19.0700 - Child & Custodial Care Services

Child Development Associate Toddler/Preschool

A Child Development Associate (CDA) is an individual who has successfully completed the CDA assessment process and has been awarded the CDA Credential. CDAs are able to meet the specific needs of children and work with parents and other adults to nurture children's physical, social, emotional, and intellectual growth in a child development framework.

New Standards - The standards for 19.0700 Child & Custodial Care Services have been merged with 13.0000 Education General. To view the standards go to 13.0000 Education General CIP. You can access the new standards by clicking on "Links" and then selected "2010 Updated Gap Analysis". The 2010 standards will be uploaded into Navigator this summer.

Plus Technical Standards

Plus I. Competency Goal 1 – To establish and maintain a safe, healthy learning environment
  Plus A. Functional Area 1 (Safety) – Candidate provides a safe environment to prevent and reduce injuries
    1. Keeps both the inside of the center and the outdoor play area free of debris, structural hazards, unguarded space heaters, tools, and dangerous substances, such as medicine, cleaning products, matches, chipping paint, toxic plants, small objects that could be swallowed, balloons, and plastic bags.
    2. Ensures that safety equipment, such as smoke detectors and fire extinguisher, is in place and operable and knows how to use it.
    3. Maintains an easily accessible and current list of phone numbers for contacting parents and emergency services, including poison control, fire company, and medical help.
    4. Uses diagrams, pictures, and words understood by children and adults to post instructions and practice procedures for fires and other emergencies, including safety procedures for children with disabilities.
    5. Plans and practices monthly fire drills for moving all children in care to safety as quickly as possible.
    6. Ensures that outdoor play equipment is safe for small children and in good repair.
    7. Responds immediately and sympathetically to a child's injury or fear of injury and encourages the same response by the children.
    8. Takes safety precautions in a reassuring manner without overprotecting or making children fearful.
    9. Anticipates and makes plans to prevent potentially dangerous situations, such as children being left alone or separated while on a field trip.
    10. Maintains first-aid supplies (including gauze, tape, syrup of ipecac, tweezers, scissors, and soap) and knows basic first aid procedures appropriate for young children, such as how to handle choking, treating cuts, etc.
    11. Uses safe auto and bus travel procedures, including use of appropriate car seats for children under 4 years old and seat belts for self and other children.
    12. Discusses safety information with parents and tells them about resources, such as poison control centers, that provide services to families in their own language.
    13. Supervises all children's activities indoors and outdoors.
    14. Keeps informed about safety standards for toys and equipment and shares this information with parents.
    15. Helps preschoolers stop dangerous actions toward themselves and others.
    16. Explains cause and effect in dangerous situations in simple language, demonstrating as much as possible.
    17. Teaches safe use of playground equipment.
    18. Teaches children simple safety rules and enforces rules consistently. Talks and role plays with preschoolers about safety precautions.
    19. Adapts the indoor and outdoor environments so that children with special needs can maximize their independence (e.g., safely uses mechanical audio equip­ment).
    20. Explains and practices safety procedures such as fire drills, using the language best understood by the children.
    21. Utilizes cultural values and practices in providing safety education.
  Plus B. Functional Area 2 (Healthy) – Candidate promotes good health and nutrition and provides an environment that contributes to the prevention of illness.
    1. Learns about good nutrition for children from 3 through 5 years old and provides age-appropriate, nutritious meals and snacks. While respecting family customs and habits, the caregiver shares nutrition information with parents and encourages them to provide healthy foods when they contribute food to the center.
    2. Conducts activities in a positive, relaxed, and pleasant atmosphere to reduce tension and stress.
    3. Washes hands after toileting a child, and before food preparation and eating.
    4. Attends to each child's physical needs, such as toileting, eating, exercising, and napping.
    5. Provides affection for all children.
    6. Provides adequate ventilation and lighting, comfortable room temperatures, and good sanitation.
    7. Makes sure play areas and materials are cleaned daily.
    8. Establishes procedures for care of sick children; for example, isolating a child with a contagious illness from well children, contacting parents and medical providers, and administering medicine.
    9. Helps children develop basic health habits.
    10. Keeps handy current emergency telephone numbers for each child's parent(s), nearest relative, and medical providers.
    11. Communicates frequently with parents about children's health, nutrition, commu­nicable diseases and medications, and cooperates with parents and health special­ists.
    12. Follows center procedures for maintaining health records and administering medication and first aid and cooperates with health and nutrition staff.
    13. Establishes a relaxed mealtime routine that makes eating pleasant for each child.
    14. Limits sugar, salt, processed foods, unnecessary chemical additives, and artificial coloring and flavoring in meals and snacks and encourages parents to do the same.
    15. Informs parents about health resources, such as physicians or community clinics, that provide services to families in their primary language.
    16. Recognizes symptoms of possible abuse and neglect and is alert to play or behavior that indicates physical or sexual abuse. If physical or sexual abuse is suspected, the competent Candidate seeks out resources for information and support, follows state law in response. The Candidate responds sensitively to child's and family's needs, and cooperates in carrying out treatment plans.
    17. Uses role playing, modeling, visual material, and real objects to teach healthy physical, mental, dental, and nutritional practices.
    18. Plans health care and educational activities that integrate health and nutrition information from the children's cultures with medically accepted health and nutrition practices.
    19. Supports children in developing self-help skills in eating, to toileting, washing hands, tooth-brushing, etc.
    20. Understands children's explorations, concerns, and curiosities about their own and others' bodies and responds with information at their level; for example, explaining the physical differences between boys and girls matter-of-factly in simple terms.
    21. Includes children in food preparation and provides other nutrition education activities for children.
    22. Provides opportunities for children to learn about health care by talking about visits to the doctor and dentist, reading books, and encouraging pretend play about health care.
    23. Recognizes unusual behavior and physical symptoms in children and encourages parents to obtain appropriate treatment.
    24. Works cooperatively with health professionals and parents to meet the needs of children with disabilities.
    25. Recognizes the signs of a health crisis that children with special needs may have and responds appropriately (e.g., seizures).
    26. Provides written health information for parents (e.g., notices about immuniza­tions) in both languages.
    27. Utilizes cultural values and practices in providing health and nutritional education.
  Plus C. Functional Area 3 (Learning Environment) – Candidate uses space, relationship, materials, and routines as resources for constructing and interesting, secure, and enjoyable environment that encourages play, exploration, and learning.
    1. Uses materials, books, and equipment that are stimulating to each child and suitable to individual learning styles, including those of special needs children.
    2. Uses materials that demonstrate acceptance of each child's sex, family, race, language, and culture.
    3. Provides easily accessible learning materials (e.g., puzzles, crayons, markers, and books) that children can explore by themselves, as well as putting some materials away for special times or for use at later stages of development.
    4. Organizes space into identifiable areas that encourage appropriate and indepen­dent use of materials.
    5. Balances active and quiet, free and structured, individual and group, indoor and outdoor activities.
    6. Provides many opportunities for children to develop their senses and ability to concentrate.
    7. Varies routines spontaneously to take advantage of unusual opportunities; e.g., goes outside in the snow, invites a visiting grandmother to share stories or songs with children, lets the children watch workers and machinery on the street, or plays with one child for an extra period of time when additional adults are available to care for group.
