Family Child Care

Final Report June 2016

Family Child Care Credential Pilot Final Report

Table of Contents

History of the Gateways Family Child Care Credential ...... 1 Credential Development...... 3 Gateways Credential Pilot Requirements ...... 7 Pilot Implementation...... 7 Direct Route ...... 7 Entitled Route...... 9 Diversity of FCC Credential Pilot Applicants...... 11 Geographic Diversity ...... 11 Ethnic Diversity ...... 12 Gender...... 12 Age Range...... 13 FCC Credential Pilot Survey ...... 13 Direct Route ...... 13 Entitled Route–Student Responses ...... 20 Entitled Route–Faculty Responses...... 21 Summary: Overall Pilot Credential Process...... 25 Conclusion ...... 25 Appendices...... 28-221

Family Child Care Credential Pilot Final Report • i ii • Family Child Care Credential Pilot Final Report History of the Gateways Family Child Care Credential

Family child care providers have professional development needs that are significantly different than the center based workforce (inclusive of teachers/teacher assistants and program directors/administrators) . Family child care providers operate a business within their home while providing early and school- age care and education to children in a distinct family setting and environment . Many family child care providers who choose this career pathway are strong advocates for professional recognition and development . According to 2015 data from Child Care Aware, Illinois has one of the largest workforce populations of licensed family child care providers in the nation . Family child care providers began advocating for the development of a Family Child Care Credential to meet their unique needs around 2005 .

Currently, there are around 9,000 Illinois Department of Children and Family Services (IDCFS) licensed family child care providers . There are approximately 75,000 license exempt family child care providers in Illinois who received Child Care Assistance Payments (CCAP) based on FY15 data . In a typical month, around 20,000 of these providers receive CCAP .

Gateways to Opportunity,® Illinois Professional Development System, includes a range of Credentials for the early and school-age care and education workforce . The Gateways Illinois Director Credential (IDC), designed for center based program administrators/directors, was established in 2001, with the ECE and Infant Toddler Credentials launching in 2007 . Although there is applicability within these Credentials for the family child care provider workforce, these Credentials did not recognize the unique needs and specificity of family child care . After several years of dialogue and thoughtful deliberation, the Illinois Department of Human Services (IDHS) asked INCCRRA to convene a statewide focus group in 2012 of family child care providers to discuss the need for a Family Child Care Credential .

In preparation for a statewide focus group, during the fall of 2011 INCCRRA designed and conducted a survey to gauge interest in developing a Credential specific to family child care providers . This survey was emailed to approximately 5,000 family child care providers in the Gateways to Opportunity Licensed Family Child Care Provider Database . Data collected from the survey was analyzed in January of 2012 . Findings indicated that 64% of survey respondents believed a Credential specific to family child care providers was needed .

Of key interest was ascertaining whether the Gateways to Opportunity Illinois Director Credential (IDC) could also meet the needs for family child care providers . During the decade from 2001 – 2011, many family child care providers applied for the Gateways IDC . The IDC was intentionally designed to validate the skills and knowledge required of center based program administrators . Data from the INCCRRA Data Tracking Program (DTP) which collects statewide Credential data, was gathered to answer the question as to whether the IDC was an effective Credential for family child care providers . Data collected from family child care providers who applied for an IDC clearly demonstrated there was a lack of alignment between the uniqueness of family child care providers and IDC component requirements . Both DTP and survey data showed evidence that the administrative requirements for the Illinois Director Credential were not responsive to the needs of the family child care provider workforce .

Family Child Care Credential Pilot Final Report • 1 Under the direction of IDHS, on February 29, 2012, INCCRRA convened a statewide focus group comprised of family child care providers and other key individuals to further discussions related to potential development of a Credential for family child care providers . This statewide meeting included representation from several key groups: • Family Child Care Providers • Illinois Department of Human Services (IDHS) • Child Care Resource and Referral (CCR&R) • Higher Education Faculty • Family Child Care Associations

The purpose of the statewide focus group was to consider the unique needs of family child care providers and review survey and other related data to determine if there was a need for a specific Credential to address this workforce . After much discussion, unanimous agreement was reached that a Credential distinctly designed for family child care providers was needed . Participants in the focus group clearly identified there was a need for a Credential to reflect the unique home business aspect and distinct environment of family child care, as well as raise awareness of family child care as a distinct profession .

The group came to consensus on these distinctive attributes of family child care: • Family/home atmosphere and environment • Combined personal and professional space • Caregiver consistency • Care for mixed age groups • Provider is everything rolled into one position (accountant, nurse, cook, teacher, etc…) • Administration–may be individual or with staff • Environments, space is unique because each home is different • Many providers work in isolation and have a strong need for networking with other providers • Family child care providers are self-employed small business owners

As a result of this statewide focus group, a Family Child Care Credential Leadership Team was established . Co-Chairs for the Family Child Care Credential Leadership Team were identified as Diana Rosenbrock, Professional Development Coordinator at Collaboration for Early Childhood in Oak Park, and Maria Gandara, Family Child Care Provider in Chicago .

A Letter of Request was sent to the Illinois Department of Human Services (IDHS) on June 19, 2012 from the Family Child Care (FCC) Credential Leadership Team . The FCC Credential Leadership Team formalized the request to create a Family Child Care Credential as a part of Gateways to Opportunity, Illinois Professional Development System (Appendix A) .

In August 2012, Gina Ruther, Acting Child Care Bureau Chief for the Illinois Department of Human Services (IDHS), finalized and signed approval for the development of a Family Child Care Credential to become part of Gateways to Opportunity, Illinois Professional Development System, administered by INCCRRA (Appendix B) . The Gateways Family Child Care Credential would need to meet parameters and requirements as set forth by the Professional Development Advisory Council (PDAC), convened and

2 • Family Child Care Credential Pilot Final Report coordinated by INCCRRA, to ensure consistency in Credentials embedded within the state professional development (PD) system . Leadership would be provided by the Family Child Care Credential Committee and integrated within the existing PDAC structure . Effective October 2012, the Illinois Department of Human Services (IDHS) Bureau of Child Care and Development wrote the Family Child Care (FCC) Credential into the Administrative Code . This administrative language was finalized and approved in 2010, effective retroactively to July 2009 (Appendix C) .

The Family Child Care Credential Leadership Team evolved to become the Family Child Care Credential Ad-Hoc Committee under the direction of the Qualifications and Credentials (QC) Committee of PDAC . The mission of PDAC is to develop, support, and promote professional development systems for all early care and education, school-age, youth development, and family support practitioners . The goal of the QC Committee is to review, develop, and implement Credentials . A work plan and timeline for development of a Family Child Care Credential were designed pending secured funding (Appendix D) .

Credential Development

In November 2012, the PDAC FCC Credential Ad Hoc Committee began reviewing the process of Gateways Credential development . The Committee reviewed the Summary of Recommendations by the PDAC Steering Committee to IDHS regarding Career Lattice/Framework requirements for Credentials to become part of the Gateways system . Using existing Gateways to Opportunity Credentials to build new Credentials strengthens the work and helps to maximize IDHS resources .

The FCC Credential Committee brainstormed potential audiences for the proposed Gateways Family Child Care Credential, including but not limited to: • Family Child Care Providers • Family Child Care Assistants • Licensed Family Child Care Providers • License Exempt Family Child Care Providers • Former providers working elsewhere in the field • Licensing Representatives • Coordinators – Home Network Coordinators • CCR&R Staff • Early Head Start Staff

All Gateways to Opportunity Credentials are based on seven Content Areas . These areas identify the knowledge, skills, and dispositions that ensure all practitioners are highly qualified to educate, nurture, and meet the needs of children and families in Illinois . The seven Content Areas are (Appendix E): • Human Growth and Development • Health, Safety, and Well-Being • Observation and Assessment • Curriculum or Program Design • Interactions, Relationships, and Environments • Family and Community Relationships

Family Child Care Credential Pilot Final Report • 3 • Personal and Professional Development

Gateways Credentials may have additional Content Areas that meet specific needs of Credential audiences . In early 2013, the FCC Credential Committee began determining the need for family child care specific Content Areas . The Committee reviewed several resources to ensure key concepts of these established programs are represented in the Content Areas: • Foundations of Family Child Care (training offered through Illinois Trainers Network) • National Association of Family Child Care (NAFCC) Accreditation Standards • New York State Association for the Education of Young Children Family Child Care Competencies • Family Child Care Environment Rating Scale (FCCERS) • Business Administration Scale (BAS) • Gateways Illinois Director Credential (IDC) Content Area Descriptors • Gateways ECE Credential Level 1 • Gateways SAYD Credential Level 1 • Gateways ECE and Infant and Toddler Credential (ITC) Content Area Descriptors and Benchmarks/Competencies

Based on this review, the Committee developed guidance for the Content Areas and corresponding descriptors to address the unique needs and qualities of family child care providers (Appendix E): • Advocacy • Technology • Business • Family Child Care Environment Management

The FCC Credential Committee recognized the lack of college coursework and quality trainings specific to family child care . Historically, development of Gateways Credentials has positively influenced the development of coursework at higher education institutions across the state . One goal in developing the Family Child Care Credential was to increase access and development of family child care coursework and trainings . The Gateways infrastructure is in place to partner with higher education in piloting Credentials . Trainings would also need to be developed to meet the Content Areas developed for the Family Child Care Credential .

On July 1, 2013, Illinois received a supplemental funding award for its Race to the Top (RTT) Early Learning Challenge Grant awarded in Round 2 . The original RTT grant, awarded December of 2012, was for the timeframe of January 1, 2013 through December 31, 2016 . The original grant application indicated four types of projects and programs including: • Preparing students for college and career • Building state capacity and support • Building a workforce of highly effective teachers and leaders • Building data systems that measure student success

This supplemental funding award, which began July of 2013, was a significant catalyst to the advancement of workforce Credentials in Illinois . The Governor’s Office of Early Childhood (GOECD) worked with the Illinois Early Learning Council to gain approval to utilize a portion of the supplemental

4 • Family Child Care Credential Pilot Final Report funding to support the development, statewide piloting, and implementation of three new Credentials for the early care and education workforce: • Family Child Care Credential • Family Specialist Credential • Technical Assistance Credential

The Governor’s Office of Early Childhood Development contracted with INCCRRA to finalize the development and piloting of these new Gateways Credentials . The RTT supplemental funding was a critical resource to advancing the Family Child Care Credential, including costs for the statewide pilot and implementation . The FCC Credential Committee reviewed and adjusted the Credential development timeline in the summer of 2013 based on funding secured by the state’s Race to the Top Early Learning Challenge grant deliverables . This funding put the development of the Gateways FCC Credential on the fast track .

On September 21, 2013, the FCC Credential Committee recommended the approval of the four Family Child Care Credential Content Areas . These four Content Areas were reviewed and approved for pilot by the PDAC Qualifications and Credentials (QC) Committee on October 4, 2013, followed by the PDAC Steering Committee on October 16, 2013, to become the cornerstone of the Gateways Family Child Care Credential .

In November 2013, there was a change in leadership; Sandra Cole, Family Child Care Provider from Springfield joined Diana Rosenbrock as co-chair of the Family Child Care Credential Committee .

From fall 2013 through spring of 2014, the FCC Credential Committee began developing the Family Child Care Credential Framework . The FCC Credential Framework was designed using existing Gateways Credential Frameworks as proven models . After much discussion and research, the Committee used the Illinois Director Credential (IDC) Framework as the template for this Credential . The Family Child Care Credential Framework includes education and training in the ECE and/or School-Age Content Areas as well as the previously mentioned Family Child Care Content Areas (Advocacy, Technology, Business, and Family Child Care Environment Management) . It also includes work and practical experience in ECE and/ or School-Age Settings and Family Child Care Environments, and professional contributions (Appendix F) .

After much discussion in December 2012, and with direct guidance from IDHS, the Committee came to agreement that this Credential would be inclusive of both licensed and license exempt providers . When determining the age range for this Credential, the Committee examined IDCFS licensing requirements for family child care homes . In alignment with the IDC, the Committee decided to be inclusive of children, birth through 12 years of age .

The Committee discussed whether there was a need to develop a Gateways Family Child Care Credential Level 1, which would be a series of trainings similar to the ECE Credential Level 1 and SAYD Credential Level 1 . After an in-depth review of the content, it was determined that ECE Credential Level 1 and SAYD Credential Level 1 meet the needs for someone entering the field and should be utilized as the base of the Gateways Family Child Care Credential . The Child Development Associate (CDA), Certified Childcare

Family Child Care Credential Pilot Final Report • 5 Professional (CCP), and Montessori Credential (American Montessori Society) were also reviewed, and the Committee determined that they provide the necessary foundational knowledge for the Family Child Care Credential Level 2 . These professional achievements should be acknowledged on the FCC Credential Framework .

In February 2014, Dr . Marie Masterson, Assistant Professor at Dominican University and Lisa Ginet, Assistant Director of Instruction with Erikson Institute’s Early Math Collaboration and former Family Child Care Provider were hired as consultants to write the Gateways Family Child Care Credential Content Area descriptors and benchmarks/competencies . With direct guidance and oversight from the FCC Credential Committee, the consultants developed Content Area descriptors, performance area indicators, and knowledge, skills, and dispositions for Levels 2-4 and Level 5 of the Gateways Family Child Care Credential . This was a multi-step process involving several drafts, reviews, and revisions . These documents guide faulty at both two- and four-year higher education institutions with developing coursework that aligns with Credential requirements . The consultants also cross-walked the benchmarks/ competencies to align with the Illinois Professional Teaching Standards (IPTS) and National Association for the Education of Young Children (NAEYC) Standards (Appendix G) .

Post pilot, updates were made to the benchmarks/competencies to include Leadership in the Advocacy Content Area (Appendix H) .

The existing Gateways to Opportunity Professional Development System recognizes the importance of both college coursework and trainings . In order for a training to be counted towards a Credential, it must meet the following quality criteria: • The training must be over 7 5. hours in length; to allow for depth of content • Focus on one Content Area • Include an assessment component

Since coursework specific to family child care is not readily available statewide, inclusion of training in the FCC Credential Framework will allow providers flexibility in how they meet the education requirements . Including trainings may also drive the development of new trainings specific to family child care . The Committee felt it was important to include trainings at all levels of the FCC Credential to gain education required . The PDAC Steering Committee met on May 15, 2014 and provided guidance in relationship to the total amount of training that can count towards a Credential . This guidance was used by the FCC Credential Committee to determine how many points would be allowed from training at each level of the Credential: • “Credential Approved Training not to exceed 30% of total points in “Education and Training” component area(s) OR not to exceed 6 points in one “Education and Training” component area ”.

On May 23, 2014, the FCC Credential Committee finalized the FCC Credential Framework and benchmarks/competencies and moved forward recommendations for the pilot . These recommendations were approved by PDAC Qualifications and Credentials (QC) Committee on June 4, 2014 followed by approval from the PDAC Steering on June 13, 2014, for purposes of the FCC Credential pilot .

6 • Family Child Care Credential Pilot Final Report Gateways Credential Pilot Requirements

Gateways Credential pilots are 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 3 years to modify program/coursework to meet any changes resulting from the pilot findings .

Pilot Implementation Direct Route In spring 2014, marketing tools were developed to share information about the Gateways FCC Credential pilot with providers throughout the state .

The Gateways Family Child Care Credential is a symbol of professional achievement . The FCC Credential approved Content Area descriptors, performance area indicators, knowledge, skills and dispositions as well as benchmarks/competencies, validates those who work in family child care, have the education and knowledge required to: • Create a unique, high quality learning environment for children that accommodates multi-age groups • Establish and maintain a successful home-based business • Support the developmental needs of children • Implement a developmentally appropriate curriculum • Develop and maintain respectful, positive relationships with children and families

During August 2014, marketing for the Gateways Family Child Care Credential pilot began (Appendix I) . Statewide messaging included: Committee member announcements, flyers, email blasts, presentations from Gateways staff, and word of mouth . Over 400 individuals contacted Gateways staff for information regarding the FCC Credential pilot and were sent an application . Upon receipt of the FCC Credential application welcome letters and additional information detailing FCC Credential requirements were sent (Appendix J) . Each applicant was asked to submit official transcripts, training certificates and descriptions, professional contributions, and work experience in ECE and/or School-Age as well as work experience in family child care .

Family Child Care Credential Pilot Final Report • 7 The initial goal was to have at least 100 direct route participants in the pilot . Between August 2014 and March 2016, 300 direct route pilot applications were received . Representation included; new and seasoned family child care providers, licensed and license exempt providers, assistants, and those in a support role for providers .

Education and training is a critical requirement to attain the FCC Credential . Credential applicants are required to submit official transcripts verifying coursework as part of the Credential application process . Course descriptions and/or syllabi for each course with applicability to FCC Credential education requirements were identified and gathered to share with the FCC Credential 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 bi-weekly to review course descriptions for every course and training an applicant completed . The Committee used the Gateways FCC Credential Content Areas and benchmarks/competencies to analyze each course’s content from accredited colleges and universities . From February 2015 through March 2016, the Committee met monthly, reviewing and categorizing over 1,600 courses and trainings .

Experience in family child care settings was critical to attain the FCC Credential . The Committee had decided that work experience could come in part from center care and part from family child care or could all be from family child care . During the pilot, 100% of work experience submitted for Committee review came from experience in family child care settings . The Committee decided to allow a combination of work experience to be inclusive of those that have transitioned to or from other work environments as well as to support higher education is providing practicums .

In January 2015, the FCC Credential Committee wanted to recognize and value key trainings in the state by integrating them into the FCC Credential . The Committee felt it was important to support family child care providers in their participation in professional development and ExceleRate® Illinois . They reviewed ExceleRate Illinois Bronze Circle training requirements for family child care . The majority of the trainings are offered online and in both English and Spanish . After careful review, a motion was made to allow completion of the ExceleRate Bronze Circle trainings in their entirety to be considered comparable to three points of education and training in the Family Child Care column at Level 2 .The Committee submitted a recommendation to test this through the pilot . This recommendation was approved by PDAC Qualifications and Credentials Committee on February 12, 2015 and PDAC Steering Committee on March 19, 2015 .

In June 2015, the Committee reviewed Credential applications and awarded the first Gateways Family Child Care Credentials . Required documentation for the Credential included official transcripts that verified education and training or college coursework in ECE and/or School-Age and Family Child Care Content Areas, ECE and/or School-Age and Family Child Care related work experience and professional contributions . Each applicant was given a unique identification number based on the order in which their application was received . Note: An updated work and practical experience form was created and implemented for testing in February 2016 . The goal in revising the form was to streamline the process (Appendix K) .

Professional contributions are defined within administrative rule as ways that Credential applicants

8 • Family Child Care Credential Pilot Final Report demonstrate leadership through active engagement in professional endeavors beyond the scope of their job descriptions . Effective January 12, 2015, it was decided that professional contributions would be required for the renewal of Gateways Credentials, but not to attain or earn an initial Credential . However, professional contributions should be “tested” during the pilot phase to ensure relevance .

During the last six months of 2015, the Committee awarded a total of 35 Family Child Care Credentials to direct route participants who included professional contributions as part of their application . This allowed the Committee to “test” the professional contribution component with a wide range of applicants . As of November 14, 2015, 167 FCC Credential applications included official transcripts, from which 35 (21%) had been awarded a Credential that included a review and test of professional contributions . The Committee decided the professional contributions component was sufficiently tested and exceeded a 20% threshold . Effective November 14, 2015 the FCC Credential Committee began approving FCC Credential eligibility based on education, training and work experience with professional contributions no longer required for initial Credential attainment .

Effective November 14, 2015 the Family Child Care Credential Committee began approving Credential eligibility based on education, training and work experience with professional contributions no longer required .

Between November 2015 and June 2016, 66 additional Gateways Family Child Care Credentials were awarded to professionals that applied before the March 31, 2016 deadline .

FCC Professional Contributions Without Professional Contributions Credential Total June 2015–November 2015 November 2015–June 2016 Levels Level 2 12 38 50 Level 3 9 14 23 Level 4 13 11 24 Level 5 1 3 4 Total 35 66 101

Entitled Route In June 2014, statewide messaging and Request for Proposals (RFP) were shared with two- and four- year higher education institutions throughout Illinois requesting their participation in the Gateways Family Child Care Credential pilot (Appendix L) .

As part of the RFP, faculty completed a matrix demonstrating how their coursework would meet Credential competencies and requirements . The matrix submitted could include both coursework in existence, as well as new coursework that faculty designed specifically to meet Credential requirements for the pilot . From the RFP’s submitted and reviewed, the Committee selected the following six institutions to participate in the Entitled Route Family Child Care Credential pilot: Harper College – Palatine • Family Child Care Credential Levels 2-4

Family Child Care Credential Pilot Final Report • 9 Parkland College – Champaign • Family Child Care Credential Levels 2-4 Oakton Community College – Des Plaines • Family Child Care Credential Levels 2-4 St . Augustine College – Chicago • Family Child Care Credential Levels 2-4 National Louis University – Chicago • Family Child Care Credential Level 5 Rockford University – Rockford • Family Child Care Credential Level 5

As of June 2016, 28 total Entitled Route students applied for the Family Child Care Credential from which 11 have been awarded .

Entitled FCC Awarded Institution Credential Harper College, Oakton Community College, Level 2 5 St . Augustine College Level 3 1 Harper College, St . Augustine College Level 4 5 St . Augustine College Level 5 0 Total 11

Family Child Care Credential Entitled Applicants Awarded Credential (see above) 11 Currently Awaiting Committee Approval 0 Currently Enrolled In/Taking Coursework 17 Currently Ineligible – Need to take additional coursework or 0 training/not yet enrolled Total 28

In order to meet the unique needs of family child care providers and provide accessibility to coursework for the FCC Credential, institutions provided innovative opportunities to ensure success of their students .

One institution tested a cohort model . There were in person and online components to accommodate the needs of family child care professionals who work long hours and often have difficulty making it to class . The cohort group consisted of approximately 25 students including family child care providers and center teachers/administrators . During the cohort, students will be able to complete their Bachelor’s degree and receive three Credentials . These three are: ECE Credential Level 5, Infant Toddler Credential Level 5, and either Illinois Director Credential Level I or II OR FCC Credential Level 5 . Due to the timeline they are working under, most students will be completing the cohort in fall 2016 – winter 2017 quarters .

10 • Family Child Care Credential Pilot Final Report Another institution offered a course specific to family child care business and environment completely online . This online format allowed applicants from all over the state an opportunity to access family child care specific coursework . Many direct route applicants took advantage of this course to fulfill education requirements for the Credential .

Diversity of FCC Credential Pilot 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) . Using the 16 SDAs as a geographic lens, the chart below shows that Gateways Family Child Care Credential pilot applicants had excellent statewide geographic representation .

Winnebago Lake Jo Daviess Stephenson Boone McHenry 1 3

Carroll Ogle DeKalb Kane DuPage 6 4 Whiteside 2 Lee Cook Kendall Total SDA Awarded 7 5 Will Rock Island Bureau Applied Henry La Salle Grundy Mercer Putnam Kankakee 1 4 1 Stark Marshall 2 12 7 Knox Livingston Warren Peoria Woodford Iroquois 3 14 6

Henderson 8 9 4 5 3 Tazewell McDonough Fulton McLean Ford Hancock 5 6 1 Mason Champaign De Witt Vermilion Schuyler Logan 6 174 66 Menard 10 Adams Cass Piatt 7 9 3 Brown 12 Macon Sangamon Douglas 8 3 0 Morgan Edgar Scott 13 Moultrie Coles Pike 9 16 4 Christian 11 Greene Shelby Clark 10 16 2 Macoupin Montgomery Cumberland 11 0 0

Calhoun Jersey Fayette Engham Jasper Crawford 12 4 0 Bond Madison 13 29 7 14 Clay Richland Lawrence Clinton Marion 14 8 4

St. Clair s Wabash Wayne 15 19 6 Washington 15 Monroe Edward Je erson 16 8 2 Perry Randolph Hamilton White N/A 1 0 Franklin

Jackson Williamson Total 328 112 Saline Gallatin 16

Hardin Union JohnsonPope

Alexander Pulaski Massac

Family Child Care Credential Pilot Final Report • 11 Ethnic Diversity Pilot applicants were also ethnically diverse . More than 60% of the professionals in Illinois who earned a Gateways Family Child Care Credential during the pilot were of ethnic minority . Compared to the state of Illinois, the minority population surpassed the majority in successfully obtaining a Family Child Care Credential .

FCC Native African Caucasian/ Hispanic/ Multi– Credential Asian American/ Other Total American White Latino Racial Applicants Alaskan Total 143 3 115 59 2 1 5 328 Percent 43 .6% 0 .91% 35 .06% 17 .99% 0 .61% 0 .31% 1 .52% 100%

Ethnic Diversity of Family Child Care Credential Pilot Applicants Compared to Illinois Population

70% 62% FCC Pilot Applicants Illinois Population 60%

50% 43.6% 40% 35%

30%

20% 18% 16.7% 14.7%

10% 5.3% 1.8% .9% .6% .3% .1% 1.5% .1% 0% African Asian Caucasian/ Hispanic/ Multi-Racial Native American/ Other American White Latino Alaskan

Source: www .infoplease .com/us/census/data/illinois/demographic .html

Gender Applicants for the Gateways Family Child Care Credential were 94% female . This is comparable to the early childhood education workforce as a whole . Male applicants totaled 6% for the Credential which was much higher than the total average of men in ECE roles for the state of Illinois . According to Gateways Registry data, males equal about 3% of the early childhood workforce in Illinois . It is not uncommon in family child care homes to have husband and wife teams working together, and the entire family directly involved in the business .

12 • Family Child Care Credential Pilot Final Report FCC Credential Female Male Total Applicants Total 310 18 328 Percent 94% 6% 100%

Age Range In Illinois, the average age for workers in licensed center-based settings is 37 and the average age for licensed family child care providers is 46 . During the pilot, 36% of applicants for the Gateways Family Child Care Credential were within this range .

FCC Credential 18-24 25-34 35-44 45-54 55-64 65-74 75 + Other Total Applicants Total 5 41 77 118 68 16 2 1 328 Percent 1 52%. 12 5%. 23 47%. 35 .98% 20 .73% 4 .88% 0 .61% 0 .31% 100%

FCC Credential Pilot Survey

During December 2015, a wide range of survey questions were developed by the FCC Credential Committee . The survey was designed to validate different aspects of the FCC Credential requirements and to capture information from participants to inform adjustments that might be needed prior to statewide implementation . It was designed to gather input from multiple perspectives: applicants who did (and did not) receive a Credential, and for applicants who applied either direct route or entitled route . 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 Family Child Care Credential applicants and faculty on February 23, 2016 . Reminders to complete the survey were sent on March 1, 2016 with a completion date of March 6, 2016 . Responses were categorized and analyzed as follows .

Direct Route When the survey launched on February 23, 2016, 55 Gateways Family Child Care Credentials had been awarded via the direct route . The response rate for this group was 65% (36) completed the survey . There were 193 applicants with pending applications, of which 29% (56) completed the survey . This gave a total overall response rate of 37% (92) completing the survey (see chart below) . The survey was closed on March 8, 2016 .

Have you been awarded a Gateways Family Child Care Credential? Response Percentage Count Yes 39% 36 No 61% 56 Total 92 FCC Credential Direct Route - Combined

Family Child Care Credential Pilot Final Report • 13 Applicants who answered yes to having been awarded the FCC Credential were then prompted to respond to which level they received and ease of Credential attainment . Although the majority of respondents that earned their Credential had received Level 2, there were responses for every Credential level tested during the pilot . The overall experiences of applying for the Credential were positive with 86% of those that earned the FCC Credential stating that it was an easy to neutral process .

At what level? Response Percentage Count FCC Credential Level 2 41 .6% 15 FCC Credential Level 3 27 .8% 10 FCC Credential Level 4 27 .8% 10 FCC Credential Level 5 2 .8% 1 Total 36 FCC Credential Direct Route - Awarded

Please rate the direct route pilot Credential experience from easy to difficult . Response Percentage Count Easy 27 .8% 10 Somewhat Easy 30 .5% 11 Neutral 27 .8% 10 Somewhat Difficult 13 .9% 5 Very Difficult 0% 0 Total 36 FCC Credential Direct Route - Awarded

Applicants that had not yet been awarded the FCC Credential when the survey launched were asked when they plan on completing their Credential and what has prevented them from earning it . Nearly 75% of pilot participants indicated that they will complete the FCC Credential requirements within the next 12 months . At the time the survey was launched, 41% of applicants indicated that time was the reason they have not yet completed the Credential requirements . Almost 36% indicated that lack of education and training requirements prevented them from earning the Credential . By June 2016, an additional 46 Family Child Care Credentials were awarded .

14 • Family Child Care Credential Pilot Final Report When do you plan to complete the Family Child Care Credential after the pilot closes? Response Percentage Count 0–6 months 64 .2% 34 7–12 months 11 .3% 6 12 months or longer 11 .3% 6 I do not plan on completing the 13 .2% 7 Family Child Care Credential Total 53 FCC Credential Direct Route - Not Awarded

What has prevented you from earning the Family Child Care Credential? Check all that apply . Response Percentage Count Time 41 .5% 22 Lack of education and training to meet 35 .8% 19 requirements Professional contributions 5 .7% 3 Lack of family child care work experience 0 .0% 0 I don’t know 18 .9% 10 I submitted my information for the Committee 30 .2% 16 to review I have withdrawn from the pilot program 0 .0% 0 Total 53 FCC Credential Direct Route - Not Awarded

The Family Child Care Credential requires a minimum of one point in Family Child Care Environment Management at all levels . For many applicants, this was the one Content Area they lacked formal education or training . If available, nearly 92% of applicants indicated they would participate in a 15-hour training to complete the one point required in this Content Area . This survey data confirms applicant concerns regarding the need for additional educational opportunities specific to family child care .

For many Family Child Care Credential applicants, Family Child Care Environment Management has been challenging to complete . If available, would you be likely to participate in a 15 hour training to meet the minimum requirement in the Family Child Care Credential Content Area of Family Child Care Environment Management? Response Percentage Count Yes 91 .7% 44 No 8 .3% 4 Total 48 FCC Credential Direct Route - Not Awarded

Family Child Care Credential Pilot Final Report • 15 Gateways Credentials are built on seven Content Areas; Human Growth and Development, Health, Safety, and Well-Being, Observation and Assessment, Curriculum or Program Design, Interactions, Relationships, and Environments, Family and Community Relationships, and Personal and Professional Development . The Family Child Care Credential includes four additional Content Areas specific to family child care . All applicants were asked to indicate whether or not each of the four additional areas applied to the work of a family child care provider .

As the above chart below shows, when all applicants were asked about the four additional Content Areas developed for the FCC Credential, over 90% indicated they agree or somewhat agree that these Content Areas are applicable to work as a family child care provider .

Please indicate whether each of the additional Content Areas apply to the work of a family child care provider .

Somewhat Somewhat Content Area Agree Disagree Total Agree Disagree

Advocacy 55 (63 96%). 25 (29 .07%) 3 (3 .49%) 3 (3 .49%) 86 Technology 67 (77 91%). 15 (17 .44%) 2 (2 .33%) 2 (2 .33%) 86 Business 75 (91 .2%) 8 (5 .9%) 2 (2 .9%) 1 (1 .16%) 86 Family Child Care Environment 75 (87 21%). 10 (11 .63%) 0 (0%) 1 (1 .16%) 86 Management FCC Credential Direct Route - Combined

Education and training component requirement data was also collected during the survey . All applicants were asked to rate each level of the Family Child Care Credential from too high - too low . Although the majority of Family Child Care Credential applicants held degrees ranging from Associate degrees to Bachelor and Graduate degrees, the majority were lacking formal education and training in the FCC Credential Content Areas to qualify for the higher levels of the Credential . When examining the separate surveys, percentages were very similar in responses from those that had and had not been awarded a Credential .

Are the education and training requirements for each level of the Family Child Care Credential appropriate to those working in family child care? FCC Credential Level 5—Bachelor’s Degree plus 24 points in ECE and /or School-Age Content Areas (6 points may come from Credential approved training) and 15 points in Family Child Care Content Areas (6 points may come from Credential approved training)

16 • Family Child Care Credential Pilot Final Report Response Percentage Count Too high 53 .75% 43 Too low 0% 0 Just right 46 .25% 37 Total 80 FCC Credential Direct Route - Combined

As the chart above shows, more than half (approximately 54%) of all that responded thought the number of education and training hours required for the FCC Credential Level 5 were “too high ”.

FCC Credential Level 4—Associate Degree or 60+ semester hours with of credit bearing coursework which includes 3 semester hours English and 6 semester hours General Education with 21 points ECE and/or School-Age Content Areas (3 points may come from Credential approved training) and 9 points in Family Child Care Content Areas (6 points may come from Credential approved training) Response Percentage Count Too high 40% 32 Too low 3 .75% 3 Just right 56 .25% 45 Total 80 FCC Credential Direct Route - Combined

As the chart above shows, approximately 56% of all that responded thought the number of education and training hours required for the FCC Credential Level 4 were “just right ”.

FCC Credential Level 3—3 semester hours of credit bearing English and 6 General Education with 12 points ECE and/or School-Age Content Areas (3 points may come from Credential approved training) and 6 points in Family Child Care Content Areas (6 points may come from Credential approved training) Response Percentage Count Too high 25 .93% 21 Too low 6 .17% 5 Just right 67 .9% 55 Total 81 FCC Credential Direct Route - Combined

As the chart above shows, approximately 68% of all that responded thought the number of education and training hours required for the FCC Credential Level 3 were “just right ”.

Family Child Care Credential Pilot Final Report • 17 FCC Credential Level 2—High School Diploma or GED and 6 points ECE and/or School-Age Content Areas (3 points may come from Credential approved training) and 3 points in Family Child Care Content Areas (3 points may come from Credential approved training) Response Percentage Count Too high 12 .35% 10 Too low 8 .64% 7 Just right 79 .01% 64 Total 81 FCC Credential Direct Route - Combined

As the chart above shows, approximately 79% of all that responded thought the number of education and training hours required for the FCC Credential Level 2 were “just right ”.

Applicants were then asked to comment on the work experience required in a family child care setting at each level . Although the majority felt it was just right, some thought it was too high and a few even thought it was too low . An analysis of submitted work experience verification forms clearly showed that all applicants exceeded work experience requirements . Data compiled from work experience forms indicated that family child care professionals work an average of 50 to 90 hours a week .

Is the amount of work experience required for each level of the Family Child Care Credential sufficient?

Too high Too Low Just Right Total

FCC Credential Level 5 – 3600 hours of 43 (53 .75%) 0 (0 .0%) 37 (46 .25%) 80 supervised experience in Family Child Care FCC Credential Level 4 – 1200 hours of 32 (40 .0%) 3 (3 .75%) 45 (56 .25%) 80 supervised experience in Family Child Care FCC Credential Level 3 – 600 hours of 21 (25 .93%) 5 (6 .17%) 55 (67 .90%) 81 supervised experience in Family Child Care FCC Credential Level 2 – 200 hours of 10 (12 .35%) 7 (8 .64%) 64 (79 .01%) 81 observation in Family Child Care FCC Credential Direct Route - Combined

18 • Family Child Care Credential Pilot Final Report In summary: • Throughout the course of the Family Child Care Credential pilot, it was noted that the majority of applicants had completed some college and many had completed a degree at some level . • Survey results showed that over half (54%) of both those who received, and did not receive, a Credential thought the education and training requirements for Level 5 were “too high ”. • Comparatively, survey results showed a larger percentage (56-79%) of both those who received, and did not receive a Credential, thought the education and training requirements at Levels 2-4 were “just right ”. • Survey data showed that almost 36% of those that did not receive the Credential felt that lack of training and education was the reason .

The survey question below was designed and asked of all applicants to gauge FCC Credential applicant knowledge of the Credential within ExceleRate Illinois Licensed Family Child Care Quality Standards . When the Committee was developing the Credential, ExceleRate Illinois was just beginning development family child care . When ExceleRate released requirements for Licensed Family Child Care and launched statewide in July 2015, the Family Child Care Credential was included as a Provider Qualification at the Silver and Gold Circles of Quality .

Are you aware of the inclusion of the Family Child Care Credential within ExceleRate Illinois Family Child Care Quality Standards? Response Percentage Count Yes 66 .3% 53 No 30 .0% 24 I am unfamiliar with ExceleRate Illinois 3 .7% 3 Total 80 FCC Credential Direct Route - Combined

In summary: 66% of FCC Credential applicants were aware of the inclusion of the Credential with ExceleRate Illinois Family Child Care Quality Standards . Only about 4% were not familiar with ExceleRate Illinois . ExceleRate Illinois embeds the Family Child Care Credential into Silver and Gold Circles of Quality (Appendix M) .

ExceleRate Illinois is a statewide quality recognition and improvement system designed to make continuous quality improvement an everyday priority among early learning providers . The program establishes standards for helping infants, toddlers and preschool age children develop intellectually, physically, socially and emotionally . It provides a framework for early learning professionals to identify opportunities for improvement, increase their skills and take steps to make positive changes .

ExceleRate is a comprehensive system that includes: • Licensed Family/Group Child Care Homes • Licensed Child Care Centers • Preschool for All and Prevention Initiative programs • Head Start/Early Head Start programs

Family Child Care Credential Pilot Final Report • 19 ExceleRate also provides standards, guidelines, resources and supports to help you make sensible changes that lead to better quality outcomes . (January 21, 2016 . www .excelerateillinoisproviders com). .

ExceleRate Illinois uses a consistent set of standards organized into four domains: 1 . Teaching and Learning 2 . Family and Community Engagement 3 . Leadership and Management 4 . Qualifications and Continuing Education

Programs achieve one of the Circles of Quality below based on meeting standards under each of the four domains . • The Licensed Circle of Quality is the foundational circle of quality, and recognizes compliance with the licensing standards of the State of Illinois Department of Children and Family Services . • The Bronze Circle of Quality recognizes qualifications and professional development, with completion of a robust series of trainings . Bronze Circle trainings are aligned with the standards of ExceleRate Illinois, and prepare programs for success as they progress through the Circles of Quality . • The Silver Circle of Quality recognizes completion of a rigorous self–assessment and implementation of a continuous quality improvement process, as verified by an independent assessor . Silver Circle programs meet or exceed specific quality benchmarks/competencies on learning environment and instructional quality, along with selected administrative standards; qualifications; and professional development . • The Gold Circle of Quality recognizes programs which have demonstrated quality on all standards, as validated by an independent assessor . Gold Circle programs meet or exceed specific quality benchmarks/competencies on learning environment, instructional quality, and all administrative standards; group size and ratios; qualifications; and professional development .

Entitled Route–Student Responses Higher education institutions who align their coursework to meet Content Areas, benchmarks/ competencies and framework requirements are entitled . 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 Family Child Care Credential . The pilot phase began in August 2014 and ended in March 2016 (18 months) . Both two-and four- year higher education institutions were represented in the pilot: Harper College, Parkland College, Oakton Community College, St . Augustine College, National Louis University, and Rockford University .

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 . Although the amount of entitled route Family Child Care Credentials awarded during the pilot was low,

20 • Family Child Care Credential Pilot Final Report the interest and desire to complete the Credential is high . With a relatively short timeline of 18 months, students and faculty both found completing the entire Credential pilot program a challenge .

When do you plan to complete the Family Child Care Credential after the pilot closes? Response Percentage 0–6 months 50% 7–12 months 0% 12 months or longer 50% I do not plan on completing the Credential 0%

Overall, 50% of those that answered the entitled route student survey were currently working in family child care . 100% of the entitled student survey responses confirmed that they think having the Family Child Care Credential will adequately prepare them to become a family child care provider .

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 Family Child Care Credential requirements . Faculty support was crucial to the success of the pilot . • Harper College—Dr . Tara Mathien and Wendy Mertes • National Louis University—Lisa Downey, M .Ed • Oakton Community College—Sheila Kerwin • Parkland College—Nancy Gaumer, M .Ed • Rockford University—Dr . Robin Miller Young and Kimberlee Wagner, M .A .T . • St . Augustine College—Maria J . Vargas, Ed . D and Nellie Martínez, M .Ed

Faculty participated in webinars, telenets, and face to face meetings to share progress, raise concerns, and ensure success of the pilot . Faculty also completed a survey (results below) .

Please review the FCC Credential Framework . Are the requirements easy to understand? Response Percentage Count Yes 83 .3% 5 No 16 .7% 1 Total 6

Family Child Care Credential Pilot Final Report • 21 Do the education and training requirements for each level of the Family Child Care Credential adequately prepare students to operate a quality family child care home?

Too Too Just My institution does Total high Low Right not participate FCC Credential Level 5 – Bachelor’s Degree 0 0 3 3 6 plus 24 points in ECE and/or School-Age (0%) (0%) (50%) (50%) Content Areas (6 points may come from Credential approved training) and 15 points in Family Child Care Content Areas (6 points may come from Credential approved training) FCC Credential Level 4 – Associate Degree 1 0 3 2 6 or 60+ semester hours of credit bearing (16 .7%) (0%) (50%) (33 .3%) coursework which includes 3 semester hours English and 6 semester hours General Education with 21 points ECE and/or School-Age Content Areas (3 points may come from Credential approved training) and 9 points in Family Child Care Content Areas (6 points may come from Credential approved training) FCC Credential Level 3 – 3 semester hours 0 0 4 2 6 of credit bearing English and 6 General (0%) (0%) (66 .7%) (33 .3%) Education and 12 points ECE and/or School- Age Content Areas (3 points may come from Credential approved training) and 6 points in Family Child Care Content Areas (6 points may come from Credential approved training) FCC Credential Level 2 – High School 0 0 4 2 6 diploma or GED and 6 points ECE and/or (0 .0%) (0 .0%) (66 .7%) (33 .3%) School-Age Content Areas (3 points may come from Credential approved training) and 3 points in Family Child Care Content Areas (3 points may come from Credential approved training)

As shown below, 50% of faculty that responded to the survey found challenges in placing students in family child care observations and practicums . While faculty searched for high quality family child care homes and providers willing to facilitate a practicum for another family child care provider, this often presented further challenges with licensing regulations for others in the home interacting with the children in care . There were also issues with finding quality providers in certain locations near the institution or student .

22 • Family Child Care Credential Pilot Final Report Some higher education institutions are allowing those working as family child care providers to complete their internship/practicum in their own family child care home . This is a benefit to family child care providers since they are also business owners . For many providers, if they had to close their business, they would be unable to continue their education .

Did you have any challenges in placing students in “family child care” observations or practicums? Response Percentage Count Yes 50% 3 No 50% 3 Total 6

Is the amount of internship/practicum experience required in a family child care environment for each level of the Family Child Care Credential sufficient?

My institution Too high Too Low Just Right does not Total participate FCC Credential Level 5 – 100 hours of 1 (16 .7%) 0 (0%) 3 (50%) 2 (33 .3%) 6 supervised experience in Family Child Care FCC Credential Level 4 – 50 hours of 0 (0%) 0 (0%) 4 (66 .7%) 2 (33 .3%) 6 supervised experience in Family Child Care FCC Credential Level 3 – 10 hours of 0 (0%) 0 (0%) 4 (66 .7%) 2 (33 .3%) 6 supervised experience in Family Child Care FCC Credential Level 2 – 5 hours of 0 (0%) 0 (0%) 4 (66 .7%) 2 (33 .3%) 6 observation in Family Child Care

Gateways Credentials are built on seven Content Areas; Human Growth and Development, Health, Safety, and Well-Being, Observation and Assessment, Curriculum or Program Design, Interactions, Relationships, and Environments, Family and Community Relationships, and Personal and Professional Development . The Family Child Care Credential includes four additional Content Areas specific to Family Child Care: reference the list below .

Family Child Care Credential Pilot Final Report • 23 Do you think the education and training in these Content Areas adequately prepares students to work in family child care?

Somewhat Somewhat Content Area Agree Disagree Total Agree Disagree

Advocacy 5 (83 .3%) 1 (16 .7%) 0 (0%) 0 (0%) 6 Technology 5 (83 .3%) 1 (16 .7%) 0 (0%) 0 (0%) 6 Business 5 (83 .3%) 1 (16 .7%) 0 (0%) 0 (0%) 6 Family Child Care Environment 5 (83 .3%) 1 (16 .7%) 0 (0%) 0 (0%) 6 Management

Are there any additional Content Areas or missing components that should be added to adequately prepare this workforce? Response Percentage Count Yes 0% 0 No 100% 6 Total 6

Are you aware of the inclusion of the Family Child Care Credential within ExceleRate Illinois Family Child Care Quality Standards? Response Percentage Count Yes 83 .3% 5 No 16 .7% 1 Total 6

The faculty met on March 8, 2016 to discuss survey data and their experiences with the pilot . Recommendations from faculty were made for the Committee to consider for the final Family Child Care Credential requirements (Appendix N) .

The Committee was able to review all survey results and faculty recommendations on April 9, 2016 . The results of their review included the following final recommendations (Appendix O): • Revise General Education requirements at Level 3 to “Three semester hours: Any Math, English, and General Education Electives (Psychology, Sociology, and Science, etc .) (These 9 hours must be credit bearing and non-developmental 100+)” to align with the ECE Credential Framework . • Revise Content Areas required at Level 4 for Education and Training in ECE/School Age to “include a minimum of one point in each area ”. • Revise Content Areas required at Level 5 for Education and Training in ECE/School Age to “include a minimum of one point in each area ”. Decrease points required in Family Child Care Content Areas from 15 to 12 .

24 • Family Child Care Credential Pilot Final Report • Remove professional contributions at all levels from initial Credential attainment–required upon renewal . • Recommend that completion of ECE Level 1 or SAYD Level 1 AND ExceleRate® Illinois Bronze Circle of Quality Training Requirements for Licensed Family Child Care in their entirety fulfill the requirements of “Education and Training in ECE/School Age” at Level 2 of the Family Child Care Credential . • Revise the Advocacy Content Area and benchmarks/competencies to include Leadership .

Summary: Overall Pilot Credential Process

The Gateways Family Child Care Credential pilot was conducted with a broad range of professionals currently working in family child care settings . The FCC Credential pilot partnered and with two- and four-year higher education institutions and was supported by faculty across Illinois . The FCC Credential pilot validated Credential requirements . During the pilot, 112 Credentials were awarded which allowed the testing of all levels . Faculty and professionals working in the field, as well as PDAC FCC Credential Committee members provided robust input via survey and through anecdotal comments which were captured in this report . FCC Credential Committee members volunteered countless hours and remained dedicated throughout all stages of development . The FCC Credential Committee has developed a Credential specific to the unique needs of family child care professionals which will influence current providers, students, faculty, and institutions to prepare the family child care workforce of the future . Final recommendations from the Committee are attached (Appendix O) .The Committee members and organizations that supported the development—through time and resources—of the Gateways Family Child Care Credential are included (Appendix P) .The final framework is also attached (Appendix Q) .

Conclusion The Family Child Care Credential is a symbol of professional achievement . The Credential validates that individuals working in family child care settings have the knowledge, skills, and experience to successfully support the developmental needs of children, develop positive relationships with families, and maintain a successful home-based child care business . Awarded by the Illinois Department of Human Services Bureau of Child Care & Development (IDHS), the Gateways Family Child Care Credential is embedded in state legislation . It is important that family child care professionals are educated in developmentally appropriate practice in early childhood and best business practices to ensure both the success of the children in their care and their business . Quality child care is in high demand all across the country and family child care keeps America working!

