential–Pilot www.ilgateways.com
146 • School-Age & Youth Development Credential Pilot Final Report Portfolio Forms Proof of Care Family Child Care Providers Parent/Guardian Statement
Your Family Child Care Provider is applying for a Gateways to Opportunity program and must provide proof of caring for children . Thank you for taking the time to complete this form to support your Family Child Care Provider . If you have any questions while completing this form, please call the Gateways to Opportunity office at (866) 697-8278 and ask to speak with a Professional Development Counselor .
This form verifies that:(Name Of Provider) ______is the Family Child Care Provider (FCCP) for my child(ren) .
Parent/Guardian Contact Information
First Name: ______Last Name: ______
Address: ______City: ______
State: ______Zip Code: ______Phone Number: ______
Please complete the following chart for your child(ren) (one row per child in care): Number of Years Child Hours Per Week Child is Weeks Per Year Child is Current age has been in the care Name of Child in the Care of this Family in the Care of this Family of Child of this Family Child Care Provider Child Care Provider Child Care Provider Jane Doe (sample) 5 20 40 3
Days of care (select all that apply): m Monday m Tuesday m Wednesday m Thursday m Friday m Saturday m Sunday Drop off time:______:______am/pm Pick up time:______:______am/pm Do your child(ren) still attend this program? Yes ______No ______If no, when did they stop attending? ______
Parent/Guardian Signature: ______Date: ______By signing the above, I verify that the information provided herein is accurate and correct to the best of my knowledge . You may receive a phone call from our office to verify the information provided.
Revised 11/2014 5 | Gateways Youth Development Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 147 Portfolio Forms Professional Contributions
For each contribution, please list activity, location, date, contact person, and contact phone number. Please also include a brief summary of each contribution that outlines the participants/audience and outcome for those impacted by the activity. Please limit comment to 150 words. This form must be completed and documentation for each contribution attached . Use additional forms, if needed .
1. Program Improvement ______Location: ______Date: ______Contact Person: ______Contact phone number or email: ______
2. Service in a Professional Organization ______Location: ______Date: ______Contact Person: ______Contact phone number or email: ______
3. Presentations/Trainings ______Location: ______Date: ______Contact Person: ______Contact phone number or email: ______
Please send copies of this form and all other documentation. Please do not send original documentation, as it will not be returned.
Revised 11/2014 6 | Gateways Youth Development Credential–Pilot www.ilgateways.com
148 • School-Age & Youth Development Credential Pilot Final Report Portfolio Forms Professional Contributions
4. Advocacy ______Location: ______Date: ______Contact Person: ______Contact phone number or email: ______
5. Writing and Publications ______Location: ______Date: ______Contact Person: ______Contact phone number or email: ______
6. Research / Grants Writing ______Location: ______Date: ______Contact Person: ______Contact phone number or email: ______
Please send copies of this form and all other documentation. Please do not send original documentation, as it will not be returned.
Revised 11/2014 7 | Gateways Youth Development Credential–Pilot www.ilgateways.com
School-Age & Youth Development Credential Pilot Final Report • 149 Appendix K Entitled Route Marketing Flyer
Appendix K
150 • School-Age & Youth Development Credential Pilot Final Report Appendix L
School-Age & Youth Development CredentialAppendix L Committee Members
Dates according to Name Agency/Organization rosters available to me in 2008: Alex Graves Garden of Prayer Youth Center 2014 – Present Alice Kirby Child Care Provider 2014 Anne Wharff Illinois Department of Human Services 2008 – Present Carole Franke Iroquois-‐Kankakee Regional Office of Education 2014 – Present CJ Porter ICCS/Charleston Teen REACH 2014 – Present Christy Allen Community Child Care Connection, Inc. 2008 – Present Curtis Peace Jr. Illinois After School Network 2011 – Present Cynthia Wall Illinois Department of Human Services 2008 – 2009 Danyel Watters Springfield Urban League Site 2013 – 2015 Dave Robisch Illinois Department of Human Services 2008 – 2015 David Piel Carole Robertson Center for Learning 2008 – 2011 Deb Merdinger Champions 2014 – 2016 Deb Moroney American Institutes for Research 2011 – Present Deborah Rogers Jaye Harold Washington College 2008 – Present Isolda Davila DFSS -‐ Children's Youth Services 2012 – 2015 James (Jim) Cheshire Chicago Dept. of Children Youth and Services 2008 – 2011 Jennifer Becker Mouhcine Illinois Center for Violence Prevention 2008 – 2010 Joseph Banks Illinois School Board of Education 2008 – 2010 Julie Dakers Christopher House 2011 Kathy Kloppenburg Carole Robertson Center Learning for 2008 – 2009 Kelley Talbot Voices for Children 2013 – 2015 Kim Ruggles Cass County Health Department 2014 – Present