    8. Adapts the daily schedule to accommodate children with special needs rather than requiring them to fit the schedule.
    9. Bilingual Specialization
    10. Uses objects, music activities, and celebrations that are meaningful to young children to encourage development of both languages and cultures.
    11. Helps parents identify resources in their homes, families, and community that will support the development of both languages.
    12. Establishes and maintains a routine for use of the second language in daily activities.
Plus II. Competency Goal II – To advance physical and intellectual competence.
  Plus A. Functional Area 4 ( Physical) – Candidate Provides a variety of equipment, activities, and opportunities to promote the physical development of children.
    1. Arranges and encourages physical activities, knowing how children's physical development affects their cognitive, social, and emotional development.
    2. Observes and evaluates children's developmental levels in order to provide activities for physical skills and development of the senses at the appropriate level for each child.
    3. Plans and participates daily in appropriate large-muscle activities (e.g., playing ball, running, jumping, climbing with children, both indoors and outdoors).
    4. Provides a variety of activities from children's culture(s), such as dances, music, finger plays, and active games.
    5. Provides opportunities for children to develop their senses by noticing colors, smelling odors, distinguishing sounds, feeling and touching a variety of objects, and tasting different foods.
    6. Communicates to children and their parents the importance of outdoor play and physical activity for healthy growth and development.
    7. Plans for and supports children's changing needs for active play, quiet activity, and rest.
    8. Supports and encourages, but never forces, children who are fearful of physical activity because of illness, accidents, abuse, limited opportunity, or overprotective caregivers and parents.
    9. Observes and evaluates children's physical development, recognizes signs of possible physical disabilities and developmental delays, refers parents to appropri­ate services, and follows up on referrals or individual development plans.
    10. Adapts the program to meet the special needs of children with disabilities, taking into account the importance of physical development to self-concept and social development.
    11. Avoids overprotecting children with disabilities, supports their independence, includes them in physical activities with other children (making modifications only when necessary), and encourages parents to do the same.
  Plus B. Functional Area 5 (Cognitive) – Candidate provides activities and opportunities that encourage curiosity, exploration, and problem-solving appropriate to the development levels and learning styles of children.
    1. Observes children's play frequently to assess their cognitive development and readiness for new learning opportunities.
    2. Uses techniques and activities that stimulate children's curiosity, inventiveness, and problem-solving and communication skills.
    3. Provides opportunities for children to try out and begin to understand the relationships between cause and effect and means and ends.
    4. Understands the importance of play and often joins children's play as a partner and facilitator.
    5. Uses the center environment, everyday activities, and homemade materials to encourage children's intellectual development.
    6. Helps children discover ways to solve problems that arise in daily activities.
    7. Supports children's repetitions of the familiar and introduces new experiences, activities, and materials when children are interested and ready.
    8. Recognizes differences in individual learning styles and finds ways to work effectively with each child.
    9. Encourages active learning, rather than emphasizing that children listen passively to adults.
    10. Provides equipment and materials that children can explore and master by themselves.
    11. Is alert to the task a child is attempting and provides appropriate support.
    12. Encourages children to ask questions and seek help and responds to them in ways that extend their thinking; for example, "That's a good question; let's see if we can find out."
    13. Asks questions that have more than one answer, encouraging children to wonder, guess, and talk about their ideas; for example, "What do you think might happen if. . . ?" or "How do you feel when. . . ?"
    14. Encourages children to talk about their experiences and observations.
    15. Provides opportunities to organize and group, compare and contrast thoughts, words, objects, and sensations.
    16. Involves children in projects such as cooking, gardening, and repairing, when possible.
    17. Reduces distractions and interruptions so that children have opportunities to extend their attention span and work on one activity, such as block building or water play, for a long period of time.
    18. Helps children understand concepts such as space, time, shape, and quantity through many different activities.
    19. Uses field trips as opportunities to expand children's knowledge and understand­ing of their world, when possible.
    20. Obtains (or makes)and uses special learning materials and equipment for children whose disabilities affect their ability to learn.
    21. Recognizes learning problems and collects good observational examples to support concerns.
    22. Uses written observational examples of children to make and support referrals according to center policy.
    23. Provides learning experiences that lead to the understanding of basic concepts in the language most familiar to each child.
    24. Encourages learning of both languages through everyday experiences and activi­ties.
  Plus C. Functional Area 6 (Communication) - Candidate actively communicates with children and provides opportunities and support for children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings.
    1. Has realistic expectations for each child's understanding and use of speech based on knowledge of language development and the individual child.
    2. Talks often with individual children and stimulates conversation among children and with adults in the room.
    3. Provides activities that encourage children to develop listening and comprehension skills.
    4. Helps children connect word meaning(s) to experiences and real objects.
    5. Recognizes, understands, and respects local speech patterns and idioms.
    6. Respects the language of non-English-speaking families, encourages them to communicate freely with their children in the language parents prefer, and helps them find opportunities to learn English.
    7. Is aware of the caregiver's role as a language model for children and uses affectionate and playful tones, clear speech, and responsive conversation.
    8. Listens attentively to children, tries to understand what they want to communicate, and helps them to express themselves.
    9. Shares children's communication/language achievements with parents.
    10. Uses a variety of songs, stories, books, and games—including those from the children's cultures—for language development.
    11. Talks with children about special experiences and relationships in their families and home lives.
    12. Uses everyday conversations with children to enrich and expand their vocabulary.
    13. Provides opportunities for children to represent their ideas nonverbally through activities such as painting, making music, and creative movement.
    14. Helps children learn, understand and use words to express thoughts, ideas, questions, feelings, and physical needs.
    15. Writes down stories dictated by children and labels their drawings, showing the relationship between spoken and printed words.
    16. Introduces longer storybooks gradually as children become interested.
    17. Encourages children to take turns talking and listening instead of interrupting each other or adults and ensures that each child has a chance to talk.
    18. Recognizes possible impairments or delays that affect hearing and speech, helps families find resources, cooperates with treatment plans, and finds ways to communicate positively with these children.
    19. Demonstrates ability to understand, speak, read, and write both languages.
    20. Understands the principles and characteristics of bilingual language development in children and explains these to parents.
    21. Assesses each child's language abilities and uses activities that are appropriate to the child's level of development in each language.
    22. Helps children associate word meanings in both languages with familiar objects and experiences
    23. Encourages children who are fluent in either language to help less fluent children.
    24. Helps parents understand the importance of children's learning the first language and culture and their role in providing experiences to meet this goal.
    25. Helps parents understand the child's attempts at communication in the second language.
    26. Allows children opportunities to express themselves in the language of their choice.
    27. Encourages English-speaking children and families to learn the second language.
    28. Uses lullabies, songs, games, stories, books, and finger plays, from both languages, asking parents for examples from their childhood.
    29. Makes sure there are consistent language models for both languages used in the program, through selection and use of materials and personnel.
  Plus D. Functional Area 7 (Creative) – Candidate provides opportunities that stimulate children to play with sound, rhythm, language, materials, space, and ideas in individual ways and to express their creative abilities.