Family Child Care Credential Pilot Final Report • 25 26 • Family Child Care Credential Pilot Final Report Appendices

Appendix A Family Child Care Credential Leadership Team Letter to IDHS...... 28 Appendix B Illinois Department of Human Services (IDHS) Letter...... 31 Appendix C Legislative and Administrative Rule...... 32 Appendix D Gateways Family Child Care Credential Pilot Timeline...... 38 Appendix E Gateways Family Child Care Credential Pilot Content Areas...... 39 Appendix F Gateways Family Child Care Credential Pilot Framework...... 42 Appendix G Gateways Family Child Care Credential Benchmarks/Competencies...... 43 Appendix H Revised Benchmarks/Competencies: Leadership and Advocacy...... 174 Appendix I Gateways Family Child Care Credential Pilot Marketing Handout...... 185 Appendix J Portfolio Documents ...... 186 Appendix K Revised Work Experience Form ...... 206 Appendix L Entitled Route Pilot RFP Marketing Flyer...... 207 Appendix M ExceleRate Illinois Family Child Care Provider Qualifications ...... 208 Appendix N Faculty Recommendations...... 210 Appendix O Final Gateways Family Child Care Credential Recommendations...... 213 Appendix P Gateways Family Child Care Credential Committee Members...... 219 Appendix Q Final Gateways Family Specialist Credential Framework ...... 221

Family Child Care Credential Pilot Final Report • 27 Appendix A Family Child Care Credential Leadership Team Letter to IDHS

June 19, 2012

Gina Ruther, Acting Chief Bureau of Child Care & Development Illinois Department of Human Services 400 West Lawrence, 3-West Springfield, Illinois 62704

Dear Gina Ruther,

This letter is being written on behalf of the Family Child Care Credential Leadership Team . The FCC Credential Leadership Team was formed to guide the potential development of a Credential designed by and created for family child care providers . Specifically, we are requesting your approval to include the proposed “Family Child Care Credential” as part of Gateways to Opportunity—Illinois Professional Development System .

Currently, Illinois does not have a comprehensive research and competency- based Credential specifically designed to meet the needs of family child care providers . Illinois has a large number of family child care providers; approximately 10,000 Illinois Department of Children and Family Services licensed providers; whose professional development needs are significantly different than center based providers . In the recent Illinois Race-to-the-Top application, the need to develop a FCC Credential was clearly articulated . The Professional Development Advisory Council (PDAC) Strategic Plan, Phase V, specifically states the development of a FCC Credential is a goal for the Qualifications, Credentials and Pathways Committee . Additionally, family child care providers throughout Illinois have advocated for the development of a Credential that will meet their unique needs . Development of a FCC Credential will:

• Identify the unique skills, knowledge, and dispositions required to provide quality services to children and families in a family child care setting • Provide a career pathway for family child care providers that will maximize their full professional development potential • Increase statewide availability of trainings and coursework designed to support the family child care provider

Since 2005, family child care providers have requested a FCC Credential be developed . Both experienced and new to the field family child care providers have expressed this interest . Family child care providers recognize that attainment of a Gateways to Opportunity Family Child Care Credential will provide professional recognition among peers and serve as an indicator of quality to the families they serve .

The statewide kickoff was held on February 29, 2012 . From that meeting, a Family Child Care Credential Leadership Team was identified . The next step in the process of Credential development indicates a

28 • Family Child Care Credential Pilot Final Report formal letter of inquiry must be sent to the Illinois Department of Human Services . We are officially requesting your permission to begin actively working on the development of a Family Child Care Credential as part of Gateways to Opportunity . If permission is granted the FCC Credential Leadership Team will work to maximize efficiency and minimize the cost of Credential development by building on the foundational knowledge already established through the Gateways to Opportunity ECE and Illinois Director Credential . In addition the FCC Credential Leadership Team will utilize the expertise of the PDAC Qualifications, Credentials, and Pathways Committee to assure consistency and integration into our current system .

Attached, please find a list of Leadership Team Members and their affiliation . We anticipate the FCC Credential Leadership Team may expand in order to ensure we have diverse representation and to include any constituents that IDHS and/or PDAC recognizes as partners . We (Maria Gandara and Diana Rosenbrock) will serve as Co-Chairs and be the primary contact persons for IDHS and the FCC Credential Leadership Team .

It is with great enthusiasm that we submit this letter of request to you to develop and incorporate a Family Child Care Credential as part of the Gateways to Opportunity—Illinois Professional Development System . On behalf of the Family Child Care Credential Leadership Team we thank you in advance for your support and consideration of our request .

Sincerely,

Maria Gandara and Diana Rosenbrock, Co-Chairs Family Child Care Credential Leadership Team

This letter of request may be shared with public and private entities including, but not limited to: Illinois Network of Child Care Resource & Referral Agencies, the Professional Development Advisory Council, and potential funders of private foundations .

Family Child Care Credential Leadership Team Collectively the team members listed below have over 235 years of experience representing family child care: • Faith Arnold, Licensed Family Child Care Provider • Barbara Christmas, 4-C Community Coordinated Child Care • Sandra Cole, Licensed Family Child Care Provider • Maria Gandara,* Chicago Public Schools • Ideria Howard, Licensed Family Child Care Provider

Family Child Care Credential Pilot Final Report • 29 • Sue Jackson, Community Child Care Connection • Tosha Kelly-Rushton, Licensed Family Child Care Provider • Tami O’Daniel, Licensed Family Child Care Provider • Malia Owens, Skip-A-Long Child Development Services Home Child Care Network • Chrisellen Pate, Licensed Family Group Home Child Care Provider • Diana Rosenbrock,* Collaboration for Early Childhood • Patricia Twymon, Licensed Family Group Home Child Care Provider • Toni Williams, Licensed Family Child Care Provider • Penny Williams-Wolford, Licensed Family Child Care Provider

*Denotes Co-Chairs

30 • Family Child Care Credential Pilot Final Report Appendix B Illinois Department of Human Services (IDHS) Letter

Pat Quinn, Governor Michelle R. B. Saddler, Secretary

100 South Grand Avenue, East ! Springfield, Illinois 62762 401 South Clinton Street  Chicago, Illinois 60607

August 8, 2012

Ms. Maria Gándara and Ms. Diana Rosenbrock Family Child Care Credential Leadership Team Co-Chairs

Dear Maria and Diana:

I am in receipt of your letter dated June 19, 2012 requesting approval to include an Illinois Family Child Care credential in the Gateways to Opportunity Professional Development System, as developed by your team under the auspices of the Professional Development Advisory Council (PDAC). I applaud the Family Child Care Credential (FCCC) Leadership Team’s drive in embarking on this extensive and time- consuming endeavor. I agree that it is a need in our Illinois system. I do approve this request and I appreciate your recognition of the need to build your work on the foundational knowledge already in that system. The Gateways model for groups/credentials joining the structure is available from INCCRRA and outlines the process for new credential development and integration within the Gateways and PDAC structure. Of particular note are the general timeframes for when the Leadership Team would be somewhat “stand- alone” and when it would begin to merge into the credentialing structure. Other salient points are the general parameters for how INCCRRA could support the process. Staff at INCCRRA is quite stretched right now with the current volume of credential work, so any fundraising efforts the FCCC Leadership Team makes should include staff support at INCCRRA to ensure coordination with the larger system and use of INCCRRA’s expertise in this area. You will need to work with Joni Scritchlow to determine what support INCCRRA staff can provide. If it would help you target and create a realistic fund raising plan, Joni has spread sheets on credential development costs during the first 5 years. I look forward to receiving updates on your continuing work. Thank you again for your commitment to family child care providers.

Sincerely,

Gina Ruther Acting Child Care Bureau Chief

cc: Linda Saterfield, DHS FCS Director Cass Wolfe, PDAC Chair Anne Wharff, DHS BCCD Joni Scritchlow, INCCRRA

Family Child Care Credential Pilot Final Report • 31 1 Appendix C Legislative and Administrative Rule

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 .

32 • Family Child Care 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 .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)

Family Child Care Credential Pilot Final Report • 33 TITLE 89: SOCIAL SERVICES CHAPTER IV: DEPARTMENT OF HUMAN SERVICES SUBCHAPTER a: GENERAL PROGRAM PROVISIONS PART 50 CHILD CARE SECTION 50 .720 GATEWAYS TO OPPORTUNITY 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 of professional achievements 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

34 • Family Child Care Credential Pilot Final Report years . It is awarded based on educational and professional achievement in services for school-age children and youth . The School-Age/Youth Development 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 support 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)

Family Child Care Credential Pilot Final Report • 35 TITLE 89: SOCIAL SERVICES CHAPTER IV: DEPARTMENT OF HUMAN SERVICES SUBCHAPTER a: GENERAL PROGRAM PROVISIONS 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: 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 Towanda 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 Credential Application can be accessed at: www .ilgateways .com/en/participant-application . 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 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

36 • Family Child Care Credential Pilot Final Report 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 will be the same Credential Framework used to determine eligibility . The Credential Framework is located in Section 50 .740 and on the GTO website at www .ilgateways com/en/gateways-to-opportunity-credentials. .

(Source: Added at 36 Ill . Reg . 16085, effective October 29, 2012)

Family Child Care Credential Pilot Final Report • 37 Appendix D Gateways Family Child Care Credential Pilot Timeline

Timeline

Identify Leadership Team February 2012 Develop Content Areas November 2012 – October 2013 QC – 10/4/13 Shared Steering – 10/16/13 Obtain Consultant January 2014 Develop Benchmarks/Competencies October 2013 – March 2014 QC – 6/4/14 Shared Steering – 6/13/14 Develop Framework September 2013 – May 2014 QC – 6/4/14 Shared Steering – 6/13/14 Partner with Higher Education March 2014 – October 2014 Marketing Plan March 2014 – July 2014 Pilot August 2014 – March 2016 Revisions March 2016 – June 2016 QC – 4/19/16 Steering – 5/18/16 Final Approval PDAC* IDHS* State-wide Roll-out July 2016

Estimated dates for approval: PDAC – June 24, 2016 Illinois Department of Human Service (IDHS) – June 2016

38 • Family Child Care Credential Pilot Final Report Appendix E Gateways Family Child Care Credential Pilot Content Areas

Gateways to Opportunity Illinois Professional Development System Family Child Care Credential: Content Areas

Content Area A: HUMAN GROWTH AND DEVELOPMENT Family child care providers use current and emerging principles, theories, and knowledge of developmental milestones as a foundation for all aspects of their work with children, prenatal through age 8,* and their families . Providers continuously acquire knowledge about how children develop and learn, and understand the mutual influences among different domains of development, and between the child and the contexts within which s/he develops . They view child development knowledge as the core of their professional practice, and engage in ongoing learning and reflection about developmental knowledge and theory . They apply these understandings as they plan and implement observations and teaching/learning interactions, and as a context for collaboration with families and other professionals on behalf of children .

Content Area B: HEALTH, SAFETY, AND WELL-BEING Family child care providers understand that children’s physical and mental health, safety, and well-being are the foundations for development and learning in children, birth through age 8 .* They acknowledge the value of creating a healthful environment to foster children’s physical, cognitive, language, and social-emotional development . Providers collaborate with families and health professionals to provide safe, healthful environments, and to adjust health, nutrition, and safety routines to children’s individual needs and abilities . They take responsibility for providing multiple opportunities for children to learn positive habits that will ensure their health, safety, and well-being .

Content Area C: OBSERVATION AND ASSESSMENT Family child care providers’ knowledge of individual children’s development provides the framework for curriculum, teaching and learning interactions, and age-appropriate positive guidance . They understand the purposes, benefits and uses of assessment, including observation, as a way to understand children, as well as for evaluation and accountability . Professionals follow ethical practices when using a variety of age, developmentally, linguistically, and culturally appropriate formal and informal observation and assessment practices to gather and share information on each child’s skills, abilities, interests, and needs, birth through age 8 .* They evaluate and modify their own roles and practices as part of an ongoing cycle of self-reflection .

Content Area D . CURRICULUM OR PROGRAM DESIGN Family child care providers have broad knowledge of appropriate learning contexts and developmentally appropriate, research-based curriculums that are designed for home child care settings with small, mixed-age groups of children birth through age 8 .* They understand the importance of promoting children’s cognitive and intellectual development through rich conversations, interactive book reading, and active exploration of children’s interests in the world . Providers recognize and value the

Family Child Care Credential Pilot Final Report • 39 interdependence between children’s relationships with others and their construction of knowledge . They view engaging children in authentic learning as an ongoing collaborative, dynamic professional endeavor . They take responsibility for planning and providing emerging, bias-free, integrated learning opportunities and resources that build on each child’s current abilities and interests, and to expand competence in all developmental domains .

Content Area E . INTERACTIONS, RELATIONSHIPS, AND ENVIRONMENTS Family child care providers use responsive strategies and interactions to build sensitive and effective relationships with children from birth through age 8* and their family members across a broad range of situations . They recognize the important teaching roles of the physical and social environments, and provide and support interactions that are nurturing, pleasant and intellectually stimulating . Within the context of warm, caring relationships, they foster children’s healthy social and emotional development . Interactions and relationships in family child care environments are responsive to each child’s abilities, interests, and needs, and reflect appreciation of family and community contexts .

Content Area F . FAMILY AND COMMUNITY RELATIONSHIPS Family child care providers 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 well-being of children, birth through age 8,* and their families .

Content Area G . PERSONAL AND PROFESSIONAL DEVELOPMENT Family child care providers identify themselves as professionals and conduct themselves as members of a significant, expanding, and changing profession . Their professional attitudes evolve with experience, professional development, and advances in the profession . They know and value the history and contributions of the profession and its related fields . They are committed to continual self-improvement and ongoing reflection on their practices . They exemplify the ethical standards of early childhood education and take responsibility for their own values, choices and actions . They honor diversity in culture, language, beliefs and practices .

Content Area H . ADVOCACY Family child care professionals ensure that the rights and needs of children and families within a community are promoted and upheld . They recognize the implications of local, state, and national trends and laws that affect the families of children, especially their access to high-quality care and education environments . They use experience, knowledge, and research to plan and work towards improvement within community, social, and political systems . They advocate on behalf of children and families by collaborating with other stakeholders .

Content Area I . TECHNOLOGY Family child care professionals will understand how to evaluate and choose appropriate technology resources for a range of business, communication, and educational purposes . A critical responsibility is

40 • Family Child Care Credential Pilot Final Report articulation of a clear policy on Internet safety, data security and privacy protection . Providers will stay current with technological applications to manage business functions and communicate with families . When making informed decisions about multiple electronic media, technology and toys, providers will consider what is age and developmentally appropriate, and what promotes learning . They limit children’s overall time exposure, being careful to use virtual experiences to enhance but not to replace concrete materials and activities .

Content Area J . BUSINESS Family child care providers hold the administrative competencies necessary to build expertise and excellence in financial, ethical, legal, and regulatory oversight of their program, as well as provide planning and management to meet needed quality standards . Family child care providers are business professionals, effective in record-keeping, facilities operation, and communication as they set goals for ongoing quality improvement . They develop effective business plans to apply professional standards in business ethics, legal and regulatory oversight, and administrative management . They utilize knowledge of program administration, organizational planning, human resource management, program operation and facilities management, and professional evaluation in written goals and business practices .

Content Area K . FAMILY CHILD CARE ENVIRONMENT MANAGEMENT Family child care providers develop and implement a plan and routines for space and material arrangement, in order to effectively meet the needs of both their professional business and the family life that coexist in the home . They recognize the special nature of the social environment of family child care – small groups with a wide range of ages, often including siblings, with many children in the program for several years – and consider these factors when building positive, effective relationships with children and families . *Also may apply to children up to age 12 for those working in out-of-school settings .

Upon completion of the pilot and approved recommendations, the Advocacy Content Area was updated as follows:

Content Area H . LEADERSHIP AND ADVOCACY Family child care professionals ensure that the rights and needs of children and families within a community are promoted and upheld . They recognize the implications of local, state, and national trends and laws that affect the families of children, especially their access to high-quality care and education environments . They use experience, knowledge, and research to plan and work towards improvement within community, social, and political systems . They provide leadership and advocacy on behalf of children and families by collaborating with other stakeholders .

Family Child Care Credential Pilot Final Report • 41 Appendix F Gateways Family Child Care Credential Pilot Framework INCCRRA © 2014

PD50 improvement improvement Professional Professional Two professional professional Two One professional One professional Four professional professional Four contributions in two in two contributions Contributions in Contributions different areas within areas different different areas within areas different contribution must be contribution contribution must be contribution contributions in three in three contributions in the area of program of program in the area in the area of program of program in the area Family Child Care Child Family the last five years – one the last five the last five years – one the last five contribution in any area area in any contribution within the last five years within the last five Membership in a related Membership in a related professional organization professional or or or or

Child Care Child Care Child Care experience experience experience Family Child Care Child Care Family Experience in Experience in Family Child Care in Family experience in Family in Family experience in Family experience experience in Family in Family experience 5 hours of observation 50 hours of supervised 10 hours of supervised Family Child Care work work Child Care Family Family Child Care work work Child Care Family Family Child Care work work Child Care Family Family Child Care Child Family 100 hours of supervised Work and Practical and Practical Work environment experience environment 600 hours of documented 600 hours of documented 200 hours of documented 200 hours of documented 1200 hours of documented 1200 hours of documented 3600 hours of documented 3600 hours of documented www.ilgateways.com or or or or experience* experience* experience* experience* SA observation ECE and/or SA work ECE and/or SA work ECE and/or SA work ECE and/or SA work ECE and/or SA work ECE and/or SA work ECE and/or SA work supervised experience supervised experience supervised experience Care & Education & Education Care 10 hours of ECE and/or Work and Practical and Practical Work and/or School Age Early in Early Experience 600 hours of documented 600 hours of documented 400 hours of documented 200 hours of documented 200 hours of documented 10 hours of ECE and/or SA 1200 hours of documented 1200 hours of documented 100 hours of ECE and/or SA 200 hours of ECE and/or SA Telephone: (866) 697-8278 | Telephone: Must include: approved training approved training approved Areas Content Core Areas Content Core Areas Content Core Family Child Care Child Family Environment Management Environment 1 point in Family Child Care Child Care in Family 1 point of which all 3 points may be may of which all 3 points 3 points in Family Child Care Child Care in Family 3 points Education and Training in Training and Education education and approved training, training, and approved education (minimum of 1 point in each area) (minimum of 1 point in each area) (minimum of 1 point (minimum of 1 point in each area) (minimum of 1 point from credential approved training approved credential from of 6 points may be from credential credential be from may of 6 points credential be from may of 6 points be from credential approved training approved credential be from Bloomington, Illinois 61701 | Illinois Bloomington, 61701 approved training, of which a maximum training, approved of which a maximum training, approved Must include 3 of the Family Child Care Care Child Must include 3 of the Family Care Child Must include 2 of the Family Must include all 4 of the Family Child Care Care Child Must include all 4 of the Family 9 points in Family Child Care education and education Child Care in Family 9 points and education Child Care in Family 6 points approved training, of which all 6 points may may of which all 6 points training, approved 15 points in Family Child Care education and education Child Care in Family 15 points Framework Credential Care Child Family

1226 Towanda Plaza | Plaza Towanda 1226 or completion of a 48 clock hour training available through local Child Care Resource and Referral Agencies Statewide Agencies and Referral Resource local Child Care through available of a 48 clock hour training completion Gateways ECE Credential Level 1 and/or School-Age and Youth Development Credential Level 1 are awarded through through awarded 1 are Level Credential Development Youth and 1 and/or School-Age Level ECE Credential Gateways

through AMS* through Environments Must include: Content Areas Content Content Areas Content Content Areas Content approved training approved (of level 5 benchmarks) – level (of Safety Safety and Well-Being (of level 2-4 benchmarks) – level (of 2-4 benchmarks) – level (of and/or School Age Observation and Assessment PILOT 3 points in Human Growth and in Human Growth 3 points Early Care & Education & Education Care Early 3 points may be from credential credential be from may 3 points Interactions, Relationships, and Relationships, Interactions, 6 points in ECE/SA Content Areas in ECE/SA Content 6 points Curriculum and Program Design and Program Curriculum Education and Training in Training and Education Development and 3 points in Health and 3 points Development a CDA, CCP, or Montessori Credential Credential or Montessori CCP, a CDA, of which a maximum of 6 points may may of which a maximum 6 points may of which a maximum 3 points may of which a maximum 3 points be from credential approved training approved credential be from training approved credential be from training approved credential be from areas noted below and below noted Must include: areas areas noted below and below noted Must include: areas and below noted Must include: areas 12 points in Gateways to Opportunity to in Gateways 12 points 24 points in Gateways to Opportunity to in Gateways 24 points 21 points in Gateways to Opportunity to in Gateways 21 points Gateways to Opportunity is administered through INCCRRA and funded by the Illinois and funded by Opportunity Department to Gateways INCCRRA through and of Human Services is administered and Development, the McCormick Foundation, of Child Care Bureau Grand Victoria Foundation. Gateways to Opportunity, the arch logo and Illinois Professional Development System are registered trademarks of the Illinois Agencies. & Referral Resource Network of Child Care registered are Development System logo and Illinois Opportunity, the arch to Gateways Professional Victoria Foundation. Grand Gateways to Opportunity to Gateways or English High School Sociology, etc) etc) Sociology, be transferrable) Diploma or GED Bachelor’s Degree Bachelor’s Requirements Associate’s Degree Associate’s General Education Education General Six semester hours: Six semester 60+ semester hours 60+ semester (These must 9 credits hours listed at level 3) at level hours listed elective (Psychology, elective (Psychology, Three semester hours: semester Three (including the 9 semester (including the 9 semester General Education General Levels Family Family Level 4 Level 3 Level 2 Level 1 Level Level 5 Level Child Care Care Child Credential Credential *Work and Practical Experience hours may be met in any of the following: family child care, center based, and/or school age programs based, center family child care, of the following: be met in any hours may Experience and Practical *Work Revised 7/8/2014

42 • Family Child Care Credential Pilot Final Report

. NAEYC NAEYC Standards 1A, 1B 1A, 1B IPTS 2A 2B Level 2-4 Benchmarks/Competencies Level (Levels 2-4: A2) Provides examples of ways of ways examples 2-4: A2) Provides (Levels program and principles influence concepts planning and implementation (Levels 2-4: A1) Articulates the relationship 2-4: A1) Articulates the relationship (Levels theoriesbetween of typical/ atypical growth, and as care as well and learning, development, birth children, practices for through education age 8* . Providers continuously acquire knowledge about how children develop and learn, develop knowledge children how about acquire continuously Providers . Application Expectation Achievement Achievement They apply these understandings as they plan and implement observations and teaching/learning interactions, and as a context for for observations and as a context plan and implement these understandings as they apply They interactions, and teaching/learning .

Knowledge, Skills and Dispositions Knowledge, Concepts and principles of human Concepts 1

. A1 development and of major theories and theorists development children, to and practice guide study related that and within age 8,* across through prenatal theoriesstage including domains, developmental and object of social interaction, and the role play, socio-dramatic and in child development play learning Performance Area A1 Area Performance a cohesive and provide develop age 8,* to through prenatal and learning, and theories of child development principles, of concepts, knowledge Employs and individually. culturally, developmentally, that is appropriate environment teaching/learning collaboration with families and other professionals on behalf of children professionals with families and other collaboration and understand the mutual influences among different domains of development, and between the child and the contexts within which s/he develops contexts and the the child and between domains of development, among different mutual influences and understand the and engage in ongoing learning and reflection about developmental practice, of their professional knowledge as the core development view child They knowledge and theory Family child care providers use current and emerging principles, theories, and knowledge of developmental milestones as a foundation for all aspects for of as a foundation milestones and knowledge theories, of developmental principles, and emerging use current providers child care Family families age 8,* and their through prenatal with children, their work Gateways Family Child Care Credential Benchmarks/Competencies for Levels 2-4 Levels for Benchmarks/Competencies Credential Care Child Family Gateways GROWTH A: HUMAN Area AND DEVELOPMENT Content Gateways Family Child Care Credential Benchmarks/Competencies Credential Care Child Family Gateways Appendix G Appendix

Family Child Care Credential Pilot Final Report • 43 1B, 2A 1B, 2A 1B, 1B 1B 1A, 1B 1A 2A, 1C 1C 1A, 1E, 4L 1A, 1E, 1A 1A, 1C 1B, 1C 1B, (Levels 2-4: A4) Demonstrates ways that that ways 2-4: A4) Demonstrates (Levels interdependent are domains developmental growth, the influence to together and work and learningof children development, (Levels 2-4: A3) Explains the inter-relatedness inter-relatedness the A3) Explains 2-4: (Levels language/ social/emotional, of physical/motor, skills and adaptive/living on based cognitive, in development of the children’s understanding contexts cultural social and (Levels 2-4: A7) Demonstrates an appreciation an appreciation 2-4: A7) Demonstrates (Levels and heredity, culture, of the impact of family, and growth on each child’s environment age 8* to Prenatal development, 2-4: A8) Articulates the interrelationship (Levels (health, well-being physical children’s between and the needs) and safety nutrition, illness, social, domains (cognitive, developmental and physical) language, emotional, (Levels 2-4: A6) Demonstrates knowledge of 2-4: A6) Demonstrates (Levels family variations, developmental that the ways socio-economic language, and factors, culture, a child’s influence community environments and development growth (Levels 2-4: A5) Articulates of the continuity (Levels typical and nervous development system central in emotional of individual variations ranges of children development Knowledge Application Application Comprehension , language and , language . g . Basic health, nutrition, illness, and safety and safety Basic health, nutrition, illness, Characteristics of social and physical Characteristics of social and physical Continuity of child development, including of child development, Continuity Holistic, developmental systems systems developmental Holistic, 5 4 3 2 . . . . A1 A1 A1 development and learning (e development social-emotional health and mental learning, and the importanceadjustment) of culture, on children’s community and social contexts development A1 needs of children, prenatal period through age age period through prenatal needs of children, other aspects to of development 8,* in relation and learning environments that influence child development child development influence that environments culture, to those related including and learning, factors and socioeconomic in family, language, and programs community, continuity related to early and ongoing central early and ongoing central to related continuity emotional and to nervous development system age period through the prenatal from well-being, 8* perspective on child development and learning, learning, and perspective development on child domains of among interrelationships including

44 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 1A 1B 1B 1B 1B 1B IPTS N/A 2E 1C 1C 1C 2H 1E, Level 2-4 Benchmarks/Competencies Level (Levels 2-4: A13) Defines the critical role of 2-4: A13) Defines the critical (Levels and the importanceearly experiences high of healthy children’s to and education quality care development in which ways 2-4: A14) Identifies (Levels health, medical risk, biological, and protective and growth the influence factors to interact of children development (Levels 2-4: A9) Charts that the milestones (Levels stages in all developmental different indicate domains developmental 2-4: A12) Recognizes (Levels and the role and trauma, of stress consequences in children’s factors and resilience of protective especially social and and learning, development emotional well-being (Levels 2-4: A10) Identifies how children children how 2-4: A10) Identifies (Levels of family, language within the context develop and culture community, 2-4: A11) Describes the relationship (Levels and language development children’s between emotional development and cognitive, social, Knowledge Knowledge Knowledge Application Application Expectation Achievement Achievement Knowledge, Skills and Dispositions Knowledge, Biological, health, and medical risk health, and medical and Biological, Physical and social environmental risk and and social environmental Physical Developmental sequences and processes and processes sequences Developmental Developmental sequences in the physical/ sequences Developmental 4 3 2 1 . . . . A2 A2 A2 A2 protective factors that influence development development factors influence that protective period through the prenatal and learning from age 8* protective factors that influence development development factors influence that protective period through the prenatal and learning from age 8* that may be unique to children acquiring English acquiring children be unique to may that language as a second motor, emotional, cognitive, language, and social language, cognitive, emotional, motor, domains Recognizes and interprets behavioral signals that provide information about typical and atypical development and learning in children prenatal period prenatal learning in children and development and atypical about information typical that provide signals behavioral interprets and Recognizes age 8.* through Performance Area A2 Area Performance

Family Child Care Credential Pilot Final Report • 45 1A, 1B 1A 1B 1C 1D 1G 1C 7A

. (Levels 2-4: A16) Identifies the characteristics 2-4: A16) Identifies (Levels delays, with developmental associated and risk factors that disabilities, developmental and development growth influence unique patterns the 2-4: A17) Identifies (Levels atypical typicalwhich distinguish from development (Levels 2-4: A15) Gives examples of ways of ways examples Gives A15) 2-4: (Levels attitudes, in ability, differences individual growth impact and values children’s interests, and development knowledge how of 2-4: A18) Recognizes (Levels and learning can development, growth, children’s in need of evaluation children identify be used to Knowledge Knowledge Comprehension , development of , development . g . Delays and developmental differences that that differences developmental and Delays Characteristics and etiologies of common of common Characteristics and etiologies Individual differences in personality in and Individual differences 7 6 5 . . . A2 development and learning (e development visual impairment) with in children guided reach A2 A2 may indicate a need for special services for a need indicate may disabilities and their potential influences on influences potential disabilities and their of and processes characteristics, sequences, temperament and their influence on children's on children's and their influence temperament and routines, interactions, interpersonal needs in learning activities *Also may apply to children up to age 12 for those workingout-of-school in age 12 for up to settings children to apply may *Also

46 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 1C 1B 1C IPTS 4I 1L 4I They take responsibility for providing multiple opportunities providing for for take responsibility They . . Level 2-4 Benchmarks/Competencies Level (Levels 2-4: B1) Demonstrates skills 2-4: B1) Demonstrates for (Levels and safety, basic health, implementing nutritional practices on a daily basis knowledge 2-4: B2) Demonstrates (Levels health, health, mental of individual physical and how needs of children safety and nutritional, and growth children’s those needs influence development (Levels 2-4: B3) Identifies ways to maintain an an to maintain ways 2-4: B3) Identifies (Levels potential from and free is safe that environment hazards, identifying dangers by physical and taking corrective assessing risks, appropriate action Analysis Application Application Application Expectation Achievement Achievement Providers collaborate with families and health professionals to provide safe, healthful environments, and healthful environments, safe, provide to and health professionals with families collaborate Providers . * They acknowledge the value of creating a healthful environment to foster children’s physical, cognitive, cognitive, physical, children’s foster to environment a healthful acknowledge creating of They the value * . Knowledge, Skills and Dispositions Knowledge, Standards and procedures for cleanliness for and procedures Standards Personal and professional commitment to to commitment and professional Personal interrelationships and Basic health needs, 3 1 2 . . . B1 B1 B1 and sanitation, including universal precautions precautions universal including and sanitation, hand washing, monitoring, health care to related surface and diapering and toileting cleanliness, infusing health and fitness principles throughout infusing health and fitness principles throughout planned activities and the learning environment and emotional ability, among health, physical conflict, of the effects including well-being, of on health and the diversity and trauma stress, nutrition, health, practices surrounding cultural and health care Performance Area B1 Area Performance of health needs and physical curriculum that meet the emotional and environments and evaluates with safetyComplies and provides and health regulations birthchildren, age 8.* through children to learn positive habits that will ensure their health, safety, and well-being their health, safety, ensure will habits that learn positive to children learning in children, birthlearning in children, 8 age through social-emotional and language, development and abilities individual needs children’s to routines nutrition, adjust health, and safety to Content Area B: HEALTH, SAFETY, AND WELL-BEING AND SAFETY, B: HEALTH, Area Content and development for the foundations are and well-being health, safety, and mental physical children’s that understand providers child care Family

Family Child Care Credential Pilot Final Report • 47 1C, 2C 1C 6B 1C, 6B 1C, 6B 1C, 6C 3C, 3B 1C 8P, 9F 8P, 9R 4I 9J 9C 8L, 8O 1D, 7A 4I (Levels 2-4: B5) Demonstrates knowledge of ways knowledge of ways 2-4: B5) Demonstrates (Levels and their families in making assist children to health- choices, healthy lead to decisions that and personal safety behaviors, promoting (Levels 2-4: B7) Demonstrates knowledge of ways knowledge of ways 2-4: B7) Demonstrates (Levels health and immunization children’s maintain to records knowledge of 2-4: B8) Demonstrates (Levels emergency aid procedures medical and first knowledge of 2-4: B9) Demonstrates (Levels a variety of for referral for resources appropriate and situations conditions health 2-4: B10) Chooses appropriate (Levels and checklistsscreenings for and assessment development and growth recording knowledge of 2-4: B11) Demonstrates (Levels of the and the role of children health conditions caregiver (Levels 2-4: B4) Demonstrates ability to recognize ability recognize to B4) Demonstrates 2-4: (Levels and diseases of childhood and symptoms signs abuse or and psychological sexual, physical, neglect for procedures 2-4: B6) Prepares (Levels regulations health and safety addressing Application Application Application Application Application , . g . Procedures for meeting individual for Procedures Regulations including required including required Regulations Approaches to teaching children about about children teaching to Approaches Procedures for monitoring physical and and physical monitoring for Procedures 7 6 5 4 . . . . B1 B1 routines to provide skill instruction, provide to (e routines and toileting) cooking experiences, mealtime, with families sharing resources B1 B1 health care needs related to medication and medication to needs related health care as needs of as well ability, physical on limitations technology and disorders with seizure children and parents from with consultation dependency, health professionals immunizations and procedures for providing providing for and procedures immunizations to medical responding for first aid and CPR, and emergencies dental health, disease prevention, and fitness, and fitness, health, disease prevention, dental using daily behaviors, including modeling emotional well-being and health, including signs signs and health, including well-being emotional distress, emotional diseases, of communicable and neglectabuse,

48 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 1C, 6B 1C 6E 3B 6B, IPTS 4I 4E 9R, 9Q 4E Level 2-4 Benchmarks/Competencies Level (Levels 2-4: B15) Demonstrates knowledge of 2-4: B15) Demonstrates (Levels indoor and hygienic of safe components essential including environments, physical and outdoor and guidelines standards, regulations, (Levels 2-4: B12) Produces strategies to meet to strategies 2-4: B12) Produces (Levels emotional, physical, and adult’s each child’s and environmental through and health needs curricular policies and procedures families, to 2-4: B13) Relates (Levels the importance and colleagues administrators, reporting and of recognizing and responsibility and child abuse, of emotional distress, signs neglect strategies 2-4: B14) Demonstrates (Levels and safety health conducting regular for with consistent the environment, of assessments and quality standards regulations Application Application Application Application Expectation Achievement Achievement , recommendations for sleeping; for , recommendations . g . Knowledge, Skills and Dispositions Knowledge, Current regulations, standards, and standards, regulations, Current Principles and procedures for evaluating evaluating for and procedures Principles Signs of emotional distress, child abuse, abuse, child of emotional distress, Signs Basic physical and emotional needs and emotional needs Basic physical 4 3 2 1 . . . . procedures for safe transportation; safe responds for procedures emergencies and common accidents to such as emergencies disaster-related and to persons; and authorized to release evacuations; reporter) as a mandated responsibilities B2 (e children B2 B2 B2 guidelines related to safe environments for for environments safe to guidelines related space, materials, and equipment for use by use by for and equipment materials, space, and abilities ages of different children and neglect in children, and responsibilities and and neglect responsibilities and in children, reporting for procedures of children and adults, and personal and and adults, of children safe, creating to commitment professional environments and education care healthy Promotes and provides safe emotional and indoor and outdoor physical environments for children, birth for children, 8.* age environments through safe emotional and indoor physical and outdoor and provides Promotes Performance Area B2 Area Performance

Family Child Care Credential Pilot Final Report • 49 NAEYC NAEYC Standards 1C, 4B 2C, 4B 1C 4B, 1B IPTS 2N 8K 7G, 7I 1D, 1L 1D, Level 2-4 Benchmarks/Competencies Level (Levels 2-4: B16) Articulates strategies for for Articulates B16) 2-4: strategies (Levels opportunities families children, providing for daily through behaviors to practice safe and staff and activitiesroutines for strategies 2-4: B17) Identifies (Levels with families and health personnel collaborating of needs and ways each child’s identify to learning for procedures 2-4: B18) Identifies (Levels all children, accommodate to planning strategies and needs based on knowledge of children’s of learning ways (Levels 2-4: B19) Articulates individual physical 2-4: B19) Articulates individual physical (Levels and health, nutritional, mental health, fitness, special such as allergies, children, needs of safety and specific abilities, differing medications, diets, medical conditions Knowledge Application Application Expectation Achievement Achievement , setting and enforcing and enforcing , setting . g . Knowledge, Skills and Dispositions Knowledge, Nutritional needs of children, birth Nutritional needs of children, through Procedures for achieving maximum for Procedures Approaches for teaching children children teaching for Approaches , techniques for positioning and handling, handling, positioning and for , techniques . 1 6 5 . . . g . B3 (e prosthetic and equipment and use of adaptive and parents from with consultation devices) health professionals B2 B2 (e about safety discussing expectations; modeling, behavioral skill instructionand providing within daily of safety using pictures and diagrams routines; with families) and sharing resources procedures; age 8,* and the interrelationships among age 8,* and the interrelationships (including health development nutrition, physical fitness, development), Nervous System Central and learning emotional well-being, independence in children with special needs in children independence Promotes good nutrition and healthy eating habits in children, birth eating habits in children, good and healthy age 8.* nutrition through Promotes Performance Area B3 Area Performance

50 • Family Child Care Credential Pilot Final Report 1C, 6B 6B 4B 2C 1C, 6B 4I N/A 2A, 1L 8K 9C . (Levels 2-4: B21) Uses state and local regulations and local regulations state 2-4: B21) Uses (Levels meal preparation for (Levels 2-4: B20) Demonstrates knowledge of 2-4: B20) Demonstrates (Levels food healthy to related procedures appropriate handling food and safe preparation health provide to ways 2-4: B23) Employs (Levels for and nutrition appropriate activities are that and backgrounds and reflect diverse all children and families of children cultures involving for procedures 2-4: B24) Uses (Levels using and families and health professionals in decision-making community resources the nutritional needs of regarding processes children (Levels 2-4: B22) Explains procedures related to to related 2-4: B22) Explains procedures (Levels to related health needs of children to responding preparation emergency food and situations Analysis Application Application Application Application Individual with nutritional needs of children Approaches for teaching nutrition as a part teaching for Approaches Health hazards in food, including choking including in food, Health hazards Current regulations, standards, and and standards, regulations, Current 5 4 3 2 . . . . B3 B3 B3 B3 allergies or disabilities, with consultation from from consultation with or disabilities, allergies and health professionals parents of the ongoing curriculum and daily routine, of the ongoing curriculum routine, and daily and cultures diverse from foods incorporating opportunities providing model and encourage to with and sharing resources choices, food healthy families and allergies, and appropriate selection and and appropriate and allergies, children for of food preparation guidelines related to healthy food preparation preparation food healthy to related guidelines food safe for including procedures children, for handling *Also may apply to children up to age 12 for those workingout-of-school in age 12 for up to settings children to apply may *Also

Family Child Care Credential Pilot Final Report • 51 NAEYC NAEYC Standards 3C 3C 3C 3A, 3C . IPTS 7F, 7K 7F, 7K 7A 7R 7A, 7Q, Level 2-4 Benchmarks/Competencies Level (Levels 2-4: C1) Describes the importance(Levels of assessment appropriate using developmentally instructioninform care and to procedures 2-4: C2) Describes observational various (Levels and to evaluation used in program procedures and learning development understand children’s (Levels 2-4: C3) Names the various types 2-4: C3) Names the various of (Levels various used for are that procedures assessment purposes 2-4: C4) Selects types of appropriate (Levels purposes meet specific to assessment Knowledge Expectation Achievement Achievement Comprehension Professionals follow ethical practices when using a variety of age, developmentally, linguistically, and and linguistically, developmentally, practices ethical when using a variety age, of follow Professionals . They understand the purposes, benefits and uses of assessment, including observation, as a way to understand to understand including observation, of assessment, benefits and uses way the purposes, understand as a They . , anecdotal , anecdotal . * They evaluate and modify their own roles and practices and as part roles own and modify their ongoing cycle of an evaluate self-reflection of They * . g . , pictures, portfolios, journals, journals, portfolios, , pictures, . g . Knowledge, Skills and Dispositions Knowledge, Published early childhood assessments, early assessments, childhood Published Ongoing observation (e 2 1 . . C1 methods (e understand children's sampling) used to work determine to and learning, development initial inform to needs, and interests children's and ongoing decisions about curriculum and support and to learning interactions, teaching/ with others communication records, in-time records, time sampling) and records, in-time records, and documentation assessment other authentic C1 including commonly used norm-referenced used norm-referenced including commonly measures; curriculum-referenced measures; checklists; checklists; behavioral environmental and child-child and child-adult observations Implements, interprets, summarizes, and communicates information from a variety of age and developmentally appropriate, informal and formal observation appropriate, of age and developmentally a variety from information and communicates summarizes, interprets, Implements, and to with others, support to interactions, about inform decisions communication curriculum and teaching/learning to and approaches, and assessment tools decisions importantinform programmatic birth in early childhood for children, settings age 8.* through Performance Area C1 Area Performance children, as well as for evaluation and accountability and evaluation for as as well children, interests, skills, abilities, each child’s on information observation and share gather informal and practices to and assessment formal appropriate culturally birthand needs, age 8 through Family child care providers’ knowledge of individual children’s development provides the framework for curriculum, teaching and learning interactions, curriculum, and learning interactions, teaching for the framework provides development knowledge children’s of individual providers’ care child Family and age-appropriate guidance positive Content Area C: OBSERVATION AND ASSESSMENT ASSESSMENT AND C: OBSERVATION Area Content

52 • Family Child Care Credential Pilot Final Report 3A 3B 3B 3D 3A 3C None 7E 7G 7N 7M 7A 7A None (Levels 2-4: C8) States ways information can can information ways 2-4: C8) States (Levels instruction, and planning, inform be used to and IFSPs of IEPs development organize to 2-4: C10) Describes ways (Levels about each child information (Levels 2-4: C7) Identifies formats according to formats according 2-4: C7) Identifies (Levels uses and benefits appropriate 2-4: C9) Names specific documentation (Levels and state, local, in use at currently procedures levels national (Levels 2-4: C5) Names reasons for using multiple using for reasons 2-4: C5) Names (Levels children young when screening measures 2-4: C6) Describes of a wide range (Levels children’s monitor used to tools screening and learning development None None Knowledge Knowledge Knowledge Methods to organize and maintain paper, paper, and maintain organize Methods to Adaptations in observation Adaptations assessment and summarizing observation for and Formats Variety of screening tools commonly used commonly tools screening of Variety 6 4 5 3 . . . . C1 C1 C1 C1 product, and technology-based documentation documentation product, and technology-based to in relation progress of children's and records those on the IEP and including individual goals, state, national, relevant to and in relation IFSP, such as the Illinois Earlyand local standards the Head Standards, and Development Learning the Illinois Learning Start Framework, Outcomes assessment developed and program Standards, tools approaches and instruments to obtain valid, valid, obtain to and instruments approaches about learning and information reliable with special needs of children development individual and into information assessment for use in initial and ongoing profiles group planning of curriculum and instruction, and to IFSP development IEP and to contribute in early in the community settings and childhood and development children's young monitor to and domains learning developmental in multiple development including areas, curriculum content possible whenever in home language

Family Child Care Credential Pilot Final Report • 53 NAEYC NAEYC Standards 3A 3C 3B, 3D 3B, 3C, 3D 3B IPTS 7A 7R 7Q, 7R 7C 7O Level 2-4 Benchmarks/Competencies Level (Levels 2-4: C14) Describes differences in 2-4: C14) Describes differences (Levels and assessment the purposes of different observation and approaches methods and appropriate 2-4: C15) Identifies (Levels methods uses of assessment inappropriate (Levels 2-4: C13) Identifies ways to reduce and/ reduce to ways 2-4: C13) Identifies (Levels bias the assessment that influences or eliminate and results process (Levels 2-4: C12) Describes assessment (Levels cultural, to responsive are that procedures and influences and environmental linguistic, unique characteristics of each child and family (Levels 2-4: C11) Identifies various technology- various Identifies C11) 2-4: (Levels assessment share used to based formats and the benefits and states information of each limitations Knowledge Knowledge Knowledge Expectation Achievement Achievement , . g . Knowledge, Skills and Dispositions Knowledge, Assessment and observation Assessment methods, Potential influences of culture, primary of culture, influences Potential Written, oral, and technology-based technology-based and oral, Written, 2 1 7 . . . observing children's daily interactions; screening observing screening daily interactions; children's special needs; planning curriculum for for activities; monitoring individual and group programs) evaluating progress; children's with children from birth from age 8* (e with children through C2 C2 C1 approaches and instruments that are appropriate appropriate are that and instruments approaches used which they are the purposes for for language, age, and special needs on instrument and special needs on instrument age, language, selection, and interpretation implementation, and methods and instruments, of approaches, to interpretation and approaches modifications consideration into influences take these that formats for sharing observation for and assessment formats other families, with children, information local and state and appropriate professionals, agencies Applies measurement concepts and principles in evaluating and selecting observation and assessment approaches and instruments that are age and and selecting that are and instruments observation and assessment approaches and principles in evaluating Applies concepts measurement birth for early childhood settings, appropriate age 8.* developmentally through Performance Area C2 Area Performance

54 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 3C 3C 2C, 3D 1B, 3A 1B, IPTS 7P 7R, 8D 9N 8Q, 8K, 8O, 7A None Level 2-4 Benchmarks/Competencies Level (Levels 2-4: C17) Explains possible considerations 2-4: C17) Explains possible considerations (Levels families in the and/or barriers involving to for process assessment overcome to 2-4: C18) Describes ways (Levels in the assessment barriers family involvement to process roles of different the 2-4: C19) Identifies (Levels multi-disciplinary members and family team goal-setting and to members who contribute processes assessment (Levels 2-4: C16) Recognizes the implications of implications the 2-4: C16) Recognizes (Levels domains developmental interrelated multiple, of observationand contexts and assessment None None Knowledge Knowledge Expectation Achievement Achievement Comprehension validity, validity, . g . Knowledge, Skills and Dispositions Knowledge, Roles and contributions of families and of families Roles and contributions Potential influences of the assessment of the assessment influences Potential Measurement concepts (e concepts Measurement Holistic approach to observation to Holistic approach and 2 1 4 3 . . . . C3 C3 C2 the benefits and usefulness) and reliability, of a varietylimitations and of authentic used and instruments approaches standardized in early childhood assessment C2 of different professional team members to the members team professional of different process assessment process on family involvement process assessment that reflects of understanding that assessment domains developmental interrelated multiple, assessing for implications including and contexts, with special of children the abilities and needs needs Establishes assessment partnerships with families as a basis for understanding child characteristics and progress and for makingEstablishes assessment partnerships decisions about and progress curriculum child characteristics as a basis for understanding with families birthand instruction for children, age 8.* through Performance Area C3 Area Performance

Family Child Care Credential Pilot Final Report • 55 NAEYC NAEYC Standards 2C, 3D 2B, 2C 2B, 2C, 3D 2B, 3C, 6B 6B 3B, 6B 3B, IPTS 7P 8B, 8D 8B, 9L 8Q, 9J 9Q 9J Level 2-4 Benchmarks/Competencies Level (Levels 2-4: C20) Chooses methods for gathering gathering for methods Chooses C20) 2-4: (Levels and families, about children information priorities and their home lives including (Levels 2-4: C22) Describes ways to foster family family foster to 2-4: C22) Describes ways (Levels and goal-setting in the assessment involvement process 2-4: C23) Articulates for reasons (Levels and privacy confidentiality when safeguarding children to related keeping records 2-4: C24) Informs others about (Levels legal following for importance of and procedures gathering to related and ethical requirements children about and sharing information to of ways examples 2-4: C25) Gives (Levels and information, current accuracy, maintain records of children’s integrity (Levels 2-4: C21) Identifies ways to work to ways 2-4: C21) Identifies (Levels with multi-disciplinarycollaboratively and teams family members Knowledge Application Application Expectation Achievement Achievement Comprehension , home . g . Knowledge, Skills and Dispositions Knowledge, Techniques and resources to maintain maintain to and resources Techniques Personal and professional commitment commitment and professional Personal Models and strategies for collaborating with with collaborating for Models and strategies Strategies for collaborating with families with families collaborating for Strategies 2 1 4 3 . . . . C4 C4 language, priorities for child's education) priorities for language, C3 C3 (e of the program outside lives families' accurate, ethical records of children's of children's ethical records accurate, and learning development to maintaining legal and ethical requirements legal and ethical requirements maintaining to collection data to related and responsibilities children, with and sharing of information including those and community, school, parents, pertaining with special needs children to families and other team members in planning, in planning, members team families and other the assessment and evaluating conducting, to related assessment including process, and development and learning, development, and IFSPs of IEPs revision to acquire an understanding of children's and children's of an understanding acquire to Performance Area C4 Area Performance for children and for ensuring due process of assessment information, for confidentiality and privacy and requirements standards Maintains legal and ethical birth age 8* and their families. through

56 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 3A 6D 3C, 6B 3B IPTS 7I 7N 7E 7P . Level 2-4 Benchmarks/Competencies Level (Levels 2-4: C26) Identifies conditions under conditions 2-4: C26) Identifies (Levels need further may which children assessment, and knowledgebased on of child development resources of appropriate learning is aware and (Levels 2-4: C27) Articulates strategies for active for 2-4: C27) Articulates strategies (Levels collection in data and interpretation involvement evaluation program for (Levels 2-4: C28) Identifies appropriate models appropriate 2-4: C28) Identifies (Levels in evaluations program conducting regular for and early care quality for for standards to relation settings education to involve ways 2-4: C29) Identifies (Levels and families in ongoing program children in the improvements lead to that evaluations goals reflect program and that program Knowledge Knowledge Knowledge Application Expectation Achievement Achievement . .