Luis Rios DFSS -‐ Children's Youth Services 2012 Marsha Hawley Ounce of Prevention Fund 2012 – Present Michael Heathfield Chicago Public Schools 2008 – 2010 Rachel Fisher Eastern Illinois University 2014 – 2016 Renee DeBerry Illinois Action for Children 2008 – 2010 Samantha Hedges Voices for Children 2013 Santita Nunn Springfield Urban League Site 2011 – 2012 Semira Sarancic Champions -‐ Knowledge Universe 2015 – Present Shallie Pittman ACT Now Coalition 2015 – Present Stacey Horn UIC -‐ College of Education 2012 Stacie (Haley) Ealey Tazewell County Health Department 2008 – Present Tammy McCullough CCR&R 2008 – 2010 Tammy Notter CCR&R (SDA 5) 2008 – Present Teri Talan McCormick Center, NLU 2012 – Present Tiana Cody Illinois Collaboration on Youth 2015 – Present Wendy Chill Illinois Center for Violence Prevention 2010 INCCRRA staff provided support to the efforts of the School-‐Age and Youth Development Credential Committee from 2006—2016 Name Title Years of SAYD Joni Scritchlow Senior Program Director 2006 – Present Program Specialist of Professional Opportunities and Ryan Duffy 2014 – 2016 Development Coordinator and Program Specialist of Stephanie Hellmer 2014 – Present Professional Opportunities and Development
School-Age & Youth Development Credential Pilot Final Report • 151 Appendix M School-Age & Youth Development Recommendations
Professional Development Advisory Council (PDAC)
RECOMMENDATION FOR APPROVAL
DATE: 4/7/2016
COMMITTEE MAKING RECOMMENDATION: School -‐Age and Youth Development Credential Committee
RECOMMENDATION: The SAYD Committee is recommending combining the School-‐Age and the Youth Development Credentials into one -‐ School Age and Youth Development Credential that spans the ages of 5 through 16.
RATIONALE: Merging the School-‐Age and the Youth Development Credentials is being recommended based on the SAYD Committee’s discussions, pilot survey results, -‐ the School Age Credential pilot was more successful than the Youth Development Credential pilot, there were more people -‐ interested in the School Age Credential, and the fiscal reality of funding being available for an age range of 5 through 16. (All Youth Development Credential recipients also achieved a School-‐Age Credential).
DISPOSITION: PDAC SAYD Committee Approved: X Date: 4/7/2016 Disapproved: Date:
PDAC Qualifications and Credentials Committee Approved: X Date: 4/19/16 Disapproved: Date:
DISPOSITION: PDAC Steering Committee Approved: X Date: 5/18/16 Disapproved: Date:
DISPOSITION: PDAC Approved: X Date: 6/24/16 Disapproved: Date:
DISPOSITION: IDHS, Bureau of Child Care and Development Approved: X Date: 6/30/16 Disapproved: Date:
152 • School-Age & Youth Development Credential Pilot Final Report Professional Development Advisory Council (PDAC)
RECOMMENDATION FOR APPROVAL
DATE: 4/7/2016
COMMITTEE MAKING RECOMMENDATION: School -‐Age and Youth Development Credential Committee
RECOMMENDATION: The committee is recommending the approval of the attached -‐ Gateways School Age and Youth Development Credential framework. Thorough testing of each level and survey data has led to the following changes: Level 2-‐Adding a 1 point requirement for Curriculum or Program Design content area to Education and Training. Keeping the option for applicants that have achieved a SAYD Credential Level 1 to use this achievement towards half of the SAYD Credential Level 2 Education Updated and Training requirement. Education and Training to say “6 points in SAYD Content Areas (must have a minimum of 1 point in Human Growth & Development and 1 point in Curriculum or Program Design) or 3 points from SAYD coursework and the SAYD Credential Level 1; 3 points may be from credential approved training, and 1 of those 3 may points come from assessment of prior learning (APL). Updated “HS/GED” under General Education Requirements o t “High School Diploma or GED.” Level 3-‐Removed Observation and Assessment content area requirement from Level 3 Education and Training Requirements. Updated General Education Requirements to “High School Diploma or GED and 6 semester hours (in — 2 areas English, Social Science, any and Math or Science) (These 6 hours must be credit bearing and non-‐developmental 100 level+).” Adding a text box across Education Requirements and SAYD Education and Training saying “1 additional point is required from general or content area specific education).” Updated Education and Training to say “9 points in SAYD Content Areas (minimum of 1 point in – each area) Human Growth & Development, Health, -‐ Safety, & Well Being, Curriculum or Program Design, Interactions, Relationships & Environments, Family & Community Relationships, 6 points may come from credential approved training and 1 of those 6 points may come from APL” Level 4-‐Updated General Education Requirements to “Associate’s or Degree 60+ semester hours with (9 semester hours of English, Social Science, any and Math or Science) (These 9 hours must be credit bearing and non-‐developmental 100 level +).” Level 5-‐No changes at this time. All Levels-‐Removed Professional Contributions from initial credential attainment ments require and only requiring professional contributions at renewal.