    1. Recognizes that the process of creating is as important—and sometimes more important—than the product.
    2. Understands that each child's creative expression is unique and does not encourage uniformity.
    3. Allows time for spontaneous and extended play within the daily routine.
    4. Includes a variety of music, art, literature, dance, role playing, celebrations, and
    5. other creative activities from the children's culture(s) in program activities.
    6. Participates in make-believe games with children.
    7. Models and encourages children's creativity in language; for example, through rhymes, imaginative stories, and nonsense words.
    8. Provides unstructured materials (such as blocks, paint, clay, or musical instru­ments).
    9. Encourages thorough, repeated exploration of creative materials whenever pos­sible; for example, by letting a block structure stand so that building can continue the next day or by letting one child play with soap suds for an extended period of time.
    10. Models creativity by using homemade materials and found objects.
    11. Helps parents understand the importance of creative expression in children's development and the need to provide children with opportunities for creative activities such as storytelling, playing make-believe, using art materials.
    12. Provides for "messy" activities with children, such as water and sand play, finger painting, and drawing with markers.
    13. Encourages children to try new and different activities.
    14. Provides and rotates a variety of male and female dress-up clothes and other "props," including those from the children's culture(s).
    15. Keeps informed about cultural resources in the community and uses them with children when possible.
    16. Provides crayons, paper, paste, and scissors in a place where children can use them independently.
    17. Helps children develop creative abilities through activities and discussion in both languages.
    18. Helps children identify and imitate creative forms found in the art, music, and dance of their cultures.
Plus III. Competency Goal III – To support and emotional development and to provide positive guidance.
  Plus A. Functional Area 8 (Self) - Candidate provides physical and emotional security for each child and helps each child to know, accept, and take pride in himself or herself and to develop a sense of independence.
    1. Treats each child as an individual with his or her own strengths and needs and unique characteristics.
    2. Is sensitive to differing cultural values and expectations concerning independence and expression of feelings
    3. Addresses each child by name, talks with each child every day, and encourages each child to call other children and adults by name.
    4. Has affectionate and appropriate physical contact with each child daily in ways that convey love, affection, and security.
    5. Helps children through periods of stress, separation, transition, and other crises.
    6. When possible, offers children choices in activities, materials, and foods and respects their choices.
    7. Encourages and helps children practice skills when eating, getting dressed, using toys and equipment, cleaning up, and helping others.
    8. Gives one-to-one attention to each child as much as possible.
    9. Enjoys children and directly expresses the enjoyment to them.
    10. Delights in each child's success, expresses kindness and support when a child is having trouble, and helps him/her learn from mistakes.
    11. Helps children recognize and accept their feelings, such as joy, affection, anger, jealousy, sadness, and fear, and express feelings in culturally appropriate ways.
    12. Models the recognition and expression of feelings by naming her/his own feelings while expressing them.
    13. Supports child's developing awareness of him/herself as a member of a family and of an ethnic or social group by talking about families (using photographs, mirrors, or other appropriate objects) and by celebrating cultural events with children.
    14. Uses books, pictures, stories, and discussion to help children identify positively with the events and experiences of their lives; for example, single-parent families, extended families, divorce, moving, or birth of siblings.
    15. Comments directly, sincerely, and positively to children about their performance and ideas.
    16. Helps children recognize and appreciate racial, ethnic, and ability differences and similarities.
    17. Emphasizes cooperation in games and activities so that each child experiences success.
    18. Talks with children about "good touching" and "bad touching" as a way of preventing sexual abuse.
    19. Provides many opportunities for all children, including those with disabling condi­tions, to feel effective, experience success, and gain the positive recognition of others.
    20. Understands the effect of abuse and neglect on children's self-concept and works sensitively with such children.
    21. Helps children feel good about themselves as speakers of each language.
    22. Supports the child's attempt to use the second language.
    23. Helps each child deal with the stress of separation, using the child's first language and a tone and style compatible with the family's.
  Plus B. Functional Area 9 (Social) - Candidate helps each child feel accepted in the group, helps children learn to communicate and get along with others, and encourages feelings of empathy and mutual respect among chil­dren and adults.
    1. Learns about children's stages of social development and helps children and parents deal with such typical issues as separation anxiety, negative behavior, shyness, sexual identity, and making friends.
    2. Has realistic expectations for young children's social behavior based on their level of development.
    3. Serves as a social model by building a positive relationship with each child and parent and by maintaining positive relationships with other adults in the center.
    4. Responds quickly and calmly to prevent children from hurting each other.
    5. Helps children learn to respect the rights and possessions of others, in light of local expectations regarding sharing.
    6. Encourages children to ask for, accept, and give help to one another.
    7. Encourages children to make friends.
    8. Helps the children become aware of their feelings and those of others by talking about feelings with each child.
    9. Encourages play and relationships among all children across racial, language, ethnic, age, and gender groupings, including children with disabilities.
    10. Encourages children to express their feelings and assert rights in socially accept­able ways.
    11. Encourages children to comfort and help one another.
    12. Encourages children's attempts to use words to resolve conflicts.
    13. Encourages cooperation rather than competition.
    14. Helps children recognize their own and others' feelings, similarities, and differences and helps them empathize with others.
    15. Helps all children feel valued as members of the group.
    16. Encourages children to share stories and activities from their families and cultures.
    17. Uses stories, pictures, and other materials to help children deal with issues such as sharing, separation, negative behavior, and disabilities.
    18. Understands that the social roles and expectations for bilingual children in their family setting may be different from those of the child care program and helps the children to behave appropriately in each.
  Plus C. Functional Area 10 (Guidance) - Candidate provides a supportive environment in which children can begin to learn and practice appropriate and acceptable behaviors as individuals and as a group.
    1. Knows a variety of positive guidance methods—such as listening, reinforcement, and redirection—and uses each appropriately.
    2. Relates guidance practices to knowledge of each child's personality and level of development.
    3. Avoids negative methods, such as spanking, threatening, shouting, isolating, or shaming children.
    4. Establishes guidelines for children's behavior that encourage self-control and that are simple, reasonable, and consistent.
    5. Alerts children to changes in activities or routines well in advance and handles transitions from one activity to another with clear directions and patience.
    6. Is able to modify play when it becomes over stimulating for any of the children, including children with disabilities.
    7. Builds a trusting relationship with children as a foundation for positive guidance and self-discipline.
    8. Anticipates confrontations between children and defuses provocative behavior.
    9. Addresses the problem behavior or situation rather than labeling the child involved.
    10. Helps parents develop realistic expectations for children's behavior in ways that help avoid disciplinary problems (e.g., discussing how long children can sit still).
    11. Encourages parents to talk about childrearing, guidance, and self-discipline and refers them to classes, books, and other resources, as appropriate.
    12. Knows parents' disciplinary methods and expectations and selects those appropri­ate for use in the center.
    13. Has realistic expectations about children's attention spans, interests, social abilities, and physical needs, including children with disabilities.
    14. Gives children real choices and accepts the choices made: for example, "Do you want to read a book with me or play on the climber?" or "Shall we have the apples or bananas for snack today?"