. Knowledge, Skills and Dispositions Knowledge, Strategies for collecting, summarizing, and summarizing, collecting, for Strategies Personal and professional commitment commitment and professional Personal collecting, Models for and instruments Reasons, procedures and resources for for and resources procedures Reasons, 3 1 2 3 . . . . continuous improvement continuous standards C5 C5 evaluation C5 C4 interpreting children's and families' responses and families' responses children's interpreting in progress including children's program, the to for and other goals, learning standards to relation and as a guide to value program use in judging to active, ongoing participation in program ongoing participation active, to in program on information and interpreting summarizing, quality to in relation implementation program referral of children for further for of children assessment referral Designs and implements evaluation of program for young children, birth through age 8,* in relation to child and family responses to the program and to and to the program to responses birth child and family children, to for young age 8,* in relation through of program Designs and implements evaluation standards. program Performance Area C5 Area Performance *Also may apply to children up to age 12 for those workingout-of-school in age 12 for up to settings children to apply may *Also

Family Child Care Credential Pilot Final Report • 57 NAEYC NAEYC Standards 1A 1A 4C 2C IPTS They take responsibility for for take responsibility They 1A 1C 3Q 7P . * They understand the importance understand They of * . Level 2-4 Benchmarks/Competencies Level (Levels 2-4: D2) Describes the relationship 2-4: D2) Describes the relationship (Levels and learning goals developmental between curriculumcontent 2-4: D3) Identifies (Levels to relationship the and groups age different for practices developmental families involve to 2-4: D4) Explains ways (Levels developmental and others in assessing children’s individual and needs in developing strengths goals and program (Levels 2-4: D1) Describes the unique (Levels in and learning needs of children developmental abilities and with diverse groups age different Knowledge Expectation Achievement Achievement . Comprehension Comprehension Providers recognize and value the interdependence between children’s relationships with others and their construction with others and of relationships children’s between interdependence the and value recognize Providers . CURRICULUM OR PROGRAM OR DESIGN CURRICULUM . They view engaging children in authentic learning as an ongoing collaborative, dynamic professional endeavor professional dynamic learning collaborative, as an ongoing in authentic children view engaging They . Knowledge, Skills and Dispositions Knowledge, Key learning outcomes in the content in the content Key learning outcomes Goals reflect skills, that and knowledge, Critical developmental goals for children, children, goals for Critical developmental 2 3 1 . . . D1 D1 D1 disciplines, as appropriate for children from birth from children for as appropriate disciplines, age 8* through communities, families, by dispositions valued and society birth age 8,* based on knowledge through in the domains of development of children's and social roles emotions and relationships, language and communication, interactions, and health development and physical cognition, Using a developmentally appropriate, research based curriculum for family child care, provides a comprehensive, holistic learning environment that is environment holistic learning a comprehensive, provides care, child based curriculum for family research appropriate, Using a developmentally guide and support that influence, the of sources the range and activities and that includes materials from age group through mixed a small, to appropriate birth and learning of children, development age 8.* through Performance Area D1 Area Performance planning and providing emerging, bias-free, integrated learning opportunities and resources that build on each child’s current abilities and interests, and abilities and interests, current on each child’s build learning that opportunities and resources integrated bias-free, emerging, planning and providing domains in all developmental competence expand to promoting children’s cognitive and intellectual development through rich conversations, interactive book reading, and active exploration of children’s of children’s and active exploration book reading, interactive rich conversations, through and intellectual development cognitive children’s promoting in the world interests knowledge Family child care providers have broad knowledge of appropriate learning contexts and developmentally appropriate, research-based curriculums that research-based appropriate, developmentally and learningcontexts knowledge appropriate of broad have providers care child Family birthchildren of age 8 through age groups through mixed settings with small, child care home for designed are Content Area D Area Content

58 • Family Child Care Credential Pilot Final Report 6B 5C 4C 4B, 3B 7B 3A 2J 4E (Levels 2-4: D7) Describes how standards 2-4: D7) Describes standards how (Levels in early choices curriculumcontent influence programs and education care (Levels 2-4: D6) Names relevant types of 2-4: D6) Names relevant (Levels in guide curriculum that content standards education and early care different for Illinois, programs 2-4: D8) Describes approaches various (Levels curriculum design and identifies used to and disadvantages advantages (Levels 2-4: D5) Identifies ways that that ways 2-4: D5) Identifies (Levels and language, needs/interests, developmental be used to can of all children home experiences curriculum inform Knowledge Knowledge Knowledge Goals that emerge from observations from Goals emerge that Common theoretical frameworks and frameworks theoretical Common Learning standards that govern or guide govern that standards Learning 6 5 4 . . . D1 D1 D1 curricular approaches used with children, birth used with children, curricular approaches age 8,* including (a) their assumptions, through support, research and distinguishing rationales, and disadvantages advantages and (b) features, interests, genders, ages, of different children for and needs backgrounds, linguistic and cultural curriculum content in Illinois, birth in Illinois, curriculum content through Illinoisage 8, including the Early Learning the Head Start Standards, and Development Illinois and the Learning Framework, Outcomes Standards of children's interactions, interests, and and interests, interactions, of children's with ideas relationships

Family Child Care Credential Pilot Final Report • 59 NAEYC NAEYC Standards 5A 4C, 5B 5A 4C, 5B 5A 4C, 5B IPTS 6A, 6Q 6J 6E, 6B, 2Q, 2I, 3A 5A, 5S 2I, 3A 5A, 5S 2B, Level 2-4 Benchmarks/Competencies Level (Levels 2-4: D10) Describes appropriate methods 2-4: D10) Describes appropriate (Levels in literacy-rich experiences children engaging for supportthat and learning their development 2-4: D12) Describes appropriate (Levels in mathematical children engaging methods for support that experiences and development their and concepts their learning of mathematical skills and of relevant examples 2-4: D13) Gives (Levels birth children, for science for content appropriate age 8* through methods 2-4: D14) Describes appropriate (Levels experiences in scientific children engaging for supportthat their inquiry of and development and skillsconcepts scientific (Levels 2-4: D9) Gives examples of relevant and of relevant examples 2-4: D9) Gives (Levels birth children, literacy for for content appropriate age 8* through and of relevant examples 2-4: D11) Gives (Levels birth children, for - math for content appropriate age 8 Expectation Achievement Achievement Comprehension Comprehension Comprehension Knowledge, Skills and Dispositions Knowledge, Principles of scientific inquiry of scientific Principles concepts and Major concepts, procedures, and reasoning and reasoning procedures, Major concepts, Components and sequences of emergent of emergent and sequences Components 3 2 1 . . . D2 D2 D2 in the physical, earth/space, and life sciences, sciences, earth/space, and life in the physical, in everyday and their interconnectedness age-appropriate and dynamic, environments, and apply explore opportunities to children for process the scientific processes of mathematics, and active, age- and active, of mathematics, processes children engaging for approaches appropriate opportunities construct concrete to in everyday, concepts a dynamic understanding of numbers, such processes and mathematical of chance, spatial recognition, pattern as estimation, of and analysis and measurement reasoning, properties physical literacy, genres and authors of children's and authors of children's genres literacy, active strategies and age appropriate, literature, speaking, in listening, children engaging for and thinking writing, reading, Performance Area D2 Area Performance of tools goals, concepts, the central that addresses a program provides child care, curriculum for family based research appropriate, Using a developmentally with relationships engaged active, birthto develop disciplines, content and enables children age 8,* of the through resources and significant structures inquiry, of each discipline. the content

60 • Family Child Care Credential Pilot Final Report 4B 4C 5A 4C, 5B 5A, 4C 4C, 5B 2L, 5E 3N, 5N 2L, 3E, 2I, 3A 3A, 5A, 5S 2I, 3A 2I, 5A, 5S (Levels 2-4: D17) Gives examples of a variety examples 2-4: D17) Gives (Levels and technologies and appropriate of relevant birth children, young for software appropriate age 8* through incorporate to 2-4: D18) Describes ways (Levels to as a learning tool technologies appropriate in learning and development support children’s abilities diverse including those with all areas, and needs (Levels 2-4: D20) Describes appropriate methods 2-4: D20) Describes appropriate (Levels and fine arts in creative children engaging for support that experiences abilities to their artistic their ideas and emotions through express expression (Levels 2-4: D19) Gives examples of relevant and of relevant examples 2-4: D19) Gives (Levels arts and creative the fine for content appropriate birth children, age 8* young through for (Levels 2-4: D15) Gives examples of relevant and of relevant examples 2-4: D15) Gives (Levels for the social sciences for content appropriate birthchildren, age 8* through 2-4: D16) Describes appropriate (Levels in social science children engaging methods for as their development promote that experiences participants society global and in a democratic world Comprehension Comprehension Comprehension , writing tools, digital digital , writing tools, . g . Content, function, and achievements of function, and achievements Content, Types and functions of technologies Types Concepts and interrelationships among and interrelationships Concepts 6 5 4 . . . D2 to use technology (e technology use to gain knowledge to programs) computer cameras, and for and expression, appreciation creative for recreation D2 D2 the fine and creative arts (dance, music, drama, drama, arts music, (dance, the fine and creative visual arts) inquiry, communication, as media for among the the interrelationships and insight, and active arts of society, and development enjoyment, enhancing children's to approaches participation, appreciation, and understanding, of the artsexpression appropriate for young children, birth children, young through for appropriate children teaching for age 8,* and approaches the social sciences (historical, geographical, geographical, (historical, sciences the social and life, in everyday political) civic, economic, understanding children's enhance to strategies actively exploring through and use of concepts, artifactscultural differences maps, such as interrelationships cultures, among families and of individuals and and roles among people, groups

Family Child Care Credential Pilot Final Report • 61 NAEYC NAEYC Standards 4C 2A, 4D 1B, 4A, 5C 5A 4C, 5B IPTS 1L, 3L 1L, 2E 1L, 3C, 5E 2D, 2I, 3A 2D, 3A, 5C Level 2-4 Benchmarks/Competencies Level (Levels 2-4: D23) Demonstrates knowledge 2-4: D23) Demonstrates (Levels of evidence-based supporting practices for of skills development and knowledge, children’s and curriculum content integrating by interests, experiences, children’s incorporating and abilities of bias on 2-4: D24) Discuss the effects (Levels and communities families, children, differentiate to 2-4: D25) Discusses ways (Levels learning activities is a reflection of children’s that abilities and special needs diverse cultures, (Levels 2-4: D21) Gives examples of relevant and and of relevant examples Gives D21) 2-4: (Levels development physical for content appropriate birth children, age 8* for and health through methods 2-4: D22) Describes appropriate (Levels that in experiences children engaging for and healthy emotional, support their physical, well-being Application Expectation Achievement Achievement Comprehension Comprehension Knowledge, Skills and Dispositions Knowledge, Potential influences of age, ability, gender, gender, ability, of age, influences Potential Short-term planning and long-term Principles of movement, fitness, and activity and fitness, of movement, Principles 2 1 7 . . . D3 D3 D2 culture, language, and socio-economic language, status culture, learning understanding of styles, on children's curriculum approaches for organizing curriculum content, curriculum content, organizing for approaches and activitieslearning contexts as elements central to physical and emotional and emotional physical to central as elements engaging providing and for well-being, and activities promote that environments and of skills, dispositions, development children's good health and safety to contribute habits that Using a developmentally appropriate, research based curriculum for family child care, combines and integrates developmental and learning goals from and learning goals from developmental and integrates combines care, child based curriculum for family research appropriate, Using a developmentally needs of children, and backgrounds abilities, that reflect the interests, experiences learning and discovery ongoing dynamic, integrated, into sources multiple birth age 8.* through Performance Area D3 Area Performance

62 • Family Child Care Credential Pilot Final Report 3C, 3D 4A 3A, 3C 2C 5P, 7G 5P, 5P 5J, 5H, 7J 8F (Levels 2-4: D28) Identifies ways for children for children ways 2-4: D28) Identifies (Levels participateto in planning and designing and making of experiences areas about choices study (Levels 2-4: D27) Identifies strategies for using strategies 2-4: D27) Identifies (Levels and observationsongoing assessments of inform and abilities to interests children’s instruction differentiated curriculum planning for 2-4: D29) Identifies types of assessment (Levels used to are results assessment and describes how decision makinginform and curriculum planning (Levels 2-4: D26) Describes ways to foster foster to 2-4: D26) Describes ways (Levels partnerships to families in order with of curriculum planning and learninginform opportunities Knowledge Knowledge Comprehension Strategies for evaluating and modifying evaluating for Strategies Approaches for involving children in children involving for Approaches Approaches for incorporating families' families' incorporating for Approaches 5 4 3 . . . D3 D3 D3 curricular learning opportunities on based and interests children's of ongoing assessment goals in and individual of group on the progress in areas, domains and content developmental with families and with professionals collaboration other disciplines from building a curriculum and learning environment building a curriculum and learning environment of array is embedded within the broader that and curricular development learning, desired goals priorities and concerns into the learning into priorities and concerns and curriculum environment

Family Child Care Credential Pilot Final Report • 63 NAEYC NAEYC Standards 3C, 3D 3D IPTS 3P, 8K 3P, 8I, 8S Level 2-4 Benchmarks/Competencies Level (Levels 2-4: D30) Describes ways to work with work to 2-4: D30) Describes ways (Levels plan curriculum is members to that team with meet the needs of children to adapted abilities diverse team appropriate 2-4: D31) Identifies (Levels participate who might their roles, and members, and other IFSP, of the IEP, in the development curriculumindividualized plans Knowledge Knowledge Expectation Achievement Achievement Knowledge, Skills and Dispositions Knowledge, Legal and ethical responsibilities for for and ethical responsibilities Legal Approaches for collaborating with families collaborating for Approaches 2 1 . . D4 D4 developing and implementing the IEP, IFSP, and IFSP, the IEP, and implementing developing curriculumother individualized plans and with professionals from other disciplines to other disciplines to from and with professionals curriculum integrated comprehensive, develop individual address and accommodate plans that to access have all children that needs and ensure curriculumthe goals of the general Performance Area D4 Area Performance learning individual modifies activities and adapts learning to incorporate child care, curriculum for family based research appropriate, Using a developmentally factors such as English to related needs well as individual as concerns, and family priorities interests, in children’s differences individual from stem goals that delay or disability and developmental children. in factors, risk environmental or biological learning, language

64 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 4C 4B 5A IPTS 5I 6J 1J 6S 2Q, 5D 2Q, w many do we do we w many " "Ho . . . Level 2-4 Benchmarks/Competencies Level (Levels 2-4: D35) Gives examples of different of different examples 2-4: D35) Gives (Levels types of learning with the world and interacting techniques 2-4: D36) Describes effective (Levels in learning experiences children engaging for and modalities approaches use multiple that (Levels 2-4: D32) Gives examples of relevant of relevant examples 2-4: D32) Gives (Levels pose about daily questions to and appropriate such as us, activities around the world life and "I wonder if …" "Why do "Why if …" "I wonder notice?" need?" "What do you methods 2-4: D33) Describes appropriate (Levels conversations in questions, children engaging for interests activitiesand children’s the on build that and ideas methods 2-4: D34) Describes appropriate Levels in learning experiences children engaging for as participants their development promote that society and global world in a democratic Expectation Achievement Achievement Comprehension Comprehension , visual, , visual, . g . Knowledge, Skills and Dispositions Knowledge, Fully integrated learning experiences learning experiences integrated Fully Effective strategies for helping children for helping children strategies Effective 2 1 . . multiple approaches and modalities (e multiple approaches logical- natural, musical, kinesthetic, spatial, intra-personal and inter verbal, mathematical, processes) D5 D5 that include opportunities for children to include opportunities to that children for through ways in different learn and explore engage deeply with questions and ideas engage deeply with thinking incorporating by profound fostering curiosity natural the world about children’s Using research-based interaction processes, facilitates learning within the unique, multi through aged environment of the family child care setting, in order to to in order setting, care child of the family aged environment through multi the unique, learning within facilitates processes, interaction Using research-based environments. and materials using curriculum, engagement multi-modal enhance Performance Area D5 Area Performance

Family Child Care Credential Pilot Final Report • 65 5B 5C 5C 3Q 5A 6F-6L 6Q . reciprocal responding and serve responding and reciprocal . g . (Levels 2-4: D39) Describes appropriate methods 2-4: D39) Describes appropriate (Levels in communication children engaging for (Levels 2-4: D37) Gives examples of relevant and and of relevant examples Gives D37) 2-4: (Levels birth discovery children, activities for appropriate age 8* through methods 2-4: D38) Describes appropriate (Levels in exploring making and children engaging for support that sense of the world of the habit and inquiry of new concepts development and skills (e meaningful infants; with interactions return with toddlers book reading and conversations questions, answering and preschoolers; along with older and reading exploring ideas, children) of relevant, examples 2-4: D40) Gives (Levels appropriate and high qualityengaging literature ages of different children to Comprehension Comprehension Key processes for supporting for Key processes Key processes for exploring interests and and exploring interests for processes Key 4 3 . . D5 D5 communication, language, and literacy language, communication, conversations including authentic development, literature and use of quality children’s ideas and makingideas and including of the world, sense problems, solving asking reasoning, questions, and analyzing gathering hypotheses, testing and patterns noticing and explaining data, and describing and comparing structures, quantity and number *Also may apply to children up to age 12 for those workingout-of-school in age 12 for up to settings children to apply may *Also

66 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 1B, 2A 1B, 2A 4A 2B IPTS 4C 1A, 1K, 1L 4D 1K, 8P Within the context of warm, caring relationships, they of warm, caringrelationships, the context Within .

. Level 2-4 Benchmarks/Competencies Level (Levels 2-4: E2) Cites strategies to encourage encourage to strategies 2-4: E2) Cites (Levels aged peer relationships multi through positive families, involving by in the family child care cultural valuing awareness, enhancing cultural abilities and different and appreciating diversity, learning approaches responsive that ways 2-4: E3) States (Levels and interactions, consistent relationships, and education in care predictable routines development settings help support children’s and learning build trusting to 2-4: E4) Names strategies (Levels and with children children between relationships and their families (Levels 2-4: E1) Explains the multiple factors (Levels skillsfor impactthat children’s and influence with others interacting They recognize the important teaching roles of the physical and social environments, environments, and social the important of the physical roles teaching recognize They . Interactions and relationships in family child care environments are responsive to each child’s child’s each to responsive are environments child care in family Interactions and relationships . Knowledge Expectation Achievement Achievement Comprehension INTERACTIONS, RELATIONSHIPS & ENVIRONMENTS & ENVIRONMENTS INTERACTIONS, RELATIONSHIPS . Knowledge, Skills and Dispositions Knowledge, Characteristics of warm, responsive Characteristics responsive of warm, Influence of culture, socioeconomic status, status, socioeconomic Influence of culture, 2 1 . . E1 E1 interpersonal relationships, consistent consistent relationships, interpersonal that and predictable routines interactions, with children work for a solid foundation provide supporting and families and for children's and learn develop to motivation and individual differences such as age, ability, ability, such as age, and individual differences language and second temperament, gender, among children on communication acquisition, and adults children and between Performance Area E1 Area Performance with interactions productive self and others, sense of a positive develop to that assist children techniques and communication observation, guidance Employs birth age 8.* environments, with their through interactions and healthy peers and adults, abilities, interests, and needs, and reflect appreciation of family and communitycontexts of family and and reflect appreciation and needs, interests, abilities, 8* and their family members across a broad range of situations range a broad across family members 8* and their and support nurturing, and intellectuallyand provide are stimulating pleasant that interactions development social and emotional healthy children’s foster Content Area E Area Content birthfrom age with children through relationships and effective build sensitive to and interactions strategies use responsive providers child care Family

Family Child Care Credential Pilot Final Report • 67 1C 4B 1C, 4B 4D 4B, 6B 4B, 4B 4D, 4K 4D, 1B 4M, 4P 4A, 4G 4A, 4F, 4G 4A, 4F, 4Q 4H, 4O, (Levels 2-4: E8) Demonstrates ways to assist to ways 2-4: E8) Demonstrates (Levels emotions in express in learning to children make and problems, solve ways, positive decisions (Levels 2-4: E7) Describes and discusses guidance (Levels and opportunitiestechniques social for healthy children’s young lead to that interaction and ability to self-regulation, of self, concept with others appropriately interact (Levels 2-4: E5) Gives examples that the physical the physical that examples E5) Gives 2-4: (Levels and transitions routines, schedule, setting, and behavior positive promote to can be used interactions adult that 2-4: E6) Describes ways (Levels can interactions and attitudes, behaviors, social emotional positive children’s promote behavior positive and guide development (Levels 2-4: E10) Outlines specific strategies and 2-4: E10) Outlines specific strategies (Levels behaviors, problem addressing for techniques including functional and individual assessment plans guidance (Levels 2-4: E9) Identifies strategies in compliance compliance in strategies 2-4: E9) Identifies (Levels teach and ethical principles to policies, with laws, skills behavioral appropriate Knowledge Application Comprehension Comprehension . Variety of strategies to teach behavioral behavioral teach to of strategies Variety Multiple developmentally and individually and Multiple developmentally Guidance strategies that reflect the that strategies Guidance Consistent, predictable of social use Consistent, 6 5 4 3 . . . . individual guidance plans individual guidance E1 E1 E1 E1 skills appropriate to specific contexts and to and contexts specific skills to appropriate including use of ages, of different children such as functionaltechniques and analysis appropriate opportunities for children to opportunities to children appropriate for ways, emotions and ideas in positive express conflicts through resolve and to cooperate, to and conflict discussion, group listening, strategies resolution professional understanding and belief that that understanding and belief professional affirming support for need healthy, children their social-emotionaldeveloping identity groups, space, time, materials, transitions, rules, rules, transitions, materials, time, space, groups, and behavior positive guide to and routines and emotional resilience promote to interactions, needs behavioral to respond social skills, to and

68 • Family Child Care Credential Pilot Final Report 1C 2C 2C 4L, 4M 4H, 8Q 9L 8Q, (Levels 2-4: E13) Describes and discusses (Levels support to and emotional well-being strategies relationships positive strengthen (Levels 2-4: E11) Describes ways to collaborate collaborate to 2-4: E11) Describes ways (Levels individually appropriate develop to with families behaviors children’s expectations for to strategies 2-4: E12) Identifies (Levels of areas with families regarding communicate to strategies cooperative developing concern, difficulties potential address Knowledge Comprehension . Creating positive emotional climate to to climate emotional positive Creating Cooperative home-program approaches home-program approaches Cooperative 8 7 . . E1 children learn productive behavior learn productive children E1 foster children’s emotional well-being and emotional well-being children’s foster social such as frequent attachment, relational affection and laughter joint conversations, that promote positive self-concept and help positive promote that

Family Child Care Credential Pilot Final Report • 69 NAEYC NAEYC Standards 4C 4C 1C 1B 2A IPTS 4K 2C 4L, 4M 1C, 6C 6C Level 2-4 Benchmarks/Competencies Level (Levels 2-4: E18) Describes appropriate methods 2-4: E18) Describes appropriate (Levels intellectual curiosity, children’s developing for solving and decision makingproblem skills (Levels 2-4: E15) Chooses ways to plan and plan to 2-4: E15) Chooses ways (Levels and activities includes routines that implement children’s developing a variety of methods for skills, decision- and problem-solving curiosity, making abilities (Levels 2-4: E16) Identifies ways to show respect to show ways 2-4: E16) Identifies (Levels styles and home in communication variations for languages provide to 2-4: E17) Describes ways (Levels multiple opportunities English language for communicate to learning children (Levels 2-4: E14) Employs developmentally developmentally 2-4: E14) Employs (Levels into space organize to ways appropriate active children’s encourage that areas identifiable creativity, responsibility, initiative, involvement, sense of autonomy and growing Knowledge Knowledge Application Application Expectation Achievement Achievement , listening, posing , listening, . g . Knowledge, Skills and Dispositions Knowledge, Varied strategies to assist children to to assist children to strategies Varied Varied strategies, including those associated including those associated strategies, Varied Characteristics of indoor and outdoor Characteristics and outdoor of indoor Personal and professional commitment to to commitment and professional Personal , activities in which children employ skills, activities employ in which children . 4 3 2 1 . . . . g . thinking, and creativity (e thinking, and creativity resources) providing questions, E2 E2 from multiple domains, predictable routines and predictable routines multiple domains, from and and use of developmentally strategies, safety materials) appropriate culturally (e E2 E2 develop skills in problem solving, inquiry, critical inquiry, skills solving, develop in problem with English language acquisition, to assist to with English language acquisition, and use verbal acquire, understand, to children ideas means of communicating and nonverbal and feelings environments that promote development and and development promote that environments developmental learning within and across birthdomains and curriculum areas age through activities and space, 8,* including use of time, maintaining a safe, interactive, individualized, individualized, interactive, a safe, maintaining all and learningexploratory for setting care children Performance Area E2 Area Performance with interactions productive others, sense of self and a positive develop to assist children that techniques and communication observation, guidance Employs birth 8.* age with their environments, through interactions and healthy peers adults, and

70 • Family Child Care Credential Pilot Final Report 4B 4B 5C, 6C 4B 2O 3E 3A, 9A 4M, 5F, 5I 4M, 5F, (Levels 2-4: E21) Describes how technology is 2-4: E21) Describes technology how (Levels and learning development enhance to integrated (Levels 2-4: E20) Lists a variety of assistive devices devices 2-4: E20) Lists a variety of assistive (Levels with special needs used with children that of sources examples 2-4: E22) Gives (Levels to related about standards information provide and social environments physical (Levels 2-4: E19) Describes how children learn 2-4: E19) Describes children how (Levels their active exploration and interaction through of their environment Knowledge Comprehension Comprehension Sources of current research and professional and professional research of current Sources Developmentally appropriate ways of ways appropriate Developmentally Multiple ways to provide opportunities provide to Multiple ways 7 6 5 . . . E2 E2 E2 standards related to physical and social physical to related standards and learning teaching for environments using technology to enhance development and development enhance to using technology learning for children to explore and play creatively with creatively and play explore to children for and language, sounds, images, materials, space, ideas

Family Child Care Credential Pilot Final Report • 71 NAEYC NAEYC Standards 4B 4D, 6C 4D, 5A IPTS 1L 2A, 2F, 3D, 3G 3D, 2A, 2F, 2P 2I, 2J, Level 2-4 Benchmarks/Competencies Level (Levels 2-4: E25) Identifies ways to use the ways 2-4: E25) Identifies (Levels and children and goals of abilities, interests, learning experiences appropriate plan families to (Levels 2-4: E24) Uses strategies compatible compatible strategies 2-4: E24) Uses (Levels implement to with multiple intelligences and concepts appropriate developmentally desired skills guide each child toward that and learning outcomes developmental (Levels 2-4: E23) Relates how to use research, use research, to how 2-4: E23) Relates (Levels and professional theories, developmental decisions about using best inform resources learning and supportpractices that children’s development Knowledge Application Application Expectation Achievement Achievement , supporting . g . Knowledge, Skills and Dispositions Knowledge, Developmentally, culturally, and individually culturally, Developmentally, Major and learning theories as of teaching 2 1 . . domains, birthdomains, 8* (e age through enriched encouraging literacy, developing development, concept promoting language, and projects, planning individual and group learning material-rich activities) providing E3 E3 appropriate activities, materials, and family and activities, materials, appropriate support that exploration community resources skills, of knowledge, and and acquisition various cognitive dispositions within and across appropriate to children, birthchildren, age 8,* to through appropriate in their approaches differ children including how learning to Performance Area E3 Area Performance with interactions productive others, sense of self and a positive develop to assist children that techniques and communication observation, guidance Employs birth 8.* age with their environments, through interactions and healthy peers adults, and

72 • Family Child Care Credential Pilot Final Report 4B 4C 4C, 4D 4C 4C 2G 2C 4L 1F, 1E, 5I 2N (Levels 2-4: E27) Distinguishes between learning between 2-4: E27) Distinguishes (Levels skills in specific related and acquiring content areas content and discusses planning 2-4: E30) Identifies (Levels and education which care methods through can reduce and environments programs and families, of bias on children, the effect materials, anti-bias use of through communities experiences appropriate and literature, (Levels 2-4: E26) Gives examples of interaction of interaction examples 2-4: E26) Gives (Levels the initiate to enable children that strategies build on existing of new skills, to development knowledgepractice and skills, newly and to skillsacquired (Levels 2-4: E29) Gives examples of ways to to of ways examples 2-4: E29) Gives (Levels connect skills identified with concepts and abilities, activities use individual children’s that and needs interests, (Levels 2-4: E28) Gives examples of methods that of methods that examples 2-4: E28) Gives (Levels knowledge construct to own their children allow open-ended questioning, include play, that and inquiry learning, experiences cooperative Knowledge Comprehension Comprehension , describing, , describing, . g . , interactions , interactions . g . Short- formats planning and long-term Variety of approaches for fostering learning fostering for of approaches Variety Array of effective, developmentally, developmentally, of effective, Array 5 4 3 . . . and relationships between children and children between and relationships learning activities adults, and children between and opportunities reflect the cultures that and in the child care in the home represented community) on the instructional process (e on the instructional process E3 E3 the child, birththe child, age 8* (e through and clarifying identifying questioning, prior establishing bridges to misunderstanding, and modeling, and knowledge, experiences instruction)using explicit E3 that reflect potential influences of age, ability, ability, of age, influences reflect potential that and socio-economic status gender, culture, within and across developmental domains developmental within and across content matching and for and learning areas abilities, individual children's to and strategies and needs interests, culturally, and individually appropriate appropriate and individually culturally, to children enable that strategies interaction and practical as knowledge, gain conceptual and to being taught the content to appropriate

Family Child Care Credential Pilot Final Report • 73 1C, 4B 3A 1A, 4C 1A, 4C 3D 4E 3C 1A, 1K, 1L (Levels 2-4: E34) Describes a variety of techniques (Levels and modify program evaluate to and procedures and families children goals for (Levels 2-4: E33) Identifies developmentally developmentally 2-4: E33) Identifies (Levels in children input from use to ways appropriate environments engaging designing (Levels 2-4: E31) Discusses how different different how Discusses E31) 2-4: (Levels opportunitiesteaching/learning meet the including children, needs of specific individual and and talents, with special needs children learning abilities diverse to ways 2-4: E32) Distinguishes (Levels learning supports to allow so as differentiate of participate level each child to his or her own at and ability interest Knowledge Comprehension Approaches for evaluation and modification and modification evaluation for Approaches Variations in teaching/learning teaching/learning in Variations 7 6 . . E3 E3 of teaching/learning interactions and interactions of teaching/learning are all children that ensure to environments and learning productive, engaged, opportunities and strategies that address address opportunities that and strategies in learning and build strengths mode preferences learning and performanceacross skills

74 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 2C, 4D 4C, 4D 1C, 4D 1C, 4A, 4D IPTS 8Q, 8T 8Q, 3C 4P 4E, 3J 3D, Level 2-4 Benchmarks/Competencies Level (Levels 2-4: E37) Identifies ways in which early ways 2-4: E37) Identifies (Levels can programs and childhood professionals adapt to design adopt the principles of universal meet the needs of all to learning environment children to specific adaptations 2-4: E38) Matches (Levels needs and abilities children’s (Levels 2-4: E35) Identifies the contributions to contributions the 2-4: E35) Identifies (Levels be made by can that the learning environment family and community members to 2-4: E36) Selectsways and identifies (Levels each child and are stimulate that use materials learning individual varying styles, suitable to and language special needs, levels, development and families of children and cultures Knowledge Knowledge Expectation Achievement Achievement . , modification of schedule, of schedule, , modification . . g . , matrix planning) . g . Knowledge, Skills and Dispositions Knowledge, Teaching and environmental and environmental Teaching Short-term planning formats long-term and 2 1 . . response mode) response and abilities (e activities, expected environment, physical E4 activities (e E4 accommodations that promote participation promote in that accommodations needs diverse with ongoing activities children by that supportthat with families and collaboration to disciplines different from with professionals instructional integrated comprehensive, develop individual address and accommodate plans that priorities of typical and needs within the context and routines, early childhood environments, Designs, modifies, and adapts teaching/learning interactions and environments to incorporate individually-designed strategies for children with diverse with diverse for children individually-designed strategies to incorporate and environments interactions teaching/learning and adapts Designs, modifies, to access have all children that ensure and to goals and outcomes individual birth address to abilities, and 8,* in order age needs, through approaches, learning in the curriculum. of learning experiences a full range Performance Area E4 Area Performance

Family Child Care Credential Pilot Final Report • 75 1B 4A 4B 4B 3P, 8C, 8F 3P, 5H, 5K 5E, 3P, 2O 3E 2O, (Levels 2-4: E42) Recognizes teacher-scaffolded teacher-scaffolded 2-4: E42) Recognizes (Levels child instruction complement and initiated to learning initiated (Levels 2-4: E41) Selects sources various (Levels assistance will provide that of information and learning the teaching with planning for needs and with diverse of children environment abilities (Levels 2-4: E39) Identifies various Identifies E39) 2-4: of types (Levels with use for appropriate devices assistive children assistive specific 2-4: E40) Identifies (Levels support be used to could that technology learning development and specific children’s Knowledge Knowledge . . , children learning English as a , children . g . Primary sources of information and of information Primary sources Common types of assistive technology used used technology types of assistive Common 4 3 . . and abilities (e those living in crisis situations, language, second or disabilities) and those with delays E4 for demonstrating learning demonstrating for E4 assistance with the teaching/learning process process with the teaching/learning assistance needs diverse who have in individual children to enhance teaching and learning in children and learning in children teaching enhance to options children's expand and to with disabilities,

76 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 3C 1E 1D, 4C 1D, 4A, 1F 1B IPTS 4P, 4Q 4P, 8Q 4J, 5F, 5P 5F, 4J, 5L 4O, 9A, 9B Level 2-4 Benchmarks/Competencies Level (Levels 2-4: E44) Explains how to use strength- to 2-4: E44) Explains how (Levels and conversation reciprocal respectful, based, with trust and collaboration facilitate to focus and families children (Levels 2-4: E43) Describes of strength- the value (Levels in supportingbased observations and records and physical language, emotional, social, development cognitive (Levels 2-4: E47) Describes the detrimental (Levels abuse, impact psychological of punishment, settings care in family child and coercion threats, (Levels 2-4: E45) Explains the importance of (Levels environments, social and physical evaluating supports,teacher and schedules, materials in success each child’s ensure to in order and activities routines interactions, 2-4: E46) Describes positive and discusses (Levels responsive and the need for techniques guidance healthy children’s leads to that social interaction and developing self-regulation, of self, concept social-emotional skills Knowledge Knowledge Expectation Achievement Achievement Comprehension , . g . , playing , playing . g . Knowledge, Skills and Dispositions Knowledge, Guidance strategies that reflect the that strategies Guidance Anticipates and prevents potential behavior behavior potential and prevents Anticipates Uses authentic and natural observations and natural authentic Uses 3 2 1 . . . E5 E5 alone, interacting with peers, talking peers, with interacting with adults, alone, time (e participating activities) over in group over development watching various times of day, picture of each child’s gain an accurate time) to and uses these and progress; abilities, strengths, support to observational caringpositive records and families with children communication E5 (e in multiple situations of children professional commitment to providing providing to commitment professional support and responsive with warm children the harmful skills, recognizing developing for including punishment, of physical consequences abuse, psychological shaking, hitting, yelling, or coercion threats problems through proactive redirection redirection proactive through problems schedules, and adjusts time, strategies, social materials, arrangement, environmental support of adult and level ensure interactions, to and pro-social for engagement climate a positive age setting in mixed children Uses research-based skills and strategies that assure responsive, sensitive, secure relationships and interactions, including proactive behavior guidance behavior guidance including proactive and interactions, relationships secure sensitive, responsive, assure that skills and strategies Uses research-based birth for children settings 8.* age through childcare in family climate positive a high-quality, that characterize strategies Performance Area E5 Area Performance

Family Child Care Credential Pilot Final Report • 77 1B, 2A 1B, 1D, 2B 1D, 4D 1E, 4C, 1A 1D, 1F 1D, 4L 1A, 1F, 1K 1A, 1F, 10E 10D, 9K 9E, 4I 4E 4D, . (Levels 2-4: E51) Describes the need for children children 2-4: E51) Describes the need for (Levels as a secure caregiver a sensitive experience to calm and caring support receive for and to base, a variety of emotions (Levels 2-4: E53) Describes ways to collaborate collaborate to 2-4: E53) Describes ways (Levels appropriate individually develop with families to behaviors, children’s expectations for ongoing regular, establishing and maintaining conversation two-way (Levels 2-4: E50) Describes in which situations (Levels and support need modeling may children for individual differences of respect valuing and the contribution 2-4: E52) Recognizes (Levels of experiences of personal and background practices and guidance inform that teachers and skills with research- strategies adjusts/aligns based foundations (Levels 2-4: E48) Describes the causes, symptoms, symptoms, Describes E48) 2-4: the causes, (Levels in children of stress and manifestations 2-4: E49) Describes research-based (Levels stress-reactive children’s mediate that strategies calm, to and describes strategies behaviors, support and comfort Knowledge Knowledge Knowledge Comprehension Comprehension anger, frustration, and sadness) frustration, anger, . , joy, pleasure, excitement) and excitement) pleasure, , joy, . g . g . Cooperative home-program approaches home-program approaches Cooperative Self-reflection to identify personal factors Self-reflectionto identify Consistent availability as a secure base for base for as a secure availability Consistent Counter potential bias and discrimination bias and discrimination potential Counter Strategies for recognizing and mitigating and mitigating recognizing for Strategies 8 7 6 5 4 . . . . . E5 E5 negative, (e negative, with sensitivity feelings children’s and validating E5 (e positive E5 E5 that promote positive self-concept and help positive promote that and productive healthy create learn to children challenges behavior solutions to that influence objectivity influence that and implementation strategies guidance positive of research-based calm and for essential and expectations are that risk factors mediate for that respectful responses all children children, responding calmly to emotions, both emotions, calmly to responding children, by treating all children with equal respect and all children treating by self-identity and building positive consideration of individual value the teaching modeling and by differences manifestations of stress in children, including including in children, of stress manifestations behavior, reactive to responding sensitive and calming, soothing and for using strategies support and families children providing for or trauma stress encountering *Also may apply to children up to age 12 for those working in out-of-school age 12 for up to settings children apply to may *Also

78 • Family Child Care Credential Pilot Final Report They They . . NAEYC NAEYC Standards 4A 2A, 4A 2B IPTS 1E, 8D, 9L 8D, 1E, 1D, 1E, 9L 1E, 1D, 1E 1D, Level 2-4 Benchmarks/Competencies Level (Levels 2-4: F2) Describesand the benefits (Levels a variety of limitations of communication and written non-verbal, including oral, formats, and engage families in effective to formats meaningful dialogue (Levels 2-4: F3) Demonstrates effective verbal, verbal, effective 2-4: F3) Demonstrates (Levels skills communication and written non-verbal and adults including those who with children or linguistically diverse be culturally may (Levels 2-4: F1) Gives examples of effective verbal of effective examples 2-4: F1) Gives (Levels skills and adults, communication with children communication diverse including adjusting to styles and situations Application Expectation Achievement Achievement Comprehension Comprehension , . g . FAMILY AND COMMUNITY RELATIONSHIPS AND COMMUNITY FAMILY . They respect multiple perspectives and demonstrate integrity in conveying their own personal and professional perspectivesand values and professional personal own their in conveying integrity respect perspectives multiple demonstrate and They . Knowledge, Skills and Dispositions Knowledge, Skills to work collaboratively with others in Skills collaboratively work to Skills for effective use and interpretation use and interpretation Skills effective for Skills for effective oral communication communication oral Skills effective for 3 2 1 . . . F1 program-home exchanges, newsletters, reports), newsletters, exchanges, program-home accurate including knowledge of formats, usage, correct grammatical portrayal of events, purpose of and to style listener to and matching communication F1 settings (e education and in care common F1 gaining perspectives, making solving gaining perspectives, decisions, conflicts and resolving problems, of different forms of written communication communication forms of written of different including active listening, establishing lines of establishing including active listening, communication and matching communication, the listener to style and level Employs communication approaches and skills that form the basis of collaborative relationships on behalf of children, birth on behalf of children, relationships age 8,* and their families. through and skills approaches that form the basis of collaborative communication Employs Performance Area F1 Area Performance agencies the contributions and enhance recognize that relationships interpersonal productive reciprocal, create to knowledgeuse their and social systems of family birth of children, families age 8,* and their learning and community participants and well-being through development, the program, to of family, Content Area F Area Content and community service partnerships colleagues, with families, collaborative of positive, the critical role and value understand providers child care Family

Family Child Care Credential Pilot Final Report • 79 NAEYC NAEYC Standards 2A 2A 2A 2A 2A 2C IPTS 1C 1A 1C, 1E 1A 9L, 9Q 3F, 8Q, 9Q 8Q,

. Level 2-4 Benchmarks/Competencies Level (Levels 2-4: F9) Recognizes and identifies family and identifies 2-4: F9) Recognizes (Levels (Levels 2-4: F4) Describes how family context, 2-4: F4) Describes family context, how (Levels children’s influences including language, priorities and family development identity 2-4: F5) Describes a child’s how (Levels community within the family and is developed setting 2-4: F6) Describes the importance(Levels of and their impact patterns family interaction on a and learning development child’s across 2-4: F7) Discusses variations (Levels of family strengths, in terms cultures practices and childrearing values, expectations, show to ways of examples 2-4: F8) Gives (Levels on and influences diversities life’s respect for in programs involvement family’s role and contributions to program processes program to and contributions role interpersonal productive reciprocal, Develops of the value demonstrate that relationships family contributions Knowledge Expectation Achievement Achievement Comprehension Comprehension , . g . Knowledge, Skills and Dispositions Knowledge, Roles and contributions of families at at of families Roles and contributions Sources of diversity that influence families' influence that of diversity Sources Family systems theory, including family including theory, systems Family 3 2 1 . . . F2 (e process of the program steps different curriculum assessment, entry the program, into and transition planning and implementation, next to setting) program from F2 F2 approaches to parenting and preferences and preferences parenting to approaches including collaboration, program-home for to family related be may that differences or religious linguistic, cultural, social, structures, individual characteristics of or to backgrounds, the child or family dynamics, roles and relationships, and theories and relationships, and roles dynamics, and characteristics development of family Performance Area F2 Area Performance the the child and to the age of to and partnership, as appropriate opportunities interaction multiple provides and with families program-family for Collaborates birth of children, of families age 8.* and choices priorities through

80 • Family Child Care Credential Pilot Final Report 2B 4A 2B, 2C, 4A 2C 2A 2C 2C 3F, 8B, 8D 8B, 3F, 8P 8D, 8B, 1G 1G 8H, 8Q 8Q 1L, 3F (Levels 2-4: F11) Gives examples of ways to to of ways examples 2-4: F11) Gives (Levels collaborate contact and to engage in frequent a variety of communication through with parents strategies incorporate to 2-4: F12) Describes ways (Levels into their children and goals for desires families’ setting and education the care (Levels 2-4: F14) Identifies resources for resources 2-4: F14) Identifies (Levels with families in their home communicating language by challenges faced 2-4: F15) Recognizes (Levels abilities with diverse children families caring for collaborate to ways 2-4: F16) Identifies (Levels them in their children’s involve with families to and education care (Levels 2-4: F13) Identifies ways to involve to involve ways 2-4: F13) Identifies (Levels and education, care families in their children’s in the home language including communication of the child when possible (Levels 2-4: F10) Describes priorities family and (Levels individual children for in setting goals strengths and the program Knowledge Knowledge Comprehension Comprehension , observation of and assistance . g . Issues faced by families, including those families, by Issues faced Strategies for establishing communication communication establishing for Strategies Variety of opportunities home-program Variety for Skills for collaborating with families to to with families Skills collaborating for 7 6 5 4 . . . . F2 F2 themselves (e themselves activities, decision making about with program evaluation, program structure, program's classes and parenting visits, home newsletters, knowledge and skills provide enhance that to and learning) their child's development F2 F2 of children with disabilities or developmental with disabilities or developmental of children establishing for and strategies delays, families' to partnerships responsive are that children's and to unique priorities and concerns individual characteristics and needs and partnership whom for with family members English is not the home language collaboration and participationcollaboration in family-oriented services families and opportunities, address to child and for their for priorities and concerns identify their priorities, concerns, and resources and resources concerns, their priorities, identify their child's decisions about make and to skills including and learning, to development in family sensitivity differences to demonstrate for and preferences backgrounds, structures, respect and support to and family involvement, decisions

Family Child Care Credential Pilot Final Report • 81 NAEYC NAEYC Standards 2C, 6B 2C 2C, 4A 6C 6C IPTS 8I, 8S 8P 8E 8F 8Q ) , health fairs, , health fairs, . . g . Level 2-4 Benchmarks/Competencies Level (Levels 2-4: F17) Identifies the general procedures procedures general the Identifies F17) 2-4: (Levels the development in and participantsfor involved plan, including or behavioral IEP, of the IFSP, the particular family child care of the role professional community shares and 2-4: F18) Identifies (Levels special health, education, to related resources and literacy needs, provides and 2-4: F19) Identifies (Levels opportunitiesto participate families and staff for (Levels 2-4: F21) Describes the diverse resources resources 2-4: F21) Describes the diverse (Levels and skills the various disciplines bring to that early childhood team (Levels 2-4: F20) Defines the role of family role of 2-4: F20) Defines the (Levels and other community agencies, members, as partprofessionals of the early childhood team in community resource events (e events in community resource etc medical training, library events, Knowledge Knowledge Knowledge Expectation Achievement Achievement , teacher, speech therapist, speech therapist, , teacher, . g . . Knowledge, Skills and Dispositions Knowledge, Roles, responsibilities, and referral and referral responsibilities, Roles, Parent communication and connection to communication Parent Roles of children, families, teachers, teachers, families, Roles children, of 1 9 8 . . . the team social worker, service coordinator), including service coordinator), social worker, and the and policy, by law those defined and skills each discipline brings to that resources F3 (e childhood teams F2 F2 procedures for typical of early members for procedures community resources other professional staff, and personnel from from and personnel staff, other professional in other community agencies and programs and evaluating implementing, developing, or IEP, as the IFSP, such program individualized plan behavioral Establishes and maintains positive team relationships with program, school, and agency support to well- personnel and school, in order learning, with program, the development, relationships team Establishes and maintains positive birthbeing of children, age 8, and their families. through Performance Area F3 Area Performance

82 • Family Child Care Credential Pilot Final Report 6E 6D 6C 4A 6C 8Q, 9L 8Q, 8N 8E, 8J 8E, 8H, 8J 8F (Levels 2-4: F25) Relates to others the importance to 2-4: F25) Relates (Levels knowledgeof acquiring and being about, of complexity and the diversity to, responsive dynamic family systems functioning team 2-4: F26) Relates and (Levels children, for goal achievement to its relationship and programs staff, families, (Levels 2-4: F23) Describes skills for (Levels essential varietyworking with a teams, of effectively disciplinary, including interdisciplinary trans and purposes different for 2-4: F24) Describes key skills working (Levels for and volunteers, colleagues, with effectively supervisors in a supervisory role (Levels 2-4: F22) Describes general the (Levels of and problems advantages, procedures, working multi-disciplinary with a for team purposes different Knowledge Knowledge Knowledge Application , . , decision g . . g . . . . . Skills for managing roles of personnel roles Skills managing for Skillsteam reflect on oneself as a to Skills for contributing to the team process, process, the team to Skills contributing for Models of team interaction (e interaction Models of team , team leadership, consultation with other with consultation leadership, , team . 5 4 3 2 . . . . g . families, staff, and programs staff, families, consultation F3 making, conflict resolution) making, conflict F3 (e functions members) and team (e F3 community programs F3 disciplinary) trans for useful interdisciplinary, functions program different accomplishing and planning, assessment, including inclusion to those related and implementation, and with disabilities in school of children member and on team process in relation to team team to in relation process member and on team children, functioning achieving goals for and to including those related to different team roles team different to including those related and volunteers, including role definition and including role and volunteers, and supervision, training, using organization, principles of adult learning and collaborative

Family Child Care Credential Pilot Final Report • 83 NAEYC NAEYC Standards 2C 2C 2C 2B, 6B 6B IPTS 8T 8T 8E 9B 9R 9B, 1D, Level 2-4 Benchmarks/Competencies Level (Levels 2-4: F28) Identifies resources that support that resources 2-4: F28) Identifies (Levels agencies and schools, early childhood programs, for strategies 2-4: F31) Identifies (Levels policies and procedures program implementing and federal state, and applicable local, special to including those related regulations education (Levels 2-4: F27) Outlines ways the family and the family 2-4: F27) Outlines ways (Levels early care to community members contribute programs and education for strategies 2-4: F29) Identifies (Levels with relationships collaborative developing agencies and other personnel working with high quality maintaining programs for children and services children for for policies, rationales 2-4: F30) Identifies (Levels with and children to safeguards and regulations, needs and their families without exceptional Knowledge Knowledge Knowledge Expectation Achievement Achievement . . . , interagency agreements, , interagency agreements, . g . Knowledge, Skills and Dispositions Knowledge, Legal issues and guidelines in education, education, issues and guidelines in Legal Models and procedures for interagency for Models and procedures Structures, roles, and resources of early of and resources roles, Structures, 3 2 1 . . . family, or community factors family, F4 interagency councils) and families (e F4 community context F4 including those related to children who have who have children to including those related learning or risk for at disabilities or who are child, or other based on income development, collaboration, including using policies and collaboration, resources, accessing referral, for procedures partnershipsand forming on behalf of children childhood programs, schools, and other agencies and other agencies schools, childhood programs, and families within the larger children to related Performance Area F4 Area Performance to within the community builds relationships and birth children, of the wellbeing agencytheir families, age 8, and identify across enhance lines to through Can new ideas. and generate experiences, share issues and needs, community-wide address assess and

84 • Family Child Care Credential Pilot Final Report 2C, 6C 2A 6A 6A 6A None 8B 1C 1G 1G N/A None (Levels 2-4: F36) Describes influences the various (Levels communities, children, to on families in relation societyand the larger (Levels 2-4: F35) Describes the roles of family 2-4: F35) Describes the roles (Levels and other community agencies, members, to together can work that community sources programs and education quality care create (Levels 2-4: F32) Identifies appropriate appropriate 2-4: F32) Identifies (Levels and referral information for community resources 2-4: F33) Selects community appropriate (Levels of families and specific needs for resources children and role professional one’s 2-4: F34) States (Levels when for makingreferrals strategies identifies necessary appropriate and None None Knowledge Comprehension Comprehension , . g . .