RATIONALE: Level 2-‐Adding the 1 point Curriculum of Program Design content area to the Education and Training at Level 2 to insure -‐ that School Age and Youth Development Credential have recipients skills necessary to understand and design basic curriculum and programs -‐ in School Age and Youth Development. Updated the General Education Requirements to match existing credential Any requirements. applicant that has earned a SAYD Credential Level 1 has received extensive training focused on working with children and youth ages – 5 18. This training consists of 16 modules that are each three hours in length. These trainings strengthen the SAYD workforce professionals to be able to offer higher quality programs, care, and services to individuals within the SAYD age ranges. Level 3-‐Including any Math or Science mirrors AAS state requirements with a greater application for this credential and workforce. Utilizing “any Math or Science” provides opportunities for both professionals
School-Age & Youth Development Credential Pilot Final Report • 153 working in the field and faculty in designing programs, to better meet the needs of this workforce. Removing the Observation and Assessment content area requirement from Level 3’s Education and Training was based upon analysis data of and applicability to expectations related to roles. Updated the General Education Requirements to match existing credential requirements. Level 4-‐Including any Math or Science mirrors AAS state requirements with a greater application for this credential and workforce. Utilizing “any Math or Science” provides opportunities for both professionals working in the field and faculty in designing programs, to better meet the needs of this workforce. Removing the Observation and Assessment content area requirement from Level 4’s Education and Training was based upon analysis of data and applicability to expectations related to roles. Updated the General Education Requirements to match existing credential requirements. All Levels-‐Professional contributions will be required only upon renewal.
DISPOSITION: PDAC SAYD Committee Approved: X Date: 4/7/2016 Disapproved: Date:
PDAC Qualifications and Credentials Committee Approved: X Date: 4/19/16 Disapproved: Date:
DISPOSITION: PDAC Steering Committee Approved: X Date: 5/18/16 Disapproved: Date:
DISPOSITION: PDAC Approved: X Date: 6/24/16 Disapproved: Date:
DISPOSITION: IDHS, Bureau of Child Care and Development Approved: X Date: 6/30/16 Disapproved: Date:
154 • School-Age & Youth Development Credential Pilot Final Report Professional Development Advisory Council (PDAC)
RECOMMENDATION FOR APPROVAL
DATE: 4/7/2016
COMMITTEE MAKING RECOMMENDATION: School -‐Age and Youth Development Credential Committee
RECOMMENDATION: The committee is recommending the approval of the attached -‐ Gateways School Age and Youth Development Credential Benchmarks. Levels 2-‐4-‐The benchmarks for the -‐ School Age and the Youth Development Pilot s Credentials Level 2-‐4 will be merged together as one set of benchmarks. Level 5-‐The benchmarks for the -‐ School Age and the Youth Development Pilot Credentials Level 5 will be merged together as one set of benchmarks.
RATIONALE: Levels 2-‐4-‐The Level 2-‐4 benchmarks have been merged to strengthen the education and training requirements for SAYD Credential professionals working with children and youth ages 5 through 16. Level 5-‐ The Level 5 benchmarks have been merged to strengthen the education and training requirements for SAYD Credential professionals working with children and youth ages 5 through 16.