    15. Lets children solve their own problems whenever possible.
    16. Explains the reasons for limits in simple words, demonstrating whenever possible.
    17. Uses firm and friendly techniques, such as reminding and persuading, when rules are forgotten or disobeyed.
    18. Uses positive language with children: for example, "walk" rather than "don't run."
    19. Involves children in establishing guidelines and limits
    20. Recognizes that sometimes serious behavior problems are related to developmental or emotional problems and works cooperatively with parents towards solutions.
    21. Is aware of each child's limitations and abilities, uses guidance techniques accord­ingly, and explains rules at the child's level of understanding.
    22. Uses the language in which each child understands expectations, limits, and guidance.
Plus IV. Competency Goal IV – To establish positive and productive relationships with families
  Plus A. Functional Area 11 (Families) - Candidate maintains an open, friendly, and cooperative relationship with each child's family, encourages their involvement in the program, and supports the child's relationship with his or her family.
    1. Recognizes that children's primary caregivers may be single mothers or fathers, both parents, stepparents, grandparents, uncles, aunts, sisters, brothers, foster parents, or guardians.
    2. Helps parents understand the development of their child and understand the child's point of view.
    3. Provides opportunities for parents and other family members to share their skills and talents in the program.
    4. Recognizes that caregivers can support parents in their role.
    5. Offers parents information about health and social services and other resources in the community.
    6. Respects each family's cultural background, religious belief, and childrearing practices.
    7. Observes strict confidentiality regarding children and families and makes parents aware of this policy.
    8. Suggests activities and materials that parents can share with their children at home.
    9. Encourages parents to talk about important family events and their children's special interests and behavior at home. Shares information frequently with parents about the child's experiences in the center.
    10. Is able to discuss problem behavior with parents in a constructive, supportive manner.
    11. Supports parents in making arrangements for school or an alternative child care program, when necessary. Works with parents to prepare children for entering school or making transitions.
    12. Develops attachment towards children without competing with parents.
    13. Encourages parents to visit the center, participate in activities, and make suggestions for the daily program.
    14. Respects and tries to understand the parents' views when they differ from the program's goals or policies and attempts to resolve the differences.
    15. Tells parents about children's achievements and shares their pleasure in new abilities.
    16. Helps parents with separations from child, recognizing parents' possible concerns about leaving their child.
    17. Supports children and families under stress, working cooperatively with other professionals, as appropriate.
    18. Sends home projects made by the children.
    19. Helps parents find ways to enjoy time with their preschoolers and to help them relax after time in a group setting.
    20. Supports child's sense of belonging to his/her family.
    21. Helps parents understand the importance of play for preschool children.
    22. Shares information with parents about the learning opportunities for children in everyday household tasks and routines.
    23. Helps parents recognize their feelings and attitudes about disabilities.
    24. Helps parents identify resources to diagnose and treat children with special needs.
    25. Helps parents obtain clear and understandable information about their children's disabilities and information about the family's legal right to services.
    26. Encourages and assists parents to communicate confidently about their children with government and other community agencies.
    27. Regularly communicates orally and in writing with parents and children in their preferred language.
    28. Helps parents understand the program goals for bilingual development.
    29. Knows parents' views on such issues as the use of first and second languages within the program, childrearing, and biculturalism and incorporates their views into program planning.
    30. Regularly communicates with parents about their child's bilingual development and helps them find ways to support this within the family.
    31. Supports families' desire to communicate their language and cultural heritage to their children through cultural practices.
Plus V. Competency Goal V – To ensure a well-run purposeful program responsive to participant needs
  Plus A. Functional Area 12 (Program Management) - Candidate is a manager who uses all available resources to ensure an effective program operation. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative co-worker.
    1. Works with parents to identify the strengths and needs of each child.
    2. Develops skills in observing and recording information about children and their families in a nonjudgmental manner for use in planning and carrying out daily programs.
    3. Maintains up-to-date records concerning the growth, health, behavior, and progress of each child and the group and shares the information with parents and appropriate center personnel.
    4. Considers goals and objectives for each child and for the group as a whole. Develops realistic plans responsive to the needs of all, including children with disabilities.
    5. Implements plans for each child by identifying developmentally and culturally appropriate activities and materials for each day.
    6. Has a clear understanding of her/his responsibilities within the program.
    7. Discusses issues that affect the program with appropriate staff and follows up on their resolution.
    8. Works as a member of a team with others in the classroom and the program, including substitutes, parents and volunteers.
    9. Supports other staff by offering assistance and supervision when needed.
    10. Makes or obtains materials and equipment appropriate to the developmental needs of the children.
    11. Coordinates program plans (including guidance and discipline techniques) with parents, specialists, and program personnel, when appropriate.
    12. Knows the language resources of each family and uses these in the program.
    13. Works with appropriate staff to choose substitutes carefully, requiring experience with children of the same ages whenever possible.
    14. Orients new or substitute caregivers and volunteers to routines and the special needs and abilities of each child.
    15. Implements procedures that help children make a smooth transition from one group to another.
    16. Knows the social service, health, and education resources of the community and uses them when appropriate.
    17. Recognizes possible learning problems and works with parents and specialists to develop plans specific to the needs of each child. Implements recommended treatment by the following up on referrals, and working with the family to meet goals for the child.
    18. Establishes liaison with community services that respond to family violence (e.g., Parents Anonymous, Child Protective Services, and local shelter programs).
    19. Uses knowledge of language development and bilingualism to plan for each child and the group.
    20. Recognizes and helps others recognize the needs of children and families who speak a different language and operate in a different cultural context.
    21. Makes use of available evaluation instruments in the non-English language.
    22. Takes account of families' concerns about such issues as language usage and culturally different styles of relating.
    23. Works with appropriate staff in choosing substitutes who meet the language needs of the children and program whenever possible.
Plus VI. Competency Goal VI – To maintain a commitment to professionalism
  Plus A. Functional Area 13 (Professionalism) – Candidate makes decisions based on knowledge of early childhood theories and practices, promotes quality in child care services, and takes advantage of opportunities to improve competence, both for personal and professional growth and for the benefit of children and families.
    1. Enjoys working with young children in a group setting and demonstrates a positive attitude in her/his role.
    2. Understands the philosophy of the program and can describe its goals and objectives to others.
    3. Continues to gain knowledge of physical, cognitive, language, emotional, and social development as a basis for planning program goals.
    4. Keeps all personal information about children and families confidential.
    5. Continually evaluates own performance to identify needs for professional growth.
    6. Participates in peer evaluation and is able to accept comments and criticism from colleagues, supervisors, and parents in a constructive way.
    7. Takes advantage of opportunities for professional and personal development by joining appropriate professional organizations and attending meetings, training courses, and conferences.
    8. Keeps informed about child care practices, research, legislation, and other devel­opments in early childhood education.
    9. Candidate keeps abreast of current regulatory, legislative and workforce issues and knows how they affect the welfare of young children and families.
    10. Seeks information relevant to the needs of the children s/he is serving—for example, information on school readiness, bilingual development, and special needs—from professional magazines, community colleges, community services, other caregivers, and community members.
    11. Recognizes that caregiver fatigue, low morale, and lack of work satisfaction decrease effectiveness and finds ways to meet her/his own needs and maintain energy and enthusiasm.