. .

. , people, places) and building and places) , people, . g . , matrix planning) . g . Views of human and family development of human and family development Views Short- formats planning and long-term Strategies for using the larger community as using the larger for Strategies Array of local interagency committees, of local interagency committees, Array 7 6 5 4 . . . . communities, and the larger society and the larger communities, F4 activities (e F4 reciprocal relationships that benefit community benefit that relationships reciprocal as the program as well entities community (e F4 Early Intervention) them at risk for learning or development (e learning or development risk for them at F4 and diversity that respect the interdependence respect the interdependence that and diversity their their families, among children, that supportthat and with families collaboration to disciplines different from with professionals instructional integrated comprehensive, develop individual and address accommodate plans that priorities of typical and needs within the context and routines, early childhood environments, a resource for teaching and learning, including and learning, teaching for a resource in the knowledgeacquiring about resources agency boards, and community groups community and groups agency boards, of education, availability with the concerned young to social serviceshealth, and related children including and their families, children factors disabilities or other put that who have

Family Child Care Credential Pilot Final Report • 85 1B, 2A 1B, 2A 1A, 1C 9I . (Levels 2-4: F37) Cites examples of ways family family ways of examples Cites F37) 2-4: (Levels linguistic and cultural, structure and social, families in their influence backgrounds in their goals for each other and with interactions their children show to ways 2-4: F38) Demonstrates (Levels to individual families relative respect for challenges, in family strengths, differences and actionsperspectives, Application Application Comprehension . . Strategies to recognize, learn and about, recognize, to Strategies Potential influences of differences in family differences of influences Potential 9 8 . . cultural and linguistic heritages, and contexts and linguistic heritages, cultural F4 they do F4 demonstrate respect and sensitivity for the respect and sensitivity for demonstrate of and strengths individual talents varied, as as well members, team and families, children, the multiple perspectives and actions for that ethnic, in socioeconomic, reflect differences structure and in social, cultural and linguistic and cultural structure and in social, what and people value on what backgrounds *Also may apply to children up to age 12 for those working those in out-of-school 12 for age up to settings children apply to may *Also

86 • Family Child Care Credential Pilot Final Report

. They They . NAEYC NAEYC Standards 6D 6D IPTS They honor diversity in honor diversity They . 1F, 9A 1F, 1F They knowthe history They value and and . Level 2-4 Benchmarks/Competencies Level (Levels 2-4: G2) Explains cultural, linguistic, and linguistic, 2-4: G2) Explains cultural, (Levels own philosophy on one’s individual influences competence and cultural (Levels 2-4: G1) Discusses one’s own philosophy philosophy own 2-4: G1) Discusses one’s (Levels and and special care general of appropriate education Expectation Achievement Achievement Comprehension They are committed to continual self-improvement and ongoing reflection and ongoing their practices on self-improvement continual to committed are They .

. PERSONAL AND PROFESSIONAL DEVELOPMENT AND PROFESSIONAL PERSONAL . Knowledge, Skills and Dispositions Knowledge, Strategies to examine and understand one's and understand one's examine to Strategies 1 . G1 own values and actions a socio-cultural values own from of influences including potential perspective, and linguistic cultural, social, family, own one’s with others on interactions background Performance Area G1 Area Performance contained in human diversityvalues about that are with consistent philosophy professional a personal, practice puts into and refines, Articulates, continually policy birth and family guidelines, in early childhood and age 8.* professional and education through care culture, language, beliefs and practices beliefs language, culture, Their professional attitudes evolve with experience, professional development, and advances in the profession and advances development, professional experience, with evolve attitudes professional Their fields related and its of the profession contributions actions and choices values, own their for take responsibility and of earlychildhood education standards the ethical exemplify Content Area G Area Content profession changing and expanding, significant, as members of a and conduct themselves as professionals themselves identify providers child care Family

Family Child Care Credential Pilot Final Report • 87 NAEYC NAEYC Standards 6A 6A 6A, 6B, 6E 6A, 6B, 6B 6B IPTS 9A 9A, 9G 9B N/A N/A Level 2-4 Benchmarks/Competencies Level (Levels 2-4: G3) Identifies historical, philosophical, philosophical, historical, 2-4: G3) Identifies (Levels have that and social foundations theoretical, early childhood, child care, the family influenced early and early childhood special education, their influences intervention fields and identifies practice and thought on current issues 2-4: G4) Describes current (Levels and families, children to related and trends and the field of family child professionals, early childhood special early childhood, care, early and interventioneducation, (Levels 2-4: G5) Explains legislation and public 2-4: G5) Explains legislation (Levels with and without affect children policies that and programs their families, needs, exceptional early and the childhood profession children for and 2-4: G6) Discusses applicable state (Levels for safeguards and procedural regulations federal needs with and without exceptional children for 2-4: G7) Explains the rationales (Levels children for and safeguards regulations, policies, and linguistically, culturally, and families who are ability diverse Knowledge Knowledge Expectation Achievement Achievement Comprehension

. Knowledge, Skills and Dispositions Knowledge, Laws, regulations, and policies that govern govern and policies that regulations, Laws, Issues and trends in childhood education in childhood education Issues and trends Field of childhood care and education, and education, care of childhood Field 3 2 1 . . . by governing bodies governing by G2 G2 G2 services at different ages, birth ages, age 8, services through different at and approval licensing to including those related and care, including those related to children who children to including those related and care, based on learning or development risk at for are or community factors family, individual, birth the multitude of age 8,* including through and social foundations philosophical, historical, and practice thought current influence that Performance Area G2 Area Performance and agencies and other early childhood practitioners, families, children, with field in everyday interactions and education of the care knowledge Employs birth for children, families. age 12, and their through advocate and serve, govern, entities that

88 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 6A 6A 6D 6A, 6D 6B IPTS 1G N/A 9K N/A 9D, 9G, 9H 9D, Level 2-4 Benchmarks/Competencies Level (Levels 2-4: G9) Identifies programs and agencies programs 2-4: G9) Identifies (Levels can servewithin the community that as resources and families children for 2-4: G10) Describes the organizational (Levels of early childhood the full range structures for and legal auspice settings, programs, use self- to 2-4: G11) Explains ways (Levels to improve others feedback from reflection and practice beliefs own 2-4: G12) Describes one’s (Levels to practices in relation about appropriate standards professional (Levels 2-4: G8) Understands key skills 2-4: G8) Understands of a (Levels thinking, behaviors, (dispositions, professional and interpreting identifying and practice) by guidelines standards, knowledge in professional and organizations Expectation Achievement Achievement Comprehension Comprehension Comprehension . Knowledge, Skills and Dispositions Knowledge, Self-assessment and problem-solving Self-assessment and problem-solving Basic principles of administration, Basic principles of administration, Professional standards and guidelines that that and guidelines standards Professional 1 5 4 . . . G3 G2 organizations G2 strategies for reflecting on practice, including reflecting on practice, for strategies observation, of classroom consideration and other team families, of children, responses actions, and evaluation one's own members to and actions beliefs against of one's own standards professional organization, and operation of a variety of early and operation organization, including and agencies, childhood programs function these entities how in the community resources them as utilize to and how govern and guide professional dispositions, dispositions, guide professional and govern including those thinking,and practice, behavior, and of international, and local agencies of state and local professional state, national, Employs a variety of strategies to grow as a professional through reflection on the effects of one’s own choices and actions on children, birth and actions on children, own choices 12, age through reflection on the effects of one’s through as a professional grow to of strategies a variety Employs the profession. of lifelong learning and advancement to and commits goals, professional own and one’s members, other team their families, Performance Area G3 Area Performance

Family Child Care Credential Pilot Final Report • 89 6A 6C 6E 6A 6C N/A 9P 9F, 9Q 9F, 9O 9D (Levels 2-4: G16) Identifies resources for resources 2-4: G16) Identifies (Levels supporting financial needs of programs to apply strategies 2-4: G17) Identifies (Levels or knowledgeto develop in the field professional add new projects or programs (Levels 2-4: G13) Describes G13) 2-4: opportunities (Levels for high- service inclusive, on behalf of professional programs and education quality care childhood professional 2-4: G14) Identifies (Levels of the roles and explains organizations the field to and their contributions professionals the community and to 2-4: G15) Describes the purpose of, (Levels growth professional for, options and identifies activities Knowledge Knowledge Comprehension Comprehension Comprehension Opportunities and strategies for initiating initiating Opportunities for and strategies Opportunities for increasing resources Opportunities resources increasing for Opportunities and resources for training training for Opportunitiesand resources Opportunities participating for in Opportunities in service engaging for 6 5 4 3 2 . . . . . G3 G3 G3 G3 G3 new projects or programs, and for contributing contributing and for new projects or programs, knowledge and expertise and about teaching the profession learning to available to the program or school, including including or school, the program to available or proposals grant through those available community partnerships and alliances and professional development, including including development, and professional literature; professional through those available and national state, local, program, organizations; and universities and colleges agencies or entities, development of the profession and the of the profession development including field, and education childhood care and state, local, opportunities the program, at through available and those levels national collegial and through organizations professional or community activities program, in the school, efforts on behalf of children, families, care and care efforts families, of children, on behalf child care and the family practitioners, education profession

90 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 4A, 6B 6B 6B 6B 6B IPTS 9I 9J 9K 9I 9I Level 2-4 Benchmarks/Competencies Level (Levels 2-4: G18) Demonstrates communication communication 2-4: G18) Demonstrates (Levels and families colleagues, children, with strategies skills reflect that and of professional knowledge ethical conduct 2-4: G20) Articulates for rationale (Levels and impartiality, confidentiality maintaining including legal and ethical considerations make to 2-4: G22) Describes strategies (Levels professional decisions based on program standards (Levels 2-4: G19) Describes key components of 2-4: G19) Describes key components (Levels the early childhood and of ethics for the codes fields and early childhood special education guide of ethics can be used to codes the ways practices professional (Levels 2-4: G21) Demonstrates professional professional 2-4: G21) Demonstrates (Levels time habits including dependability, work and teamwork, independence, management, responsibility Knowledge Application Application Application Expectation Achievement Achievement Comprehension Knowledge, Skills and Dispositions Knowledge, Professional dispositions and program dispositions and program Professional Boundaries of professional responsibilities responsibilities Boundaries of professional Policies and procedures related to to related and procedures Policies Standards of professional conduct for conduct for of professional Standards Communication strategies that that strategies Communication 5 3 4 2 1 . . . . . G4 G4 G4 G4 G4 when working with children, families, and when working families, with children, in or implied by as contained colleagues, professional policy and procedures, program and law standards, confidentiality and impartialityconfidentiality education as a profession and for early childhood and for a profession as education contained including those a field, as education in the Illinois by and those outlined School Code NAEYC such as organizations professional demonstrate honesty, integrity and positive and positive integrity honesty, demonstrate and their contributions, others for regard in a professionally situations to and respond manner mature emotionally appropriate, standards related to personal appearance, personal appearance, to related standards habits and work hygiene, Demonstrates professional conduct consistent with codes of ethics and standards outlined by legal entities and by the childhood care and education profession profession and education the childhood care and by legal entities by outlined ethics of standards and with codes consistent conduct professional Demonstrates and services. programs education and and care birth children, to 8,* their families, age in relation through Performance Area G4 Area Performance

Family Child Care Credential Pilot Final Report • 91 5A 5B 5C 6C, 6D 1A, 1C 6S 3C 9D, 9O 9D, . (Levels 2-4: G24) Identifies and describes 2-4: G24) Identifies risk (Levels factors of high-quality and the attributes these risks mediate that interactions of contribution 2-4: G25) Explains the (Levels enriched with adults and language interactions peers and impact support of sensitive and care 2-4: G26) Describes engage plans to (Levels activities relevant in culturally children (Levels 2-4: G23) Prepares and carries and out a Prepares G23) 2-4: (Levels evaluates that plan development professional performanceown advance goals to and set knowledge in the field Application Comprehension Research and professional professional and Research Planning and self-regulation strategies to to strategies self-regulation and Planning , enriched language conversations, positive positive , enriched conversations, language . 7 6 . . g . (e higher level responding, sensitive climate, respect) cultural development, concept G4 G4 accomplish personal and professional goals in a and professional personal accomplish manner intentional timely, recommendations to ensure high quality ensure to recommendations children risk factors mediate for that interactions *Also may apply to children up to age 12 for those workingout-of-school in age 12 for up to settings children to apply may *Also

92 • Family Child Care Credential Pilot Final Report

. NAEYC NAEYC Standards 6A, 6E 6B 6B 6A 6B They recognize recognize They . IPTS 9B N/A N/A 9B 9F . Level 2-4 Benchmarks/Competencies Level (Levels 2-4: H2) Discusses applicable state and 2-4: H2) Discusses applicable state (Levels for safeguards and procedural regulations federal needs with and without exceptional children for 2-4: H3) Describes the rationales (Levels children for and safeguards regulations, policies, and linguistically, culturally, and families who are ability diverse and organizations 2-4: H4) Identifies (Levels for and lobby advocate policies that legislative families, children, for rights and improvements programs and education and early care to related websites 2-4: H5) Identifies (Levels and education in early care interests professional (Levels 2-4: H1) Describes legislation and public 2-4: H1) Describes legislation (Levels with and without affect children policies that care/education their families, needs, exceptional profession and the family child care programs, Knowledge Expectation Achievement Achievement Comprehension ADVOCACY ADVOCACY . They use experience, knowledge, and research to plan and work towards improvement within community, social, and political systems and political social, within community, improvement towards work plan and to research and knowledge, use experience, They . Knowledge, Skills and Dispositions Knowledge, Legislative policies and actions impact that Legislative Laws, regulations, and policies that govern govern and policies that regulations, Laws, 2 1 . . H1 H1 families, family child care services, and other child care family families, programs and education early care services at different ages, birth-age ages, services 8,* including different at by and approval licensing to those related bodies governing Understands and uses programs, laws and regulations that relate family child care licensing, food program, child protection, family services, and care and services, care and family child protection, food program, licensing, care child family that relate regulations laws and uses programs, Understands and generally. education Performance Area H1 Area Performance the implications of local, state, and national trends and laws that affect the families of children, especially their access to high-quality education and their access especially care children, the families of affect that laws and trends and national state, of local, the implications environments stakeholders with other collaborating families by and on behalf of children advocate They Content Area H Area Content and upheld promoted a community and families within are needs of children and rights the that ensure professionals childcare Family

Family Child Care Credential Pilot Final Report • 93 NAEYC NAEYC Standards 6A 6A 6B 6B IPTS 1G N/A 8E 9B 9R 3A, 9B, 1D, Level 2-4 Benchmarks/Competencies Level (Levels 2-4: H9) Identifies programs and agencies and programs 2-4: H9) Identifies (Levels can servewithin the community that resources as and families children for 2-4: H10) Describes the organizational (Levels and education of care the full range structures for and legal auspices settings, programs, (Levels 2-4: H8) Identifies community 2-4: H8) Identifies (Levels ongoing for connections and resources participation quality in family child care and alignment improvement (Levels 2-4: H6) Identifies rationales for policies, policies, for rationales H6) Identifies 2-4: (Levels with and children for and safeguards regulations, their families needs and without exceptional for strategies 2-4: H7) Identifies (Levels and procedures policies program implementing and federal state, and applicable local, special to those related including regulations education Knowledge Knowledge Expectation Achievement Achievement Comprehension local government, local government, . g . Knowledge, Skills and Dispositions Knowledge, Inter-agency connections and how Collaboration and inter-system alignment alignment inter-system and Collaboration Legal issues and guidelines in education, in education, guidelines and issues Legal 1 4 3 . . . organizations (e organizations and service and education groups, professional agencies) function support in the community to families and children H2 H1 H1 for school readiness initiatives, QRIS systems, QRIS systems, initiatives, school readiness for to early childhood programs from transition and participationschool, in district-wide quality and resources events training improvement including those related to children who have who have children to those related including learning or risk for at or who are disabilities or other child, on income based development, or community factors family, Has knowledge of and participates in various organizations and systems that work with and support that work and systems of and participatesHas knowledge organizations and their families. children in various Performance Area H2 Area Performance

94 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 2B, 6A 2B, 2C, 6A 2C, 6A 6E IPTS 8E 8T 8T 9F, 9Q 9F, , develops goals, goals, , develops . g . Level 2-4 Benchmarks/Competencies Level (Levels 2-4: H15) Identifies strategies for strategies 2-4: H15) Identifies (Levels with relationships collaborative developing agencies and other personnel working with high quality maintaining programs for children and services children for (Levels 2-4: H13) Outlines ways the family and 2-4: H13) Outlines ways (Levels and care to community contribute members programs education support that resources 2-4: H14) Identifies (Levels and schools, programs, and education care agencies (Levels 2-4: H11) Describes the role of the of the 2-4: H11) Describes role the (Levels high inclusive, for as an advocate professional programs education and quality care expand a plan to 2-4: H12) Develops (Levels obtains active memberships, attends conferences conferences attends obtains active memberships, connects competency expand as advocate, to give to meaningfullywith other professionals in policyservice, making) and volunteers advocacy involvement (e advocacy involvement Knowledge Knowledge Expectation Achievement Achievement Comprehension , interagency agreements, , interagency agreements, . g . Knowledge, Skills and Dispositions Knowledge, Models and procedures for interagency for Models and procedures Structures, roles, and resources of care and and of care and resources roles, Structures, Opportunities in service engaging and for 2 1 2 . . . and families (e interagency councils) H3 H3 H2 collaboration, including using policies and collaboration, resources, accessing referral, for procedures partnershipsand forming on behalf of children education programs, schools, and other agencies and other schools, programs, education and families within the larger children to related community context advocacy efforts on behalf of children, families, advocacy efforts families, on behalf of children, and and the care providers, care family child profession education Performance Area H3 Area Performance birth-age of children, the wellbeing agency across enhance within lines to build relationships and to and collaborate 8* and their families, communicate Can new ideas. and generate experiences, share issues and needs, community-wide assess and address to the community

Family Child Care Credential Pilot Final Report • 95 2C, 6C 6A 2A 6A 6A 6A 8B N/A 1C 1G 1G N/A . (Levels 2-4: H19) Describes the roles of family 2-4: H19) Describes the roles (Levels and other community agencies, members, to together can work that community sources programs education and quality care create (Levels 2-4: H21) Describes influences the various (Levels communities, children, to on families in relation societyand the larger (Levels 2-4: H20) Identifies resources for resources 2-4: H20) Identifies (Levels supporting financial needs of programs (Levels 2-4: H16) Identifies appropriate appropriate Identifies H16) 2-4: (Levels and referral information for community resources 2-4: H17) Selects community appropriate (Levels of families and specific needs for resources children role professional one’s 2-4: H18) States (Levels for makingreferrals strategies and identifies when necessary and appropriate Knowledge Knowledge Comprehension Comprehension , Early Intervention) . g , people, places) and building places) , people, . . g . Views of human and family development of human and family development Views Opportunities for increasing resources Opportunities resources increasing for Strategies for using the larger community using the larger for Strategies Array of local interagency committees, interagency of local committees, Array 6 5 4 3 . . . . H3 H3 community (e community benefit that relationships reciprocal as the program as well entities H3 development (e development H3 and diversity that respect the interdependence respect the interdependence that and diversity their their families, among children, society and the larger communities, available to the program or school, including including or school, the program to available or proposals grant through those available community partnerships and alliances as a resource for teaching and learning, including and learning, teaching for as a resource in the knowledgeacquiring about resources agency boards, and community groups community and groups agency boards, of education, availability with the concerned children to social serviceshealth, and related who including children families, and their disabilities or other factors put them that have in learning or disruptions or delays riskat for *Also may apply to those working age 5-12 to apply children in out-of-school may *Also settings for

96 • Family Child Care Credential Pilot Final Report

. . NAEYC NAEYC Standards 3B 4B, 6B 4B, Providers will Providers . IPTS 5N 5O, 7N, 9S 5O, 9T When makingWhen about decisions informed . , child records, child and child and , child records, . g . Level 2-4 Benchmarks/Competencies Level (Levels 2-4: I3) Understands the need for 2-4: I3) Understands the need for (Levels and security protection files, of digital password of data and protection portable devices, storage (Levels 2-4: I1) Identifies virus protection software virus protection 2-4: I1) Identifies (Levels programs child protection 2-4: I2) Identifies Internet (Levels inappropriate to access prevent software to when Internet is present content related to business (e to related and financial information, family identification and observational assessment health records, in the family child records written and records, families or or obtained from program care professionals) 2-4: I4) Describes of a high an example (Levels e-mail, banking, for business, security password personal and to related accounts and website business transactions Knowledge Expectation Achievement Achievement A critical responsibility is articulation of a clear policy on Internet safety, data security A critical data is articulation responsibility and privacyof a clear policy protection on Internet safety, . TECHNOLOGY . Knowledge, Skills and Dispositions Knowledge, Secure practices related to knowing to and practices related Secure 1 . I1 enforcing technology safety, including protection including protection safety, technology enforcing and Internet software, data, identity, of children, and content access Performance Area I1 Area Performance and age-appropriate secure, including safe, use for children, technology in choosing and facilitating standards and ethical Maintains research-based birth and limits for children age 8.* content, through procedures, They limit children’s overall time exposure, being careful to use virtual experiences to enhance but not to replace concrete materials and activities and materials concrete use virtual replace to but not to enhance careful being to experiences exposure, time overall limit children’s They and educational purposes and educational with families business functions manage to applications and communicate with technological current stay learning promotes what and appropriate, developmentally is age and what will consider providers and toys, electronicmultiple media, technology Content Area I Area Content communication, of business, a range for resources technology appropriate and choose evaluate to how will understand professionals child care Family

Family Child Care Credential Pilot Final Report • 97 4B 4C 2B 3B 4B 6C 2L, 5N, 5O 3N 3E, 9T 1G 2L 2L 5C, 4K 4M, 5N , software, websites, applications, applications, websites, , software, . g . (Levels 2-4: I10) Locates technology policy technology 2-4: I10) Locates (Levels and family in handbook and assurances communications (Levels 2-4: I8) Gives examples of a variety of examples of 2-4: I8) Gives (Levels and technologies appropriate and relevant birth children, for through software appropriate age 8* incorporate to 2-4: I9) Describes ways (Levels to as a learning tool technologies appropriate in learning and development support children’s abilities diverse including those with all areas, and needs include to 2-4: I11) Describes procedures (Levels and planning evaluation families in technology (Levels 2-4: I12) Identifies a plan for record- for a plan 2-4: I12) Identifies (Levels of children’s keeping and documentation learning and development (Levels 2-4: I5) Identifies and evaluates and evaluates I5) Identifies 2-4: (Levels children learning for for technology appropriate of age years two than greater 2-4: I6) Describes of limitations (Levels language use in children’s technology children’s on and its influence development behavior high-quality 2-4: I7) Identify technology (Levels resources (e resources support media) that and digital camera, DVDs, or material no violence learning and contain children unsuitable for Knowledge Knowledge Knowledge Comprehension , writing tools, digital cameras, cameras, digital , writing tools, . g . , time record logs, content content logs, , time record . g . Record keeping and documentation systems, systems, keeping and documentation Record Policies related to technology use for use for technology to related Policies Types and functions of technologies Types Developmentally appropriate technology technology appropriate Developmentally 5 4 3 2 . . . . I1 children (e children foster to communication) parent descriptions, home between best practice and cooperation program and family child care I1 computer programs) to gain knowledge, for for gain knowledge, to programs) computer and for and expression, appreciation creative recreation technology (e technology I1 I1 including reviewing and choosing appropriate appropriate and choosing including reviewing learning and children’s record to technology development appropriate for children, birth children, age 8,* for through appropriate use to children teaching for and approaches use for children, including research related to to related research including children, use for and the impact sources children technology of and behavior learning, on development,

98 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 6A IPTS 9M, 9S 2L 8M 9M website, website, . g . Level 2-4 Benchmarks/Competencies Level (Levels 2-4: 1 16) Identifies trainings to improve to improve trainings 2-4: 1 16) Identifies (Levels keeping skills and record in business technology systems (Levels 2-4: I 15) Describes an improvement 2-4: I 15) Describes an improvement (Levels use and security of technology plan for in training human resource including systems, and fiscal documents, of records, management data (Levels 2-4: I13) Describes professional websites websites 2-4: I13) Describes professional (Levels for resources child development containing families for formats effective 2-4: I14) Identifies (Levels e-mail, electronic on-line visual surveys, secure systems) communication communication with families (e communication Knowledge Expectation Achievement Achievement Comprehension , business administration, record record , business administration, . g . Knowledge, Skills and Dispositions Knowledge, Program management, including increasing including increasing management, Program Technology to enhance family enhance to Technology 1 6 . . keeping, fiscal planning, and data management management and data fiscal planning, keeping, systems) I2 (e systems I1 competence in using evolving technology technology in using evolving competence communication including sharing of professional sharing including of professional communication about activities and and information resources events Performance Area I2 Area Performance development, management, professional use and security technology in choosing and facilitating for program standards and ethical Maintains research-based and quality improvement.

Family Child Care Credential Pilot Final Report • 99 6E 6C 9D 5N, 8C 8E, 9A, 9G 8E, . (Levels 2-4: I 17) Describes methods of evaluation Describes I 17) 2-4: of evaluation methods (Levels and hardware identify to assessment and needs business enhance that software technologies goals a fiscal for the need 2-4: I18) Understands (Levels and install new purchase to plan and funding business effectiveness enhance to technologies (Levels 2-4: I19) Describes professional materials materials 2-4: I19) Describes professional (Levels of skills, and level increase to and resources the quality enhance of serviceto delivery for birthchildren age 8* through (Levels 2-4:I20) Identifies the ways that ever- that ways the 2-4:I20) Identifies (Levels impact technology changing information proliferation, cultural risk management, sharing, and learning opportunitiesbusiness systems, Knowledge Knowledge Comprehension , . g . hardware, software, integrated integrated software, hardware, . g . Progressive competency in changing competency in changing Progressive Technology as a resource for professional professional for resource as a Technology Effective and efficient technology systems to systems technology efficient and Effective 4 3 2 . . . I2 delivery for children birthdelivery children age 8* (e for through development professional webinars, to access research on-line strategies, teaching for resources child care family for materials) and resources personnel and staff I2 business communication systems, phones, phones, systems, communication business media, and data digital camera, laptops, tablets, systems) processing I2 goals (e technology resources with the goal of continual with the goal of continual resources technology with research aligned improvement professional and best practice development to improve the quality of service improve to development enhance and facilitate professional improvement improvement professional facilitate and enhance *Also may apply to children up to age 12 for those workingout-of-school in age 12 for up to settings children to apply may *Also

100 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 6B They utilize utilize They . They develop develop They . IPTS 4F, 8P 4F, 9B 9I , . g . Family child care providers are business are providers child care Family . Level 2-4 Benchmarks/Competencies Level (Levels 2-4: J1) Articulates and exemplifies 2-4: J1) Articulates and exemplifies (Levels professional codes of ethical conduct codes (e professional Young of the Education for Association National School After and National (NAEYC) Children for Association and National (NASA) Association (NAFCC)) Child Care Family family child care 2-4: J2) Identifies (Levels of criteria of highest standards practices by practices within early childhood and special fields education self- continual 2-4: J3) Identifies (Levels action set goals, plans, through improvement development and professional . Expectation Achievement Achievement Comprehension BUSINESS BUSINESS . Knowledge, Skills and Dispositions Knowledge, Commitment to highest level of ethical highest level to Commitment 1 . J1 standards, including responsibility for values, values, for including responsibility standards, and actions; and choices reflection on practice, and values standards upholding professional Develops effective business plan for increasing competencies and application of professional standards in business ethics, legal and regulatory and and legal oversight, in business ethics, standards of professional and application competencies Develops business plan for increasing effective management. administrative Performance Area J1 Area Performance knowledge of program administration, organizational planning, human resource management, program operation and facilities management, and management, and facilities operation program management, human resource planning, organizational administration, knowledge of program and business practices goals in written evaluation professional oversight of their program, as well as provide planning and management to meet needed quality meet needed to standards planning and management as provide as well of their program, oversight qualityfor ongoing improvement set goals as they communication and operation, facilities record-keeping, in effective professionals, management and administrative regulatoryoversight, legal and in business ethics, standards professional to apply plans business effective Content Area J Area Content regulatory and legal, ethical, necessary in financial, competencies expertise build to hold the administrative and excellence providers child care Family

Family Child Care Credential Pilot Final Report • 101 6A, 6E 6B 9B N/A 7N, 7P 1D 9R (Levels 2-4: J5) Discusses applicable state and state 2-4: J5) Discusses applicable (Levels for safeguards and procedural regulations federal needs with and without exceptional children for 2-4: J6) Describes the rationales (Levels children for and safeguards regulations, policies, and linguistically, culturally, are and families who ability diverse comply with state to 2-4: J8) Defines how (Levels Illinois to Department related and statutes laws Services Licensing and Family of Children Standards (Levels 2-4: J4) Describes legislation and public and public J4) Describes 2-4: legislation (Levels with and without children affect policies that care family child families, their needs, exceptional and the care children, for programs and other profession and education comply with to 2-4: J7) Defines how (Levels Americans with Disabilities Act and other federal and services equal access to guidelines related and families all children for Knowledge Comprehension Evaluating practices and ensuring Evaluating Laws, regulations, and policies that govern govern that policies and regulations, Laws, 3 2 . . J1 J1 compliance with requirements related to state state to related with requirements compliance including Americans with laws, and federal IllinoisDisabilities Act, Department of Children, Services Standards Licensing and Family services at different ages, birth ages, age 8,* services through different at and approval licensing to those related including bodies governing by

102 • Family Child Care Credential Pilot Final Report 9B 9C 9B 9R (Levels 2-4: J10) Identifies emergency 2-4: J10) Identifies and (Levels plans and communications preparedness disaster and families children with staff, (Levels 2-4: J11) Identifies where to obtain where 2-4: J11) Identifies (Levels and locate information Aid and First CPR, AED, and health sanitation and building codes, safety regulations 2-4: J13) Describes knowledge of staff (Levels to and skillsand paid/unpaid mandates related and identification Illinois prevention child abuse reporting 2-4: J14) Describes family and discusses (Levels including child custody legal frameworks, and anti- family violence, and guardianship, discrimination (Levels 2-4: J9) Identify how to locate legal locate to how 2-4: J9) Identify (Levels inspection reports, local health, and codes, to agencies and fire of police requirements equipment facilities, of people, safety maintain and materials of requirements 2-4: J12) Identifies (Levels Illinois to child abuse and related teachers reporting Knowledge Knowledge Legal framework and requirements related related and requirements framework Legal Framework and compliance with regulations with regulations and compliance Framework 5 4 . . J1 J1 to child custody and guardianship, child abuse and guardianship, custody child to and family violence, and reporting, prevention and regulations anti-discrimination laws related to local statutes, zoning and building zoning local statutes, to related fire regulations, health and sanitation codes, and emergency/disaster plans safety

Family Child Care Credential Pilot Final Report • 103 NAEYC NAEYC Standards IPTS 9J 9K 9J 9D 9M Level 2-4 Benchmarks/Competencies Level (Levels 2-4: J15) Writes and reviews goals related related goals and reviews Writes 2-4: J15) (Levels components and financial fiscal management to of business for self- areas 2-4: J16) Identifies (Levels to and gains knowledge related improvement and capital budget needs, risk-management, improvement business skills 2-4: J17) Identifies (Levels book keeping, for including terminology cash flow and budgeting, methods of accounting and money management (Levels 2-4: J19) Analyze marketing materials that that marketing materials 2-4: J19) Analyze (Levels image project a professional (Levels 2-4: J18) Identifies professional professional 2-4: J18) Identifies (Levels to policies related written knowledge evaluate to record-keeping and fiscal management Analysis Knowledge Expectation Achievement Achievement , capital outlay, , capital outlay, . g . Knowledge, Skills and Dispositions Knowledge, Written business plan to include policies, include policies, business plan to Written Business practices with goals toward self- Business practices with goals toward 2 1 . . J2 components of business (e components and tax law, risk management, record-keeping, needs) ongoing budget J2 fiscal oversight, record keeping, marketingand keeping, record oversight, fiscal public relations improvement in financial management and management in financial improvement Performance Area J2 Area Performance and management, and facilities operation management, program resource human planning, organizational administration, of program knowledge Employs business practices. goals and in written evaluation professional

104 • Family Child Care Credential Pilot Final Report 7N (Levels 2-4: J20) Describes organizational 2-4: J20) Describes organizational (Levels management, food keeping, record for systems and business management attendance, action written 2-4: J21) Summarizes plan (Levels needs and material improvements physical for resource human 2-4: J22) Identifies (Levels and legal including schedules documents requirements hiring, equitable, 2-4: J23) Describes fair, (Levels practices, and vacation attendance, retention, skills and identifies and dispositions knowledge, and education of high quality care to meet equipment 2-4: J24) Identifies (Levels ages and levels differing needs at children’s knowledge 2-4: J25) Demonstrates (Levels for systems of financial and organizational as needs, and replacement repair maintenance, control as inventory well 2-4: J26) Describes a nutritious food (Levels dietary serviceto support financial plan children’s to space and plans practices, needs and cultural service food family child care divide home from and supplies materials Knowledge Knowledge Application Comprehension Comprehension Program operations to ensure effective effective ensure to operations Program Best practices in human resources related to to related Best practices resources in human Physical and digital organization systems to to systems organization and digital Physical 5 4 3 . . . J2 J2 J2 use of space, indoor and outdoor safety, safety, and outdoor indoor use of space, and child psychology environmental development fair and equitable hiringfair and equitable and supervision paid for and unpaid personnel ensure best practices in documentation, learning practices best in documentation, ensure food attendance, keeping, record materials, management

Family Child Care Credential Pilot Final Report • 105 NAEYC NAEYC Standards IPTS 9D schedules, dedicated dedicated schedules, . g .

. Level 2-4 Benchmarks/Competencies Level (Levels 2-4: J27) Describes different ways to ways Describes J27) 2-4: different (Levels boundaries ensure to the environment organize use of space, home and professional between (Levels2-4: K1) Describes appropriate K1) Describes appropriate (Levels2-4: a use by in a home for of space organization of children age group through mixed materials and time (e and materials calendar) space, 2-4: J28) Describes personal goals to (Levels a burnout, and achieve avoid stress, reduce and professional personal between balance obligations They recognize the special nature of the social environment of family child care – of family child care of the social environment the special nature recognize They . . Knowledge Knowledge Expectation Achievement Achievement FAMILY CHILDCARE ENVIRONMENT MANAGEMENT CHILDCARE ENVIRONMENT MANAGEMENT FAMILY . Knowledge, Skills and Dispositions Knowledge, Organization and lay-out of space so that so that and lay-out of space Organization Evaluation and self-improvement plan self-improvement and Evaluation 1 6 . . K1 J2 that includes separation of home and business of home and separation includes that and time organization space, resources, safety and appropriateness are ensured for a for ensured are and appropriateness safety learn to of children age group through mixed together and play Choose and organize materials, furniture and space so that children of different ages can play and explore safely during the childcare day and family members day and safely during the childcare can play and explore ages of different so that children and space furniture materials, Choose and organize and weekends. during evenings as desired or work eat, relax, can Performance Area K1 Area Performance small groups with a wide range of ages, often including siblings, with many children in the program for several years – and consider these factorsconsider – and when years several for in the program children with many often including siblings, of ages, wide range with a small groups and families with children relationships effective building positive, Family childcare providers develop and implement a plan and routines for space and material arrangement, in order to effectively meet the needs of both effectively to in order arrangement, and material space for a plan and routines and implement develop providers childcare Family in the home coexist that and the family life business their professional *Also may apply to children up to age 12 for those working those in out-of-school 12 for age up to settings children apply to may *Also K Area Content

106 • Family Child Care Credential Pilot Final Report (Levels2-4: K6) Describes how to keep business K6) Describes to how (Levels2-4: and and accessible, private organized, records this is importantwhy (Levels2-4: K2) Identifies materials that are both both are that materials K2) Identifies (Levels2-4: for and interesting toddlers and infants for safe explore to older children a storing K3) Describes for techniques (Levels2-4: in a mixed all children variety so that of materials appropriate to access have age group through un-safe to access have and no children materials materials is that furniture K4) Identifies (Levels2-4: the various needs in a family child for appropriate program care using to K5) Describes approaches (Levels2-4: are that spaces create to arrangement furniture age through mixed for and appropriate safe of children group Knowledge Knowledge Comprehension Comprehension Comprehension clear . g . child- and adult-sized chairs child- and adult-sized . g . blocks, balls, dolls, cloths, and cloths, dolls, balls, blocks, . using a low shelf to separate a floor separate shelf to using a low g . . g . Techniques for keeping business records keeping business records for Techniques Strategies for arranging furniture to allow allow to furniture arranging for Strategies Choice of furniture appropriate to people to appropriate of furniture Choice Methods for storing learning storing and Methods for Learning materials that are safe for infants infants for safe are that materials Learning dedicated file drawer or box stored in reach in stored or box file drawer dedicated . 6 5 4 3 2 . . . . . g . or dedicated electronic files needing password) or dedicated (e K1 space for infants and using a higher table for a higher table for and using infants for space when these occupy do puzzles, to older children space) shared K1 (e together and tables) K1 and purpose (e safe, and allow older children access (e access older children and allow safe, height) toddler above bins and shelves/counters K1 to explore (e explore to art materials) toddler-safe K1 (relating to children and families, finances, finances, families, and children to (relating and accessible private organized, employees) children of different ages to learn and play safely safely to learn and play ages of different children exploration materials to keep younger children children keep younger to materials exploration and toddlers, and interesting for older children older children for interesting and and toddlers,

Family Child Care Credential Pilot Final Report • 107 NAEYC NAEYC Standards IPTS Level 2-4 Benchmarks/Competencies Level (Levels2-4: K7) Describes the importance(Levels2-4: of the plan to management an environmental in program a family child care smooth running of family conjunction provider’s with the transition to K8) Describes ways (Levels2-4: during the child uses of spaces different between day care keep mealtime, K9) Describes to how (Levels2-4: and sleeping snack, hygienic spaces and toileting other especially when they have peaceful, spaces times other uses at plans and 2-4: K 10) Describes strategies (Levels ensure to and materials the environment use to quiet activity for child-chosen space separate techniques K11) Describes effective (Levels2-4: family use and child care between switching for of the home and K12) Describes routines how (Levels2-4: the privacy protect schedules can help to of of safety family members and the provider’s care in provider’s children Knowledge Expectation Achievement Achievement Comprehension Comprehension Comprehension Knowledge, Skills and Dispositions Knowledge, Areas for separating active from quiet play, quiet play, active from separating for Areas child between switching for System Strategies for managing spaces that have have that spaces managing for Strategies Strategies for managing the family child managing for Strategies 3 4 2 1 . . . . K2 K2 K2 K2 responding sensitively to the needs of children the needs of children to sensitively responding family and provider’s considering and family use of the home, care family particularly the privacy needs of provider’s in care of children needs members and safety multiple uses during the day, especially places especially places multiple uses during the day, where and eaten, is prepared food where diapered are children and where sleep, children or toileted care environment that take into account a account take into that environment care home environment a) physical unique provider’s structure; family and c) number and provider b) care in provider’s ages of children Performance Area K2 Area Performance day. times of the different at uses of spaces betweendifferent schedules for transitioning and Develop routines

108 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards IPTS

. g . . Level 2-4 Benchmarks/Competencies Level (Levels2-4: K14) Describes appropriate ways to to ways K14) Describes appropriate (Levels2-4: ways positive ages find of different help children with each other interact to make to of ways examples K15) Gives (Levels2-4: with collaborate to and daily contact effective a variety of communication families through strategies to involve ways K16) Identifies (Levels2-4: and care development, families in their children’s education (Levels2-4: K13) Describes approaches to to K13) Describes approaches (Levels2-4: activities simultaneous of the many managing a small group of children of multiple ages (e of multiple of children a small group tummy having infant by an sitting on the floor time while talking using blocks and toddlers to workingpreschooler the table) puzzles on Knowledge Knowledge Expectation Achievement Achievement Comprehension Comprehension Knowledge, Skills and Dispositions Knowledge, Strategies to support children of different support to of different children Strategies of opportunities child care Variety for Techniques for engaging children of a wide children engaging for Techniques 2 3 1 . . . K3 K3 K3 ages to develop friendships with each other and develop ages to and support help to each other activities participate families to in program with each other and with the interact and to family provider’s range of ages in play and learning activities of ages in play range at the same space the same time in Recognize the special nature of the social environment of family childcare when applying knowledge from other domains to build a program community in community program build a to other domains from applying knowledge when childcare of family social of the environment special the nature Recognize nurtured they are where appreciated. and a group a sense of belonging feel to and families which children Performance Area K3 Area Performance *Also may apply to children up to age 12 for those working out-of-school in age 12 for up to settings children apply to may *Also

Family Child Care Credential Pilot Final Report • 109

. NAEYC NAEYC Standards 1A, 1B IPTS 1A, 1B 1C, 1D 2A, 1E, 2I 1A, 1B 1F, 1E, 1C, 1D, 2A, 2I, 2N Level 5 Benchmarks/Competencies Level

. (Level 5: A1) Supports of concepts (Level the application of major theories in design and principles from and learningteaching/ environments specific interactions (Level 5: A2) Describes and supports(Level the most at apply and principles to concepts appropriate children level each developmental Providers continuously acquire knowledge about how children develop and learn, and develop knowledge children how about acquire continuously Providers . Evaluation Evaluation Expectation Achievement Achievement They apply these understandings as they plan and implement observations and teaching/learning interactions, and as a context observations and as a context plan and implement these understandings as they apply They interactions, and teaching/learning . Knowledge, Skills and Dispositions Knowledge, Concepts and principles of human Concepts 1 . A1 development and of major theories and theorists development children, to and practice guide study related that and within age 8,* across through prenatal theoriesstage including domains, developmental and object of social interaction, and the role play, socio-dramatic and in child development play learning Performance Area A1 Area Performance a cohesive and provide develop age 8,* to through prenatal learning, and of child development and theories principles, of concepts, knowledge Employs individually. and culturally, developmentally, that is appropriate environment teaching/learning They view child development knowledge as the core of their professional practice, and engage in ongoing learning and reflection about developmental and engage in ongoing learning and reflection about developmental practice, of their professional knowledge core as the development view child They knowledge and theory on behalf of children families and other professionals with collaboration for Family child care providers use current and emerging principles, theories, and knowledge of developmental milestones as a foundation for all aspects of for as a foundation milestones and knowledge theories, of developmental principles, and emerging use current providers child care Family families age 8,* and their through prenatal children, with their work s/he develops within which contexts the child and the between and domains of development, different among influences the mutual and understand Content Area A: HUMAN GROWTH AND DEVELOPMENT GROWTH HUMAN A: Area AND DEVELOPMENT Content Gateways Family Child Care Credential Benchmarks/Competencies for Levels 5 Levels for Benchmarks/Competencies Credential Care Child Family Gateways

110 • Family Child Care Credential Pilot Final Report 1A, 1B, 1C, 2A 1C, 1A, 1B, 3A 1A, 1B, 1A, 1B, 2B 1A, 1B, 1B, 2A 1B, 4B 1C, 2A, 1B, 1A, 1E, 1L, 4E, 1A, 1E, 4L 1C, 4I 1C, 1D, 1E, 1L, 1E, 1C, 1D, 2A, 9A 1A, 1B, 1C, 1A, 1B, 2I 2A, 1E, 1D, 1C, 1A, 1B, 1L, 4L, 1E, 1D, 4M, 4P (Level 5: A6) Designs a learning environment a learning 5: A6) Designs environment (Level expectations based on the accommodate to language, culture, knowledge children’s of the and socio-economic factors guidelines program 5: A7) Recommends (Level and governing research based on most recent on basic health, nutrition, illness, regulations children’s to based on relation needs, and safety learning and development (Level 5: A5) Integrates bonding and attachment bonding and attachment 5: A5) Integrates (Level to as it relates research theories and related and emotional well-being of care continuity with knowledgeduring the early of central years nervous development system (Level 5: A3) Compares and contrasts anecdotes anecdotes contrasts and 5: A3) Compares (Level various of representative children of young contexts and social levels developmental and supports 5: A4) Designs a learning(Level the accommodate to appropriate environment children of young population heterogeneous Analysis Synthesis Synthesis Evaluation Evaluation , language and , language . g . Basic health, nutrition, illness, and safety and safety Basic health, nutrition, illness, Characteristics of social and physical Characteristics of social and physical Continuity of child development, including of child development, Continuity Holistic, developmental systems systems developmental Holistic, 5 4 3 2 . . . . A1 A1 A1 learning, mental health and social-emotional health mental learning, and the importanceadjustment) of culture, on children’s community and social contexts development development and learning (e development A1 needs of children, prenatal period through age age period through prenatal needs of children, other aspects to of development 8,* in relation and learning environments that influence child development child development influence that environments culture, to those related including and learning, factors and socioeconomic in family, language, and programs community, continuity related to early and ongoing central early and ongoing central to related continuity emotional and to nervous development system period through the prenatal from being, well- age 8* perspective on child development and learning, learning, and perspective development on child domains of among interrelationships including