DISPOSITION: PDAC SAYD Committee Approved: X Date: 4/7/2016 Disapproved: Date:
Disposition PDAC Qualifications and Credentials Committee Approved Levels 2-‐4: X Date: 4/19/2016 Approved Level 5: X Date: 5/13/2016 Disapproved: Date:
DISPOSITION: PDAC Steering Committee Approved: X Date: 5/18/16 Disapproved: Date:
DISPOSITION: PDAC Approved: X Date: 6/24/16 Disapproved: Date:
DISPOSITION: IDHS, Bureau of Child Care and Development Approved: X Date: 6/30/16 Disapproved: Date:
School-Age & Youth Development Credential Pilot Final Report • 155 Appendix N Final School-Age & Youth Development Credential Framework INCCRRA © 2014
PD50 Development Required at Renewal at Required Required at Renewal at Required Required at Renewal at Required Required at Renewal at Required School-Age & Youth in School-Age & Youth Professional Contributions Contributions Professional experience experience www.ilgateways.com 180 hours SAYD 180 hours SAYD Development work experience work work experience work work experience work work experience work 200 hours of SAYD 200 hours of SAYD 500 hours of SAYD 500 hours of SAYD 400 hours of SAYD 400 hours of SAYD 1000 hours of SAYD 1000 hours of SAYD supervised experience School-Age & Youth School-Age & Youth 10 hours SAYD supervised 10 hours SAYD 100 hours SAYD supervised 100 hours SAYD 5 hours of SAYD observation 5 hours of SAYD Work and Practical Experience in Experience and Practical Work Telephone: (866) 697-8278 | Telephone: or Bloomington, Illinois 61701 | Illinois Bloomington, 61701 come from assessment of prior learning assessment (APL) from come Education and Training in Training and Education 6 points in SAYD Content Areas Areas Content in SAYD 6 points 9 points in SAYD Content Areas Areas Content in SAYD 9 points 30 points in SAYD Content Areas Content in SAYD 30 points 18 points in SAYD Content Areas Content in SAYD 18 points Family & Community Relationships & Community Family (minimum of 1 point in each area) – of 1 point in each area) (minimum – of 1 point in each area) (minimum – of 1 point in each area) (minimum Human Growth & Development, Health, & Development, Human Growth 3 of those 9 points may come from APL from come may 3 of those 9 points APL from come may 1 of those 6 points 1 of those 6 points may come from APL from come may 1 of those 6 points Interactions, Relationships & Environments, Relationships & Environments, Interactions, School-Age & Youth Development Youth & School-Age Safety, & Well-Being, Curriculum or Program Design, Design, or Program Curriculum Well-Being, & Safety, (must have a minimum of 1 point in Human Growth & of 1 point in Human Growth a minimum have (must Assessment, Curriculum or Program Design, Interactions, Interactions, Design, or Program Curriculum Assessment, Assessment, Curriculum or Program Design, Interactions, Interactions, Design, or Program Curriculum Assessment, Personal & Professional Development, Program & Agency Program Development, & Professional Personal Personal & Professional Development, Program & Agency Program Development, & Professional Personal Development, Health, Safety, & Well-Being, Observation & Well-Being, & Health, Safety, Development, Development, Health, Safety, & Well-Being, Observation & Well-Being, & Health, Safety, Development, Development and 1 point in Curriculum or Program Design) or Program Development and 1 point in Curriculum 9 points may come from credential approved training and training approved credential from come may 9 points and training approved credential from come may 6 points 6 points may come from credential approved training and training approved credential from come may 6 points Governance & Function, Advocacy & Policy, Human Growth & Human Growth & Policy, Advocacy & Function, Governance Governance & Function, Advocacy & Policy, Human Growth & Human Growth & Policy, Advocacy & Function, Governance 3 points may be from credential approved training, and 1 of training, approved credential be from may 3 points Relationships & Environments, Family & Community Relationships & Community Family Relationships & Environments, Relationships & Environments, Family & Community Relationships & Community Family Relationships & Environments, 1226 Towanda Plaza | Plaza Towanda 1226 3 points from SAYD coursework and the SAYD Credential Level 1 Level Credential and the SAYD coursework SAYD from 3 points those 3 points maythose 3 points Math and Grand Victoria Foundation. Gateways to Opportunity, the arch logo and Illinois Professional Development System are registered trademarks of Inccrra. registered are Development System logo and Illinois Opportunity, the arch Gateways to Professional Victoria Foundation. and Grand
or 1 additional point is required from General or Content Area specifi c education specifi Area or Content General from is required 1 additional point Gateways to Opportunity to Gateways Inccrra through the Illinois and funded by is administered Department of Human Services and Development, the McCormick Foundation, of Child Care Bureau Math or Science) Gateways School-Age & Youth Development Credential Level 1 is awarded through completion of 48 hour training . of 48 hour training completion through 1 is awarded Level Credential Development Youth & School-Age Gateways or Science) Education Requirements D A Bachelor’s Degree Bachelor’s Associate’s Degree Associate’s and 6 semester hours and 6 semester 60+ semester hours with 60+ semester (in 2 areas - English, Social(in 2 areas (9 semester hours of English, (9 semester Social and an Science, Science, an Science, and nondevelopmental 100 level +) 100 level and nondevelopmental and nondevelopmental 100 level +) 100 level and nondevelopmental High School Diploma or GED High School Diploma or GED (These bearing be credit 9 hours must (These bearing be credit 6 hours must Gateways to Opportunity® School-Age & Youth Development Credential Framework Credential Development Youth Opportunity® to & School-Age Gateways Level 5 Level Level 4 Level Level 3 Level 2 Level 1 Level SAYD Levels SAYD (5 through 16 years) (5 through Guide: A point is equivalent to one semester hour of college credit . credit hour of college one semester to is equivalent Guide: A point Revised 5/2016
156 • School-Age & Youth Development Credential Pilot Final Report
Gateways to Opportunity is administered through Inccrra and funded by the Illinois Department of Human Services Bureau of Child Care and Development, the McCormick Foundation, and Grand Victoria Foundation. Gateways to Opportunity, the arch logo and Illinois Professional Development System are registered trademarks of Inccrra. LD122©2015 INCCRRA