    12. Works cooperatively with other staff members, accepts supervision, and helps promote a positive atmosphere in the center.
    13. Learns about new laws and regulations affecting center care, children, and families.
    14. Advocates for quality services and rights for children and families.
    15. Works with other professionals and parents to develop effective strategies to communicate to decision makers the needs of the children and families.
    16. Develops the ability to state needs for additional resources for individual children or some aspect of the program.
    17. Is aware that some of the normal developmental characteristics of children (e.g., crying, messiness, dependency, willfulness, negative behavior, curiosity about genital differences) often make adults uncomfortable. The caregiver can ac­knowledge these feelings in her/himself, co-workers, and parents while minimizing negative reactions toward children.
    18. Seeks information about sexual abuse and child abuse and neglect, keeps up-to-date on laws and policies concerning reporting and treatment of abuse, and learns effective ways of working with affected children and families.
    19. Demonstrates ability to understand, speak, read, and write in both languages and uses these skills in all aspects of the program.
    20. Increases knowledge about bilingual education by reading, attending work­shops, and consulting professionals.
    21. Maintains and works to increase fluency in her/his second language.
    22. Consistently provides opportunities for all children to acquire a second language.
    23. Promotes the effective functioning of the bilingual program by attempting to clarify issues relating to bilingualism and multiculturalism

Plus Pathway Standards

  Plus A. Obtain adequate education to meet state-specific requirements for work.
    Plus 1. Hold a high school diploma and meet state specific requirements.
        a. Present legitimate credentials at job interview.
    Plus 2. Hold a bachelors degree in early childhood development (highly desired) & meet state specific requirements to qualify for employment.
        a. Present legitimate credentials at job interview.
    Plus 3. Follow through with continuing education requirements to maintain skills.
        a. Document continuing education classes.
        b. Provide documentation to supervisor for review and filing.
  Plus A. Uses grammatically correct standard English and competent reading skills to communicate.
    Plus 1. Give directions and guidance to children in a kind and easily understood manner to enhance learning and direct behavior.
        a. Confirm that children understand and respond by following directions.
    Plus 2. Engage children in meaningful and developmentally appropriate conversations to enhance learning and direct behavior.
        a. Confirm that children seek information, ask questions, and engage in conversations with adults.
    Plus 3. Engage in meaningful conversations with parents & children to support curriculum development & classroom management.
        a. Provide children with learning opportunities that are meaningful and developmentally-appropriate.
        b. Make changes in expectations as needed.
        c. Ask children for input on classroom rules and routines.
        d. Seek parental input for suggestions and advice.
        e. Ask parents to indicate their expectations and hopes.
  Plus B. Listen respectfully and attentively to children, parents, and staff members to collect input.
    Plus 1. Engage children & parents in conversations (showing interest & openness) to encourage participation.
        a. Interact with children on their level, bend down to engage children and provide support.
        b. Confirm that staff members comment and question children when appropriate.
        c. Regularly engage parents in conversations concerning their child's development, child development in general and current issues in the program or classroom.
        d. Regularly engage children in meaningful conversations about areas of interest to the child.
        e. Ask children to comment and question openly and often.
        f. Re-phrase and respond to comments appropriately and accurately.
  Plus C. Write plainly, synthesizing and summarizing childhood development and services information to assure it is easily understood by parents and staff members.
    Plus 1. Develop accurate progress notes and lesson plans to document children's development and services provided.
        a. Discuss lesson plans and progress notes with other staff members and parents.
        b. Store past lesson plans and progress notes that are available for review.
    Plus 2. Develop and send parent notifications and newsletters to maintain family involvement.
        a. Document parents' actions and comments indicating understanding of information provided.
  Plus D. Create/organize parent-teacher conferences, open houses & family forums to enhance family & community involvement.
    Plus 1. Hold formal and informal meetings with parents to discuss children's progress.
        a. Communicate scheduled meetings to parents and family.
        b. Keep accurate meeting records.
        c. Implement action plans that are agreed to by all parties.
  Plus A. Apply problem solving and critical thinking skills to provide solutions.
    Plus 1. Recognize and apply appropriate practice to manage the learning environment.
        a. Establish a developmentally-appropriate learning environment in which children are able to succeed.
        b. Make changes when necessary.
    Plus 2. Recognize child development that is both typical and atypical to provide intervention when needed.
        a. Respond quickly to situations that require adult intervention, such as injury or behavior issues.
        b. Take immediate action to help a child, which may include first aid or calling 911.
        c. Use first aid with universal precautions.
        d. Inform supervisor of problem and action.
        e. Document incident report.
  Plus A. Use technology to enhance child care programs.
    Plus 1. Use computer and applicable software for record keeping, lesson plans, and children's learning activities.
        a. Keep lesson plans and accurate records up-to-date and readily available.
        b. Engage children in utilizing computer technology.
  Plus A. Maintain relationship with licensing and certification organizations to keep up with news and changes.
    Plus 1. Identify updates in the licensing regulations to implement changes as needed.
        a. Document that program is compliant with current licensing regulations.
    Plus 2. Respond to all licensing and certification communications in a timely manner to ensure compliance.
        a. Maintain required credentials.
    Plus 3. initiate communication as needed to handle situations and problems.
        a. Respond proactively when problems arise.
        b. Follow through with suggestions provided.
    Plus 4. Cooperate with all service providers to offer client services.
        a. Respond to requests or concerns.
        b. Follow through with solutions in a timely manner.
  Plus B. Create working relationships with parents and family members to maintain involvement.
    Plus 1. Provide ways for all staff members to know all parents and family members served.
        a. Greet parents and family members when they enter the program or classroom.
        b. Use correct names for parents and family members.
        c. Talk to parents and families.
  Plus A. Follow through with safety and sanitation procedures to assure compliance and readiness.
    Plus 1. Anticipate potential hazards and react in a timely manner to ensure children's safety.
        a. Provide a safe and sanitary environment.
        b. Provide supervision at all times.
  Plus A. Create an inviting and encouraging atmosphere to encourage parent and family participation.
    Plus 1. Present opportunities to enhance parent's and family's roles as primary teachers.
        a. Write and phone parents/family regularly to inform them about child's progress and activities.
        b. Request parents' suggestions for curriculum development.
        c. Schedule appointments at parents' requests or on own initiative to discuss child's development.
        d. Provide parents with developmental information about their child and typically developing children of their child's age.
  Plus A. Adhere to ethical and legal responsibilities to protect children and families.
    Plus 1. Comply with laws and regulations to maintain a successful workplace.
        a. Follow through with reporting cases of child abuse.
        b. Maintain confidentiality when handling any information concerning children, parents or other staff members.
    Plus 2. Respect diversity to benefit from all human resources available.
        a. Treat children, parents and other staff with respect at all times.
  Plus A. Apply principles of child growth and development, including social, emotional, physical and cognitive milestones to provide comprehensive program offerings.
    Plus 1. Create developmentally appropriate activities to enhance learning.
        a. Observe, assess, and document children's progress.
    Plus 2. Create lesson plans reflecting various interests and developmental levels to serve all children.
        a. Observe, assess, and document children's progress.