Family Child Care Credential Pilot Final Report • 111 NAEYC NAEYC Standards 1B, 2A, 3A 1B, 2A 1B, 1A, 1B 2A 1B, IPTS 1C, 1E, 1J, 1L 1J, 1C, 1E, 1E, 1C, 1D, 2H, 3C, 3K, 3M 1A, 1C, 1D, 1H, 2C 1E, 1C, 1D, 2H, 3C, 3K, 3M Level 5 Benchmarks/Competencies Level (Level 5: A9) Compares and contrasts and contrasts 5: A9) Compares (Level of and processes milestones developmental English as a non-primary acquiring children whom English is a language with those for primary language and social the physical 5: A10) Identifies (Level factors risks and protective environmental and influence within communities exist that and learning development (Level5:A8) Interprets normative development development normative Interprets (Level5:A8) of the normative deviations and identifies of development in all areas sequence specific and defends 5: A11) Recommends (Level of influence policies based on the program and social physical between the interaction factors risks and biological for environmental in the program children Analysis Analysis Analysis Evaluation Expectation Achievement Achievement Knowledge, Skills and Dispositions Knowledge, Physical and social environmental risk and and social environmental Physical Developmental sequences and processes and processes sequences Developmental Developmental sequences in the physical/ sequences Developmental 3 2 1 . . . A2 A2 A2 protective factors that influence development development factors influence that protective period through the prenatal and learning from age 8* that may be unique to children acquiring English acquiring children be unique to may that as a non- primary language motor, emotional, cognitive, language, and social language, cognitive, emotional, motor, domains Performance Area A2 Area Performance period prenatal learning in children and development and atypical about information typical that provide signals behavioral interprets and Recognizes age 8.* through

112 • Family Child Care Credential Pilot Final Report 1B, 1C, 4B 1B, 1A, 1B 1A 1C 1B, 3D 3C, 3A, 3B, 1B, 2A 1B, 2A 1B, 1C, 1D, 1E, 3J, 3J, 1E, 1C, 1D, 4D 3O, 1C, 1D, 3J, 3O 3J, 1C, 1D, 1A, 1B, 1C, 1A, 1B, 3C, 2E, 1E, 1D, 3P 1C, 1A, 1B, 3C, 2E, 1E, 1D, 3P 7K, 1G, 7J, 1D, 7L, 7M, 7N, 7R 7Q, 7P, 7O, 1A, 1B, 1C, 1A, 1B, 3C 2E, 1D, 1C, 1A, 1B, 2H, 3C 1D, . (Level 5: A16) Integrates knowledge of 5: A16) Integrates (Level disabilities with characteristics of common and the learning of environment the design meet the special needs of all to strategies children (Level 5: A17) Identifies the etiologies and the etiologies 5: A17) Identifies (Level disabilities that characteristics of common and development growth influence (Level 5: A14) Describes on influences (Level instructional settings interpersonal and in of individual differences and interactions personality and temperament learning a flexible 5: A15) Designs (Level individual accommodates that environment in personalitytemperament and differences law, to according 5: A18) Recommends, (Level further for to steps and teaming assessment and seek special servicesdetermine (Level 5: A12) Identifies biological, health, health, biological, 5: A12) Identifies (Level medical risk, factors that and protective and communities within exist potentially and learning development influence (Level 5: A 13) Provides a reasoned argument/ a reasoned 5: A 13) Provides (Level of the influence regarding makes a judgment and health, biological, between the interaction and social factors for medical risks and physical in the program children Analysis Analysis Analysis Analysis Synthesis Synthesis Evaluation , development of , development . g . Delays and developmental differences that that differences and developmental Delays Characteristics and etiologies of common of common Characteristics and etiologies Individual differences in personality and Individual differences Biological, health, and medical risk health, and and Biological, 7 6 5 4 . . . . A2 guided reach in children with visual impairment) in children guided reach development and learning (e development A2 A2 A2 may indicate a need for special services for a need indicate may disabilities and their potential influences on influences disabilities and their potential of and processes characteristics, sequences, temperament and their influence on children's on children's their influence and temperament and instructionalneeds in interpersonal settings and interactions protective factors that influence development development factors influence that protective period through prenatal the and learning from age 8* *Also may apply to children up to age 12 for those working in out-of-school age 12 for up to settings children apply to may *Also

Family Child Care Credential Pilot Final Report • 113 NAEYC NAEYC Standards 1A, 1B, 1C, 4C 1C, 1A, 1B, 1C 4A 1C, 2A, 4B, 4C 1C, 2A, 4B, IPTS 1A, 1B, 1C, 3C, 1C, 1A, 1B, 4I, 4C, 4A, 4B, 5A 4I 1A, 1B, 1C, 1A, 1B, 4I, 4F, 1E, 1D, 4Q 1A, 1B, 1C, 1L, 1C, 1A, 1B, 3A, 3C, 3K . They take responsibility for providing multiple opportunities providing for for take responsibility They . . Level 5 Benchmarks/Competencies Level (Level 5: B1) Integrates health and fitness 5: B1) Integrates (Level need for opportunities support that children’s activity the day physical throughout policies program 5: B3) Formulates (Level a sanitary create practices to and develops of the spread reduces that environment infectious diseases and recommends defends, 5: B4) Assesses, (Level support policies that ongoing program monitoring of children’s behavior of children’s monitoring (Level 5: B2) Identifies methods for assisting methods 5: B2) Identifies (Level appropriate culturally in developing children decision-making skills and interpersonal that establish choices, make healthy enable them to and establish behaviors, health-promoting personal safety Analysis Synthesis Synthesis Synthesis Evaluation Expectation Achievement Achievement Providers collaborate with families and health professionals to provide safe, healthful environments, and healthful environments, safe, provide to and health professionals with families collaborate Providers . * They acknowledge the value of creating a healthful environment to foster children’s physical, cognitive, cognitive, physical, children’s foster to environment a healthful acknowledge creating of They the value * . Knowledge, Skills and Dispositions Knowledge, Standards and procedures for cleanliness for and procedures Standards and physical monitoring for Procedures Personal and professional commitment to to commitment and professional Personal Basic health needs and interrelationships Basic health needs and interrelationships 3 4 1 2 . . . . B1 B1 B1 B1 and sanitation, including universal precautions precautions universal including and sanitation, hand washing, monitoring, health care to related surface and diapering and toileting cleanliness, and health, including signs emotional well-being emotional distress, diseases, of communicable and neglectabuse, infusing health and fitness principles throughout infusing health and fitness principles throughout planned activities and the learning environment among health, physical ability, and emotional ability, among health, physical conflict, including the effects of stress, well-being, of cultural on health and the diversity and trauma nutrition, health, and practices surrounding health care Complies with safety and health regulations, and provides and evaluates environments and curriculum that meet the emotional and physical health needs of meet the emotional and physical and curriculum that environments evaluates and and provides with safetyComplies and health regulations, birthchildren, age 8.* through Performance Area B1 Area Performance language, and social-emotional and language, development and abilities individual needs children’s to routines nutrition, adjust health, and safety to well-being and safety, their health, will ensure habits that learn positive to children Family child care providers understand that children’s physical and mental health, safety, and well-being are the foundations for development and and development for the foundations are well-being and safety, health, and mental physical children’s that understand providers care child Family birthlearning in children, 8 age through Content Area B: HEALTH, SAFETY, AND WELL-BEING AND SAFETY, B: HEALTH, Area Content

114 • Family Child Care Credential Pilot Final Report 2A, 2B 1C, 2A, 2B 2C 1C, 2A, 2B, 3B 2C, 2A, 2B, 2A, 2B, 2C 2A, 2B, 1A, 1B, 1C, 1A, 1B, 4I, 4E, 1E, 1D, 5E 5C, 5D, 5B, 8H, 2K ,4I, 8F, 8K,8I, 8J, 8L, 8R, 8Q, 8P, 8O, 9N 9F, 8S, 8T, 4I, 9C 9J 9J 4I, 8J, 3O, 4I, 8Q, 9J 4I, 8Q, 3O, (Level 5: B5) Designs and implements learning and implements 5: B5) Designs (Level opportunities bodies, healthy emphasizing environment and a healthy lifestyles, healthy a list of health-based 5: B6) Creates (Level with be shared to community resources and families colleagues (Level 5: B8) Creates methods for documenting documenting for methods 5: B8) Creates (Level medical needs and for children’s to responses parents informing (Level 5: B7) Designs steps to be followed be followed to steps 5: B7) Designs (Level injuries or other children’s to when responding emergencies documenting methods for 5: B9) Creates (Level recording for and specific needs of children, children by received treatments (Level 5: B10) Compares and contrasts and contrasts 5: B10) Compares (Level for documentation instructions and required medicines and of different administration medical treatments approved Analysis Synthesis Synthesis Synthesis , . g . Procedures for meeting individual for Procedures Regulations including required including required Regulations Approaches to teaching children about about children teaching to Approaches 7 6 5 . . . B1 B1 mealtime, cooking experiences, toileting) and toileting) cooking experiences, mealtime, with families sharing resources routines to provide skill instruction, provide to (e routines B1 health care needs related to medication and medication to needs related health care as needs of as well ability, physical on limitations technology and disorders with seizure children and parents from with consultation dependency, health professionals immunizations and procedures for providing providing for and procedures immunizations to medical responding for and first aid and CPR, emergencies dental health, disease prevention, and fitness, fitness, and prevention, health, disease dental daily using modeling behaviors, including

Family Child Care Credential Pilot Final Report • 115 NAEYC NAEYC Standards 5B 2C 1C, 2A, 2B, 1C 1C, 2A, 2B, 2C 1C, 2A, 2B, 1B, 2A, 3B, 3C 2A, 3B, 1B, 2B, 2A, 1A, 1B, 6B 3C, 2C, 3B, IPTS 4I, 8K 4I 4E, 3O, 4E, 4I 4E, 1C, 1D, 4G, 4I, 1C, 1D, 4K, 9L 7A, 7B, 7C, 7A, 7B, 7H, 7E, 7D, 9L, 9M, 9R 8O, 9R Level 5 Benchmarks/Competencies Level (Level 5: B15) Assesses program practices related practices related program 5: B15) Assesses (Level with alignment verify to environments safe to and guidelines standards, regulations, and communicates 5: B16) Formulates (Level a variety to of health and responding plans for issues safety (Level 5: B14) Assesses risks, and takes and risks, 5: B14) Assesses (Level action an environment design to appropriate physical potential from and free is safe that hazards identifying dangers by (Level 5: B11) Provides a reasoned argument for for argument a reasoned 5: B11) Provides (Level and healthy a safe a safe make that components and families children for environment (Level 5: B12) Explains a variety of health (Level assessing for appropriate are that appraisals status health and physical emotional children’s for to take steps 5: B13) Identifies (Level and reporting documenting, recognizing, suspected abuse Analysis Evaluation Evaluation Evaluation Expectation Achievement Achievement , recommendations for sleeping; for , recommendations . g . Knowledge, Skills and Dispositions Knowledge, Principles and procedures for evaluating evaluating for and procedures Principles and standards, regulations, Current Signs of emotional distress, child abuse, abuse, child of emotional distress, Signs Basic physical and emotional needs and emotional needs Basic physical 3 4 2 1 . . . . children (e children transportation; safe responds for procedures emergencies, and common accidents to such as emergencies disaster-related and to persons; and authorized to release evacuations; reporter) as a mandated responsibilities B2 B2 B2 B2 space, materials, and equipment for use by use by for and equipment materials, space, and abilities ages of different children for environments safe to guidelines related and neglect in children, and responsibilities and and neglect and responsibilities in children, reporting for procedures of children and adults, and personal and and adults, of children safe, creating to commitment professional environments and education care healthy Performance Area B2 Area Performance needs of health physical the emotional and that meet and curriculum environments and evaluates and provides with safetyComplies and health regulations, birthchildren, age 8.* through

116 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 1C, 2A, 2B, 2C, 1C, 2A, 2B, 5C 5A, 5B, 4B, 2C, 1C, 2A, 2B, 6C 4B, 1C 1A, 1B, 1C, 1A, 1B, 2C 2A, 2B, IPTS 1A, 1B, 1C, 1A, 1B, 4E, 4A, 1E, 1D, 4G, 4I, 4J, 4F, 8G, 8H, 4K, 4P, 8S 8I, 8K, 8Q, 1C, 1A, 1B, 4I, 4E, 1E, 1D, 8H, 8I, 8G, 4P, 8K, 8S 4I 1D, 4I, 8Q 1D, Level 5 Benchmarks/Competencies Level (Level 5: B17) Designs age-appropriate 5: B17) Designs learning (Level and opportunitiessafety, about children teach to families with resources shares indoor and outdoor 5: B18) Adapts (Level and with parents in consultation environments, participation maximize to of health professionals, with special needs in activitieschildren (Level 5: B20) Identifies and organizes steps to be steps and organizes 5: B20) Identifies (Level and handling food preparing when followed (Level 5: B19) Analyzes a program’s health and health a program’s 5: B19) Analyzes (Level the assure nutrition plans and adapts practices to met are needs of all children Analysis Analysis Analysis Synthesis Synthesis Synthesis Expectation Achievement Achievement . , setting and enforcing behavioral behavioral and enforcing , setting . . g . Knowledge, Skills and Dispositions Knowledge, Current regulations, standards, and standards, regulations, Current Nutritional needs of children, birth Nutritional needs of children, through Procedures for achieving maximum for Procedures Approaches for teaching children about children teaching for Approaches , techniques for positioning and handling, handling, positioning and for , techniques . 2 1 6 5 . . . . g . handling emotional well-being, and learning emotional well-being, B3 B3 and use of adaptive equipment and prosthetic prosthetic and equipment and use of adaptive and parents from with consultation devices) health professionals B2 (e expectations; modeling, discussing, and and discussing, expectations; modeling, skill instructionproviding daily within of safety using pictures diagrams and routines; with families) and sharing resources procedures; B2 (e safety guidelines related to healthy food preparation preparation food healthy to guidelines related food safe for procedures including children, for age 8,* and the interrelationships among age 8,* and the interrelationships (including health development nutrition, physical fitness, development), Nervous System Central independence in children with special needs in children independence Performance Area B3 Area Performance birth eating habits in children, good and healthy age 8.* nutrition through Promotes

Family Child Care Credential Pilot Final Report • 117 2A, 2B, 2C, 4B 2A, 2B, 2C 2A, 2B, 1C, 2A, 2B, 2C, 2B, 1C, 2A, 1C 2C 1C, 2A, 2B, 1E, 8E, 8H, 8I, 8E, 1E, 8T 8J, 8I, 8E, 3O, 1E, 8K,8J, 8L, 8S 9C 9C 8K,8B, 8P, . (Level 5: B23) Utilizes families and community families and 5: B23) Utilizes (Level plan active to as resources organizations food learning to opportunities sensitive are that and practices of individual families preferences gather to procedures 5: B24) Creates (Level children’s families about from information nutritional and health needs (Level 5: B21) Identifies and organizes plans for plans and organizes B21) Identifies 5: (Level emergencies related food to responding (Level 5: B22) Explains plans related to preventing preventing to plans related 5: B22) Explains (Level to and food hazards health to and responding families and colleagues Analysis Analysis Synthesis Synthesis

. . . Individual with nutritionalchildren needs of Approaches for teaching nutrition as a part teaching for Approaches Health hazards in food, including choking including in food, hazards Health 5 4 3 . . . B3 and health professionals parents families B3 B3 children for of food preparation allergies or disabilities, with consultation from from consultation with or disabilities, allergies of the ongoing curriculum and daily routine, of the ongoing curriculum routine, and daily and cultures diverse from foods incorporating opportunities providing model and encourage to with and sharing resources choices, food healthy and allergies, and appropriate selection and and appropriate and allergies, *Also may apply to children up to age 12 for those workingout-of-school in age 12 for up to settings children to apply may *Also

118 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 3A, 3B IPTS 7A, 7C, 7E, 7F, 7F, 7A, 7C, 7E, 7R 7H, 7K, 7Q,

. Level 5 Benchmarks/Competencies Level (Level 5: C1) Incorporates multiple authentic multiple authentic 5: C1) Incorporates (Level including various techniques assessment observation, documentation and assessment, and evaluate, information, gather to procedures and learning development assess children’s Evaluation Expectation Achievement Achievement Professionals follow ethical practices when using a variety of age, developmentally, linguistically, and and linguistically, developmentally, practices ethical when using a variety age, of follow Professionals . They understand the purposes, benefits and uses of assessment, including observation, as a way to understand to understand including observation, of assessment, benefits and uses way the purposes, understand as a They . , anecdotal , anecdotal . g . , pictures, portfolios, journals, journals, portfolios, , pictures, . g . Knowledge, Skills and Dispositions Knowledge, * They evaluate and modify their own roles and practices and as part roles and modify their own of an ongoing cycle evaluate of self-reflection They * Ongoing observation (e . 1 . methods (e understand children's sampling) used to work determine to and learning, development initial inform to needs, and interests children's and ongoing decisions about curriculum and support and to learning interactions, teaching/ with others communication C1 time sampling) and records, in-time records, and documentation assessment other authentic Performance Area C1 Area Performance informal and formal observation appropriate, of age and developmentally a variety from information and communicates summarizes, interprets, Implements, and to with others, support to interactions, about inform decisions communication curriculum and teaching/learning to and approaches, and assessment tools decisions importantinform programmatic birth in early childhood for children, settings age 8.* through age 8 and age-appropriate guidance positive accountability and evaluation for as as well children, birth and needs, through interests, skills, abilities, child’s on each information observations and share informal and gather to formal appropriate culturally Content Area C: OBSERVATION AND ASSESSMENT ASSESSMENT AND C: OBSERVATION Area Content curriculum, learning and interactions, teaching for framework the provides development knowledgeindividual children’s of providers’ child care Family

Family Child Care Credential Pilot Final Report • 119 3B, 3C 3B, 3B 3C 3A, 3B, 3A, 3B 3B, 3C 3B, 3C, 3A, 3B, 5C 4D, 3D, 7A, 7C, 7D, 7I, 7A, 7C, 7D, 7K, 7Q 7F, 7A, 7C, 7E, 7G, 7H, 7O, 7R 7Q, 7P, 7A, 7C, 7E, 7R 7H, 7Q, 7A, 7C, 7D, 7F, 7F, 7D, 7A, 7C, 7H, 7I, 7K, 7Q, 7R 7A, 7C, 7E, 7A, 7C, 7E, 7M, 7N 7G, 7J

. (Level 5: C4) Uses broad-based screening tools tools screening broad-based 5: C4) Uses (Level who may children identifying for appropriate additional assessment for be referred need to to judgment professional 5: C5) Uses (Level adapt observation approaches and assessment reliable obtain valid, used to and instruments of about learning development and information with special needs children (Level 5: C3) Administers a range of screening of screening a range 5: C3) Administers (Level development children’s monitor used to tools and learning (Level 5: C2) Evaluates and applies various types various and applies C2) Evaluates 5: (Level for used are that procedures of assessment and procedures instruments various assessment used for child progress monitoring purposes monitoring progress child used for these purposes include used for (Measures of constructed instruments teacher-made formats; and selected response response protocols and documentation procedures as assessment, and summative formative for of and interpretation administration as, well progress, screening, for instruments standardized assessment) and summative monitoring, (Level 5: C7) Utilizes assessment information to to information assessment 5: C7) Utilizes (Level instruction, development and planning, inform and IFSPs of IEPs (Level 5: C6) Selects reporting formats according 5: C6) Selects reporting according (Level formats uses and benefits appropriate to Analysis Synthesis Evaluation Evaluation Evaluation Evaluation Application Formats for summarizing observation for and Formats Adaptations in observation Adaptations and assessment Variety of screening tools commonly used used commonly tools of screening Variety Published early childhood assessments, early assessments, childhood Published 5 4 3 2 . . . . C1 C1 C1 C1 assessment information into individual and into information assessment for use in initial and ongoing profiles group planning of curriculum and instruction, and to IFSP development IEP and to contribute approaches and instruments to obtain valid, obtain valid, to and instruments approaches learning about and information reliable with special needs of children development in early childhood settings and in the community and development children's young monitor to domains and learning in multiple developmental including development areas, curriculum content possible in home language whenever including commonly used norm-referenced used norm-referenced commonly including measures, curriculum-referenced measures, checklists, checklists, environmental behavioral and child-child observations and child-adult

120 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 1B, 2A, 2B, 2C, 2A, 2B, 1B, 3A, 3B 3B 3C 3A, 3B, 2C, 3D 2A, 2B, IPTS 7C, 7H, 7O, 7C, 7H, 7O, 7R 7Q, 7N 7M, 7O 7J, 7O Level 5 Benchmarks/Competencies Level (Level 5: C11) Uses professional judgment judgment professional 5: C11) Uses (Level assessment describe and justify potential to cultural, to responsive are that procedures and influences and environmental linguistic, unique characteristics of each child and family (Level 5: C8) Examines and explains ways to to ways and explains 5: C8) Examines (Level state, local, in use at procedures document are that including those levels and national technology-based organize to ways 5: C9) Demonstrates (Level each child about information 5: C10) Selectsand oral, written, (Level share to used based formats technology information assessment Analysis Analysis Evaluation Evaluation Expectation Achievement Achievement Knowledge, Skills and Dispositions Knowledge, Potential influences of culture, primary of culture, influences Potential Written, oral, and technology-based and technology-based oral, Written, Methods to organize and maintain paper, paper, maintain and organize Methods to 1 7 6 . . . C2 C1 C1 language, age, and special needs on instrument and special needs on instrument age, language, selection, and interpretation implementation, and methods and instruments, of approaches, to interpretation and approaches modifications consideration into take these influences that formats for sharing observation for assessment and formats other families, with children, information local and state and appropriate professionals, agencies product, and technology-based documentation documentation and technology-based product, to relation in progress of children's and records on the IEP and including those goals, individual state, national, relevant to in relation and IFSP, such as the Illinois Earlyand local standards the Head Standards, and Development Learning the Illinois Learning Start Framework, Outcomes assessment developed and program Standards, tools Applies measurement concepts and principles in evaluating and selecting observation and assessment approaches and instruments that are age and age and selecting and instruments that are observation and assessment approaches and principles in evaluating Applies concepts measurement birthfor early childhood settings, appropriate age 8.* developmentally through Performance Area C2 Area Performance

Family Child Care Credential Pilot Final Report • 121 NAEYC NAEYC Standards 3A, 3B, 3C, 3D 3A, 3B, 1B, 2A, 2B, 2C, 2A, 2B, 1B, 3C, 3D 3A, 3B, 2A, 2B, 2C, 3D 2C, 2A, 2B, 3A, 3B, 3C 3A, 3B, IPTS 7A, 7C, 7E, 7E, 7A, 7C, 7H, 7K, 7O, 7Q 7A, 7F, 7P, 7Q, 7Q, 7P, 7A, 7F, 7R 7P, 7R, 8D 7P, 7A, 7C, 7E, 7I, 7A, 7C, 7E, 7R 7Q, Level 5 Benchmarks/Competencies Level (Level 5: C12) Demonstrates knowledge of C12) Demonstrates 5: (Level uses of assessment and valid appropriate and and observation approaches, methods, instruments (Level 5: C13) Describes and defends the use of 5: C13) Describes and defends (Level domains of developmental multiple measures perspectives of holistic from and contexts with special children of assessment to approach needs (Level 5: C15) Creates policies and procedures to to policies and procedures 5: C15) Creates (Level family participationfacilitate in the assessment process (Level 5: C14) Compares and contrasts benefits and contrasts 5: C14) Compares (Level of a varietyand limitations and of authentic used and instruments approaches standardized using common in early childhood assessment, of measurement standards Analysis Analysis Synthesis Evaluation Evaluation Application Expectation Achievement Achievement validity, validity, . g . . Knowledge, Skills and Dispositions Knowledge, Potential influences of the assessment of the assessment influences Potential Measurement concepts (e concepts Measurement Holistic approach to observation to Holistic approach and Assessment and observation Assessment methods, , observing children's daily interactions, , observing interactions, daily children's . 1 4 3 2 . . . . g . C3 on family involvement process C2 usefulness) and the benefits and reliability, a variety of limitations and of authentic used and instruments approaches standardized in early childhood assessment C2 screening for special needs, planning curriculum planning special needs, for screening activities, monitoring group individual and for programs) evaluating progress, children's (e C2 assessment that reflects of understanding that assessment domains developmental interrelated multiple, assessing for including implications and contexts, with special of children the abilities and needs needs approaches, and instruments that are are that and instruments approaches, they which the purposes for for appropriate birth with children used age 8* are through Establishes assessment partnerships with families as a basis for understanding child characteristics and progress and for makingEstablishes assessment partnerships decisions about and progress curriculum child characteristics as a basis for understanding with families birth children, and instruction for young age 8.* through Performance Area C3 Area Performance

122 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 2B, 2C, 3D 2B, 6B 3C, 3D, 3B, 2B, 2C, 3D 2B, 2C, 3D 2B, IPTS 7H, 7J, 7P, 8B, 8B, 7P, 7H, 7J, 9L 8Q, 8D, 7M, 7N, 9J 8K, 8O, 8Q, 9N 8Q, 8K, 8O, 8Q 8P, 7P, 7F, Level 5 Benchmarks/Competencies Level (Level 5: C18) Discriminates among the roles and among the roles 5: C18) Discriminates (Level in members and team of families contributions with approaches collaborative facilitate to order members families and other team methods for 5: C19) Formulates (Level and and ethical regulations legal maintaining to related when keeping records responsibilities including those with special needs children (Level 5: C16) Describes and defends evidence evidence 5: C16) Describes and defends (Level and of families and contributions based roles goal to members who contribute other team process the assessment setting and for strategies 5: C17) Formulates (Level how with families and recognizes collaboration process assessment the informs information that Synthesis Synthesis Synthesis Evaluation Expectation Achievement Achievement , home . . . g . . . Knowledge, Skills and Dispositions Knowledge, Personal and professional commitment commitment and professional Personal Models and strategies for collaborating with collaborating for Models and strategies Strategies for collaborating with families with collaborating for Strategies Roles and contributions of families and Roles and contributions 1 4 3 2 . . . . pertaining with special needs children to C4 revision of IEPs and IFSPs of IEPs revision C3 families' lives outside of the program (e outside of the program families' lives child's education) priorities for language, C3 assessment process assessment C3 to maintaining legal and ethical requirements legal and ethical requirements maintaining to collection data to related and responsibilities children, with and sharing of information including those and community, school, parents, families and other team members in planning, in planning, members team families and other the assessment and evaluating conducting, to related including assessment process, and and development learning, development, to acquire an understanding of children's and an understanding of children's acquire to different professional team members to the team members professional different Performance Area C4 Area Performance for children and for ensuring due process of assessment information, for confidentiality and privacy and requirements standards Maintains legal and ethical birth age 8* and their families. through

Family Child Care Credential Pilot Final Report • 123 NAEYC NAEYC Standards 3A, 4D, 5C 3A, 4D, 3C 3A, 3B, 4D, 5C 4D, 3A, 3B, 5C 3A, 4D, 3A, 3D, 6B 3A, 3D, IPTS 7C, 7D, 7G, 7J, 7G, 7J, 7C, 7D, 7K, 8L, 9K, 9L, 9M, 9N, 9Q 7M, 7N, 9J 7M, 7N, 7B, 7G, 7I, 7K,7B, 7N, 7M, 8K, 9A, 9K, 9M, 9N 7B, 4F, 3A, 3O, 7K, 9K, 7D, 9N, 9T 7E, 7H, 7I, 7O, 7I, 7O, 7H, 7E, 7R, 8C, 7Q, 7P, 9Q 9J, . Level 5 Benchmarks/Competencies Level (Level 5: C24) Evaluates program’s data collection data program’s 5: C24) Evaluates (Level outcome if they produce determine to strategies program to inform information sufficient goals reflect program that improvement (Level 5: C20) Formulates ways to maintain maintain to ways C20) Formulates 5: (Level of integrity and information, current accurate, records children’s (Level 5: C22) Analyzes where program program where 5: C22) Analyzes (Level utilizing needed by are improvements collection data obtained through information gained from information 5: C23) Analyzes (Level are if standards determine to evaluation program being met (Level 5: C21) Follows legal and ethical legal and ethical 5: C21) Follows (Level making for the process explains that procedures further for of child assessment recommendations and learning development Analysis Analysis Analysis Synthesis Evaluation Expectation Achievement Achievement . . . . . Knowledge, Skills and Dispositions Knowledge, Strategies for collecting, summarizing, and summarizing, collecting, for Strategies Models and instruments for collecting, collecting, Models for and instruments Personal and professional commitment commitment and professional Personal Reasons, procedures, and resources for for and resources procedures, Reasons, Techniques and resources to maintain maintain to and resources Techniques 3 2 1 3 2 . . . . . continuous improvement continuous C5 standards C5 evaluation C5 C4 further for of children assessment referral C4 and learning development interpreting children's and families' responses and families' responses children's interpreting in progress including children's program, the to for and other goals, learning standards to relation and as a guide to value, program use in judging summarizing, and interpreting information on information and interpreting summarizing, quality to in relation implementation program to active, ongoing participation in program ongoing participation active, to in program accurate, ethical records of children's of children's ethical records accurate, Designs and implements evaluation of program for young children, birth through age 8,* in relation to child and family responses to the program and to and to the program to responses birth child and family children, to for young age 8,* in relation through of program Designs and implements evaluation standards. program Performance Area C5 Area Performance *Also may apply to children up to age 12 for those working in out-of-school age 12 for up to settings children apply to may *Also

124 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 4B, 4C, 5A 4B, 2C, 2A, 2B, 5C 3A, 3D, 1A, 1B 1A, 1B They understand the understand They . IPTS They take responsibility take responsibility They . 3A, 3H, 3O, 3A, 3H, 3O, 3Q 3P, 8Q 8P, 7P, 1A, 1C, 1D, 1A, 1C, 1D, 3A, 3I, 3J, 1E, 4L 3O, 1E 1A, 1C, 1D, Level 5 Benchmarks/Competencies Level (Level 5: D3) Justifies goals in curriculum content 5: D3) Justifies goals in curriculumcontent (Level using evidence groups, age different for areas based and age-appropriate standards with families and 5: D4) Collaborates (Level developmental others in assessing children’s individual and needs in developing strengths goals and program (Level 5: D1) Describes and supports(Level critical based on the children, goals for developmental and learning needs of unique developmental and with diverse groups age in different children abilities between 5: D2) Describes the relationship (Level and learning goals developmental Analysis Evaluation Evaluation Expectation Achievement Achievement

. Providers recognize and value the interdependence between children’s relationships with others and their construction with others and relationships children’s between interdependence the and value recognize Providers . CURRICULUM OR PROGRAM OR DESIGN CURRICULUM . They view engaging children in authentic learning as an ongoing collaborative, dynamic professional endeavor professional dynamic learning collaborative, as an ongoing in authentic children view engaging They . Knowledge, Skills and Dispositions Knowledge, Key learning outcomes in the content in the content Key learning outcomes Goals reflect skills, that and knowledge, Critical developmental goals for children, children, goals for Critical developmental 2 3 1 . . . D1 D1 D1 disciplines, as appropriate for children from birth from children for as appropriate disciplines, age 8* through communities, families, by dispositions valued and society birth age 8, based on knowledge through in the domains of development of children's and social roles emotions and relationships, language and communication, interactions, and health development and physical cognition, Provides a comprehensive, holistic curriculum that includes curriculum content from the range of sources that influence, guide, and support guide, development the that influence, of sources the range from that includes curriculum content holistic curriculum a comprehensive, Provides birth children, and learning of young age 8.* through Performance Area D1 Area Performance for planning and providing emerging, bias-free, integrated learning opportunities and resources that build on each child current abilities and interests, to to abilities and interests, on each child current build learning that opportunities and resources integrated bias-free, emerging, planning and providing for domains in all developmental competence expand importance of promoting children’s cognitive and intellectual development through rich conversations, interactive book reading, and active exploration and active exploration reading, book interactive rich conversations, through and intellectual development cognitive importance children’s of promoting in the world interests of children’s of knowledge Content Area D Area Content birth children, and activities learning12 age contexts knowledge for through of appropriate broad have providers child care Family

Family Child Care Credential Pilot Final Report • 125 5C 5C 5A, 5B, 2A, 2B, 2C, 2A, 2B, 5C 3A, 3D, 5C 3A, 7B 3A 3K, 4E, 3M, 4K, 4R 2J, 2C, 2E, 2B, 2M (Level 5: D6) Identifies and integrates standards standards integrates and 5: D6) Identifies (Level in Illinois for guide curriculumthat content programs and education early care different standards 5: D7) Justifies and integrates (Level in early choices curriculumcontent influence to programs and education care (Level 5: D5) Assesses curriculum D5) Assesses 5: to plans (Level needs/interests, developmental the that ensure of all children home experiences and language, goals program inform to can be used and advantages 5: D8) Assesses (Level theoretical of different disadvantages and curricular approaches, frameworks, perspectivespublished curricula of from different of children young for appropriateness linguistic and cultural inters, genders, ages, and needs backgrounds, Synthesis Evaluation Evaluation Evaluation Common theoretical frameworks, curricular frameworks, theoretical Common Learning standards that govern or guide or guide govern that standards Learning Goals that emerge from observations from Goals emerge that 6 5 4 . . . D1 D1 D1 approaches, and published curricula and published with used approaches, birth children, age 8, including (a) young through support, research rationales, their assumptions, advantages and (b) and distinguishing features, of different children for and disadvantages linguistic and cultural interests, genders, ages, and needs backgrounds, curriculum content in Illinois, birth in Illinois, curriculum content through the Illinoisage 8,* including Early Learning the Head Start Standards, and Development Illinois and the Learning Framework, Outcomes Standards of children's interactions, interests, and and interests, interactions, of children's with ideas relationships

126 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 5A, 5B, 5C 5A, 5B, 4C, 5C 4B, 4B, 4C, 5A, 5C 4B, IPTS 2B, 2D, 3A, 2D, 2B, 3Q 3D, 2C, 2A, 2B, 2P, 2I, 2N, 2O, 3A, 5A, 5S 2Q, 6B, 6E, 6E, 6B, 2Q, 6I, 6J Level 5 Benchmarks/Competencies Level (Level 5: D11) Selects relevant and appropriate 5: D11) Selects and appropriate relevant (Level birth children, young through for content math age 8 (Level 5: D10) Selects and uses appropriate (Level for methods and instructional strategies in literacy rich children experiences engaging supportthat and learning of their development and skillslanguage and literacy concepts (Level 5: D9) Selects relevant and appropriate 5: D9) Selects and appropriate relevant (Level birth children, for language and literacy content age 8* through Analysis Evaluation Evaluation Expectation Achievement Achievement Knowledge, Skills and Dispositions Knowledge, Major concepts, procedures and reasoning and reasoning procedures Major concepts, Components and sequences of emergent of emergent and sequences Components 2 1 . . D2 D2 processes of mathematics, and active, age- and active, of mathematics, processes children engaging for approaches appropriate opportunities construct concrete to in everyday, concepts a dynamic understanding of numbers, such processes and mathematical of chance, spatial recognition, pattern as estimation, of and analysis and measurement reasoning, properties physical literacy, genres and authors of children's and authors of children's genres literacy, active strategies and age appropriate, literature, speaking, in listening, children engaging for and thinking writing, reading, Using a developmentally appropriate, research based curriculum for family child care, provides a program that addresses the central concepts, goals, tools of tools goals, concepts, the central that addresses a program provides child care, curriculum for family based research appropriate, Using a developmentally with relationships engaged active, birthto develop disciplines, content and enables children age 8,* of the through resources and significant structures inquiry, of each discipline. the content Performance Area D2 Area Performance

Family Child Care Credential Pilot Final Report • 127 5A, 5B, 5C 5A, 5B, 5C 4C, 5B, 4B, 5A, 5B, 5C 5A, 5B, 5C 4C, 5B, 4B, 2B, 2D, 3A, 2D, 2B, 3Q 3D, 2C, 2A, 2B, 2P, 2I, 2N, 2O, 5A, 5S 2B, 2D, 3A, 3A, 2D, 2B, 3Q 3D, 2C, 2A, 2B, 2P, 2I, 2N, 2O, 2R, 2S, 2T, 2Q, 2W, 2V, 2U, 2Z, 3A, 2X, 2Y, 3E, 3C, 3D, 3B, 3G, 3H, 3I, 3F, 3K,3J, 3L, 3M, 3P, 3N, 3O, 5A, 5S (Level 5: D15) Selects relevant and appropriate 5: D15) Selects and appropriate relevant (Level birth children, young for content social sciences age 8 through (Level 5: D14) Selects and uses appropriate (Level for methods and instructional strategies that experiences in scientific children engaging and learning support development, their inquiry, and skillsconcepts of scientific (Level 5: D12) Selects 5: uses appropriate and (Level for and instructionalmethods strategies experiences mathematical in children engaging supportthat and learning of their development and skills concepts mathematical 5: D13) Selects and appropriate relevant (Level birth children, young through for content science age 8 Evaluation Evaluation Concepts and interrelationships among and interrelationships Concepts Principles of scientific inquiry of scientific Principles concepts and 4 3 . . D2 D2 the social sciences (historical, geographical, geographical, (historical, the social sciences and life, political) in everyday civic, economic, understanding children's enhance to strategies actively exploring through and use of concepts, artifactscultural differences such as maps, interrelationships among families and cultures, of individuals and and roles among people, groups in the physical, earth/space, and life sciences sciences earth/space,and life in the physical, in everyday interconnectedness and their age-appropriate dynamic, and environments, and apply explore opportunities to children for process the scientific

128 • Family Child Care Credential Pilot Final Report 5A, 5B, 5C 5A, 5B, 4B, 4C, 5B, 5C 4C, 5B, 4B, 4B 5C 4B, 1A, 1B, 2B, 2D, 3A, 2D, 2B, 3Q 3D, 2A, 2B, 2D, 2I, 2D, 2A, 2B, 2Q, 2P, 2N, 2O, 5A, 5S 2K, 5N, 5O 3E 2O, 3N . . (Level 5: D16) Selects and uses appropriate (Level for and instructionalmethods strategies experiences social science in children engaging supportthat as participants their development in (Level 5: D18) Selects and uses appropriate (Level helping for methods and instructional strategies abilities including those with diverse children, to technologies and use access and needs, support and learning across their development all areas 5: D19) Selects and appropriate relevant (Level young children, for arts content fine and creative birth age 8 through with diverse abilities and needs with diverse a democratic society world and global a democratic (Level 5: D17) Selects and uses appropriate (Level support to as a learning tool technologies young for in all areas learning and development birthchildren, age 8, including those through Evaluation Evaluation , writing tools, digital digital , writing tools, . g . Content, function, and achievements of function, and achievements Content, Types and functions technologies of Types 6 5 . . D2 cameras, computer programs) to gain to programs) computer cameras, and appreciation creative for knowledge, recreation and for expression, to use technology (e use technology to D2 the fine and creative arts (dance, music, drama, drama, arts music, (dance, the fine and creative visual arts) inquiry, communication, as media for among the the interrelationships and insight, and active arts of society, and development enjoyment, enhancing children's to approaches participation, appreciation, and understanding, of the artsexpression appropriate for young children, birth children, young through for appropriate children teaching for approaches age 8,* and

Family Child Care Credential Pilot Final Report • 129 NAEYC NAEYC Standards 1A, 1B, 4B, 4C, 4B, 1A, 1B, 5C 5A, 5B, 2B, 2A, 1A, 1B, 5A, 4C, 2C, 4B, 5C 5B, 5A, 5B, 5C 5A, 5B, 4C, 5B 4B, IPTS 1B, 1L, 2D, 2E, 2E, 1L, 2D, 1B, 2G, 2H, 2I, 2F, 3L 2N, 3B, 1C, 1A, 1B, 1L, 1F, 1E, 1D, 3J, 3C, 3A, 3B, 3K, 5E 2B, 2D, 3A, 3A, 2D, 2B, 3Q 3D, 2C, 2I, 2A, 2B, 5A, 2P, 2N, 2O, 5E, 5C, 5D, 5B, 5G, 5H, 5I 5F, 5K,5J, 5L, 5M, 5P, 5N, 5O, 5R, 5S 5Q, Level 5 Benchmarks/Competencies Level (Level 5: D22) Selects and uses appropriate (Level for methods and instructional strategies support that in experiences children engaging well-being and healthy emotional, their physical, curriculum differentiates 5: D23) Plans that (Level instruction is a reflection of children’s that needs and special abilities, diverse cultures, (Level 5: D20) Selects 5: uses appropriate and (Level for and instructionalmethods strategies arts fine and creative in children engaging support that experiences to their abilities artistic through ideas and emotions their express expression 5: D21) Selects and appropriate relevant (Level emotional development, development, physical birth children, young for and health content age 8 through Synthesis Synthesis Evaluation Expectation Achievement Achievement Knowledge, Skills and Dispositions Knowledge, Potential influences of age, ability, gender, gender, ability, of age, influences Potential Short- approaches planning and long-term Principles of movement, fitness, and activity and fitness, of movement, Principles 2 1 7 . . . D3 D3 D2 culture, language, and socio-economic language, on status culture, understanding of curriculum children's for organizing curriculum content and curriculum content organizing for experiences as elements central to physical and emotional and emotional physical to central as elements engaging providing and for well-being, and activities promote that environments and of skills, dispositions, development children's good health and safety to contribute habits that Performance Area D3 Area Performance goals from and learning developmental and integrates combines child care, for family based curriculum research appropriate, Using a developmentally and needs of children, backgrounds abilities, that reflect the interests, experiences ongoing learning and discovery dynamic, integrated, into sources multiple birth age 8.* through

130 • Family Child Care Credential Pilot Final Report 3A, 3B, 3C, 3A, 3B, 5C 5A, 5B, 4A, 5A, 5B 2A, 2B, 2C, 4A 2A, 2B, 2C, 2A, 2B, 3C, 3A, 3B, 5C 5A, 5B, 3D, 1D, 5J, 5P, 7G 5P, 5J, 1D, 7L 5J, 3M, 5F, 1D, 1L, 2N, 1D, 8S 8Q, 3H, 8D, 8L 8Q, 5H, 7J, (Level 5: D26) Involves children in planning and children 5: D26) Involves (Level and making experiences about designing choices of study areas (Level 5: D25) Uses and reflects on ongoing 5: D25) Uses (Level and observationsassessments of children’s curriculum inform to and abilities interests instruction differentiated planning for and reflectson ongoing 5: D27) Uses (Level of children’s assessment and formal informal decision- inform to performance and interests making individuals and curriculum planning for with families and collaborates and groups; plan for other disciplines to from professionals individual children (Level 5: D24) Designs procedures to collaborate collaborate to procedures 5: D24) Designs (Level with families Synthesis Synthesis Synthesis Strategies for evaluating and modifying and modifying evaluating for Strategies Approaches for involving children in children involving for Approaches Approaches for incorporating families' families' incorporating for Approaches 5 4 3 . . . D3 D3 D3 curriculum of assessment based on ongoing on group on progress and interests children's domains and individual goals in developmental families with in collaboration areas, and content other disciplines from and with professionals building a curriculum is embedded within that curriculum goals of desired array the broader priorities and concerns into curriculum into priorities and concerns

Family Child Care Credential Pilot Final Report • 131 NAEYC NAEYC Standards 2A, 2B, 2C, 2A, 2B, 5C 5A, 5B, 1A, 1B, 2A, 2B, 2B, 2A, 1A, 1B, 3C, 2C, 3A, 3B, 3D IPTS 3F, 3K, 3L, 3O, 3K, 3L, 3O, 3F, 8K, 4E, 8L, 3P, 8T 3O, 4F, 8I, 8K, 4F, 3O, 8S Level 5 Benchmarks/Competencies Level (Level 5: D28) Compares and contrasts and contrasts 5: D28) Compares (Level and with families collaborating to approaches curriculumto plan other fields from professionals of children needs diverse to is responsive that (Level 5: D29) Compares legal and ethical 5: D29) Compares (Level with other collaborating for responsibilities families in planning and professionals and other IFSP, IEP, the and implementing curriculumindividualized Analysis Synthesis Expectation Achievement Achievement Knowledge, Skills and Dispositions Knowledge, Legal and ethical responsibilities for for and ethical responsibilities Legal Approaches for collaborating with families collaborating for Approaches 2 1 . . D4 D4 developing and implementing the IEP, IFSP, and IFSP, the IEP, and implementing developing curriculumother individualized and with professionals from other disciplines to other disciplines to from and with professionals curriculum integrated comprehensive, develop individual address and accommodate plans that to access have all children that needs and ensure curriculumthe goals of the general Performance Area D4 Area Performance learning individual modifies activities and adapts learning to incorporate child care, curriculum for family based research appropriate, Using a developmentally factors such as English to related needs well as individual as concerns, and family priorities interests, in children’s differences individual from stem goals that delay or disability and developmental children. in factors, risk environmental or biological learning, language

132 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 4C 4B 5A IPTS 5I 6J 1J 6S 2Q, 5D 2Q, w many do we need?" do we w many " "Ho . . . Why do Why " " . . . Level 5 Benchmarks/Competencies Level (Level 5: D33) Uses of different types of learning of different 5: D33) Uses (Level with the world and interacting (Level 5: D34) Uses effective techniques for techniques effective 5: D34) Uses (Level that in learning experiences children engaging and modalities use multiple approaches (Level 5: D30) Generates of relevant and of relevant 5: D30) Generates (Level pose about daily life questions to appropriate such as "I us, activities around world and the wonder if wonder notice?" "What do you methods for appropriate 5: D31) Uses (Level conversations in questions, children engaging interests activitiesand children’s the on build that and ideas methods 5: D32) Implements appropriate (Level in learning experiences children engaging for as participants their development promote that society and global world in a democratic Application Application Expectation Achievement Achievement , visual, , visual, . g . Knowledge, Skills and Dispositions Knowledge, Fully integrated learning experiences learning experiences integrated Fully Effective strategies for helping children for helping children strategies Effective 2 1 . . multiple approaches and modalities (e multiple approaches logical- natural, musical, kinesthetic, spatial, intra-personal and inter verbal, mathematical, processes) D5 D5 that include opportunities for children to include opportunities to that children for through ways in different learn and explore engage deeply with questions and ideas engage deeply with thinking incorporating by profound fostering curiosity natural the world about children’s Using research-based interaction processes, facilitates learning within the unique, multi through aged environment of the family child care setting, in order to to in order setting, care child of the family aged environment through multi the unique, learning within facilitates processes, interaction Using research-based environments. and materials using curriculum, engagement multi-modal enhance Performance Area D5 Area Performance

Family Child Care Credential Pilot Final Report • 133 5B, 5C 5B, 5C 3Q 5A 6F-6L 6Q . reciprocal responding and serve responding and reciprocal . g . (Level 5: D36) Implements appropriate methods 5: D36) Implements appropriate (Level in exploring making and children engaging for support that sense of the world of the habit and inquiry of new concepts development and skills (Level 5: D35) Creates relevant and appropriate and appropriate relevant D35) Creates 5: (Level birthdiscovery children, activities for through age 8* methods appropriate 5: D37) Uses (Level in communication children engaging for (e meaningful infants; with interactions return with toddlers book reading and conversations questions, answering and preschoolers; along with older and reading exploring ideas, children) and engaging relevant, 5: D38) Secures (Level of children to appropriate high quality literature ages different Application Application Key processes for supporting for Key processes Key processes for exploring interests and and exploring interests for processes Key 4 3 . . D5 D5 communication, language, and literacy language, communication, conversations including authentic development, literature and use of quality children’s ideas and makingideas and including of the world, sense problems, solving asking reasoning, questions, and analyzing gathering hypotheses, testing and patterns noticing and explaining data, and describing and comparing structures, quantity and number *Also may apply to children up to age 12 for those workingout-of-school in age 12 for up to settings children to apply may *Also

134 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 2A, 2B, 2C 2A, 2B, 1A, 1B, 2A, 2B, 2B, 2A, 1A, 1B, 5B 2C, 4D, 2A, 2B, 2C, 4A 2C, 2A, 2B, IPTS 1A, 1K, 1L 4H, 4L, 4M, 4Q 4P, 4N, 4O, 8L, 8P, 8K 8L, 8P, Within the context of warm, caring relationships, they of warm, caringrelationships, the context Within .