    Plus 3. Evaluate curriculum for compliance with state-specific and NAEYC standards.
        a. Observe, assess, and document that children participate eagerly and actively..
        b. Observe, assess, and document that children show developmental progress.
        c. Document that curriculum meets standards.
    Plus 4. Evaluate child's strengths and needs to ascertain program goals.
        a. Create rapport with the children and parents/family members.
        b. Analyze children's developmental level from observation and elicited information.
    Plus 5. Synthesize information to develop a plan for each child.
        a. Observe, assess, and document that children can follow the plan successfully and that children show progress.
  Plus B. Incorporate play and other activities to develop children's skills.
    Plus 1. Create activities suitable for varied learning styles and needs.
        a. Observe, assess, and document that children are actively participating.
        b. Observe, assess, and document that children show developmental progress.
  Plus C. Evaluate activities and curriculum for inclusiveness of cultural diversity.
    Plus 1. Establish environment to highlight richness and diversity of children, parents and families in the program.
        a. Behave courteously and respectfully to people of all cultures.
        b. Create learning activities focused on various cultures.
        c. Give parents an opportunity to share their culture in the classroom.
        d. Provide books, posters, food and music representing diversity.

Plus Foundation Standards

  Plus A. Complete required training and education/certification to prepare for human services employment.
    Plus 1. Identify requirements for occupational choice.
        a. Complete requirements for occupational choice.
    Plus 2. Manage time to participate in career-related training and/or degree programs.
        a. Present documentation of courses/degrees, training and/or credential successfully completed.
  Plus B. Apply mathematical skills and concepts of data analysis to perform human services tasks.
    Plus 1. Analyze and interpret data to maintain operational documents.
        a. Perform calculations and interpret data at the 12th grade level.
  Plus C. Use and evaluate information resources to accomplish specific human services tasks.
    Plus 1. Use informational texts, Internet web sites, and/or technical materials to review and apply information sources to human services tasks.
        a. Use databases and technical manuals.
        b. Identify and evaluate applicable written material.
  Plus A. Apply principles of effective oral and written communication to talk and write effectively.
    Plus 1. Match communication strategies to the situation (individual and group) and context.
        a. Use appropriate communication strategy for most effective outcome.
    Plus 2. Use forms of technical writing appropriately to communicate clearly.
        a. Ensure that written/oral communication is well organized, accurate, clear, and complete as will as using appropriate field/technological terms and definitions.
  Plus B. Use listening skill to effectively interact with others.
    Plus 1. Use forms of technical writing appropriately to communicate clearly.
        a. Accurately identify issues presented.
  Plus C. Recognize forms of non-verbal communication to fully understand meaning.
    Plus 1. Apply and/or interpret nonverbal communication techniques to receive complete significance of messages.
        a. Recognize and use non-verbal communication.
  Plus D. Use aspects of cross-cultural communication to address diversity.
    Plus 1. Recognize barriers and use alternative communications (e.g., sign language) or other languages to match the communication needs of the individual.
        a. Communicate respectfully and effectively with people of different cultures.
        a. Resolve conflicts.
  E. Use helpful communication techniques to support individuals and groups (e.g., conflict resolution, facilitation skills).
  Plus A. Assist individuals to recognize concerns and make informed decisions.
    Plus 1. Use several approaches to identify and evaluate alternatives.
        a. Help individuals accurately describe alternatives.
        b. Assist individuals to understand the potential outcomes of all alternatives.
        c. Evaluate and use customer feedback effectively.
  Plus B. Develop an individualized plan to reflect an individual's preferences, needs and interests.
    Plus 1. Use planning strategies to develop a plan.
        a. Use effective problem-solving and decision-making techniques when assisting the individual with planning.
        b. Produce a work schedule related to the plan.
    Plus 2. Evaluate milestones toward planned goals to measure progress.
        a. Document outcomes of planned activities.
  Plus A. Use technology to access, manage, integrate and create information.
    Plus 1. Use appropriate software applications to prepare documents and presentations.
        a. Accurately produce specific information from records within a deadline.
        b. Produce clear communication.
  Plus B. Use existing classification systems to manage information.
    Plus 1. Use technology to channel data according to classification systems.
        a. Accurately produce documents based on classification systems.
  Plus C. Use technology to analyze and interpret information.
    Plus 1. Summarize, compare and contrast information to make informed decisions.
        a. Describe and accurately summarize information/data using charts, graphs, and descriptive statistics.
  A. Analyze the organizational structure of the workplace to provide effective services to the individual.
  Plus B. Analyze principles of program planning, design and development to accomplish long-range goals.
    Plus 1. Design program or activities to meet specific organizational needs.
        a. Document that programs and activities effectively address needs.
  Plus C. Use the range of human resources available to accomplish team objectives.
    Plus 1. Identify and align human resources to meet team objectives.
        a. Document that team objectives have been met.
  Plus A. Recognize risks and potentially hazardous situations to achieve a safe and healthy environment.
    Plus 1. Implement procedures to protect the health and safety of all individuals.
        a. Use safety techniques in managing an emergency and ensuring a safe environment.
        b. Document and report emergency/crisis situations and outcomes to appropriate authorities.
  Plus B. Evaluate emergency situations to defuse them and determine intervention strategies.
    Plus 1. Manage the physical & social environment to reduce conflict & promote safety of participants, workers & others.
        a. Use safety techniques in managing an emergency and ensuring a safe environment.
        b. Document and report emergency/crisis situations and outcomes to appropriate authorities.
  Plus C. Study policies, procedures, and regulations regarding health and safety to promote a safe workplace.
    Plus 1. Follow regulations and organizational policies and procedures to assure a safe and healthy environment.
        a. Anticipate, respond and document health and safety compliance.
  Plus A. Recognize the organization's mission and its priorities to ensure quality.
    Plus 1. Review the organizational mission to develop organizational priorities.
        a. Assist in setting organizational priorities to ensure quality.
    Plus 2. Establish & maintain effective working relationships with all levels of personnel to provide effective services
        a. Use interpersonal skills to build effective working relationships.
    Plus 3. Use organization's policies, procedures and regulations to work with co-workers to develop practices sensitive to cultural. religious, disability, and gender issues.
        a. Set up and/or participate in workshops relating to cultural, religious, disability, and gender issues specific to human services careers.
        b. Develop service guidelines with other co-workers.
  Plus B. Recognize and model leadership and teamwork behaviors to inspire and motivate others.
    Plus 1. Participate in civic and community leadership and teamwork opportunities to enhance skills.
        a. Mentor others for high performance.
        b. Document participation in civic and community service.
    Plus 2. Use leadership skills to motivate others.
        a. Conduct self-assessment of leadership skills.
  C. Analyze the environmental context and factors to see how they influence the organization and it's future direction.
  Plus D. Recognize and use team work skills to take advantage of diverse abilities.
    Plus 1. Work effectively with others to achieve objectives in a timely manner.
        a. Assess effectiveness of teamwork skills.
    Plus 2. Use conflict-management skills to facilitate solutions.
        a. Resolve conflicts.
  Plus A. Apply ethical and legal responsibilities to all conduct in the workplace.
    Plus 1. Comply with legal requirements to assure appropriate conduct.
        a. Assess and document legal compliance.
    Plus 2. Adhere to recognized ethical standards to inspire confidence.
        a. Assess and document adherence to ethical standards.
    Plus 3. Consult and seek ethical and legal guidance to assure continued compliance.
        a. Document, review, and resolve ethical and legal conflicts.
  Plus B. Study legal requirements of personal liability to help guide personal conduct.
    Plus 1. Apply legal requirement to prevent personal liability.
        a. Assess adherence to appropriate personal liability requirements.
  Plus A. Continue professional development to keep current on relevant resources and information.
    Plus 1. Use self assessment, organizational priorities, journals, Internet sites, professional associations, peers and other resources to develop goals that address training , education and self-improvement issues.
        a. Write a professional development plan.
    Plus 2. Participate in relevant conferences, workshops, mentoring activities and in-service training to stay current with recent changes in the field.
        a. Document completed conferences, workshops, mentoring activities and in-services training.
  Plus B. Apply career development principles to assure personal and professional growth.
    Plus 1. Manage work roles and responsibilities to balance them with other life roles and responsibilities.
        a. Record verbal and/or written feedback from clients/participants regarding role balance.
        b. Write annual performance goals incorporating role balance.
        c. Initiate self-assessment or role balance.
  Plus A. Apply technical knowledge and skills required to function in career paths within the Human Services area.
    Plus 1. Practice skills in a chosen career path to gain familiarity with technical processes.
        a. Maintain successful employment.
  Plus B. Use resource allocation and distribution to assist with planning the delivery of human services.
    Plus 1. Identify strategies to provide human services in the most cost effective manner.
        a. Appropriately use resources.
  Plus C. Apply principles of human development to enhance the well being of the individual.
    Plus 1. Provide services aligning with human development principles to meet individual needs.
        a. Assess and document the satisfaction of clients/customers/participants with services provided.

Plus Career & Employability Standards

  Plus A. Reading, English & Language Arts
    1. Read a technical manual and write a clear & logical report explaining the information using standard business English.
    2. Give a verbal report on reading from a technical manual.
    Plus 3. Read a case study and identify the details about the situation, define technical terms, jargon, or words with multiple meanings based on context, and summarize the conclusion.
        a. Relate the results of study to a similar situation in a verbal or writen report.
    4. Take a verbal and written position on a topic and use correct grammar to defend it.
  Plus B. Mathematics
    Plus 1. Approach practical and workplace problems using a variety of mathematical techniques.
        a. Problems include making conversions between the metric system and non-English systems of measurement, mixed units (such as hours and minutes), and can require serveral steps to finding a solution.
    2. Research how math is used in the workplace and make a presentation detailing the process.
  Plus C. Listening & Presentation Skills
    1. Use correct grammar to communicate verbally.
    2. Listen to a presentation and record important information. Report back identifying central themes and use key points to explain how the message applies to a similar situation.
  Plus D. Technology
    1. Apply technology to workplace or career situation. Include research and a written paper.
  Plus A. Career Planning
    1. Organize career information and labor market trends from a variety of sources.
    2. Explain the advantages and disadvantages of working for self, others, being an employee of a large or small organization.
    3. Analyze information & preferences from work-based opportunity.
    4. Interpret information from a variety of career assessments to identify career interests and abilities.
    5. Apply a decision-making model and use career assessment information to choose a career pathway.
    6. Annually review EDP and include plan for continuing education.
  Plus A. Developing and Presenting information
    1. Gather, interpret, analyze, and refine data.
    2. Analyze and synthesize information and data from multiple sources.
    3. Plan and transform ideas and requirements into a concept, service, or product.
    4. Assess the quality of the concept, service, or product using a predetermined standard.
    5. Develop a plan to market a new product, service, or concept which includes identifying of customers, a graphic presentation, product requirements, and costs.
    6. Practice and demonstrate presentation skills using a variety of media and interpretive data.
  Plus A. Problem Solving
    1. Apply a problem solving model to a workplace situation that involves setting goals, implementing and evaluating results.
    2. Identify typical problems that occur in a workplace and use a problem solving model to devise solutions, compare alternatives to past solutions, and predict their success.
  Plus A. Responsibility
    1. Demonstrate regular attendance, promptness, and staying with a task until satisfactory completion.
    2. Complete assignments with minimum supervision and meet deadlines.
    3. Use mistakes as learning opportunities; demonstrate persistence and adaptability to change.
    4. Initiate projects and extra activities for personal satisfaction.
  Plus B. Self-Management
    1. Monitor & evaluate accurately one's progress towards a goal or completion of a project.
    2. Demonstrate health and safety practices and drug-free behavior in school & workplace setting.
    3. Obtain a driver license and demonstrate driving skills and safety and/or use public transportation.
    4. Prioritize and accomplish tasks independently.
    5. Use appropriate personal expression and relate to school and work settings.
  Plus C. Ethical Behavior
    1. Demonstrate ethical behavior in school, work, and community situations.
    2. Describe employer-employee rights and responsibilities.
    3. Demonstrate appropriate behaviors necessary to maintaining employment.
    4. Demonstrate positive personal qualities as a group leader.
  Plus D. Respect for Self and Others
    1. View accomplishments or failures of self and others accurately and in a positive manner.
    2. Understand how to make improvements and ask for help from adults as needed.
    3. Offer encouragement and ideas to others as they work toward attaining their goals.
    4. Provide for customer needs and expectations in a helpful and courteous manner.
    5. Respect other points of view.
    6. Demonstrate customer service skills in an appropriate setting by listening, suggesting solutions, and communicating the issues at hand.
  Plus A. Time
    1. Determine goals and develop an action plan to accomplish them within a given time frame.
    2. Read time charts and work schedules and perform tasks within time constraints of school or the workplace.
    3. Prioritize tasks and revise schedules as needed.
  Plus B. Money
    1. Estimate costs and prepare a detailed budget for a school-based or work-based project.
    2. Report the costs of various components of a budget and adjust budget items as needed.
    3. Understand compensation practices and financial management and explain how financial resources can be used effectively and efficiently.
  Plus C. Materials
    1. Utilize materials, tools, and processes to complete a task related to a career selection.
    2. Compile a list of materials and supplies needed in advance of an assignment.
    3. Acquire resources in a timely fashion and take responsibility for their care.
    4. Identify and prepare tools, equipment, space, and facilities appropriate for a task.
    5. Work within constraints of safety precautions and available resources.
  Plus D. Human Resources
    1. Learn cooperation and leadership in a team at school or in a workplace setting.
    2. Organize and communicate with members of a team using varied methods of communications.
    3. Recognize the individual roles of team members, delegate tasks, and give feedback on performance.
    4. Acknowledge and utilize the skills, abilities, and input of all member of a team.
  Plus A. Group Participation
    1. Exhibit teamwork skills including trust and loyalty to group, and demonstrate connectedness to group members, values, and culture.