. Level 5 Benchmarks/Competencies Level (Level 5: E1) Creates services define and that 5: E1) Creates (Level in families and within the justify differences community (Level 5: E3) Explains the rationale for planning, planning, for 5: E3) Explains the rationale (Level daily activities and evaluating implementing, and behaviors positive supportto children’s interactions (Level 5: E2) Demonstrate and reflect on positive and reflect on positive 5: E2) Demonstrate (Level and respectful skills interaction with children, colleagues and families, They recognize the important teaching roles of the physical and social environments, environments, and social the important of the physical roles teaching recognize They . Interactions and relationships in family child care environments are responsive to each child’s child’s each to responsive are environments child care in family Interactions and relationships . Analysis Analysis Synthesis Expectation Achievement Achievement INTERACTIONS, RELATIONSHIPS & ENVIRONMENTS & ENVIRONMENTS INTERACTIONS, RELATIONSHIPS . Knowledge, Skills and Dispositions Knowledge, Consistent, predictable use of social Consistent, Characteristics of interpersonal relationships relationships Characteristics of interpersonal Influence of culture, socioeconomic status, status, socioeconomic Influence of culture, 3 2 1 . . . E1 E1 E1 groups, space, time, materials, transitions, rules, rules, transitions, materials, time, space, groups, and behavior guide positive to and routines and resilience emotional promote to interactions, needs behavioral to respond social skills, and to and interactions that provide a solid foundation a solid foundation provide that and interactions and families and for children with young work for and develop to supporting motivation children's learn and individual differences such as age, ability, ability, such as age, and individual differences language and second temperament, gender, among children on communication acquisition, and adults children and between Performance Area E1 Area Performance with interactions productive sense of self and others, a positive develop to that assist children techniques and communication observation, guidance, Employs birth age 8.* environments, with their through interactions and healthy peers and adults, abilities, interests, and needs, and reflect appreciation of family and communitycontexts of family and and reflect appreciation and needs, interests, abilities, 8* and their family members across a broad range of situations range a broad across family members 8* and their and support nurturing, and intellectuallyand provide are stimulating pleasant that interactions development social and emotional healthy children’s foster Content Area E Area Content birthfrom age with children through relationships and effective build sensitive to and interactions strategies use responsive providers child care Family

Family Child Care Credential Pilot Final Report • 135 4A, 4B, 4C, 5C, 4A, 4B, 6B 2C, 2A, 2B, 4D 4C, 4A, 4B, 1A, 1B, 1C, 1A, 1B, 2C, 5C 2A, 2B, 4C, 5C 4B, 4A, 4B, 4C, 4A, 4B, 4G, 4F, 4E, 4D, 4O 4H, 4F, 4D, 8L, 8Q, 4Q, 8R, 9L 4A, 4B, 4C, 4A, 4B, 4G, 4F, 4E, 4D, 4K,4H, 4I, 4J, 4P 4O, 4C, 4A, 4B, 4G, 4F, 4E, 4D, 4K,4H, 4I, 4J, 4P 4O, (Level 5: E6) Selects and justifies different 5: E6) Selects and justifies different (Level policies, laws, with compliance in strategies skills behavioral teach and ethical principles to to children contexts and specific to appropriate support ages and with different of different needs of different 5: E7) Explains effectiveness (Level support to designed approaches collaborations home and program between (Level 5: E4) Selects 5: activities daily arranges and (Level they support how and explains development the and as a of self as an individual sense of children’s of a group member responses children’s 5: E5) Analyzes (Level in the early education situations different to as and adjusts the setting setting, and care development support to appropriate children’s Analysis Analysis Synthesis Evaluation Cooperative home/ program approaches approaches home/ program Cooperative Variety of strategies to teach behavioral behavioral teach to of strategies Variety Multiple developmentally and individually and individually Multiple developmentally Guidance strategies that reflect the that strategies Guidance 7 6 5 4 . . . . E1 E1 E1 E1 that promote positive self-concept and help positive promote that behavior learn productive children skills appropriate to specific contexts and to contexts and specific skills to appropriate including use of ages, of different children such as functionaltechniques and analysis plans individual guidance appropriate opportunities for children to opportunities to children appropriate for ways, and ideas in positive emotions express conflicts through resolve and to cooperate, to discussion, and conflict group listening, strategies resolution professional understanding and belief that and belief that understanding professional affirmingsupport for need healthy, children their social-emotionaldeveloping identity

136 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 4A, 4B, 4C, 4D 4C, 4A, 4B, 1A, 1B, 1C, 1A, 1B, 4A, 4C, 5A, 5C 5B, 4C, 4A, 4B, 5C 5A, 5B, 4D, 1A, 1B, 2A, 1A, 1B, 5C, 6D 2C, 4D, IPTS 1J, 2H, 3A, 3C, 1J, 6S, 6C, 6F, 3O, 7C 4I, 4L, 4M, 4P 2C, 2M, 2N, 4K, 4C, 4D, 4B, 5I, 5L, 5A, 5F, 5S 9A, 9F, 9I, 9K, 9A, 9F, 9P Level 5 Benchmarks/Competencies Level (Level 5: E10) Applies current research based research current 5: E10) Applies (Level have all children that ensure to strategies opportunities their ideas and communicate to skills (Level 5: E11) Explains ways different interaction interaction different 5: E11) Explains ways (Level can be used to and instructional strategies thinking actively engage children’s (Level 5: E9) Analyzes different indoor and different 5: E9) Analyzes (Level they how and explains environments outdoor in learning and development support children’s all areas (Level 5: E8) Explains how one’s personal and one’s 5: E8) Explains how (Level development philosophies influence professional and of developmentally and implementation indoor and outdoor individually appropriate and social environments physical Analysis Analysis Analysis Application Expectation Achievement Achievement , listening, posing , listening, . g . Knowledge, Skills and Dispositions Knowledge, Varied strategies to assist young children to to children assist young to strategies Varied Varied strategies, including those associated including those associated strategies, Varied Characteristics of indoor and outdoor Characteristics of indoor and outdoor Personal and professional commitment to to commitment and professional Personal , activities in which children employ skills, activities employ in which children . 4 3 2 1 . . . . g . thinking, and creativity (e thinking, and creativity resources) providing questions, E2 E2 (e and predictable routines multiple domains, from and and use of developmentally strategies, safety materials) appropriate culturally E2 E2 develop skills in problem solving, inquiry, critical inquiry, skills solving, develop in problem with English language acquisition, to assist to with English language acquisition, and use verbal acquire, understand, to children ideas means of communicating and nonverbal and feelings environments that promote development and and development promote that environments developmental learning within and across birthdomains and curriculum age areas, through activities and space, 8,* including use of time, maintaining a safe, interactive, individualized, individualized, interactive, a safe, maintaining all exploratory early childhood setting for children Creates indoor and outdoor physical and social environments that encourage active participation, exploration, responsibility, initiative, and independence in and independence initiative, participation, active responsibility, exploration, that encourage and social environments indoor physical outdoor and Creates birth from children age 8.* through Performance Area E2 Area Performance

Family Child Care Credential Pilot Final Report • 137 NAEYC NAEYC Standards 1C, 2A, 2B, 1C, 2A, 2B, 5C 5A, 5B, 4A, 4B, 4C, 4A, 4B, 5C 5A, 5B, 4D, 4A, 4B, 1A, 1B, 5A, 4C, 4D, 5C 5B, 4C, 4A, 4B, 5A, 5B 4D, IPTS 1A, 1B, 1C, 1A, 1B, 2I, 2J, 1E, 1D, 3K, 3L, 2N, 2P, 4C, 4B, 3Q,4A, 4K, 4I, 4J, 4D, 4L, 4M, 4N, 4Q 4P, 4O, 1I, 1N, 4B, 4C, 4B, 1I, 1N, 4K, 4I, 4J, 4D, 4L, 4M, 4N, 4Q, 4P, 4O, 5I 5F, 2I, 3E, 1C, 2F, 3G, 3N, 4B, 4I, 4J, 4C, 4D, 4K, 4L, 4M, 4P, 4N, 4O, 9A 4Q, 2C, 2A, 2B, 2G, 2F, 2E, 2D, 3G 3D, 2I, 2J, Level 5 Benchmarks/Competencies Level (Level 5: E15) Designs learning experiences learning 5: E15) Designs experiences (Level incorporate a variety utilize of resources, that abilities and knowledge children’s about and reflect about experiences, knowledge for and learning experiences content appropriate children (Level 5: E12) Explains qualities of learning of qualities E12) Explains 5: (Level support to and exploration environments images, materials, with space, play creative ideas and languages, sounds, of sources compares and 5: E13) Identifies (Level to related standards and on research information for environments teaching/learning appropriate children young between 5: E14) Explains the relationships (Level and appropriate content knowledge specific children young for strategies teaching Analysis Analysis Analysis Synthesis Expectation Achievement Achievement , use of an emergent , use of an emergent . g . Knowledge, Skills and Dispositions Knowledge, Developmentally, culturally, and individually culturally, Developmentally, Major and learning theories of teaching Sources of current research and professional and professional research of current Sources Multiple ways to provide opportunities provide to for Multiple ways 2 1 6 5 . . . . curriculum, individual and group projects, and projects, curriculum, individual and group learning centers) birth age 8* (e through E3 E3 E2 E2 appropriate activities, materials, and family and activities, materials, appropriate support that exploration community resources skills, of knowledge, and and acquisition areas, content dispositions within and across related to content areas, as appropriate to to as appropriate areas, content to related birth children, age 8,* including how through to learning in their approaches differ children standards related to physical and social physical to related standards and learning teaching for environments young children to explore and play creatively creatively and play explore to children young language, sounds, images, materials, with space, and ideas Provides multiple, varied developmentally, culturally, and individually appropriate learning opportunities for children to acquire knowledge, skills, and skills, learning opportunities knowledge, appropriate and individually acquire to for children culturally, developmentally, varied multiple, Provides birth domains, age 8.* and developmental curriculum across through integrated dispositions are that Performance Area E3 Area Performance

138 • Family Child Care Credential Pilot Final Report 2A, 2B, 4A, 4B, 4A, 4B, 2A, 2B, 4C, 5A, 5B 2C, 2A, 2B, 4C, 4A, 4B, 5C 5A, 5B, 4D, 1A, 1B, 1C, 2C 1C, 1A, 1B, 2C 1C, 1A, 1B, 1A, 1B, 1C, 1A, 1B, 2A, 1E, 1D, 2C, 2D, 2B, 2G, 4A, 2F, 2E, 4C, 4D, 4B, 4G, 4H, 4F, 4E, 4K,4I, 4J, 4L, 4M, 4N, 4O, 4R, 4S, 4Q, 4P, 5F, 5E, 5A, 5B, 5I, 5I, 5K, 5M, 5N, 5S 1C, 1A, 1B, 3A, 1F, 1E, 1D, 3E, 3C, 3D, 3B, 3K, 3I, 3J, 3F, 3M, 3N, 3O, 4L 3Q, 3P, 1A, 1B, 1C, 1A, 1B, 3L, 1E, 1D, 5I, 5E, 3M, 5B, 5K, 5M, 5S 3K 1H, 1L, 3J, (Level 5: E19) Assesses various planning planning various 5: E19) Assesses (Level their effectiveness determine to formats the learning ensure to and appropriateness the needs and to responsive are experiences and families abilities of all children (Level 5: E16) Designs learning experiences learning 5: E16) Designs experiences (Level to variety a strategies utilize of interaction that make ask questions, to abilities support children’s connections with prior and think knowledge, critically (Level 5: E18) Plans learning experiences using using learning experiences 5: E18) Plans (Level abilities, knowledge children’s of individual and needs interests, (Level 5: E17) Designs learning experiences that that learning 5: E17) Designs experiences (Level and individual learning multiple group address learning to and approaches outcomes Synthesis Synthesis Evaluation , describing, , describing, . , interactions , interactions g . . g . Short- formats planning and long-term Variety of approaches for fostering learning fostering for of approaches Variety Array of effective, developmentally, developmentally, of effective, Array 5 4 3 . . . and relationships between children and children between and relationships learning adults, and children between activities and opportunities reflect the that and in the in the program represented cultures community) on the instructional process (e on the instructional process E3 E3 the child, birththe child, age 8 (e through and clarifying identifying questioning, prior establishing bridges to misunderstanding, and modeling, and knowledge, experiences instruction)using explicit E3 that reflect potential influences of age, ability, ability, of age, influences reflect potential that and socio-economic status gender, culture, within and across developmental domains and developmental within and across content matching and for curriculum areas, abilities, individual children's to and strategies and needs interests, culturally, and individually appropriate appropriate and individually culturally, to children enable that strategies interaction and practical as knowledge, gain conceptual and to being taught the content to appropriate

Family Child Care Credential Pilot Final Report • 139 NAEYC NAEYC Standards 4A, 4B, 4C, 4A, 4B, 5C 4D, 4C, 1C, 4A, 4B, 5C 5A, 5B, 4D, 1A, 1B, 1C, 1A, 1B, 4C, 4A, 4B, 5C 5A, 5B, 4D, 1A, 1B, 2A, 2B, 2B, 2A, 1A, 1B, 4C, 2C, 4A, 4B, 5C 4D, IPTS 4A, 4B, 4C, 4A, 4B, 4L, 4N, 4E, 4D, 7K 5P, 5J, 4G, 4H, 4F, 4E, 4Q 4L 4N, 4P, 3C, 3M, 3O, 3O, 3C, 3M, 3Q 1T, 3B, 3C, 3D, 3C, 3D, 3B, 1T, 5Q, 3O, 3F, 8S, 8T 8Q, Level 5 Benchmarks/Competencies Level (Level 5: E22) Uses information to modify the to information 5: E22) Uses (Level and the environment process teaching/learning engagement of children’s based on assessment and learning (Level 5: E21) Uses and reflects on a variety and reflects on a 5: E21) Uses of (Level and the effectiveness evaluate to approaches and of the of interactions appropriateness environment (Level 5: E20) Adapts learning experiences learning experiences E20) Adapts 5: (Level participate abilities to and children’s based on differentiated learningindividual styles ensure to can be successful instruction all children so that (Level 5: E23) Assesses which formats can be used which formats 5: E23) Assesses (Level in and professionals families involve effectively to children for environments planning appropriate supportthat and learning development Synthesis Synthesis Synthesis Synthesis Evaluation Expectation Achievement Achievement , matrix planning) . g . Knowledge, Skills and Dispositions Knowledge, Short- formats planning and long-term Approaches for evaluation and modification modification and evaluation for Approaches Variations in teaching/learning teaching/learning in Variations 1 7 6 . . . activities (e E4 E3 E3 that supportthat and with families collaboration to disciplines different from with professionals instructional integrated comprehensive, develop individual and address accommodate plans that priorities of typical and needs within the context and routines, early childhood environments, of teaching/learning interactions and interactions of teaching/learning are all children that ensure to environments and learning productive, engaged, opportunities and strategies that address address opportunities that and strategies in learning and build strengths mode preferences learning and performanceacross modes Performance Area E4 Area Performance with diverse for children individually-designed strategies to incorporate and environments teaching/learning interactions adapts and Designs, modifies, access have that all children ensure and to goals and outcomes individual birth address to and abilities, age 8,* in order needs, through learning approaches, the early childhoodto curriculum.

140 • Family Child Care Credential Pilot Final Report 1A, 1B, 2A, 1A, 1B, 4C, 4A, 4B, 2B, 5C 5A, 5B, 4D, 1A, 1B, 2A, 1A, 1B, 4C, 4A, 4B, 2B, 5C 5A, 5B, 4D, 1A, 1B, 2A, 2B, 2A, 2B, 1A, 1B, 2C, 6C, 6E 3D, 3F, 3I, 3P, 3I, 3P, 3F, 3D, 5N 4L, 4P, 2O, 3D, 3E, 3J, 3J, 3E, 3D, 2O, 3P 3N, 3O, 1D, IL, 3P, 3Q, 3Q, IL, 3P, 1D, 8H, 8T, 8C, 8F, 9N, 9O (Level 5: E24) Assesses the effectiveness and the effectiveness 5: E24) Assesses (Level variety of a of strategies appropriateness and specific meet the individual to designed them in involve and to children, needs of learning experiences (Level 5: E25) Uses tools best suited to meet to best suited tools 5: E25) Uses (Level needs and abilities and to individual children’s engage in and demonstrate to children allow their learning (Level 5: E26) Collects and organizes information information 5: E26) Collects organizes and (Level and agencies, resources, about potential for assistance can provide that organizations with diverse the needs of children addressing abilities and experiences Analysis Evaluation Application , children learning English as a , children , modification of schedule, of schedule, , modification . . g g . . Primary sources of information and of information Primary sources Common types of assistive technology used technology types of assistive Common Teaching and environmental and environmental Teaching 4 3 2 . . . and abilities (e living in crisis those situations, language, second or disabilities) and those with delays E4 E4 physical environment, activities, expected environment, physical mode) response and abilities (e and abilities E4 assistance with the teaching/learning process process with the teaching/learning assistance needs diverse who have in individual children to enhance teaching and learning in children and learning in children teaching enhance to options children's expand and to with disabilities, learning demonstrating for accommodations that promote participation promote in that accommodations needs with diverse activitiesongoing children by

Family Child Care Credential Pilot Final Report • 141 NAEYC NAEYC Standards 3C 1E 1D, 4C 1D, 4A, 1F 1B IPTS 4P, 4Q 4P, 8Q 4J, 5F, 5P 5F, 4J, 4O, 5L 4O, 9A, 9B Level 5 Benchmarks/Competencies Level (Levels 2-4: E27) Uses strength-based strength-based 2-4: E27) Uses (Levels in supportingobservations social, and records and cognitive physical language, emotional, development use strength- to 2-4: E28) Explains how (Levels and conversation reciprocal respectful, based, with trust and collaboration facilitate to focus and families children (Levels 2-4: E29) Anticipates and prevents and prevents 2-4: E29) Anticipates (Levels social and evaluating by problems behavior supports, teacher environments, physical ensure to in order and schedules, materials and routines in interactions, success each child’s activities (Levels 2-4: E31) Explains the detrimental impact 2-4: E31) Explains the detrimental (Levels and threats, abuse, psychological of punishment, settings in family child care coercion (Levels 2-4: E30) Uses positive guidance guidance positive 2-4: E30) Uses (Levels social responsive for and strategies techniques healthy children’s lead to that interaction and developing self-regulation, of self, concept social-emotional skills Analysis Application Application Expectation Achievement Achievement , . g . , playing , playing . g . Knowledge, Skills and Dispositions Knowledge, Guidance strategies that reflect the that strategies Guidance Anticipates and prevents potential behavior behavior potential and prevents Anticipates Uses authentic and natural observations and natural authentic Uses 3 2 1 . . . E5 E5 various times of day, watching development over over development watching various times of day, picture of each child’s gain an accurate time) to these and uses and progress; abilities, strengths, support to observational caringpositive records and families with children communication of children in multiple situations (e in multiple situations of children talking peers, with interacting with adults, alone, time (e participating activities) over in group E5 professional commitment to providing providing to commitment professional support and responsive with warm children the harmful skills, recognizing developing for including punishment, of physical consequences abuse, psychological shaking, hitting, yelling, or coercion threats problems through proactive redirection redirection proactive through problems schedules, and adjusts time, strategies, social materials, arrangement, environmental support of adult and level ensure interactions, to and pro-social for engagement climate a positive age setting in mixed children Performance Area E5 Area Performance behavior guidance including proactive and interactions, relationships secure sensitive, responsive, assure that skills and strategies Uses research-based birth for children settings 8.* age through childcare in family climate positive a high-quality, that characterize strategies

142 • Family Child Care Credential Pilot Final Report 4C, 1A 1B, 2A 1B, 1D, 1F 1D, 2B 1D, 4D 1E, 9E, 9K 9E, 4L 4I 4E 4D, 1K 1A, 1F, 10E 10D, . (Levels 2-4: E37) Collaborates with families to with families to 2-4: E37) Collaborates (Levels expectations individually appropriate develop establishing and behaviors, children’s for ongoing two-way regular, maintaining conversation (Levels 2-4: E35) Explains the need for children children 2-4: E35) Explains the need for (Levels as a secure caregiver a sensitive experience to calm and caring support receive for and to base, a variety of emotions (Levels 2-4: E32) Explains the causes, symptoms, symptoms, the causes, 2-4: E32) Explains (Levels in children of stress and manifestations 2-4: E33) Describes research-based (Levels stress-reactive children’s mediate that strategies calm, to and describes strategies behaviors, support and comfort which in 2-4: E34) Explains situations (Levels and support need modeling may children for individual differences of respect valuing and the contribution 2-4: E36) Evaluates (Levels of experiences of personal and background practices and guidance inform that teachers and skills with research- strategies adjusts/aligns based foundations Analysis Analysis Analysis Analysis Application anger, frustration, and sadness) frustration, anger, . , joy, pleasure, excitement) and excitement) pleasure, , joy, . g . g . Cooperative home-program approaches home-program approaches Cooperative Self-reflection to identify personal factors Self-reflectionto identify Consistent availability as a secure base for base for as a secure availability Consistent Counter potential bias and discrimination bias and discrimination potential Counter Strategies for recognizing and mitigating and mitigating recognizing for Strategies 8 7 6 5 4 . . . . . E5 and validating children’s feelings with sensitivity feelings children’s and validating E5 positive (e positive (e negative, E5 E5 E5 that promote positive self-concept and help positive promote that and productive healthy create learn to children challenges behavior solutions to that influence objectivity influence that and implementation strategies guidance positive of research-based calm and for essential and expectations are that risk factors mediate for that respectful responses all children children, responding calmly to emotions, both emotions, calmly to responding children, by treating all children with equal respect and all children treating by self-identity and building positive consideration of individual value the teaching modeling and by differences manifestations of stress in children, including including in children, of stress manifestations behavior, reactive to responding sensitive and calming, soothing and for using strategies support and families children providing for or trauma stress encountering *Also may apply to children up to age 12 for those working in out-of-school age 12 for up to settings children apply to may *Also

Family Child Care Credential Pilot Final Report • 143 They They .

. NAEYC NAEYC Standards 2A, 2B, 2C, 4A 2C, 2A, 2B, 2A, 2B, 2C, 4A 2A, 2B, 4A 2C, 2A, 2B, IPTS 1E, 8D, 9L, 9M 8D, 1E, 1E, 9L, 9M 1E, 9M 8R, 8Q, 8J, Level 5 Benchmarks/Competencies Level (Level 5: F2) Creates a variety of written 5: F2) Creates (Level can be used to products that communication family members, children, with communicate and other adults and which appropriately needs of the among the differing discriminate various audiences (Level 5: F3) Models written, verbal, and non- 5: F3) Models verbal, written, (Level skills communication verbal when collaborating and community members families, with children, economically, linguistically, culturally, who are and which appropriately and ability diverse needs of the among the differing discriminate various audiences (Level 5: F1) Demonstrates effective oral oral effective 5: F1) Demonstrates (Level skills and communication with children, diverse to responsive are that with adults, and situations abilities, styles, communication Evaluation Evaluation Application Expectation Achievement Achievement , . g . FAMILY AND COMMUNITY RELATIONSHIPS AND COMMUNITY FAMILY . They respect multiple perspectives and demonstrate integrity in conveying their own personal and professional perspectivesand values and professional personal own their in conveying integrity respect perspectives multiple demonstrate and They . Knowledge, Skills and Dispositions Knowledge, Skills to work collaboratively with others in Skills collaboratively work to Skills for effective use and interpretation use and interpretation Skills effective for Skills for effective oral communication communication oral Skills effective for 3 2 1 . . . F1 program-home exchanges, newsletters, reports), newsletters, exchanges, program-home accurate including knowledge of formats, usage, correct grammatical portrayal of events, purpose of and to style listener to and matching communication common in early (e childhood settings common F1 F1 gaining perspectives, making solving gaining perspectives, decisions, conflicts and resolving problems, of different forms of written communication communication forms of written of different including active listening, establishing lines of establishing including active listening, communication and matching communication, the listener to style and level Employs communication approaches and skills that form the basis of collaborative relationships on behalf of young children, birth children, on behalf of young their age 8,* and relationships through and skills approaches that form the basis of collaborative communication Employs families. Performance Area F1 Area Performance use their knowledge of family and social systems to create reciprocal, productive interpersonal relationships that recognize and enhance the contributions the contributions and enhance recognize that relationships interpersonal productive reciprocal, create to knowledgeuse their and social systems of family birth of children, families age 8,* and their learning and community participants and well-being through development, the program, to of family, Family child care providers understand and value the critical role of positive, collaborative partnerships with families, colleagues, and community and service partnerships colleagues, with families, collaborative positive, of the critical role value and understand providers care child Family agencies Content Area F Area Content

144 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 2A, 2B, 2C 2A, 2B, 2C 2A, 2B, 2A, 2B, 2C 2A, 2B, 2C 2A, 2B, 2C 2A, 2B, 2C 2A, 2B, IPTS 3E, 3F, 3O, 7P, 7P, 3O, 3F, 3E, 8H, 8P, 8D, 9L, 9M, 8Q, 9N, 9R 3O, 3F, 1G, 3E, 8H, 8P, 8D, 7P, 9L, 9M, 8Q, 9N, 9R 1A, 1C, 1E, 1I, 1A, 1C, 1E, 8L, 8Q, 7P, 3O, 9I 8S, 9L, 9Q, 1A, 1C, 1E, 8S 8Q, 3O, 1A, 2C, 1E, 8H, 8D, 3F, 1F, 8S, 9L, 8Q, 9I 9Q, 8B, 1A, 1C, 1E, 9I, 9L 8H, 8Q, Level 5 Benchmarks/Competencies Level (Level 5: F8)Assesses the family’s strengths and strengths family’s the 5: F8)Assesses (Level facilitate to and selectsvulnerabilities strategies process participation of the program each step at (Level 5: F9) Formulates plans to capitalize on the capitalize plans to 5: F9) Formulates (Level importance as part of the team family’s (Level 5: F5) Integrates information about the about the information 5: F5) Integrates (Level the child and/ goals for develop to family system or family style and communication 5: F7) Adapts (Level reflect among children, diversity practices to other adults and family members, (Level 5: F4) Develops a family profile based on based a family profile 5: F4) Develops (Level theoryfamily systems sensitivity when 5: F6) Demonstrates (Level family of children, with a diversity interacting other adults and members, Synthesis Synthesis Evaluation Application Application Expectation Achievement Achievement , . g . Knowledge, Skills and Dispositions Knowledge, Roles and contributions of families at at of families Roles and contributions Sources of diversity that influence families' influence that of diversity Sources Family systems theory, including family including theory, systems Family 3 2 1 . . . entry into the program, assessment, curriculum assessment, entry the program, into and transition planning and implementation, next to setting) program from F2 (e process of the program steps different F2 F2 approaches to parenting and preferences and preferences parenting to approaches including collaboration, program-home for to family related be may that differences or religious linguistic, cultural, social, structures, individual characteristics of or to backgrounds, the child or family dynamics, roles and relationships, and theories and relationships, and roles dynamics, and characteristics development of family Collaborates with families and provides multiple opportunities for program-family interaction and partnership the opportunities and to the age of the child interaction multiple to as appropriate provides and with families program-family for Collaborates birth children, of young age 8.* of families through and choices priorities Performance Area F2 Area Performance

Family Child Care Credential Pilot Final Report • 145 2A, 2B, 2C 2A, 2B, 4A 2C, 2A, 2B, 2A, 2B 2B, 2C 2B, 1A, 1B, 2A, 2B, 2A, 2B, 1A, 1B, 2C 2A, 2B, 1A, 1B, 2C 2B, 2A, 1A, 1B, 2C 8P, 8T 8P, 1C, 1E, 8F, 8L, 8F, 1C, 1E, 1C, 1E, 1L, 8P 1C, 1E, 3E, 7P, 8Q, 9L 8Q, 7P, 3E, 3E, 3F, 3I, 8B, 3I, 8B, 3F, 3E, 8Q, 8I, 8P, 8D, 9L 3E, 7P, 8D, 8P, 8P, 8D, 7P, 3E, 9L 8Q, 8P, 8D, 7P, 3E, 9L 8F (Level 5: F15) Modifies strategies for 5: F15) Modifies strategies (Level with families and other communicating whom English is not the home individuals for language (Level 5: F14) Demonstrates strategies for using for strategies 5: F14) Demonstrates (Level such as interpreters resources (Level 5: F10) Demonstrates use of strategies to to of strategies use F10) Demonstrates 5: (Level with families, collaboration effective promote and of family concerns assessment including and practicesand for beliefs, values, priorities, supporting family decisions (Level 5: F16) Demonstrates a variety of strategies a variety of strategies 5: F16) Demonstrates (Level and priorities family concerns identifying for their child and family to related (Level 5: F11) Explains family options for options for 5: F11) Explains family (Level and other program participation in their child’s opportunitiescommunity-based family that ways different 5: F12) Illustrates (Level participation, for and goals desires priorities, and in early care addressed can be children for settings education of the elements 5: F13) Differentiates (Level various family-oriented services Analyze Evaluation Application Application Application Application , observation of and assistance . g . Strategies for establishing communication communication establishing for Strategies Variety of opportunities home-program Variety for Skills for collaborating with families to to families with Skillscollaborating for Issues faced by families, including those of including those families, by Issues faced 6 5 4 7 . . . . F2 F2 themselves (e themselves activities, decision making about with program evaluation, program structure, program's classes visits and parenting home newsletters, knowledge and skills provide enhance that to and learning) their child's development F2 F2 and partnership whom for with family members English is not the home language collaboration and participationcollaboration in family-oriented services families and opportunities, address to child and for their for priorities and concerns identify their priorities, concerns and resources, resources, and concerns their priorities, identify their child's decisions about make and to skills including and learning, to development in family sensitivity differences to demonstrate for and preferences backgrounds, structures, respect and support to and family involvement, decisions children with disabilities or developmental delays, delays, with disabilities or developmental children establishing partnerships for and strategies families' unique priorities to responsive are that individual children's and to and concerns characteristics and needs

146 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 2A, 2B, 3C, 2A, 2B, 3C, 3A, 3B, 6C, 6E 6B, 3D, 2C, 2A, 2B, 3C, 3A, 3B, 6C, 6E 6B, 3D, 1A, 1B, 2A, 1A, 1B, 3B, 3A, 2B,2C, 3C, 3D 2A, 2B, 1A, 1B, 3C, 2C, 3A, 3B, 3D 2C 6C IPTS 1D, 3A, 8F, 8I, 8I, 3A, 8F, 1D, 8K,8J, 8L, 8O, 9R 8N, 9B, 8C, 8E, 7P, 3E, 8G, 8I, 8J, 8F, 8K, 8L, 8N, 8O 1G, 3O, 8S, 8T 1G, 3O, 8S 1G, 3O, 8P 8Q ) , health fairs, library events, library, health fairs, events, . . g . Level 5 Benchmarks/Competencies Level (Level 5: F21) Utilize knowledge of federal knowledge 5: F21) Utilize of federal (Level early for referral to related laws and state intervention, early education, childhood special and early elementary special education (Level 5: F22) Summarizes and compares the and compares 5: F22) Summarizes (Level and skills various that resources and diverse roles the earlydisciplines bring team childhood to (Level 5: F18) Develops IEPs, IFSPs, or behavior or behavior IFSPs, IEPs, 5: F18) Develops (Level and families children plans for opportunities for 2-4: F20) Provides (Levels to participatefamilies and staff community in (Level 5: F17) Participates in individualized in individualized 5: F17) Participates (Level IEPs, develop to planning meetings program plans behavior and IFSPs, community 2-4: F19) Connects families to (Levels special health, education, to related resources and literacy needs, resource events (e events resource etc medical training, Synthesis Evaluation Application Application Application Expectation Achievement Achievement , teacher, speech therapist, speech therapist, , teacher, . g . Knowledge, Skills and Dispositions Knowledge, Roles, responsibilities, and referral and referral responsibilities, Roles, Parent communication and connection to communication Parent Roles of children, families, teachers, teachers, families, Roles of children, 1 9 8 . . . social worker, service coordinator), including service coordinator), social worker, and the and policy, by law those defined and skills each discipline brings to that resources the team childhood teams (e childhood teams F3 F2 F2 procedures for typical of early members for procedures community resources other professional staff, and personnel from from and personnel staff, other professional in other community agencies and programs and evaluating implementing, developing, or IEP, such as the IFSP, programs individualized plan behavioral Performance Area F3 Area Performance and agency support to well- personnel and school, in order learning, with program, the development, relationships team Establishes and maintains positive birthbeing of children, age 8,* and their families. through

Family Child Care Credential Pilot Final Report • 147 2A, 2B, 2C, 2A, 2B, 3C, 3A, 3B, 6A, 6B, 3D, 6C, 6E 3A, 3B, 3C, 3A, 3B, 6C, 6E 6B, 3D, 2C 2B, 2A, 2B, 2C 2A, 2B, 2A, 2B, 2C, 2A, 2B, 6E 6C, 6A, 6B, 2A, 2B, 2C, 2A, 2B, 6E 6C, 6A, 6B, 8N, 8S 8B, 8E, 8F, 8K, 8F, 8E, 8B, 8B, 8F, 8K, 8N, 8F, 8B, 8S 2C, 2A, 2B, 3C, 3A, 3B, 6A, 6B, 3D, 6C, 6E 8B, 8E, 8F, 8G, 8F, 8E, 8B, 9L 9E, 8F, 8G, 8I, 8J, 8G, 8I, 8J, 8F, 8K, 8L, 8N, 8O, 8R, 8S, 9E 8E, 8F, 9E, 9F, 9F, 9E, 8F, 8E, 9K, 9O (Level 5: F25) Demonstrates effective effective 5: F25) Demonstrates (Level skillscollaboration when working team with members (Level 5: F23) Participates as a member of an early of as a member F23) Participates 5: (Level team childhood models of the different 5: F24) Explains (Level and responsibilities roles including the teaming the benefits of each model members and of team (Level 5: F26) Develop and justify a design for for design and justify a 5: F26) Develop (Level the adult in the for and responsibilities the roles classroom of effective examples 5: F27) Evaluates (Level and non-effectiveteams and articulate skills teams effective by employed (Level 5: F28) Analyzes own role as a team as a team role own 5: F28) Analyzes (Level team of member and the effectiveness as as well functioning; out strengths points for improvement difficulties and strategies Analysis Analysis Evaluation Application Application Application , . , decision g . . g . Skills for managing roles of personnel roles Skills managing for Skillsteam reflect on oneself as a to Skills for contributing to the team process, process, the team to Skills contributing for Models of team interaction (e interaction Models team of , team leadership, consultation with other with consultation leadership, , team . 5 4 3 2 . . . . g . F3 F3 (e functions members) and team (e resolution) making, conflict F3 F3 disciplinary) trans for useful interdisciplinary, functions program different accomplishing and planning, assessment, including inclusion to related and those implementation, and with disabilities in school of children community programs member and on team process in relation to team team to in relation process member and on team children, functioning achieving goals for and to and program staff, families, including those related to different team roles team different to including those related and volunteers, including role definition and including role and volunteers, and supervision, training, using organization, principles of adult learning and collaborative consultation

148 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 2A, 2B, 2C, 2A, 2B, 6C, 6A, 6B, 6E 6D, 2C, 2A, 2B, 6C, 6A, 6B, 6E 6D, 2A, 2B, 2C 6A, 2A, 2B, 6E 6C, 6D, 6B, 2C, 2A, 2B, 6E 6C, 6A, 6B, 6E 6C, 6A, 6B, IPTS 8E 8E 1G, 8A, 8E, 9N 8L, 8T, 1D 7H, 4F, 3O, 3A, 7N, 8I, 9B, 9R 1D 7H, 4F, 3O, 3A, 7N, 8I, 9B, 9R Level 5 Benchmarks/Competencies Level (Level 5: F30) Participates effectively in effectively 5: F30) Participates (Level interagency collaboration (Level 5: F31) Demonstrates and utilizes s and utilizes 5: F31) Demonstrates (Level collaboration interagency effective for strategies (Level 5: F29) Demonstrates knowledge of the 5: F29) Demonstrates (Level of early childhood and resources roles, structure, and support schools, within agencies programs, the local community of 5: F32) Describes major components (Level children young to related laws state and federal or identified needs, with and without exceptional as at-risk, and their families with the rights of children 5: F33) Defends (Level as needs or identified and without exceptional federal by as provided at-risk, and their families, laws and state Application Application Application Expectation Achievement Achievement Comprehension , interagency agreements, , interagency agreements, . g . Knowledge, Skills and Dispositions Knowledge, Legal issues and guidelines in education, education, issues and guidelines in Legal Models and procedures for interagency for Models and procedures Structures, roles, and resources of early of and resources roles, Structures, 3 2 1 . . . F4 and families (e interagency councils) F4 F4 including those related to children who have who have children to including those related learning or risk for at disabilities or who are child, or other based on income development, or community factors family, collaboration, including using policies and collaboration, resources, accessing referral, for procedures partnershipsand forming on behalf of children childhood programs, schools, and other agencies and other agencies schools, childhood programs, families within the and children young to related community context larger Collaborates across agency lines to enhance the wellbeing of children, birth through age 8, and their families, and builds relationships within the community to to the community within relationships and builds birth of children, wellbeing the agency their families, age 8, and across enhance lines to through Collaborates new ideas. and generate experiences, share issues and needs, community-wide address assess and Performance Area F4 Area Performance

Family Child Care Credential Pilot Final Report • 149 2A, 2B, 2C, 2A, 2B, 6C, 6E 6A, 6B, 2C, 2A, 2B, 6C, 6E 6A, 6B, 1A, 1B, 1C, 1A, 1B, 2C, 2A, 2B, 4C, 4A, 4B, 5C 4D, 2A, 2B, 2C, 2A, 2B, 6C, 6E 6A, 6B, 1A, 1B, 1C, 1A, 1B, 2C 2A, 2B, 8B, 8L, 8T, 9N 8L, 8T, 8B, 8L, 8T, 8E, 8B, 9N 1C, 1E, 8A, 1C, 1E, 8P, 8O, 8D, 8B, 9I 8Q, 1G, 8A, 8E, 8T, 8T, 8E, 1G, 8A, 9N, 9P 1C, 1E, 8A, 8D, 8A, 8D, 1E, 1C, 9I 8Q, 8P, 8O, (Level 5: F35) Establishes sample interagency 5: F35) Establishes sample (Level agreements (Level 5: F36) Demonstrates effective strategies strategies effective 5: F36) Demonstrates (Level with and collaborating communicating for and organizations, community agencies, individuals (Level 5: F37) Modifies approaches to interactions to interactions 5: F37) Modifies approaches (Level based on an understanding of with children live and families which children in the context interdependence respect for and demonstrates their communities their families, among children, societyand the larger (Level 5: F34) Provides information about about information F34) Provides 5: (Level and agencies, community organizations, and serve that individuals children young with children including young families, at-risk and who are disabilities (Level 5: F38) Identifies and explains potential explains potential and 5: F38) Identifies (Level families and among of differences influence and on practices within early care cultures settings education Analysis Application Application Comprehension , people, places) and building places) , people, . g . Potential influences of differences in family of differences influences Potential Views of human and family development of human and family development Views Strategies for using the larger community as using the larger for Strategies Array of local interagency committees, interagency of local committees, Array , Early Intervention) . 7 6 5 4 . . . . g . F4 F4 reciprocal relationships that benefit community benefit that relationships reciprocal as the program as well entities community (e F4 (e F4 structure and in social, cultural and linguistic cultural structure and in social, and what people value on what backgrounds they do and diversity that respect the interdependence respect the interdependence that and diversity their their families, among children, society and the larger communities, a resource for teaching and learning, including and learning, teaching for a resource in the knowledgeacquiring about resources agency boards, and community groups community and groups agency boards, of education, availability with the concerned young to social serviceshealth, and related including young and their families, children disabilities or other factors who have children learning or development risk for put them at that

150 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards They honor They . 6A, 6B, 6D 6A, 6B, 6C, 6D 6B, 2A, 2B, 2C, 6B, 2C, 6B, 2A, 2B, 6C 1C, 1A, 1B, 2C, 2A, 2B, 4C, 4A, 4B, 5C, 6B, 4D, 6C, 6D IPTS 1F, 9K, 9O 1F, 9M, 9N 1F, 8B, 8F, 8P, 8Q, 8Q, 8P, 8F, 8B, 9I, 9L 9K, 8Q, 8C, 8P, 9Q 9L, 9N, 9P, They know the They and value . . Level 5 Benchmarks/Competencies Level (Level 5: G2) Responds to feedback from others in from feedback 5: G2) Responds to (Level sensitivity with cultural, to manner, a professional and individual differences linguistic, (Level 5: G1) Articulates the impact values of own (Level and special general and actions on appropriate early childhood practices (Level 5: F39) Identifies and utilizes strategies to strategies and utilizes 5: F39) Identifies (Level and families in gain knowledge about children settings and education early care (Level 5: F40) Applies knowledge 5: F40) Applies gained about (Level practices within early and families to children settings and education care They are committed to continual self-improvement and ongoing reflection and ongoing on their self-improvement continual to committed are They . Analysis Synthesis Evaluation Application Expectation Achievement Achievement . PERSONAL AND PROFESSIONAL DEVELOPMENT PERSONAL AND . Their professional attitudes evolve with experience, professional development, and advances in the profession in the advances and development, professional with experience, evolve attitudes professional Their . They exemplify the ethical standards of early childhood education and take responsibility for their own values, choices and actions and choices values, their own for and take responsibility of early childhood education the ethical standards exemplify They . Knowledge, Skills and Dispositions Knowledge, Strategies to examine and understand one's and understand one's examine to Strategies Strategies to recognize, learn and about, recognize, to Strategies 1 8 . . G1 F4 own values and actions a socio-cultural values own from of influences including potential perspective, and linguistic cultural, social, family, own one’s with others on interactions background demonstrate respect and sensitivity for the respect sensitivity and for demonstrate of and strengths talents individual varied, as as well members, and team families, children, the multiple perspectives and actions for that ethnic, in socioeconomic, reflect differences and contexts and linguistic heritages, cultural Articulates, continually refines, and puts into practice a personal, professional philosophy consistent with values about human diversity that are contained in human diversityvalues about that are with consistent philosophy professional a personal, practice and puts into refines, Articulates, continually policy birth and family guidelines, and in early childhood professional age 8.* and education through care Performance Area G1 Area Performance history and contributions of the profession and its related fields and its related history of the profession and contributions practices practices and beliefs language, in culture, diversity Family child care providers identify themselves as professionals and conduct themselves as members of a significant, expanding, and changing and changing expanding, as members of a significant, and conduct themselves as professionals themselves identify providers child care Family profession *Also may apply to children up to age 12 for those working those in out-of-school 12 for age up to settings children apply to may *Also G Area Content

Family Child Care Credential Pilot Final Report • 151 NAEYC NAEYC Standards 6A, 6B, 6D 6A, 6B, 2A, 6A, 6C, 6D 2A, 2B, 6A, 6B, 6B, 6A, 2A, 2B, 6C, 6D 6A, 6B, 6D 6A, 6B, IPTS 9K 2A, 2B, 9A, 2A, 2B, 9G, 9Q 1D, 3A, 3O, 3A, 3O, 1D, 7H, 7N, 8I, 9B, 9C, 9R 2A, 2B, 9A, 9Q 2A, 2B, Level 5 Benchmarks/Competencies Level (Level 5: G6) Assesses and judges own judges own and 5: G6) Assesses (Level applicable to practices in reference professional and guidelines standards (Level 5: G4) Predicts ways current early care and early care current ways 5: G4) Predicts (Level early childhood special education, education, will impact and early intervention trends children and families (Level 5: G5) Explains how laws, regulations, and regulations, laws, 5: G5) Explains how (Level practices, and education earlypolicies affect care with and without and children practitioners, at-risk, as and those identified needs, exceptional and their families (Level 5: G3) Demonstrates knowledge of 5: G3) Demonstrates (Level and social philosophical, the historical, ways and education, of early care foundations early and early childhood special education, and thought current intervention fields influence practice Analysis Analysis Analysis Synthesis Evaluation Expectation Achievement Achievement . Knowledge, Skills and Dispositions Knowledge, Laws, regulations, and policies that govern govern and policies that regulations, Laws, Professional standards and guidelines that that and guidelines standards Professional Issues and trends in childhood education in childhood education Issues and trends Field of childhood care and education, and education, care of childhood Field 3 4 2 1 . . . . G2 G2 by governing bodies governing by G2 G2 govern and guide professional dispositions, dispositions, and guide professional govern including those thinking, and practice, behavior, and local agencies and of international, of state and local professional state, national, organizations and care, including those related to children who children to including those related and care, based on learning or development risk at for are or community factors family, individual, birth the multitude of age 8,* including through and social foundations philosophical, historical, and practice thought current influence that

services at different ages, birth ages, age 8, services through different at and approval licensing to including those related Performance Area G2 Area Performance and agencies and other early childhood practitioners, families, children, with field in everyday interactions and education of the care knowledge Employs birth for children, families. age 8,* and their through advocate and serve, govern, entities that

152 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 6A, 6B, 6C, 6E 6C, 6A, 6B, 6A, 6D 1A, 1B, 2A, 2B, 2A, 2B, 1A, 1B, 2C, 6C 2A, 2B, 1A, 1B, 2C, 6C 6D 6C, 6A, 6B, 6D 6C, 6A, 6B, IPTS 8L, 8P, 8Q, 8T, 8T, 8Q, 8L, 8P, 9Q 9F, 9E, 8A, 8E, 8L, 8P, 8L, 8P, 8A, 8E, 9I, 9L 8T, 8Q, 3O, 8A, 8E, 8L, 8A, 8E, 3O, 9N 9L, 8T, 8L, 1G, 8A, 8E, 9M 8T, 9K 9I, 9O, 9D, 9I, 9K, 9O 9D, Level 5 Benchmarks/Competencies Level (Level 5: G12) Utilizes resources to inform self and inform to resources 5: G12) Utilizes (Level others about opportunities act to as an advocate and families children for (Level 5: G9) Engages in self-assessment and 5: G9) Engages in self-assessment (Level practices with children, reflection on professional colleagues and families, (Level 5: G7) Determines types and of early care (Level meet specific needs best settings that education and families of children improve to 5: G10) Explains ways (Level practices professional (Level 5: G8) Prepares resource list of support resource 5: G8) Prepares (Level for communityagencies within the as a reference families practices 5: G11) Modifies professional (Level based on self-evaluation Analysis Analysis Synthesis Evaluation Application Expectation Achievement Achievement Knowledge, Skills and Dispositions Knowledge, Opportunities in service engaging for Self-assessment and problem-solving Self-assessment and problem-solving Basic principles of administration, Basic principles of administration, 2 1 5 . . . G3 G3 G2 efforts on behalf of children, families, care and care efforts families, on behalf of children, care and the family child practitioners, education profession strategies for reflecting on practice, including reflecting on practice, for strategies observation, of classroom consideration and other team families, of children, responses actions, and evaluation one's own members to and actions beliefs against of one's own standards professional organization, and operation of a variety of care a variety of of care operation and organization, including and agencies, programs and education function entities these how in the community resources them as utilize to and how Employs a variety of strategies to grow as a professional through reflection on the effects of one’s own choices and actions on children, birth and on children, actions own choices age 8,* through effects reflection on the of one’s through professional as a grow to of strategies a variety Employs of the profession. advancement lifelong learning and to and commits goals, professional own one’s and members, other team their families, Performance Area G3 Area Performance

Family Child Care Credential Pilot Final Report • 153 6A, 6B, 6C, 6A, 6B, 6E 6D, 6A, 6C 6C, 6A, 6B, 6E 6D, 6C, 6A, 6B, 6E 6D, 9D, 9P 9D, 9O, 9P 9O, 9I, 9O 9E, 9D, 9N, 9P (Level 5: G16) Develops a well-reasoned a well-reasoned 5: G16) Develops (Level plan based on development professional and knowledgepersonal data of the profession (Level 5: G13) Participates in professional in professional G13) Participates 5: (Level or opportunities state, development the local, at levels national the usefulness of different 5: G14) Assesses (Level for available types and resources of training development professional state, a variety 5: G15) Assesses of local, (Level opportunitiesand national can be accessed that or schools programs for resources provide to Evaluation Evaluation Evaluation Evaluation Application Opportunities and strategies for initiating initiating Opportunities for and strategies Opportunities for increasing resources Opportunities resources increasing for Opportunities and resources for training training for Opportunitiesand resources Opportunities participating for in 6 5 4 3 . . . . G3 G3 G3 G3 new projects or programs, and for contributing contributing and for new projects or programs, knowledge and expertise and about teaching the profession learning to available to the program or school, including including or school, the program to available or proposals grant through those available community partnerships and alliances and professional development, including including development, and professional literature; professional through those available national and state, local, program, organizations; and universities and colleges agencies or entities, development of the profession and the of the profession development including field, education and care childhood and state, local, opportunities program, the at through and those available levels national collegial and through organizations professional or community activities program, in the school,

154 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 6A, 6B, 6C, 6D 6A, 6B, 6A, 6B 2C, 2A, 2B, 6D 6C, 6A, 6B, 2A, 2B, 2C, 2A, 2B, 6D 6C, 6A, 6B, 6C 6A, 6B, IPTS 9E, 9H, 9I, 9L, 9E, 9M 9H, 9I 9I, 9K, 9L, 9M 1F, 9I, 9K, 9S, 1F, 9T 9J, 7H, 7N, 9B, 9S, 9R, 9T Level 5 Benchmarks/Competencies Level (Level 5: G17) Interacts with others in a (Level others with treat manner and to professional respect professional 5: G20) Demonstrates (Level to related standards dispositions and program habits and work hygiene, personal appearance, about choices 5: G21) Makes and defends (Level professional to utilizing specific approaches families, with children, interacting guidelines for and colleagues (Level 5: G18) Distinguishes between personal 5: G18) Distinguishes between (Level practice in situations and professional preference children, dealing with colleagues, or interactions community and members families, ensure 5: G19) Explains guidelines to (Level and impartiality privacy, when confidentiality, with others sharing information Analysis Analysis Analysis Evaluation Evaluation Application Application Expectation Achievement Achievement Knowledge, Skills and Dispositions Knowledge, Boundaries of professional responsibilities responsibilities Boundaries of professional Policies and procedures related to to related and procedures Policies dispositions and program Professional Standards of professional conduct for conduct for of professional Standards Communication strategies that that strategies Communication 5 3 4 2 1 . . . . . G4 G4 G4 G4 G4 when working with children, families, and when working families, with children, in or implied by as contained colleagues, professional policy and procedures, program and law standards, confidentiality and impartialityconfidentiality personal appearance, to related standards habits and work hygiene, education as a profession and early childhood a profession as education contained including those a field, as education in the Illinois by and those outlined School Code NAEYC such as organizations professional demonstrate honesty, integrity and positive and positive integrity honesty, demonstrate and their contributions, others for regard in a professionally situations to and respond manner mature emotionally appropriate, Employs a variety of strategies to grow as a professional through reflection on the effects of one’s own choices and actions on children, birthand children, actions on own choices age 8,* through on the effects reflection of one’s through as a professional grow to of strategies a variety Employs of the profession. and advancement lifelong learning to and commits goals, professional own and one’s members, team other their families, Performance Area G4 Area Performance

Family Child Care Credential Pilot Final Report • 155 2A, 2B, 2C, 2A, 2B, 6C, 6A, 6B, 6E 6D, 6A, 6B, 6C, 6D 6A, 6B, 6C, 6A, 6B, 6E 6D, 1C, 1E, 1F, 8A, 1F, 1C, 1E, 8P, 8O, 8D, 9I, 9K 8Q, 9K 9K, 9O . (Level 5: G24) Reflects on and analyzes one’s 5: G24) Reflects one’s on and analyzes (Level perspectives personal and professional bias might those beliefs and assesses how with and interactions of behavior interpretations planning and their families and program children (Level 5: G22) Analyzes progress toward meeting meeting toward progress G22) Analyzes 5: (Level basis on an ongoing goals, (Level 5: G23) Prioritizes areas for seeking for areas 5: G23) Prioritizes (Level development professional Analysis Evaluation Role of personal and professional Role of personal and professional Planning and self-regulation strategies to to strategies self-regulation and Planning 7 6 . . G4 G4 perspective or bias in interpreting and applying and perspective or bias in interpreting theorychild development with interactions to planning program and families and to children accomplish personal and professional goals in a and professional personal accomplish manner utilized intentional timely, *Also may apply to children up to age 12 for those working those in out-of-school 12 for age up to settings children apply to may *Also

156 • Family Child Care Credential Pilot Final Report

. NAEYC NAEYC Standards 5B, 5A 5B, 6A 6B They recognize the recognize They . IPTS 9B 9B 9F

. Level 5 Benchmarks/Competencies Level (Level 5: H1) Assesses effects of laws, regulations, regulations, of laws, effects 5: H1) Assesses (Level and education care and policies regarding with and and children practitioners, practices, identified and those needs, without exceptional as at-risk, and their families regulations, policies, for 5: H2) Advocates (Level and families who are children for and safeguards and ability diverse linguistically, culturally, that in organizations 5: H3) Participates (Levels and improvements rights for and lobby advocate and education and care families, children, for programs 5: H4) Joins and participates in listservs(Level or in interests professional to mailing lists related and education care Application Application Expectation Achievement Achievement ADVOCACY ADVOCACY . They use experience, knowledge, and research to plan and work towards improvement within community, social, and political systems and political social, within community, improvement towards work plan and to research and knowledge, use experience, They . Knowledge, Skills and Dispositions Knowledge, Legislative policies and actions impact that Legislative Laws, regulations, and policies that govern govern and policies that regulations, Laws, 2 1 . . H1 H1 family child care services and family child care and other care programs education services at different ages, birth ages, age 8,* services through different at and approval licensing to including those related bodies governing by Understands and uses programs, laws and regulations that relate family child care licensing, the food program, child protection, family services, and care and services, care and family child protection, the food program, licensing, care child family that relate regulations laws and uses programs, Understands and generally. education Performance Area H1 Area Performance implications of local, state, and national trends and laws that affect the families of children, especially their access to high-quality and education access especially their care families of children, affect the that laws and trends national and state, of local, implications environments other stakeholders with collaborating and families by behalf of children on They Content Area H Area Content and upheld promoted within a community and families are of children and needs the rights ensure professionals childcare Family

Family Child Care Credential Pilot Final Report • 157 NAEYC NAEYC Standards 6A 6A 5E 5E IPTS 1G N/A 1D, 3A, 9B, 9R 3A, 9B, 1D, 8E 9Q 9O, 9F, Level 5 Benchmarks/Competencies Level (Level 5: H8) Connects with programs and 5: H8) Connects with programs (Level can serveagencies within the community that as and families children for resources (Level 5: H9) Analyzes the organizational the organizational 5: H9) Analyzes (Level and education of care the full range structures for and legal auspices settings, programs, (Level 5: H10) Utilizes resources to inform self and inform to resources 5: H10) Utilizes (Level others about opportunities act to as an advocate and families children for (Level 5: H5) Describes major components of of H5) Describes 5: components major (Level with children to related laws and state federal as identified or needs, exceptional and without at-risk, and their families with of children the rights 5: H6) Defends (Level as needs or identified and without exceptional federal by provided as at-risk, and their families, laws and state and makes use of 5: H7) Assesses (Level for community connections and resources ongoing participation quality child care in family and alignment improvement Application Application Application Expectation Achievement Achievement Understanding local government, local government, . g . Knowledge, Skills and Dispositions Knowledge, Opportunities in service engaging and for Inter-agency connections and how Collaboration and inter-system alignment alignment inter-system and Collaboration Legal issues and guidelines in education, in education, guidelines and issues Legal 2 1 4 3 . . . . H2 organizations (e organizations and service and education groups, professional agencies) function support in the community to families and children H2 H1 H1 advocacy efforts on behalf of children, families, advocacy efforts families, on behalf of children, and and the care providers, family child care profession education for school readiness initiatives, QRIS systems, QRIS systems, initiatives, school readiness for and participation school, Pre-K to from transition training in district-wide quality improvement and resources events including those related to children who have who have children to those related including learning or for at-risk or who are disabilities or other child, on income based development, or community factors family, Has knowledge of various organizations and systems that work with and support that work and systems organizations and their families. children of various Has knowledge Performance Area H2 Area Performance

158 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 2C 6A 2C 2B, 2C 2B, 2A, 5A 2A IPTS 8E 8B 8E 1G 1G Level 5 Benchmarks/Competencies Level (Level 5: H15) Establishes sample interagency (Level agreements (Level 5: H12) Gives examples of effective models of effective examples 5: H12) Gives (Level of interagency collaboration effective for 5: H13) Describes strategies (Level interagency collaboration strategies effective 5: H16) Demonstrates (Level with and collaborating communicating for and organizations, community agencies, individuals (Level 5: H11) Produces a visual and/or written a visual and/or written 5: H11) Produces (Level resources and roles, description of the structure, and schools, programs, and education of care support within the local community agencies (Level 5: H14) Provides information about information 5: H14) Provides (Level and agencies, community organizations, serveindividuals that and families, children with disabilities and who are including children at-risk Application Application Expectation Achievement Achievement Understanding Understanding , Early Intervention) . , interagency agreements, , interagency agreements, g . , people, places) and building places) , people, . . g . g . Knowledge, Skills and Dispositions Knowledge, Strategies for using the larger community larger using the for Strategies Array of local interagency committees, of local interagency committees, Array Models and procedures for interagency for Models and procedures Structures, roles, and resources of care and care of and resources roles, Structures, 4 3 2 1 . . . . community (e community benefit that relationships reciprocal as the program as well entities H3 development (e development H3 and families (e interagency councils) H3 H3 as a resource for teaching and learning, including and learning, teaching for as a resource in the knowledgeacquiring about resources agency boards, and community groups and community groups agency boards, of education, with the availability concerned children to health, and social services related who children including and their families, or other factors disabilities put them that have or disruptions in learning or delays riskat for collaboration, including using policies and collaboration, resources, accessing referral, for procedures partnershipsand forming on behalf of children education programs, schools, and other agencies schools, programs, education and families within the larger children to related community context Can communicate and collaborate across agency lines to enhance the wellbeing of children, birth-age of children, the wellbeing agency across enhance within lines to build relationships and to and collaborate and their families, 12, communicate Can ideas. new and generate experiences, share needs, issues and community-wide assess and address to the community Performance Area H3 Area Performance

Family Child Care Credential Pilot Final Report • 159 5C 1C 9N, 9P 8B . (Level 5: H17) Gives examples of a variety of local, of a variety examples of local, H17) Gives 5: (Level opportunities and national be can that state, or programs for resources provide to accessed schools to 5: H18) Modifies approaches (Level on an based with children interactions in which children the context understanding of and families live Application Understanding Views of human and family development and family development of human Views Opportunities for increasing resources Opportunities resources increasing for 6 5 . . H3 H3 and diversity that respect the interdependence respect interdependence the that and diversity their their families, among children, society and the larger communities, available to the program or school, including or school, the program to available or proposals grant through those available community partnerships and alliances *Also may apply to those working age 5-12 apply to children in out-of-school may *Also settings for

160 • Family Child Care Credential Pilot Final Report They They . NAEYC NAEYC Standards

. 4B, 6B 4B, 3B Providers will stay will stay Providers . IPTS 5O, 7N, 9S 5O, 9T 5N When makingWhen about multiple decisions informed . Level 5 Benchmarks/Competencies Level , child records, child and family identification child and family identification , child records, . g . (Level 5: I4) Protects with high level security with high level 5: I4) Protects (Level each e-mail, banking, and business, password personal and business to related accounts website transactions (Level 5: I1) Identifies and installs virus protection protection and installs virus 5: I1) Identifies (Level software programs and installs 5: I2) Identifies Internet (Level to access prevent softwarechild protection to when Internet is present content inappropriate locks digital or protects 5: I3) Password (Level technology and portablefiles, devices, storage business to related data containing applications (e records, health and financial information, and observational and assessment records, child in the family each to related records written families or or obtained from program child care professionals Application Expectation Achievement Achievement A critical responsibility is articulation of a clear policy on Internet safety, data security A critical data is articulation responsibility and privacyof a clear policy protection on Internet safety, . TECHNOLOGY . Knowledge, Skills and Dispositions Knowledge, Secure practices related to knowing to and practices related Secure 1 . I1 enforcing technology safety, including protection including protection safety, technology enforcing and Internet software, data, identity, of children, and content access Performance Area I1 Area Performance and age-appropriate secure, including safe, use for children, technology in choosing and facilitating standards and ethical Maintains research-based birth and limits for children age 8.* content, through procedures, limit children’s overall time exposure, being careful to use virtual experiences to enhance but not to replace concrete materials and activities materials concrete use virtual replace to not to but enhance being careful to experiences time exposure, overall limit children’s and educational purposes and educational with families functionsmanage business to applications and communicate with technological current learning promotes what and appropriate, and developmentally is age is what what will consider providers and toys, electronic technology media, Content Area I Area Content communication, of business, a range for resources technology appropriate and choose evaluate to how will understand professionals child care Family

Family Child Care Credential Pilot Final Report • 161 4B 4B 2B 4B 6C 2L, 5N, 5O 3N 3E, 9T 1G 2L, 5C, 4K 2L, 5C, 5N 4M , software, websites, applications, applications, websites, , software, . g . (Level 5: I10) Identifies and documents and documents 5: I10) Identifies (Level policytechnology as part and assurances of handbook or family communication (Level 5: I8) Identifies and uses variety of relevant varietyrelevant and uses 5: I8) Identifies of (Level and software technologies and appropriate birth children, young through for appropriate age 8* 5: I9) Selects and uses appropriate (Level support to as a learning tool technologies in all areas, learning and development children’s abilities and needs including those with diverse 5: I11) Includes families in technology (Level and planning evaluation (Level 5: I5) Applies research-based principles research-based I5) Applies 5: (Level practice when appropriate of developmentally children learning for for technology choosing of age years two than greater resources (e resources support media) that and digital camera, DVDs, or material no violence learning and ensures children young unsuitable for (Level 5: I6) Limits and uses technology for for uses technology 5: I6) Limits and (Level specific purposes only when it enhances learning and language development, children’s and protects two, the age of when over behavior, media viewing from and toddlers infants 5: I7) Chooses high-quality (Level technology Analysis Analysis Application Application Application , writing tools, digital digital , writing tools, . g . , time record logs, content content logs, , time record . g . Policies related to technology use for use for technology to related Policies Types and functions of technologies Types Developmentally appropriate technology technology appropriate Developmentally 4 3 2 . . . I1 (e children foster to communication) parent descriptions, home between best practice and cooperation program and family child care to use technology (e technology use to gain to programs) computer cameras, and appreciation creative for knowledge, recreation and for expression, I1 I1 appropriate for young children, birth children, young through for appropriate children teaching for age 8,* and approaches use for children, including research related to to related research including children, use for the impact and children of technology young behavior and learning, development, on sources

162 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 6F 3B 6A IPTS 9M, 9S 2L 2L 8M 9M website, website, . g . Level 5 Benchmarks/Competencies Level (Level 5: I15) Develops written improvement improvement written 5: I15) Develops (Level use and security of technology plan for in training human resource including systems, and fiscal documents, of records, management data improve to in training 5: I16) Participates (Level keeping skills and record in business technology systems (Level 5: I14) Develops and uses effective formats formats and uses effective 5: I14) Develops (Level (Level 5: I12) Identifies and implements a plan for plan a and implements 5: I12) Identifies (Level of children’s and documentation record-keeping learning development and websites professional 5: I13) Shares (Level for resources child development containing families for communication with families (e communication for e-mail, electronic on-line visual surveys, secure systems) communication Application Application Application Expectation Achievement Achievement , business administration, record record , business administration, . g . Knowledge, Skills and Dispositions Knowledge, Program management, including increasing including increasing management, Program Technology to enhance family enhance to Technology Record keeping and documentation systems, systems, and documentation keeping Record 1 6 5 . . . systems (e systems management and data fiscal planning, keeping, systems) I2 I1 I1 competence in using evolving technology technology in using evolving competence communication including sharing of professional including sharing of professional communication activities about and and information resources events including reviewing and choosing appropriate appropriate and choosing reviewing including learning and children’s record to technology development Performance Area I2 Area Performance development, management, professional security use and technology in choosing and facilitating for program standards and ethical Maintains research-based and quality improvement.

Family Child Care Credential Pilot Final Report • 163 6F 6E 6C 9D 5N, 8C 8E, 9A, 9G 8E, . (Level 5: I17) Participates in evaluation and needs and needs in evaluation I17) Participates 5: (Level software and hardware identify to assessment goals business enhance that technologies identifies a fiscal plan and/or 5: I18) Creates (Level and install new technologies purchase to funding business effectiveness enhance to (Level 5: I19) Evaluates and chooses materials and and materials and chooses 5: I19) Evaluates (Level skills, of professional level increase to resources the quality enhance of serviceand to delivery for birthchildren age 8* through (Level 5: I20) Evaluates and improves business and improves 5: I20) Evaluates (Level current stay to technology and educational sharing information technology with improving proliferation, cultural risk management, systems, learning and effective business systems, opportunities Evaluation Evaluation Evaluation , . g . hardware, software, integrated integrated software, hardware, . g . Progressive competency in changing competency in changing Progressive Technology as a resource for professional professional for resource as a Technology Effective and efficient technology systems to systems technology efficient and Effective 4 3 2 . . . I2 access to webinars, professional development development professional webinars, to access research on-line strategies, teaching for resources child care family for materials) and resources personnel and staff delivery for children birthdelivery children age 8* (e for through I2 business communication systems, phones, phones, systems, communication business media, and data digital camera, laptops, tablets, systems processing I2 goals (e technology resources with the goal of continual with the goal of continual resources technology with research aligned improvement professional and best practice development to improve the quality of service improve to development enhance and facilitate professional improvement improvement professional facilitate and enhance *Also may apply to children up to age 12 for those workingout-of-school in age 12 for up to settings children to apply may *Also

164 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 6B They utilize utilize They . They develop develop They . IPTS 4F, 8P 4F, 9B 9I Family child care providers are business are providers child care Family . , National , National . g . Level 5 Benchmarks/Competencies Level (Level 5: J1) Models and exemplifies professional professional 5: J1) Models and exemplifies (Level codes of ethical conductcodes (e Children Young of the Education for Association School After Association and National (NAEYC) Child Family for Association and National (NASA) (NAFCC)) Care practices 5: J2) Implements professional (Level of practices using criteria of highest standards within early childhood and special education fields self- increasing 5: J3) Demonstrates (Level action set goals, plans, through improvement development and professional . Application Expectation Achievement Achievement BUSINESS BUSINESS . Knowledge, Skills and Dispositions Knowledge, Commitment to highest level of ethical highest level to Commitment 1 . J1 standards, including responsibility for values, values, for including responsibility standards, and actions; and choices reflection on practice, and values standards upholding professional Develops effective business plan for increasing competencies and application of professional standards in business ethics, legal and regulatory and and legal oversight, in business ethics, standards of professional and application competencies Develops business plan for increasing effective management. administrative Performance Area J1 Area Performance knowledge of program administration, organizational planning, human resource management, program operation and facilities management, and management, and facilities operation program management, human resource planning, organizational administration, knowledge of program and business practices goals in written evaluation professional oversight of their program, as well as provide planning and management to meet needed quality meet needed to standards planning and management as provide as well of their program, oversight qualityfor ongoing improvement set goals as they communication and operation, facilities record-keeping, in effective professionals, management and administrative regulatoryoversight, legal and in business ethics, standards professional to apply plans business effective Content Area J Area Content regulatory and legal, ethical, necessary in financial, competencies expertise build to hold the administrative and excellence providers child care Family

Family Child Care Credential Pilot Final Report • 165 6A, 6E 6B 9B N/A 7N, 7P 1D 9R (Level 5: J8) Reviews and maintains regular regular and maintains 5: J8) Reviews (Level and laws with state of compliance evaluation Illinois to Department related of Children statutes Services Standards Licensing and Family (Level 5: J7) Reviews, and maintains regular regular and maintains 5: J7) Reviews, (Level with Americans with and compliance evaluation guidelines Disabilities Actand other federal and services all equal access to for related and families children (Level 5: J4) Remains aware of changes in of changes J4) Remains 5: aware (Level children affect that and public policies legislation their needs, without exceptional with and for and other programs care family child families, profession and education and the care children, applicable with compliance 5: J5) Ensures (Level and procedural regulations and federal state and without with children for safeguards needs exceptional application fair and unbiased 5: J6) Ensures (Level for and safeguards regulations, of policies, culturally, and families who are children and ability diverse linguistically, Evaluating Application Application Application Evaluating practices and ensuring Evaluating Laws, regulations, and policies that govern govern that policies and regulations, Laws, 3 2 . . J1 J1 compliance with requirements related to state state to related with requirements compliance including Americans with laws, and federal IllinoisDisabilities Act, Department of Children, Services Standards Licensing and Family services at different ages, birth ages, age 8,* services through different at and approval licensing to those related including bodies governing by

166 • Family Child Care Credential Pilot Final Report 9B 9C 9B 9R (Level 5: J10) Knows and rehearses emergency and rehearses 5: J10) Knows (Level and plans preparedness and disaster and families children with staff, communications Aid and First CPR, AED, 5: J11) Renews (Level and with safety current certifications, and stays and health regulations sanitation building codes, training 5: J12) Maintains current (Level to Illinois child abuse and related certificates reporting paid/unpaid in staff and Trains 5: J13) (Level Illinois to and skills abuse child mandates related reporting and identification prevention family legal staff in Trains 5: J14) (Level and including child custody frameworks, and anti- family violence, guardianship, laws discrimination (Level 5: J9) Displays legal codes and inspection legal codes 5: J9) Displays (Level with local health, fully reports, and cooperates of safety to maintain agencies and fire police and materials equipment facilities, people, Application Application Legal framework and requirements related related and requirements framework Legal Framework and compliance with regulations with regulations and compliance Framework 5 4 . . J1 J1 to child custody and guardianship, child abuse and guardianship, custody child to and family violence, and reporting, prevention and regulations anti-discrimination laws related to local statutes, zoning and building zoning local statutes, to related fire regulations, health and sanitation codes, and emergency/disaster plans safety

Family Child Care Credential Pilot Final Report • 167 NAEYC NAEYC Standards IPTS 9J, 9K 9J, 9J 9D 9M Level 5 Benchmarks/Competencies Level (Level 5: J15) Writes and reviews goals related to to goals related and reviews Writes 5: J15) (Level of components and financial fiscal management business for self- areas 5: J16) Identifies (Level to and gains knowledge related improvement and capital budget needs, risk-management, improvement business skills 5: J17) Updates including (Level of methods book keeping, for terminology and money cash flow and budgeting, accounting management (Level 5: J18) Uses professional knowledge to professional 5: J18) Uses (Level fiscal policies to policies related written improve and record-keeping that marketing 5: J19) Designs materials (Level image project a professional for systems organizational 5: J20) Reviews (Level attendance, management, food keeping, record accuracy ensure to and business management action written 5: J21) Develops plan for (Level needs and material improvements physical Application Application Application Expectation Achievement Achievement , capital outlay, , capital outlay, . g . Knowledge, Skills and Dispositions Knowledge, Physical and digital organization systems to to systems organization and digital Physical Written business plan to include policies, include policies, business plan to Written Business practices with goals toward self- Business practices with goals toward 3 2 1 . . . J2 J2 record-keeping, risk management, tax law, and tax law, risk management, record-keeping, needs) ongoing budget components of business (e components J2 ensure best practices in documentation, learning best practices in documentation, ensure food attendance, keeping, record materials, management fiscal oversight, record keeping, marketingand keeping, record oversight, fiscal public relations improvement in financial management and management in financial improvement Performance Area J2 Area Performance and management, and facilities operation management, program resource human planning, organizational administration, of program knowledge Employs business practices. goals and in written evaluation professional

168 • Family Child Care Credential Pilot Final Report 7N schedules, schedules, . g .

. (Level 5: J23) Practices fair, equitable, hiring, hiring, equitable, fair, 5: J23) Practices (Level practices, and vacation attendance, retention skills knowledge, for and training and provides and education qualitydispositions of high care includes budget that 5: J24) Plans (Level differing at needs meet children’s to equipment ages and levels 5: J25) Implements a financial and (Level repair maintenance, for system organizational control as inventory as well and replacement, to supportplan a financial 5: J26) Develops (Level nutrition, dietary needs and cultural children’s divide home from to and plans space practices, service and food materials family child care supplies to plan related written 5: J27) Creates (Level ensure to of the environment organization boundaries and professional home between (Level 5: J22) Obtains and posts human resource resource and posts human 5: J22) Obtains (Level schedules and legal including documents requirements dedicated space, calendar) space, dedicated reduce to personal goals 5: J28) Develops (Level balance burnout and achieve and avoid stress obligations personal and professional between use of space, materials and time (e materials use of space, Application Application Application Evaluation and self-improvement plan and self-improvement Evaluation Program operation to ensure effective use of effective ensure to operation Program Best practices in human resources related to to related Best practices human resources in 6 5 4 . . . J2 J2 J2 that includes separation of home and business separation includes that and time organization space, resources, space, indoor and outdoor safety, environmental environmental safety, indoor and outdoor space, and child development psychology fair and equitable hiringfair and equitable and supervision paid for personnel and unpaid *Also may apply to children up to age 12 for those working in out-of-school age 12 for up to settings children apply to may *Also

Family Child Care Credential Pilot Final Report • 169 NAEYC NAEYC Standards IPTS Level 5 Benchmarks/Competencies Level (Level 5: K3) Develops a system for storing storing for a system 5: K3) Develops (Level a mixed in all children variety so that of materials appropriate to access have age group through un-safe to access have and no children materials materials 5: K4) Describes and justifies furniture (Level the various for appropriate are that choices program needs in a family child care (Level 5: K2) Analyzes learning materials to to learning materials 5: K2) Analyzes (Level infants for safe both are those that determine to older children for and interesting and toddlers explore (Level 5: K1) Develops a plan for appropriate appropriate a plan for 5: K1) Develops (Level a use by in a home for of space organization of children age group through mixed They recognize the special nature of the social environment of family child care – child care of family social environment of the nature the special recognize They . . Evaluation Evaluation Application Application Application Expectation Achievement Achievement clear . g . child- and adult-sized chairs child- and adult-sized . FAMILY CHILDCARE ENVIRONMENT MANAGEMENT CHILDCARE MANAGEMENT ENVIRONMENT FAMILY . g . blocks, balls, dolls, cloths, and and cloths, dolls, balls, blocks, . g . Knowledge, Skills and Dispositions Knowledge, Choice of furniture appropriate to people to appropriate of furniture Choice Methods for storing learning storing and Methods for Learning materials that are safe for infants infants for safe are that materials Learning Organization and lay-out of space so that so that and lay-out of space Organization 4 3 2 1 . . . . and purpose (e and tables) K1 safe and allow older children access (e access older children and allow safe height) toddler above bins and shelves/counters toddler-safe art materials) toddler-safe K1 to explore (e explore to K1 K1 exploration materials to keep younger children children keep younger to materials exploration and toddlers and interesting for older children older children for and interesting and toddlers safety and appropriateness are ensured for a for ensured are and appropriateness safety learn to of children age group through mixed together and play Choose and organize materials, furniture and space so that children of different ages can play and explore safely during the childcare day and family membersfamily day and safely the childcare during and explore can play ages of different so that children and space furniture materials, Choose and organize and weekends. evenings during desired as or work relax, eat, can Performance Area K1 Area Performance small groups with a wide range of ages, often including siblings, with many children in the program for several years – and consider these factors these – and consider when years several for in the program children with many often siblings, including of ages, with a wide range small groups and families children with relationships effective positive, building Family childcare providers develop and implement a plan and routines for space and material arrangement, in order to effectively meet the needs of both of the needs meet effectively to in order arrangement, material and space for and routines a plan and implement develop providers childcare Family in the home coexist that family life and the business their professional Content Area K Area Content

170 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards IPTS Level 5 Benchmarks/Competencies Level (Level 5: K5) Develops and explains a plan to a plan to explains and 5: K5) Develops (Level program care in a family child furniture arrange and appropriate safe are that spaces creates that of children age group through mixed for plans for and analyzes 5: K6) Develops (Level and private organized, records keeping business this is important and why accessible (Level 5: K7) Develops and analyzes and analyzes 5: K7) Develops (Level ensure plans that management environmental care the smooth running of a family child program for routines and explains 5: K8) Creates (Level uses of different between transitioning effective day during the child care space and keep eating a plan to 5: K9) Develops (Level spaces and sleeping hygienic spaces toileting other uses at especially when they have peaceful, other times Evaluation Evaluation Evaluation Evaluation Application Application Application Application Expectation Achievement Achievement using a low shelf to separate a floor a floor separate to shelf using a low . g . Knowledge, Skills and Dispositions Knowledge, Strategies for managing spaces that have have that spaces managing for Strategies Strategies for managing the family child managing for Strategies Techniques for keeping business records records keeping business for Techniques Strategies for arranging furniture to allow allow to furniture arranging for Strategies dedicated file drawer or box stored in reach in stored box or file drawer dedicated . 2 1 6 5 . . . . g . K2 K2 (e electronic needing password) files or dedicated K1 together (e together table for using a higher and infants for space do puzzles when these occupy to older children space) shared K1 multiple uses during the day, especially places especially places multiple uses during the day, where and eaten, is prepared food where diapered are children and where sleep, children or toileted care environment that take into account a account take into that environment care home environment unique a) physical provider’s family structure; and c) number and provider b) care in provider’s ages of children (relating to children and families, finances, finances, and families, children to (relating and accessible private organized, employees) children of different ages to learn and play safely safely learnto and play ages of different children Develop routines and schedules for transitioning between different uses of spaces at different times of the day. times at different of spaces uses between different and schedules for transitioning Develop routines Performance Area K2 Area Performance

Family Child Care Credential Pilot Final Report • 171 NAEYC NAEYC Standards IPTS

. g . Level 5 Benchmarks/Competencies Level (Level 5: K13) Implements strategies and plans 5: K13) Implements strategies (Level simultaneous activities the many managing for 5: K14) In ways, a variety of appropriate (Level ways ages find positive of different helps children with each other interact to (Level 5: K11) Designs and evaluates systems for for systems and evaluates 5: K11) Designs (Level of a and family use child care between switching home provider’s and schedules to routines 5: K12) Designs (Level family members the privacyprotect of provider’s care in provider’s of children and the safety (Level 5: K10) Implements strategies and plans and plans K10) Implements 5: strategies (Level ensure to and materials use the environment to quiet activity for child-chosen space separate of a small group of children of multiple ages (e of children of a small group tummy having by an infant sitting on the floor time while talking using blocks and toddlers to workingpreschooler puzzles on the table) Evaluation Application Application Application Application Expectation Achievement Achievement Knowledge, Skills and Dispositions Knowledge, Strategies to support children of different support to of different children Strategies Techniques for engaging children of a wide of a children engaging for Techniques System for switching between child between switching for System Areas for separating active from quiet play, play, quiet active from separating for Areas 2 1 3 4 . . . . K3 K3 K2 K2 ages to develop friendships with each other and develop ages to and support help to each other range of ages in play and learning activities of ages in play range at the same time in the same space care and family use of the home, considering considering home, family use of the and care family particularly the privacy needs of provider’s in care needs of children members and safety responding sensitively to the needs of children needs of children the to sensitively responding family and provider’s Recognize the special nature of the social environment of family childcare when applying knowledge from other domains to build a program community in community build a program domains to other when applying knowledge from childcare of family of the social environment the special nature Recognize nurtured they are where and appreciated. a group feel a sense of belonging to and families which children Performance Area K3 Area Performance

172 • Family Child Care Credential Pilot Final Report . (Levels2-4: K15) Designs routines to make daily make to routines K15) Designs (Levels2-4: families with collaborate to and contact effective strategies a variety of communication through opportunities involve K16) Creates to (Levels2-4: and care development, families in their children’s education Application Variety of opportunities of care child Variety for 3 . K3 families to participate in program activities participate families to in program and with the with each other interact and to family provider’s *Also may apply to children up to age 12 for those working those in out-of-school 12 for age up to settings children apply to may *Also

Family Child Care Credential Pilot Final Report • 173

. NAEYC NAEYC Standards 6A, 6E 6B 6B They recognize recognize They . IPTS 9B N/A N/A . Level 2-4 Benchmarks/Competencies Level (Levels 2-4: H2) Discusses applicable state and 2-4: H2) Discusses applicable state (Levels for safeguards and procedural regulations federal needs with and without exceptional children for 2-4: H3) Describes the rationales (Levels children for and safeguards regulations, policies, and linguistically, culturally, and families who are ability diverse (Levels 2-4: H1) Describes legislation and public 2-4: H1) Describes legislation (Levels with and without affect children policies that care/education their families, needs, exceptional profession and the family child care programs, Expectation Achievement Achievement Comprehension LEADERSHIP AND ADVOCACY - Levels 2-4 (Revised) - Levels AND ADVOCACY LEADERSHIP . They use experience, knowledge, and research to plan and work towards improvement within community, social, and political systems and social, within community, improvement towards plan and work to and research knowledge, experience, use They .

Knowledge, Skills and Dispositions Knowledge, Laws, regulations, and policies that govern govern and policies that regulations, Laws, 1

. H1 services at different ages, birth-age ages, services 8,* including different at by and approval licensing to those related bodies governing Performance Area H1 Area Performance and services, care and family child protection, food program, licensing, care child family that relate regulations laws and uses programs, Understands and generally. education They provide leadership and advocacy on behalf of children and families by collaborating with other stakeholders with collaborating by and families advocacy leadership and on behalf of children provide They Family child care professionals ensure that the rights and needs of children and families within a community are promoted and upheld promoted and families within a community are and needs of children the rights that ensure professionals child care Family to high-quality and education especially their access care of children, affect the families that and laws trends and national state, of local, the implications environments Content Area H Area Content Appendix H Appendix and Advocacy Leadership Benchmarks/Competencies: Revised

174 • Family Child Care Credential Pilot Final Report 6B 6B 6A 6B 9B 9R 3A, 9B, 1D, 8E 9B 9F (Levels 2-4: H7) Identifies strategies for strategies 2-4: H7) Identifies (Levels policies and procedures program implementing and federal state, and applicable local, special to including those related regulations education (Levels 2-4: H6) Identifies rationales for policies, for policies, rationales 2-4: H6) Identifies (Levels and with children for and safeguards regulations, needs and their families without exceptional community 2-4: H8) Identifies (Levels ongoing for connections and resources participation quality in family child care and alignment improvement (Levels 2-4: H4) Identifies organizations and organizations 2-4: H4) Identifies (Levels for and lobby advocate that policies legislative families, children, for improvements rights and programs and education and early care to related websites 2-4: H5) Identifies (Levels and education in early care interests professional Knowledge Knowledge Knowledge Collaboration and inter-system alignment alignment and inter-system Collaboration Legal issues and guidelines in education, and guidelines in education, issues Legal Legislative policies and actions policies impact that Legislative 4 3 2 . . . H1 H1 H1 for school readiness initiatives, QRIS systems, QRIS systems, initiatives, school readiness for to earlychildhood programs from transition and participationschool, district-wide in quality and resources events training improvement including those related to children who have who have children to including those related learning or risk for at are disabilities or who or other child, based on income development, or community factors family, families, family child care services, and other care family child families, programs and education early care

Family Child Care Credential Pilot Final Report • 175 NAEYC NAEYC Standards 6A 6A 6E IPTS 1G N/A 9F, 9Q 9F, , develops goals, goals, , develops . g . Level 2-4 Benchmarks/Competencies Level (Levels 2-4: H9) Identifies programs and agencies programs 2-4: H9) Identifies (Levels can servewithin the community that as resources and families children for 2-4: H10) Describes the organizational (Levels and education of care the full range structures for and legal auspices settings, programs, (Levels 2-4: H12) Develops a plan to expand expand a plan to 2-4: H12) Develops (Levels (Levels 2-4: H11) Describes the role of the 2-4: H11) Describes the role (Levels high inclusive, for advocate as an professional programs and education quality care advocacy involvement (e advocacy involvement conferences attends obtains active memberships, connects competency expand as advocate, to give to meaningfully with other professionals in policyservice, making) and volunteers Expectation Achievement Achievement Comprehension Comprehension local government, local government, . g . Knowledge, Skills and Dispositions Knowledge, Opportunitiesin service engaging and for Inter-agency connections how and 2 1 . . H2 professional groups, and education and service and education groups, professional agencies) function support in the community to families and children H2 (e organizations advocacy efforts on behalf of children, families, advocacy efforts families, on behalf of children, and and the care providers, family child care profession education Performance Area H2 Area Performance and support with that work systems and participates of and Has knowledge organizations families. and their children in various

176 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 2B, 6A 2B, 2C, 6A 2C, 6A 6A 6A 6A IPTS 8E 8T 8T 1G 1G N/A Level 2-4 Benchmarks/Competencies Level (Levels 2-4: H15) Identifies strategies for strategies 2-4: H15) Identifies (Levels with relationships collaborative developing agencies and other personnel working with high quality maintaining programs for children and services children for (Levels 2-4: H14) Identifies resources that support that resources 2-4: H14) Identifies (Levels and schools, programs, and education care agencies (Levels 2-4: H13) Outlines ways the family and the family 2-4: H13) Outlines ways (Levels and care to community members contribute programs education (Levels 2-4: H17) Selects community appropriate (Levels specific needs of families and for resources children role professional one’s 2-4: H18) States (Levels for makingreferrals strategies and identifies when necessary and appropriate (Levels 2-4: H16) Identifies appropriate appropriate 2-4: H16) Identifies (Levels and referral information for community resources Knowledge Knowledge Knowledge Expectation Achievement Achievement , Early Intervention) . , interagency agreements, , interagency agreements, g . . g . Knowledge, Skills and Dispositions Knowledge, Array of local interagency committees, of local interagency committees, Array Models and procedures for interagency for Models and procedures Structures, roles, and resources of care and care of and resources roles, Structures, 3 2 1 . . . development (e development interagency councils) H3 and families (e H3 H3 agency boards, and community groups and community groups agency boards, of education, with the availability concerned children to health, and social services related who children including and their families, or other factors disabilities put them that have or disruptions in learning or delays riskat for collaboration, including using policies and collaboration, resources, accessing referral, for procedures partnershipsand forming on behalf of children education programs, schools, and other agencies schools, programs, education and families within the larger children to related community context Can communicate and collaborate across agency lines to enhance the wellbeing of children, birth-age of children, the wellbeing agency across enhance within lines to relationships build and to and collaborate and their families, 8* communicate Can ideas. new and generate experiences, share needs, issues and community-wide assess and address to the community Performance Area H3 Area Performance

Family Child Care Credential Pilot Final Report • 177 NAEYC NAEYC Standards 2C, 6C 6A 2A 6B 4D, 4B, 2A, 6D 1C, 6A 2B, IPTS 8B N/A 1C 9K 7L, 9D, 9A 2F, 1E, 8L, 8R 8D, Level 2-4 Benchmarks/Competencies Level (Levels 2-4: H19) Describes the roles of family of family Describes H19) 2-4: the roles (Levels and other community agencies, members, to together can work that community sources programs and education quality care create (Level 2-4: H22) Explains steps in self-evaluation 2-4: H22) Explains steps (Level and reflection based on self- and sets goals observation data a vision statement 2-4: H23) Designs (Level responsive culturally align plan to with written standards practices with research-based in steps 2-4: H24) Explains positive (Level solving decision making, problem collaborative and goal setting (Levels 2-4: H20) Identifies resources for for resources 2-4: H20) Identifies (Levels supporting needs of programs financial 2-4: H21) Describes influences the various (Levels communities, children, to on families in relation societyand the larger Knowledge Expectation Achievement Achievement Comprehension Comprehension Comprehension Comprehension Comprehension , people, places) and building and building places) , people, . g . Knowledge, Skills and Dispositions Knowledge, Communication skills Communication of respect, Positive vision for excellence in research- excellence vision for Positive Skills for self-awareness, reflection, and Skills self-awareness, for Views of human and family development development of human and family Views Opportunities for increasing resources Opportunities resources increasing for Strategies for using the larger community the larger using for Strategies 3 2 1 6 5 4 ...... H4 H4 H4 H3 H3 community (e community benefit that relationships reciprocal as the program as well entities H3 collaboration and mediation that foster positive positive foster that and mediation collaboration others self and for growth based and culturally responsive practices responsive based and culturally professional growth in practice and service growth professional and diversity that respect the interdependence respect interdependence the that and diversity their their families, among children, society and the larger communities, available to the program or school, including or school, the program to available or proposals grant through those available community partnerships and alliances as a resource for teaching and learning, including including and learning, teaching for as a resource in the knowledgeacquiring resources about Commitment to develop and demonstrate dispositions that reflect awareness of the needs of others and willingness to develop mature skills mature for leadership. to develop of the needs of others and willingness dispositions awareness that reflect and demonstrate develop to Commitment Performance Area H4 Area Performance

178 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 4A 4B 2C 6E IPTS 9D, 9N, 9P 9D, 9B 4K, 8K, 9Q 1K, 8Q, 9I 1K, 8Q, . Level 2-4 Benchmarks/Competencies Level (Level 2-4: H28) Describes local decision- (Level such efforts, making and collaboration process as early intervention services, family service and home-visiting initiatives organizations, (Level 2-4:H26) Describes local and state quality 2-4:H26) Describes local and state (Level impact that family initiatives improvement and education for sources and locates child care support or workshop, seminar, 2-4: H27) Attends (Level in quality to improvement related conference family child care Level 2-4: H25) Describes of service examples Level colleagues extend to caringthat compassion and in the communityand families Knowledge Knowledge Knowledge Expectation Achievement Achievement Comprehension Knowledge, Skills and Dispositions Knowledge, Identifies local community local leaders and Identifies Identifies best practices in the field through practices best in the field through Identifies Knowledge of quality improvement Knowledge of quality improvement Dispositions of caring, compassion and compassion of caring, Dispositions 3 2 1 4 . . . . H5 H5 H5 H4 state early childhood initiatives, and describes early childhood initiatives, state the represent decision-making that processes families and of children best interest attendance at informal and formal avenues, avenues, and formal informal at attendance including seminars and conferences initiatives service others these to and demonstrating Identifies steps for action to promote quality, excellence, and professionalism within and on behalf of the early childhood community. within and on of the early childhoodbehalf and professionalism excellence, quality, for actionto promote Identifies steps Performance Area H5 Area Performance *Also may apply to those working age 5-12 to apply children in out-of-school may *Also settings for

Family Child Care Credential Pilot Final Report • 179

. NAEYC NAEYC Standards 5B, 5A 5B, 6A 6B They recognize the recognize They . IPTS 9B 9B 9F . Level 5 Benchmarks/Competencies Level (Level 5: H2) Advocates for policies, regulations, regulations, policies, for 5: H2) Advocates (Level and families who are children for and safeguards and ability diverse linguistically, culturally, that in organizations 5: H3) Participates (Levels and improvements rights for and lobby advocate and education and care families, children, for programs 5: H4) Joins and participates in listservs(Level or in interests professional to mailing lists related and education care (Level 5: H1) Assesses effects of laws, regulations, regulations, of laws, effects 5: H1) Assesses (Level and education care and policies regarding with and and children practitioners, practices, identified and those needs, without exceptional as at-risk, and their families Application Application Expectation Achievement Achievement LEADERSHIP AND ADVOCACY – Level 5 (Revised) – Level AND ADVOCACY LEADERSHIP . They use experience, knowledge, and research to plan and work towards improvement within community, social, and political systems and political social, within community, improvement towards work plan and to research and knowledge, use experience, They . Knowledge, Skills and Dispositions Knowledge, Legislative policies and actions impact that Legislative Laws, regulations, and policies that govern govern and policies that regulations, Laws, 2 1 . . H1 H1 family child care services and family child care and other care programs education services at different ages, birth ages, age 8,* services through different at and approval licensing to including those related bodies governing by Understands and uses programs, laws and regulations that relate family child care licensing, the food program, child protection, family services, and care and services, care and family child protection, the food program, licensing, care child family that relate regulations laws and uses programs, Understands and generally. education Performance Area H1 Area Performance environments with other stakeholders collaborating families by and and advocacy leadership of children on behalf provide They Family child care professionals ensure the rights and needs of children and families within a community are promoted and upheld and promoted a community within families and are of children and needs the rights ensure professionals care child Family to high-quality and education access especially their care families of children, affect the that laws and trends national and state, of local, implications Content Area H Area Content

180 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 6A 6A 5E 5E IPTS 1G N/A 1D, 3A, 9B, 9R 3A, 9B, 1D, 8E 9Q 9O, 9F, Level 5 Benchmarks/Competencies Level (Level 5: H8) Connects with programs and 5: H8) Connects with programs (Level can serveagencies within the community that as and families children for resources (Level 5: H9) Analyzes the organizational the organizational 5: H9) Analyzes (Level and education of care the full range structures for and legal auspices settings, programs, (Level 5: H10) Utilizes resources to inform self and inform to resources 5: H10) Utilizes (Level others about opportunities act to as an advocate and families children for (Level 5: H5) Describes major components of 5: H5) Describes major components (Level with children to related laws and state federal as identified or needs, exceptional and without at-risk, and their families with of children the rights 5: H6) Defends (Level as needs or identified and without exceptional federal by provided as at-risk, and their families, laws and state and makes use of 5: H7) Assesses (Level for community connections and resources ongoing participation quality child care in family and alignment improvement Application Application Application Expectation Achievement Achievement Understanding local government, local government, . g . Knowledge, Skills and Dispositions Knowledge, Opportunities in service engaging and for Inter-agency connections and how Collaboration and inter-system alignment alignment inter-system and Collaboration Legal issues and guidelines in education, in education, issues and guidelines Legal 2 1 4 3 . . . . H2 H2 (e organizations and service and education groups, professional agencies) function support in the community to families and children H1 H1 advocacy efforts on behalf of children, families, advocacy efforts families, on behalf of children, and and the care providers, family child care profession education for school readiness initiatives, QRIS systems, QRIS systems, initiatives, school readiness for and participation school, Pre-K to from transition training in district-wide quality improvement and resources events including those related to children who have who have children to those related including learning or for at-risk or who are disabilities or other child, on income based development, or community factors family, Has knowledge of various organizations and systems that work with and support that work and systems organizations and their families. children of various Has knowledge Performance Area H2 Area Performance

Family Child Care Credential Pilot Final Report • 181 NAEYC NAEYC Standards 2C 6A 2C 2B, 2C 2B, 2A, 5A 2A IPTS 8E 8B 8E 1G 1G Level 5 Benchmarks/Competencies Level (Level 5: H15) Establishes sample interagency (Level agreements (Level 5: H12) Gives examples of effective models of effective examples 5: H12) Gives (Level of interagency collaboration effective for 5: H13) Describes strategies (Level interagency collaboration strategies effective 5: H16) Demonstrates (Level with and collaborating communicating for and organizations, community agencies, individuals (Level 5: H11) Produces a visual and/or written a visual and/or written 5: H11) Produces (Level resources and roles, description of the structure, and schools, programs, and education of care support within the local community agencies (Level 5: H14) Provides information about information 5: H14) Provides (Level and agencies, community organizations, serveindividuals that and families, children with disabilities and who are including children at-risk Application Application Expectation Achievement Achievement Understanding Understanding , Early Intervention) . , interagency agreements, , interagency agreements, g . , people, places) and building and places) , people, . . g . g . Knowledge, Skills and Dispositions Knowledge, Strategies for using the larger community larger using the for Strategies Array of local interagency committees, of local interagency committees, Array Models and procedures for interagency for Models and procedures Structures, roles, and resources of care and care of and resources roles, Structures, 4 3 2 1 . . . . reciprocal relationships that benefit community benefit that relationships reciprocal as the program as well entities community (e H3 development (e development H3 and families (e interagency councils) H3 H3 as a resource for teaching and learning, including and learning, teaching for as a resource in the knowledgeacquiring about resources agency boards, and community groups and community groups agency boards, of education, with the availability concerned children to health, and social services related who children including and their families, or other factors disabilities put them that have or disruptions in learning or delays riskat for collaboration, including using policies and including using policies and collaboration, resources, accessing referral, for procedures partnershipsand forming on behalf of children education programs, schools, and other agencies schools, programs, education and families within the larger children to related community context Performance Area H3 Area Performance birth-age of children, the wellbeing agency across enhance within lines to build relationships and to and collaborate and their families, 12, communicate Can ideas. new and generate experiences, share needs, issues and community-wide assess and address to the community

182 • Family Child Care Credential Pilot Final Report NAEYC NAEYC Standards 5C 1C 6B 4D, 4B, 1C, 6A 2B, 6E 2A, 6D IPTS 9N, 9P 8B 9K 7L, 9D, 8L, 8R 8D, 9I 1K, 8Q, 1E, 2F, 9A 2F, 1E, Level 5 Benchmarks/Competencies Level (Level 5: H19) Models self-awareness, reflection, 5: H19) Models self-awareness, (Level in practice and service growth and professional communication 5: H21) Demonstrates (Level and collaboration, respect, skills foster that and self for growth positive foster to mediation others embodying 5: H22) Sets by an example (Level and service compassion of caring, and the traits these in others empowering (Level 5: H17) Gives examples of a variety of local, of a variety examples of local, 5: H17) Gives (Level opportunities and national be can that state, or programs for resources provide to accessed schools to 5: H18) Modifies approaches (Level on an based with children interactions in which children the context understanding of and families live (Level 5: H20) Provides positive vision for self vision for positive 5: H20) Provides (Level in culturally excellence for strive and others to practices research-based responsive Application Application Application Application Application Expectation Achievement Achievement Understanding Knowledge, Skills and Dispositions Knowledge, Dispositions of caring, compassion and compassion Dispositions of caring, Positive vision for excellence in culturally in culturally excellence vision for Positive respect, skills foster Communication that Skills for self-awareness, reflection, and Skills self-awareness, for Views of human and family development development of human and family Views Opportunities for increasing resources Opportunities resources increasing for 4 2 3 1 6 5 ...... H4 H4 H4 H4 H3 H3 service others these to and demonstrating responsive and research-based practices and research-based responsive positive foster to and mediation collaboration, self and others for growth professional growth in practice and service growth professional and diversity that respect the interdependence respect interdependence the that and diversity their their families, among children, society and the larger communities, available to the program or school, including or school, the program to available or proposals grant through those available community partnerships and alliances Provides leadership and guidance with dispositions that reflect awareness of the needs of others and displays mature skills of the needs of others and displays mature for leadership. with dispositions awareness reflect that leadership and guidance Provides Performance Area H4 Area Performance

Family Child Care Credential Pilot Final Report • 183 NAEYC NAEYC Standards 4A 4B 2C IPTS 9D, 9N, 9P 9D, 9P 4K, 8K, 9Q . Level 5 Benchmarks/Competencies Level (Level 5:H23) Exemplifies and supports and 5:H23) Exemplifies ongoing (Level growth and professional quality improvement among colleagues expertise 5: H24) Shares practices and best (Level avenues, formal and informal in the field through and conferences including seminars with local community 5: H25) Collaborates (Level in early childhood initiatives leaders and state the best represent decision-making to processes and families of children interest Application Application Application Expectation Achievement Achievement Knowledge, Skills and Dispositions Knowledge, Participation in informal and formal and formal in informal Participation local community with Leadership Knowledge and support of quality for 2 3 1 . . . H5 H5 H5 avenues, including seminars and conferences to to including seminars and conferences avenues, best practices in the field promote in early childhood initiatives leaders and state decision-making that processes collaborative and of children the best interest represent families improvement initiatives improvement Performance Area H5 Area Performance and on behalf within of the early childhood professionalism and community. excellence, quality, action promote to Takes *Also may apply to those working age 5-12 to apply children in out-of-school may *Also settings for

184 • Family Child Care Credential Pilot Final Report Appendix I Gateways Family Child Care Credential Pilot Marketing Handout Join the Gateways to Opportunity® Family Child Care Credential Pilot

Participate in the Pilot of the Gateways to Opportunity® Family Child Care Credential designed for professionals providing Family Child Care. Be the first in the state to receive this Credential. Participation is free. Contact us today – limited time opportunity. Components of a Gateways Credential: Education and training in Early Care and Education and/or School-Age and Family Child Care Work and practical experience in Family Child Care settings Professional contributions to the field of Family Child Care

Gateways to Opportunity Credentials were signed into law, effective July 1, 2009. Gateways Credentials are awarded and recognized by the Illinois Department of Human Services (IDHS) Bureau of Child Care and Development. Funds may be available to complete needed coursework. For more information or to participate in the Gateways Family Child Care Credential, please email [email protected].