    2. Take personal responsibility for influencing and accomplishing group goals.
    3. Demonstrate understanding of how effective teams operate within organization and diverse settings.
    4. Solve a career/work-related problem as a member of a team.
  Plus B. Conflict Resolution
    1. Demonstrate leadership by listening to others and asking appropriate questions to clarify a problem or issue.
    2. Summarize a problem clearly and in appropriate detail.
    3. Suggest constructive alternatives with confidence that will help resolve a conflict.
    4. Compromise and/or build consensus within a group and summarize the decision of the group while maintaining respect for minority viewpoints.
    5. Participate in the implementation of a group's decision and evaluate the results.
    6. Show sensitivity to others' thoughts and opinions and relate them to the resolution process.
  Plus C. Diversity
    1. Understand and respect the concerns of members of cultural, gender, age, and ability groups.
    2. Be respectful of a variety of differences of people in a work/school setting.
    3. Demonstrate ability to work with others with different backgrounds, cultures, and abilities.
  Plus D. Leadership
    1. Demonstrate leadership ability in a work or school setting.
    2. Recognize and take advantage of leadership opportunities that give direction to other team members, or that encourage other members to complete tasks.
  Plus A. Negotiation Skills
    1. Using correct terminology, clarify the problem or issue to be negotiated.
    2. Identify, organize, and define ideas from various sources to logically support a position and use these ideas in debate.
    3. Demonstrate objectivity in assessing other viewpoints by considering all sides of an issue, using past experience, data and logical analysis, and showing respectful behavior towards others.
    4. Responsibly challenge existing policies and procedures and identify new solutions or policy changes.
  Plus A. Understanding Systems and Using Technology
    1. Identify trends and how they affect changes within a system.
    2. Demonstrate an understanding of business systems.
    3. Compare management systems and consider how employees function and adapt to change within them.
    4. Describe the technical systems related to a career interest area.
    5. Diagnose and make necessary corrections or improvements to a technical system in a business, industry, or simulated work place setting.
    6. Describe how changes in technology have impacted business and industry, identify current trends, and recommend how a technical system might be improved.
    7. Demonstrate the use of equipment and machines to solve practical or work-based problems.
    8. Demonstrate effective use of a variety of on-line technological resources.
    9. Determine what kind of application is needed for a given task and use effectively.
    10. Use technologies as tools for communication of technical or work-related information.
    11. Use technology effectively in solving problems in an area of career interest.
    12. Understand and demonstrate basic computer hardware and software installation and maintaining efficient machines.
    13. Demonstrate ability to adapt to different software applications, comparing and contrasting specfic functions and applying them to different projects.
  Plus A. Employability Skills
    1. Continue the EDP process which includes an annual review with student and counselor and notification of parents.
    2. Participate in work-based opportunities such as job-shadowing, mentorships, work experiences, etc.
    3. Show ability to market oneself by preparing for and completing an interview process.
    4. Accurately complete records/documents to support job applications (inquiry letters, resume, references, evaluations, follow-up letters).
    5. Use a portfolio, resume, record of attendance, certificates, and/or transcript as self-marketing tools to demonstrate interest and competence.
    6. Apply career and labor market information to seek and obtain employment and/or pursue educational goals.
    7. Research availability of educational programs, financial requirements, and resource and complete an application process as appropriate for career goals.
    8. Understand the need for lifelong learning in a rapidly changing job market.
    1. Discuss emerging technology resources (e.g., podcasting, webcasting, compressed video delivery, online file sharing, graphing calculators, global positioning software)
    2. Identify the capabilities and limitations of emerging communication resources.
    3. Understand the importance of both the predictable and unpredictable impacts of technology.
    4. Identify changes in hardware and software systems over time and discuss how these changes might affect the individual personally in his/her role as a lifelong learner.
    5. Understand the purpose, scope, and use of assistive technology.
    6. Understand that access to online learning increases educational and workplace opportunities.
    7. Be provided with the opportunity to learn in a virtual environment as a strategy to build 21st century learning skills.
    8. Understand the relationship between electronic resources, infrastructure, and connectivity.
    9. Routinely apply touch-typing techniques with advanced accuracy, speed, and efficiency.
    10. Assess and solve hardware and software problems by using online help or other user documentation and support.
    11. Identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav)
    12. Demonstrate how to import/export text, graphics, or audio files.
    13. Proofread and edit a document using an application's spelling and grammar checking functions.
    1. Identify legal and ethical issues related to use of information and communication technology.
    2. Analyze current trends in information and communication technology and assess the potential of emerging technologies for ethical and unethical uses.
    3. Discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society.
    4. Discuss the possible consequences and costs of unethical uses of information and computer technology.
    5. Identify ways that individuals can protect their technology systems from unethical or unscrupulous users.
    6. Demonstrate the ethical use of technology as a digital citizen and lifelong learner.
    7. Explain the differences between freeware, shareware, and commercial software.
    8. Adhere to fair use and copyright guidelines.
    9. Create appropriate citations for resources when presenting research findings.
    10. Adhere to the district acceptable use policy as well as state and federal laws.
    11. Explore career opportunities and identify their related technology skill requirements.
    12. Design and implement a personal learning plan that includes technology to support his/her lifelong learning goals.
    1. Complete at least one online credit, or non-credit, course or online learning experience.
    2. Use technology tools for managing and communicating personal information (e.g., finances, contact information, schedules, purchases, correspondence)
    3. Have access to and utilize assistive technology tools.
    4. Apply advanced software features such as an application's built-in thesaurus, templates, and styles to improve the appearance of word processing documents, spreadsheets, and presentations.
    5. Identify technology tools (e.g., authoring tools or other hardware and software resources) that could be used to create a group project.
    6. Use an online tutorial and discuss the benefits and disadvantages of this method of learning.
    7. Develop a document or file for inclusion into a web site or web page.
    8. Use a variety of applications to plan, create, and edit a multimedia product (e.g., model, webcast, presentation, publication, or other creative work)
    9. Have the opportunity to participate in real-life experiences associated with technology-related careers.
    1. Identify and describe various telecommunications or online technologies (e.g., desktop conferencing, listservs, blogs, virtual reality)
    2. Use available technologies (e.g., desktop conferencing, e-mail, groupware, instant messaging) to communicate with others on a class assignment or project.
    3. Use a variety of media and formats to design, develop, publish, and present products (e.g., presentations, newsletters, web sites) to communicate original ideas to multiple audiences.
    4. Collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing. Publishing, database, graphics design, or spreadsheet applications.
    5. Plan and implement a collaborative project using telecommunications tools (e.g., groupware, interactive web sites, videoconferencing)
    1. Compare, evaluate, and select appropriate internet search engines to locate information.
    2. Formulate and use evaluation criteria (authority, accuracy, relevancy, timeliness) for information located on the internet to present research findings.
    3. Determine if online sources are authoritative, valid, reliable, relevant, and comprehensive.
    4. Distinguish between fact, opinion, point of view, and inference.
    5. Evaluate resources for stereotyping, prejudice, and misrepresentation.
    6. Develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys)
    1. Use a variety of technology resources (e.g., educational software, simulations, models) for problem solving and independent learning.
    2. Describe the possible integration of two or more information and communication technology tools or resources to collaborate with peers, community members, and field experts.
    3. Formulate a research question or hypothesis, then use appropriate information and communication technology resources to collect relevant information, analyze the findings, and report the results to multiple audiences.