Administered through

Family Child Care Credential Pilot Final Report • 185 Appendix J Portfolio Documents

Gateways to Opportunity® Family Child Care Credential Pilot

186 • Family Child Care Credential Pilot Final Report General Information Table of Contents General Info Contact Information ...... 1 Gateways to Opportunity and INCCRRA ...... 2 Credentials ...... 2 Gateways Family Child Care Credential Information Content Areas ...... 3–4 Professional Contribution Guidelines ...... 5–8 Portfolio Forms Checklist ...... 1 Work and Practical Experience Verification Form ...... 2 Work and Practical Experience Family Child Care Providers Verification Form ...... 3 Proof of Care Family Child Care Providers ...... 4–5 Professional Contributions Verification Form ...... 6–7

Contact Information

Gateways to Opportunity 1226 Towanda Plaza Bloomington, IL 61701 Attention: TOdaniel

Phone: (866) 697-8278 (24 hour voicemail messaging) or (309) 829-5327 Ext: 353

Fax: (309) 828-1808

E-mail: webmail@inccrra .org Web site: www .ilgateways .com

Business Hours: 8:30–4:30

Revised 10/2014 1 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

Family Child Care Credential Pilot Final Report • 187 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 four additional areas specific to the Gateways Family Child Care Credential . EachGateways 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 Family Child Care Credential The Gateways Family Child Care Credential validates practitioners’ knowledge, skills, and experience required to: • Create a unique, high quality learning environment for children that accommodates multi-age groups • Establish and maintain a successful home-based business • Support the developmental needs of children • Implement a developmentally appropriate curriculum • Develop and maintain respectful, positive relationships with children and families It is awarded based on demonstrated knowledge and skills across the seven Gateways content areas, as well as four additional areas: Advocacy, Technology, Business, and Family Child Care Environment Management .

Gateways to Opportunity Family Child Care Credential Content Areas 1 . Human Growth and Development Additional Content Areas 2 . Health, Safety, and Well-Being 1 . Advocacy 3 . Observation and Assessment 2 . Technology 4 . Curriculum or Program Design 3 . Business 5 . Interactions, Relationships, and Environments 4 . Family Child Care Environment Management 6 . Family and Community Relationships 7 . Personal and Professional Development

Revised 10/2014 2 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

188 • Family Child Care Credential Pilot Final Report Gateways Family Child Care Credential Family Child Care Content Areas Human Growth and Development (HGD) Family childcare providers use current and emerging principles, theories, and knowledge of developmental milestones as a foundation for all aspects of their work with children, prenatal through age 8*, and their families . Providers continuously acquire knowledge about how children develop and learn, and understand the mutual influences among different domains of development, and between the child and the contexts within which s/he develops . They view child development knowledge as the core of their professional practice, and engage in ongoing learning and reflection about developmental knowledge and theory . They apply these understandings as they plan and implement observations and teaching/learning interactions, and as a context for collaboration with families and other professionals on behalf of children .

Health, Safety, and Well-Being (HSW) Family childcare providers understand that children’s physical and mental health, safety, and well-being are the foundations for development and learning in children, birth through age 8* . They acknowledge the value of creating a healthful environment to foster children’s physical, cognitive, language, and social-emotional development . Providers collaborate with families and health professionals to provide safe, healthful environments, and to adjust health, nutrition, and safety routines to children’s individual needs and abilities . They take responsibility for providing multiple opportunities for children to learn positive habits that will ensure their health, safety, and well-being .

Observation and Assessment (OA) Family childcare providers’ knowledge of individual children’s development provides the framework for curriculum, teaching and learning interactions, and age-appropriate positive guidance . They understand the purposes, benefits and uses of assessment, including observation, as a way to understand children, as well as for evaluation and accountability . Professionals follow ethical practices when using a variety of age, developmentally, linguistically, and culturally appropriate formal and informal observation and assessment practices to gather and share information on each child’s skills, abilities, interests, and needs, birth through age 8* . They evaluate and modify their own roles and practices as part of an ongoing cycle of self-reflection . Curriculum and Program Design (CPD) Family childcare providers have broad knowledge of appropriate learning contexts and developmentally appropriate, research-based curriculums that are designed for home child care settings with small, mixed-age groups of children birth through age 8* . They understand the importance of promoting children’s cognitive and intellectual development through rich conversations, interactive book reading, and active exploration of children’s interests in the world . Providers recognize and value the interdependence between children’s relationships with others and their construction of knowledge . They view engaging children in authentic learning as an ongoing collaborative, dynamic professional endeavor . They take responsibility for planning and providing emerging, bias-free, integrated learning opportunities and resources that build on each child’s current abilities and interests, and to expand competence in all developmental domains .

Interactions, Relationships, and Environments (IRE) Family childcare providers use responsive strategies and interactions to build sensitive and effective relationships with children from birth through age 8* and their family members across a broad range of situations . They recognize the important teaching roles of the physical and social environments, and provide and support interactions that are nurturing, pleasant and intellectually stimulating . Within the context of warm, caring relationships, they foster children’s healthy social and emotional development . Interactions and relationships in family child care environments are responsive to each child’s abilities, interests, and needs, and reflect appreciation of family and community contexts .

*Also may apply to children up to age 12 for those working in out-of-school settings.

Revised 10/2014 3 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

Family Child Care Credential Pilot Final Report • 189 Gateways Family Child Care Credential

Family Child Care Content Areas (con’t)

Family and Community Relationships (FCR) Family childcare providers 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 well-being of children, birth through age 8*, and their families . Personal and Professional Development (PPD) Family childcare providers identify themselves as professionals and conduct themselves as members of a significant, expanding, and changing profession . Their professional attitudes evolve with experience, professional development, and advances in the profession . They know and value the history and contributions of the profession and its related fields . They are committed to continual self-improvement and ongoing reflection on their practices . They exemplify the ethical standards of early childhood education and take responsibility for their own values, choices and actions . They honor diversity in culture, language, beliefs and practices . Advocacy (ADV) Family childcare professionals ensure that the rights and needs of children and families within a community are promoted and upheld . They recognize the implications of local, state, and national trends and laws that affect the families of children, especially their access to high-quality care and education environments . They use experience, knowledge, and research to plan and work towards improvement within community, social, and political systems . They advocate on behalf of children and families by collaborating with other stakeholders .

Technology (TECH) Family childcare professionals will understand how to evaluate and choose appropriate technology resources for a range of business, communication, and educational purposes . A critical responsibility is articulation of a clear policy on Internet safety, data security and privacy protection . Providers will stay current with technological applications to manage business functions and communicate with families . When making informed decisions about multiple electronic media, technology and toys, providers will consider what is age and developmentally appropriate, and what promotes learning . They limit children’s overall time exposure, being careful to use virtual experiences to enhance but not to replace concrete materials and activities .

Business (BUS) Family childcare providers identify themselves as professionals 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, values, 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, birth through age 8*, and their families, and exemplify the ethical standards of their discipline in their profession in their personal and professional interactions and activities .

Family Childcare Environment Management (FCEM) Family childcare providers develop and implement a plan and routines for space and material arrangement, in order to effectively meet the needs of both their professional business and the family life that coexist in the home . They recognize the special nature of the social environment of family child care – small groups with a wide range of ages, often including siblings, with many children in the program for several years – and consider these factors when building positive, effective relationships with children and families .

*Also may apply to children up to age 12 for those working in out-of-school settings.

Revised 10/2014 4 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

190 • Family Child Care Credential Pilot Final Report Gateways Family Child Care Credential Professional Contributions—Instructional Guidelines A Professional Contribution is an activity and/or endeavor that goes beyond the scope of a position of job duty . Each participant must document a specified number of professional contributions related to children, youth, and families, dependent on Gateways Credential level . Contributions to the field of family childcare 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 Suggestions for students: • Write a self-assessment • Create a technology plan • Write a Program Improvement Plan, including action plans, objectives and outcomes • Create an original product that demonstrates developmentally appropriate practice in early care and education that can help improve early care and education • Demonstrate an environmental change that can be shared with the early childhood community through photos and a written description • Infuse Illinois Early Learning and Development Standards in developing an integrated curriculum • Participate in writing a curriculum based on sound early childhood principles that can be shared

Suggestions for providers in the field: • Provide evidence of bringing an early childhood program through Montessori, NAFCC Accreditation, Head Start or Early Head Start Peer Review; or was in charge of some component leading to accreditation • Reflect on participation in self-assessment for accreditation • Complete Self Assessment for the Quality Rating and Improvement System • Create improvement plans including action plans, objectives and outcomes • Serve as a consultant/mentor to other programs in the implementation of developmentally appropriate practices • Serve as consultant in the design or renovation of indoor or outdoor environments children birth to age 12 • Create a tangible product that exhibits originality of thought and execution that helps to improve infant/ toddler and early care and education programs as a whole

Revised 10/2014 5 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

Family Child Care Credential Pilot Final Report • 191 Gateways Family Child Care Credential

Professional Contributions—Instructional Guidelines (con’t) 2. Service in a Professional Organization

Suggestions for students: • Serve as an active member of a professional early childhood organization such as NAFCC and/or NAEYC • Coordinate, serve on a committee, or help plan for an annual event such as Week of the Young Child • Coordinate, serve on a committee, or plan part of a conference related to children and/or their families • Serve on a committee to promote early childhood or family issues • Hold elected office in college/university organization for educators • Volunteer at an area ECE/ SAYD professional conference

Suggestions for providers in the field: • Serve as an active member of a professional early childhood organization such as NAFCC and/or NAEYC • Serve on a community board as a representative of early care and education • Serve on a local, state, or national advisory board for an early childhood organization • Serve on a local, regional, or statewide committee to promote early childhood issues • Hold an elected office in a local, state, or national early childhood organization • Serve on a committee for an early childhood organization to organize a conference, community-wide advocacy event or other major event • Coordinate or help plan for an annual event such as Week of the Young Child

3. Presentations/Training

Suggestions for students: • Present something from a course at a conference or training in the community • Present at a high school or technical school career fair • Self-Critique/Evaluate a presentation done for a course • Teach as a graduate assistant

Suggestions for providers in the field: • Serve as an adjunct instructor for a college course • Present at staff meetings or to a co-worker • Present at a professional conference • Serve as a paid consultant/trainer • Serve as an accreditation evaluator or observer • Serve as a Credential advisor, trainer or representative

Revised 10/2014 6 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

192 • Family Child Care Credential Pilot Final Report Gateways Family Child Care Credential

Professional Contributions—Instructional Guidelines (con’t) 4. Advocacy

Suggestions for students: • Write a letter to an elected official about an early childhood issue • Arrange a food, clothing, or toy drive for a shelter, children’s home, or disaster relief effort • Serve as a community coordinator for an advocacy agency or event

Suggestions for providers in the field: • Write a letter to legislature or government officials • Write a letter on an early childhood issue that is printed in a local newspaper • Provide testimony at a public hearing on infant-toddler issues and/or early care and education issues • Serve as a bargaining committee liaison • Provide consultation to an elected official about infant-toddler issues or about issues relating to children and their families • Serve as a community coordinator, present or provide testimony for advocacy agency or event • Advocate for developmentally appropriate practices within programs, organizations, and the community

5. Writing and Publication

Suggestions for students: • Develop a handbook or manual (potentially part of a Professional Practice/Internship, etc.) • Write a letter on an early childhood issue that was printed in the school, or local, newspaper • Develop a parent resource manual of comprehensive services available to families

Suggestions for providers in the field: • Write an article for program newsletter • Write an article or book review that was published in an appropriate journal • Serve as editor or regular contributor to an early childhood newsletter that is distributed in the community • Author a book promoting developmentally appropriate practice • Develop a new college-level course • Develop new materials (e.g. handbook, manuals)

Revised 10/2014 7 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

Family Child Care Credential Pilot Final Report • 193 Gateways Family Child Care Credential

Professional Contributions—Instructional Guidelines (con’t) 6. Research/Grant Writing

Suggestions for students: • Write a grant proposal (even if grant is not actually applied for) • Research a certain curriculum and provide written review of curriculum • Conduct a research study on a topic related to children’s development, as well as their care and education in a child care setting

Suggestions for providers in the field: • Write a proposal for a grant even if grant is not fully funded • Research and evaluation a specific curriculum usage • Conduct a research study on a topic related to children’s development, as well as their care and education in a child care setting • Conduct a research study on children in some way that is published in a peer-reviewed journal • Serve as chair of a major fundraiser for an early childhood or infant-toddler related endeavor • Review proposals or serve as a reader for a foundation or other grant-making agency/organization • Conduct a major fundraiser with a specific program enhancement plan

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

8 | Gateways Family Child Care Credential–Pilot Revised 10/2014

194 • Family Child Care Credential Pilot Final Report Family Child Care Credential Pilot Portfolio Forms

Family Child Care Credential Pilot Final Report • 195 Portfolio Forms Checklist To obtain the Gateways Family Child Care 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

24 points (24 semester hours) in the Gateways ECE and/or School-Age Content Areas, which must include: • Interactions, Relationships, and Environments • Observation and Assessment • Curriculum and Program Design • Three points: Human Growth and Development • Three points: Health, Safety, and Well-Being Six of the 24 points may come from Credential approved training

15 points (15 semester hours) in the four Gateways Family Child Care Content Areas, with a minimum of one point in each area: • Advocacy • Technology • Business • Family Child Care Environment Management Six of the 15 points may come from Credential approved training

1200 hours of documented Work and Practical Experience in Early Care & Education and/or School-Age Care OR minimum of 200 hours of supervised experience in Early Care & Education and/or School-Age Care

3600 hours of documented Work and Practical Experience in Family Child Care OR minimum of 100 hours of supervised experience in Family Child Care

Four Professional Contributions, in three different areas within the last five years – one contribution must be in the area of Program Improvement

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 10/2014 1 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

196 • Family Child Care Credential Pilot Final Report Portfolio Forms Checklist To obtain the Gateways Family Child Care 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 4 Associate’s Degree OR 60+ semester hours including nine semester hours in the following: • Three semester hours in transferable English • Six semester hours in transferrable General Education Electives (Psychology, Sociology, etc .)

21 points (21 semester hours) in the Gateways ECE and/or School-Age Content Areas, which must include: • Observation and Assessment • Curriculum and Program Design • Three points: Human Growth and Development • Three points: Health, Safety, and Well-Being Three of the 21 points may come from Credential approved training

Nine points (nine semester hours) in three of the Gateways Family Child Care Content Areas, with a minimum of one point in each area Six of the nine points may come from Credential approved training

600 hours of documented Work and Practical Experience in Early Care & Education and/or School-Age Care OR minimum of 100 hours of supervised experience in Early Care & Education and/or School-Age Care

1200 hours of documented Work and Practical Experience in Family Child Care OR minimum of 50 hours of supervised experience in Family Child Care

Two Professional Contributions, in two different areas within the last five years – one contribution must be in the area of Program Improvement

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 10/2014 1 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

Family Child Care Credential Pilot Final Report • 197 Portfolio Forms Checklist To obtain the Gateways Family Child Care 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 3 Three semester hours in English and six semester hours in General Education Electives (Psychology, Sociology, etc .) These nine credits must be transferrable

12 points (12 semester hours) in the seven Gateways ECE and/or School-Age Content Areas, which must include: • Curriculum and Program Design • Three points: Human Growth and Development • Three points: Health, Safety, and Well-Being Three of the 12 points may come from Credential approved training

Six points (six semester hours) in two of the Gateways Family Child Care Content Areas, with a minimum of one point in each area All six points may come from Credential approved training

400 hours of documented Work and Practical Experience in Early Care & Education and/or School-Age Care OR minimum of 10 hours of supervised experience in Early Care & Education and/or School-Age Care

600 hours of documented Work and Practical Experience in Family Child Care OR minimum of 10 hours of supervised experience in Family Child Care

One Professional Contribution, 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 10/2014 1 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

198 • Family Child Care Credential Pilot Final Report Portfolio Forms Checklist

The Gateways Family Child Care Credential is offered at various levels tied to coursework and/or degrees . To obtain the Gateways Family Child Care 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 2 High School Diploma or GED

Six points (six semester hours) in the Gateways ECE and/or School-Age Content Areas, which must include: • Three points: Human Growth and Development • Three points: Health, Safety, and Well-Being OR a CDA, CCP, or Montessori Credential through AMS Three of the six points may come from Credential approved training

Three points (three semester hours) in the Gateways Family Child Care Content Areas, with a minimum of one point in each area Must include one point in Family Child Care Environment Management All three points may come from Credential approved training

200 hours of documented Work and Practical Experience in Early Care & Education and/or School-Age Care OR minimum of 10 hours of supervised experience in Early Care & Education and/or School-Age Care

200 hours of documented Work and Practical Experience in Family Child Care OR minimum of five hours of supervised experience in Family Child Care

Membership in a related professional organization

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 10/2014 1 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

Family Child Care Credential Pilot Final Report • 199 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 .Use a separate form for each position. Please indicate which Gateways Credential you are applying for: Family Child Care

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 . Infants/Toddlers (0–3) Preschool (3–5) 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 10/2014 2 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

200 • Family Child Care 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 in your program complete pages 4 and 5 .

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 10/2014 3 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

Family Child Care Credential Pilot Final Report • 201 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 10/2014 4 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

202 • Family Child Care 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 10/2014 5 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

Family Child Care Credential Pilot Final Report • 203 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 10/2014 6 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

204 • Family Child Care 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 10/2014 7 | Gateways Family Child Care Credential–Pilot www.ilgateways.com

Family Child Care Credential Pilot Final Report • 205 Appendix K Revised Work Experience Form Gateways Family Child Care Credential Work & Practical Experience—Verification Form

Complete this form to verify experience as a family child care provider for the Gateways to Opportunity Family Child Care Credential. Step 1: Personal Information Name: ______Registry Member ID: ______Address: ______City: ______State: ______Zip Code: ______Please indicate age groups served (mark all that apply): m Infants/Toddlers (0–36 months) m Preschool (3–5) m School-Age (5–12) Position (mark all that apply): m Family Child Care Provider/Owner Start Date: ______End Date: ______m Family Child Care Provider Assistant Start Date: ______End Date: ______m Other ______Start Date: ______End Date: ______Total hours worked in family child care: ______(Hours Per Week x By Weeks Per Year x By Number Of Years) Step 2: Family Child Care Experience Verification Please provide the names and contact information for two people that could verify your experience as a family child care provider. (Examples include: Employer (if a FCC Assistant), Current or past family child care clients, professional colleagues and neighbors you collaborate with.) Please note: we may contact to verify. Contact 1: Name: ______Email: ______Phone: ______Affiliation to applicant (How is this contact knowledgeable about your experience in family child care?): ______Contact 2: Name: ______Email: ______Phone: ______Affiliation to applicant (How is this contact knowledgeable about your experience in family child care?): ______Note: Please include a copy of your current Illinois Department of Children and Family Services (IDCFS) license (optional).

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 7/2016 (866) 697-8278 | www.ilgateways.com

206 • Family Child Care Credential Pilot Final Report Appendix L Entitled Route Pilot RFP Marketing Flyer

Gateways to Opportunity® Family Child Care Credential Pilot

Share Your Expertise

Gateways Family Child Care Credential begins Fall 2014.

The Family Child Care Credential is a symbol of professional achievement that validates the knowledge and skills, experience, and contributions required to: Create a unique, high quality learning environment for children that accommodates multi-age groups Establish and maintain a successful home-based business Support the developmental needs of children Implement a developmentally appropriate curriculum Become a Gateways Family Child Develop and maintain respectful, positive relationships with Care Credential pilot institution. children and families Your participation will:

Gateways to Opportunity Gateways to Opportunity is a statewide professional development Provide your institution the opportunity system, developed by the Professional Development Advisory to offer feedback that will shape the final Council (PDAC), that is designed to support Illinois early care and Credential. education, school-age, and youth development practitioners. Provide your institution leadership in the field. Your program will set the standard Gateways to Opportunities Credentials for other institutions. Gateways to Opportunity Credentials are symbols of professional achievement that validate knowledge and skills, experience, and Provide your institution exclusivity. Only contributions to the field of early care and education, infants and those in the pilot will be able to offer toddlers, administration, school-age, and youth development. these Credentials. Gateways Credentials were signed into law, effective July 1, 2009. Provide your institution a competitive Gateways Credentials are awarded and recognized by the Illinois edge to attract students. Department of Human Services (IDHS) Bureau of Child Care and Provide your institution a professional Development. preparation program designed to meet family service employer needs. Gateways to Opportunity Entitled Institutions Gateways to Opportunity awards entitlement status to higher education institutions that align their coursework with Credential requirements. Students who complete required courses and have met Gateways Credential Component requirements have up to two years to apply to receive their Credential(s).

For more information contact Tami O’Daniel at [email protected] or (309) 829-5327, ext. 353.

PD175 © 2014 INCCRRA 1226 Towanda Plaza | Bloomington, Illinois 61701 | (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.

Family Child Care Credential Pilot Final Report • 207 Appendix M ExceleRate Illinois Family Child Care Provider Qualifications GOLD EVIDENCE:

FCC PROVIDERS THAT ARE NOT PART OF A FCC NETWORK: Associates degree or higher AND is working toward a BA degree in ECE OR Working toward a BA degree in related or unrelated field AND has Gateways ECE Credential Level 4 AND, if infants and toddlers in care, working toward Gateways Infant- Toddler Credential Level 3 FCC PROVIDERS THAT ARE PART OF A FCC NETWORK: AA degree OR Gateways ECE Credential Level 3 OR CDA AND collaborates with a state- approved consultant 2018 GOAL FOR ALL FCC PROVIDERS: BA degree or higher AND Gateways FCC Credential Level 5 OR Gateways FCC Credential Level 4 and collaborates with a state- approved consultant FCC provider qualifications verified by Gateways Registry or Basic Transcript Review AND Documentation of collaboration with a state-approved consultant, if applicable OR Evidence from state-approved accrediting body

SILVER EVIDENCE:

Evidence from state-approved accrediting body Gateways ECE Credential Level 2 or higher OR FCC Credential Level 2 or higher, OR Illinois Director Credential I or higher, OR CDA 2018 GOAL FOR ALL FCC PROVIDERS: Gateways FCC Credential Level 4 or higher FCC provider qualifications verified by Gateways Registry OR BRONZE EVIDENCE: FCC provider meets State of Illinois Department Children and Family Services (DCFS) Licensing Standards Meets State of Illinois (DCFS) Licensing Standards This chart provides an overview of the standards at each Circle Quality for Licensed Family Child Care (FCC) and Group Homes. EVIDENCE: LICENSED Illinois State of Illinois Department of Children and Family Services (DCFS) Licensing Standards Meets State of Illinois (DCFS) Licensing Standards A definition of terms underlined can be found in the glossary on pages 19 and 20. A definition of terms underlined can be found in the glossary on pages

Qualifications & Continuing Education FCC PROVIDER QUALIFICATIONS PROVIDER FCC EX0213 REV 2.19.16 ExceleRate® OverviewQuality Standards 15 LICENSED FAMILY CHILD CARE 4. 4A.

208 • Family Child Care Credential Pilot Final Report

GOLD EVIDENCE:

Any assistant required for licensing ratios must have a Gateways ECE Credential Level 2 or higher OR Gateways FCC Credential Level 2 or higher** Any substitute must have a Gateways ECE Credential Level 3 or higher OR Gateways FCC Credential Level 3 or higher Staff qualifications verified by Gateways Registry Evidence from state-approved accrediting body

SILVER EVIDENCE:

Any assistant required for licensing ratios must have a Gateways ECE Credential Level 1 or higher OR a Gateways FCC Credential Level 2 or higher, OR CDA* Any substitute must have either a Gateways ECE Credential Level 2 or higher OR Gateways FCC Credential Level 2 or higher OR CDA Staff qualifications verified by Gateways Registry Evidence from state-approved accrediting body BRONZE EVIDENCE: Meets State of Illinois (DCFS) Licensing Standards on FCC assistant qualifications Meets State of Illinois (DCFS) Licensing Standards This chart provides an overview of the standards at each Circle Quality for Licensed Family Child Care (FCC) and Group Homes. EVIDENCE: LICENSED Illinois

State of Illinois Department of Children and Family Services (DCFS) Licensing Standards Meets State of Illinois (DCFS) Licensing Standards

*If new assistant hired begins Gateways ECE Credential Level 1 training within 3 months and completes it in one year *If new assistant hired begins Gateways ECE Credential Level 1 training **If new assistant hired begins Gateways ECE Credential Level 2 within 3 months and completes it in one year 19 and 20. A definition of terms underlined can be found in the glossary on pages (NOT APPLICABLE IF NO ASSISTANTS OR SUBSTITUTES) OR ASSISTANTS NO IF APPLICABLE (NOT

Qualifications & Continuing Education FCC ASSISTANT AND SUBSTITUTE QUALIFICATIONS QUALIFICATIONS SUBSTITUTE AND ASSISTANT FCC EX0213 REV 2.19.16 ExceleRate® OverviewQuality Standards 16 4. 4B. LICENSED FAMILY CHILD CARE

Family Child Care Credential Pilot Final Report • 209 Appendix N Faculty Recommendations

Recommendations/Suggestions from Faculty to FCC Credential Committee Family Child Care Credential Framework March 8, 2016

The Family Child Care Credential Entitled Route Faculty supports the following recommendations based on their conversations on March 8, 2016 .

Education and Training in Family Child Care Recommend: Decreasing point requirements in the Family Child Care Content Areas at Levels 4 and 5 . • Suggest: Lower point requirement from 15 points to 12 points at Level 5 and from 9 points to 6 points at Level 4 . • Rationale: This is in line with the Infant Toddler Credential and seems more realistic for students and institutions to achieve as there is currently a lack of family child care specific coursework . This may also allow for easier articulation and portability across institutions .

Content Areas and Benchmarks Recommend: Eliminate Technology content area as previously discussed by the Family Child Care Credential Committee . • Suggest: Cross-walk the Benchmarks from Technology with other content areas and embed what is missing throughout content areas . Such as: Curriculum or Program Design and Business . • Rationale: Also, if decreasing point requirement, decreasing content areas also makes sense .

Recommend: Agree to expand the Advocacy content area to include Leadership and retitle to: Leadership and Advocacy . • Suggest: Leadership and Advocacy go hand in hand . Leadership can easily be embedded through the Advocacy content areas . • Rationale: Students preparing for a career as a family child care provider/owner should be aware of how to be a leader in the field and be able to advocate on behalf of themselves, children, families, and the field of family child care .

Recommend: Ensure with-in the Benchmarks that students will learn how to obtain IDCFS licensing . This may already be done . Check Benchmarks .

210 • Family Child Care Credential Pilot Final Report J1 .2 Laws, regulations, and Comprehension (Levels 2-4: J4) Describes legislation 9B 6A, policies that govern services at and public policies that affect children 6E different ages, birth through with and without exceptional needs, age 8,* including those related their families, family child care and to licensing and approval by other programs for children, and the governing bodies care and education profession

(Levels 2-4: J5) Discusses applicable N/A 6B state and federal regulations and procedural safeguards for children with and without exceptional needs

(Levels 2-4: J6) Describes the rationales 7N, for policies, regulations, and safeguards 7P for children and families who are culturally, linguistically, and ability diverse

J1 .3 Evaluating practices and Knowledge (Levels 2-4: J7) Defines how to comply 1D ensuring compliance with with Americans with Disabilities Act requirements related to state and other federal guidelines related and federal laws, including to equal access and services for all Americans with Disabilities Act, children and families Illinois Department of Children, and Family Services Licensing (Levels 2-4: J8) Defines how to comply 9R Standards with state laws and statutes related to Illinois Department of Children and Family Services Licensing Standards

Family Child Care Credential Pilot Final Report • 211 H1 .1 Laws, regulations, and Comprehension (Levels 2-4: H1) Describes legislation 9B 6A, policies that govern services at and public policies that affect 6E different ages, birth through children with and without exceptional age 8,* including those related needs, their families, care/education to licensing and approval by programs, and the family child care governing bodies profession

(Levels 2-4: H2) Discusses applicable N/A 6B state and federal regulations and procedural safeguards for children with and without exceptional needs

(Levels 2-4: H3) Describes the rationales N/A 6B for policies, regulations, and safeguards for children and families who are culturally, linguistically, and ability diverse

G2 3. Laws, regulations, and Comprehension (Levels 2-4: G5) Explains legislation and 9B 6A, policies that govern services at public policies that affect children with 6B, different ages, birth through and without exceptional needs, their 6E age 8, including those related families, and programs for children and to licensing and approval by the early childhood profession governing bodies (Levels 2-4: G6) Discusses applicable N/A 6B state and federal regulations and procedural safeguards for children with and without exceptional needs

(Levels 2-4: G7) Explains the rationales N/A 6B for policies, regulations, and safeguards for children and families who are culturally, linguistically, and ability diverse

Recommend: Look at the Observation and Assessment content area to be sure students are not just learning how to collect information, but also how they will use and apply this information . Cross walk to see if this is already reflected with-in the benchmarks . This is a recommendation that could go out to QC for ECE and ITC as well .

Framework Recommend: Clean-up framework and make easier to read . • Faculty concurs, saying that they agree to support the Family Child Care Credential as a stand-alone Credential .

212 • Family Child Care Credential Pilot Final Report Appendix O Final Gateways Family Child Care Credential Recommendations

Professional Development Advisory Council (PDAC)

RECOMMENDATION FOR APPROVAL

DATE: April 9, 2016 COMMITTEE MAKING RECOMMENDATION: Gateways Family Child Care Credential Committee This framework was approved for purposes of the pilot by QC on June 4, 2014 .

RECOMMENDATION: The committee is recommending the approval of the attached Gateways Family Child Care Credential framework . Thorough testing of each level and survey data has led to the following changes: Level 3 – Revise General Education requirements to “Three semester hours: Any Math, English, and General Education Electives (Psychology, Sociology, and Science, etc .) (These 9 hours must be credit bearing and non-developmental 100+)” to align with the ECE Credential framework .

Level 4 – Revise content areas required at Level 4 for Education and Training in ECE/School Age to “include a minimum of one point in each area ”.

Level 5 – Revise content areas required at Level 5 for Education and Training in ECE/School Age to “include a minimum of one point in each area ”. Decrease points required in Family Child Care Content Areas from 15 to 12 .

ALL LEVELS: Remove professional contributions from initial Credential attainment–required upon renewal .

RATIONALE: Level 3 – The general education requirements for Level 3 have been updated to reflect the ECE Credential for consistency .

Level 4 – Requiring one point in each of the ECE/School Age Content Areas is consistent with what is required for the ECE Credential . Pilot data indicated that most applicants have a minimum of one point in each content area at the Level 4 .

Level 5 – Requiring one point in each of the ECE/School Age Content Areas is consistent with what is required for the ECE Credential . Pilot data indicated that most applicants have a minimum of one point in each content area at the Levels 5 . Decreasing the points required in the Family Child Care Content Areas from 15 to 12 makes sense due to the four content areas . Higher education faculty came to consensus that 12 points across four content areas would allow for coursework to align with the Credential .

Family Child Care Credential Pilot Final Report • 213 All Levels – Professional contributions are being removed to maintain consistency throughout Credentials .

*Note: Level 2 recommendation is a separate document .

DISPOSITION: PDAC Ad-Hoc Family Child Care Credential Committee Approved: X Date: 4/9/16 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:

214 • Family Child Care Credential Pilot Final Report Professional Development Advisory Council (PDAC)

RECOMMENDATION FOR APPROVAL

DATE: April 9, 2016 COMMITTEE MAKING RECOMMENDATION: Gateways Family Child Care Credential Committee This framework was approved for purposes of the pilot by QC on June 4, 2014 .

RECOMMENDATION: The committee is recommending the approval of the attached Gateways Family Child Care Credential Content Area Specific Education (and training, knowledge, skills, and dispositions benchmarks) for Levels 2-4 and Level 5 . Included is a change to the Advocacy content area . This area has been revised to Leadership and Advocacy .

RATIONALE: The Gateways Family Child Care Credential was piloted using two comprehensive sets of performance area indicators and benchmarks . These were successfully tested at each level and validated with survey data from the pilot applicants and faculty . The guidance provided clear and consistent education and training requirements for all recipients of the Gateways Family Child Care Credential . The additions to the Advocacy content area, including Leadership, can be found in red .

As stated by the National Association of Family Child Care; “family child care providers are in a unique position to impact their community through relationships with parents and fellow child caregivers . In order to maximize the family child care role attaining leadership skills and having confidence in them is key ”.

DISPOSITION: PDAC Ad-Hoc Family Child Care Credential Committee Approved: X Date: 4/9/16 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:

Family Child Care Credential Pilot Final Report • 215 DISPOSITION: IDHS, Bureau of Child Care and Development Approved: X Date: 6/30/16 Disapproved: Date:

216 • Family Child Care Credential Pilot Final Report Professional Development Advisory Council (PDAC)

RECOMMENDATION FOR APPROVAL

DATE: April 9, 2016 COMMITTEE MAKING RECOMMENDATION: Gateways Family Child Care Credential Committee

RECOMMENDATION: The Family Child Care Credential Committee recommends that completion of ECE Level 1 or SAYD Level 1 AND ExceleRate® Illinois Bronze Circle of Quality Training Requirements for Licensed Family Child Care in their entirety fulfill the requirements of “Education and Training in Early Care/School Age” at Level 2 of the Family Child Care Credential .

RATIONALE: Family Child Care Providers will need to complete two series of trainings which include 16 training modules (48 clock hours) of training for the ECE Level 1 or SAYD Level 1 and a minimum of 54 .5 hours to complete ExceleRate Bronze Circle trainings in their entirety . Recognizing and valuing these trainings through integration into our Credential system will support family child care providers in their participation in both professional development and ExceleRate® Illinois . This will serve as an alternate pathway for providers and align systems, making it easier for providers to navigate and understand . (Currently, the ExceleRate Licensed Family Child Care Requirement for the Silver Circle of Quality is the ECE Credential Level 2 or higher, OR Family Child Care Credential Level 2 or higher, OR Illinois Director Credential I or higher, OR CDA . The goal for all Licensed Family Child Care Providers in 2018 is the Family Child Care Credential Level 4) .

DISPOSITION: PDAC Ad-Hoc Family Child Care Credential Committee Approved: X Date: 4/9/16 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:

Family Child Care Credential Pilot Final Report • 217 DISPOSITION: IDHS, Bureau of Child Care and Development Approved: X Date: 6/30/16 Disapproved: Date:

218 • Family Child Care Credential Pilot Final Report Appendix P Gateways Family Child Care Credential Committee Members Years of FCC Name Organization/Agency Title Credential Committee Anne Wharff Illinois Department of Human Child Care Professional 2012–Current Resources Development Manager Barb Christmas 4-C: Community Coordinated Quality Specialist 2012–Current Child Care Chrisellen Pate Family Child Care Provider 2012

Danyle Watkins Lincoln Land Community ECE Coordinator/Instructor 2014–Current College Diana Collaboration for Early Early Childhood Consultant 2012–Current Rosenbrock* Childhood Faith Arnold SEIU Family Child Care Provider 2012–Current

Ideria Howard Family Child Care Provider

Juliet Bromer Erikson Institute and Herr Research Scientist 2012 - Current Research Center for Children and Social Policy Malia Owens Skip- A-Long Home Child Care Director 2012–Current Network Maria Gandara Family Child Care Provider 2012–2013

Marsha Hawley Ounce of Prevention Fund 0-3 PDI Manager

Melissa Johnson Highland Community College Coordinator, Early Childhood 2014–Current Education Michelle Wagner Family Child Care Provider 2014–Current

Miranda Lin Illinois State University Associate Professor, School of 2015–Current Teaching and Learning Patricia Twymon Family Child Care Provider 2012–Current

Penny Williams- Collaboration for Early Professional Development 2012–Current Wolford Childhood Coordinator Sandra Cole Family Child Care Provider 2012–Current

Sue Jackson Community Connection Point Family Child Care Quality 2012–Current Specialist

Family Child Care Credential Pilot Final Report • 219 Tami O’Daniel Family Child Care Provider 2012–2013

Tara Mathien William Raney Harper College Assistant Professor, Early 2014 Childhood Education Department Teri Talan McCormick Center for Early Director of Research and Public 2013–Current Childhood Leadership (National Policy Louis University) Toni Williams Family Child Care Provider 2012–Current

Tosha Kelly- Family Child Care Provider 2012–Current Rushton *Current FCC Credential co-chairs **Past FCC Credential co-chair

INCCRRA staff provided support to the efforts of the Family Child Care Credential Committee from 2012–2016 . Years of FCC Name Title Credential Joni Scritchlow Senior Program Director 2012–Current

Tami O’Daniel Program Specialist, Professional Opportunities and Development 2013–Current

220 • Family Child Care Credential Pilot Final Report Appendix Q Final Gateways Family Specialist Credential Framework INCCRRA © 2014

PD50 Professional Professional Contributions in Contributions Family Child Care Child Family Required at Renewal at Required Renewal at Required Renewal at Required Required at Renewal at Required or or or or

Child Care Child Care Child Care experience experience experience experience Experience in Experience in Family Child Care in Family experience in Family in Family experience experience in Family in Family experience experience in Family in Family experience 5 hours of observation 50 hours of supervised 10 hours of supervised Family Child Care work work Child Care Family Family Child Care work work Child Care Family Family Child Care work work Child Care Family 100 hours of supervised Family Child Care Child Family Work and Practical and Practical Work 200 hours of documented 200 hours of documented 600 hours of documented 600 hours of documented 3600 hours of documented 3600 hours of documented 1200 hours of documented 1200 hours of documented Family Child Care environment environment Child Care Family www.ilgateways.com or or or or observation experience* experience* experience* experience* ECE/School-Age work work ECE/School-Age ECE/School-Age work work ECE/School-Age ECE/School-Age work work ECE/School-Age ECE/School-Age work work ECE/School-Age supervised experience supervised experience supervised experience Experience in ECE Experience Work and Practical and Practical Work 200 hours of documented 200 hours of documented 600 hours of documented 600 hours of documented 400 hours of documented 400 hours of documented and/or School-Age 1200 hours of documented 1200 hours of documented 10 hours of ECE/School-Age 10 hours of ECE/School-Age 10 hours of ECE/School-Age 10 hours of ECE/School-Age 200 hours of ECE/School-Age 200 hours of ECE/School-Age 100 hours of ECE/School-Age 100 hours of ECE/School-Age Telephone: (866) 697-8278 | Telephone: 4 content areas 4 content (of level 5 benchmarks) – level (of (of level 2-4 benchmarks) – level (of (of level 2-4 benchmarks) – level (of 2-4 benchmarks) – level (of Family Child Care Child Family A minimum of 1 point in A minimum of 1 point A minimum of 1 point in A minimum of 1 point A minimum of 1 point in all A minimum of 1 point 2 content areas, including FCEM areas, 2 content 3 content areas, including FCEM areas, 3 content Environment Management (FCEM) Environment Education and Training in Training and Education of which a maximum of 6 points may may of which a maximum 6 points may of which a maximum 6 points of which a maximum of 6 points may may of which a maximum 6 points of which a maximum of 3 points may may of which a maximum 3 points be from Credential approved training(s) approved Credential be from be from Credential approved training(s) approved Credential be from be from Credential approved training(s) approved Credential be from be from Credential approved training(s) approved Credential be from A minimum of 1 point in Family Child Care Child Care in Family A minimum of 1 point 9 points in Family Child Care Content Areas Areas Content Child Care in Family 9 points 3 points in Family Child Care Content Areas Areas Content Child Care in Family 3 points 6 points in Family Child Care Content Areas Areas Content Child Care in Family 6 points 12 points in Family Child Care Content Areas Areas Content Child Care in Family 12 points Bloomington, Illinois 61701 | Illinois Bloomington, 61701

or or 1226 Towanda Plaza | Plaza Towanda 1226 through AMS** through noted in Level 2 in Level noted completion of a 48 clock hour training available through local Child Care Resource and Referral Agencies Statewide. Agencies and Referral Resource local Child Care through available of a 48 clock hour training completion Quality Trainings Gateways ECE Credential Level 1 and/or School-Age and Youth Development Credential Level 1 are awarded through through awarded 1 are Level Credential Development Youth and 1 and/or School-Age Level ECE Credential Gateways

(of level 5 benchmarks) – level (of (of level 2-4 benchmarks) – level (of (of level 2-4 benchmarks) – level (of 2-4 benchmarks) – level (of and/or School-Age 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 3 points in Human Growth and in Human Growth 3 points Curriculum in Curriculum A minimum of 1 point a CDA, CCP, or Montessori Credential or Montessori Credential CCP, a CDA, Development and 3 points in Health, and 3 points Development of which a maximum of 6 points may may of which a maximum 6 points may of which a maximum 6 points of which a maximum of 6 points may may of which a maximum 6 points and Program Design and content areas areas and content Design and Program ExceleRate® Illinois Bronze Circle of Circle Illinois Bronze and ExceleRate® Safety, and Well-Being of which 3 points of which 3 points Well-Being and Safety, be from Credential approved training(s) approved Credential be from training(s) approved Credential be from be from Credential approved training(s) approved Credential be from Education and Training in ECE Training and Education Completion of ECE Level 1 or SAYD Level 1 Level 1 or SAYD of ECE Level Completion 6 points in ECE/School-Age Content Areas Content in ECE/School-Age 6 points 24 points in ECE/School-Age Content Areas Content in ECE/School-Age 24 points 12 points in ECE/School-Age Content Areas Content in ECE/School-Age 12 points 21 points in ECE/School-Age Content Areas Content in ECE/School-Age 21 points may be from Credential approved training(s) approved Credential be from may 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 or Gateways to Opportunity® Family Child Care Credential Framework Credential Care Child Opportunity® to Family Gateways 100 level +) 100 level High School Science, etc.) Science, Education Diploma or GED Bachelor’s Degree Bachelor’s Associate’s Degree Associate’s Requirements 60+ semester hours 60+ semester hours listed at level 3) at level hours listed Three semester hours: semester Three Any Math, English, and Any (Psychology, Sociology, Sociology, (Psychology, (including the 9 semester (including the 9 semester General Education electives General Education (These be credit 9 hours must bearing and nondevelopmental bearing and nondevelopmental Family Family Level 5 Level Level 4 Level Level 3 Level 2 Level Level 1 Level Child Care Care Child Credential Guide: A point is equivalent to one semester hour of college credit. hour of college one semester to is equivalent Guide: A point and/or School-Age. based, center family child care, programs: of the following be met in any hours may Experience and Practical *Work Credentials. Toddler **American Early Society Montessori Childhood and Infant (AMS) Revised 5/27/2016

Family Child Care Credential Pilot Final Report • 221 222 • Family Child Care 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. PD212©2016 INCCRRA