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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services







School: Dakota High School

Date: December 4, 2007

Program Name: Early Childhood Education

CIP Code:

CTE Instructor: Theresa Osborne

Post Secondary School:

Evaluator:





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

SECTION # 1

MICHIGAN STANDARDS

CAREER AND EMPLOYABILITY SKILLS

4 3 2 1 N 4 3 2 1 N

APPLIED ACADEMIC SKILLS

Apply basic communication skills, mathematical processes

and apply technology in work-related situations

Reading, English & Language Arts

Read a technical manual and write a clear & logical report explaining

MI 1 the information using standared business English. 2 all assignments, idea books, web pages, o

1 Give a verbal report on reading from a technical manual. 2 discussions of child abuse, child develop

Read a case study and identify the details about the situation, define

technical terms, jargon, or words with multiple meanings based on

MI 2 context, and summarize the conclusion.

Relate the results of study to a similar situation in a verbal or writen 3 child abuse - on going

report.

Take a verbal and written position on a topic and use correct grammar

MI 3 to defend it. 3 Child abuse, importance of play, science

Mathematics

Approach practical and workplace problems using a variety of

MI 4 mathematical techniques. 3 daily assignments, final exam, on going

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.

Research how math is used in the workplace and make a presentation

MI 5 detailing the process. 2 developmentlly appropriate math activiti

Listening & Presentation Skills

M 6 Use correct grammar to communicate verbally. 4 presentation activities for all teaching sub

Listen to a presentation and record important information. Report

M back identifying central themes and use key points to explain how the

I 7 message applies to a similar situation. 3 listening and enterpreting teachers lectur

Technology

M Apply technology to workplace or career situation. Include research

I 8 and a written paper. 3 use of computer, internet, etc. to gain inf

CAREER PLANNING





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

M Organize career information and labor market trends from a variety of

I 1 sources. 1 speakers from colleges

M Explain the advantages and disadvantages of working for self, others,

I 2 being an employee of a large or small organization. 1 classroom discussions

M 3 Analyze information & preferences from work-based opportunity. 2 experience in preschool lab, different tea

M Interpret information from a variety of career assessments to identify

I 4 career interests and abilities. 2 career cruising

M Apply a decision-making model and use career assessment information

I 5 to choose a career pathway. 3 final exam, career crusing

M 6/7Annually review EDP and include plan for continuing education. 1 work with counselor

DEVELOPING AND PRESENTING INFORMATION

M 1 Gather, interpret, analyze, and refine data. 3 preparing for each teaching lesson

M 2 Analyze and synthesize information and data from muiltiple sources. 3 use a variety of web sites, books, etc to d

M Plan and transform ideas and requirements into a concept, service, or

I 3 product. 4 ongoing, weekly project, lesson plans, tea

M Assess the quality of the concept, service, or product using a

I 4 predetermined standard. 3 self evaluation, ongoing, observation of t

Develop a plan to market a new product, service, or concept which

M includes identifying of customers, a graphic presentation, product

I 5 requirements, and costs. 1 final exam project

M Practice and demonstrate presentation skils using a variety of media

I 6 and interpretive data. 4 all teaching experiences, on going

PROBLEM SOLVING

M Apply a problem solving model to a workplace situation that involves

I 1 setting goals, implementing and evaluating results. 4 choosing age appropriate lessons to child

Identify typical problems that occur in a workplace and use a problem

M solving model to devise solutions, compare alternatives to past

I 2 solutions, and predict their success. 4 ongoing, descipline, team work issues

PERSONAL MANAGEMENT

Responsibility

M Demonstrate regular attendance, promptness, and staying with a task

I 1 until satisfacotry completion. 4 ongoing

M 2 Complete assignments with minimum supervision and meet deadlines. 4 ongoing

M Use mistakes as learning opportunities, demonstrate persistence and

I 3 adaptability to change. 4 ongoing

M 4 Initiate projects and extra activities for personal satisfaction. 4 ongoing

Self-Management

M Monitor & evaluate accurately one's progress towards a goal or

I 5 completion of a project. safety practices and drug-free behavior in

Demonstrate health and 4 grade analasis

M 6 school & workplace setting. 4 ongoing

M Obtain a driver license and demonstrate driving skills and safety and/or

I 7 use public transportation. 4 following appropriate laws for drivers ed

M 8 Prioritize and accomplish tasks independently. 4 ongoing







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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

M Use appropriate personal expression and relate to school and work

I 9 settings. 4 ongoing, everyday performance

Ethical Behavior

Demonstrate etlhical behavior in school, work, and community

M 10 situations. 4 employee rules and regulations, school p

M Demonstrate appropriate behaviors and responsibilities.

11 Describe employer-employee rights necessary to maintaining 3 exposure and discussion of work rules, h

M 12 employment. 4 ongoing

M 13 Demonstrate positive personal qualities as a group leader. 4 ongoing, team member skills

Respect for Self and Others

M View accomplishments or failures of self and others accurately and in

I 14 a positive manner. 4 ongoing, self evaluation, and team work

M Understand how to make improvements and ask for help from adults as

I 15 needed. 4 ongoing, self evaluation, and team work

M Offer encouragement and ideas to others as they work toward attaining

I 16 their goals. 4 ongoing, self evaluation, and team work

M Provide for customer needs and expectations in a helpful and

I 17 courteous manner. 3 identifing childrens needs, addressing pa

M 18 Respect other points of view. 4 ongoing, self evaluation, and team work

M Demonstrate customer service skills in an appropriate setting by

I 19 listening, suggesting solutions, and communicating the issues at hand. 4 ongoing, self evaluation, and team work

ORGANIZING SKILLS

Time

M Determine goals and develop an action plan to accomplish them within

I 1 a given time frame. 4 daily assignments, projects

M Read time charts and work schedules and perform tasks within time

I 2 constraints of school or the workplace. 4 determine weekly teaching assignments

M 3 Prioritize tasks and revise schedules as needed. 4 ongoing

Money

M Estimate costs and prepare a detailed budget for a school-based or

I 4 work-based project. 2 various assignments

M Report the costs of various components of a budget and adjust budget

I 5 items as needed. 1 various assignments

M Understand compensation practices and financial management and

I 6 explain how financial resources can be used effectively and efficiently. 1 exam

Materials

M Utilize materials, tools, and processes to complete a task related to a

I 7 career selection. 4 ongoing,

M Compile a list of materials and supplies needed in advance of an

I 8 assignment.

Acquire resources in a timely fashion and take responsibility for their 4 ongoing, teaching materials, assignments

M 9 care. 4 ongoing responsibility

M Identify and prepare tools, equipment, space, and facilities appropriate

I 10 for a task. 4 set up preschool lab

M 11 Work within constraints of safety precautions and available resources. 4 use CPR and first aide skills, following li

Human Resources

M Learn cooperation and leadership in a team at school or in a workplace

I 12 setting. 4 on going



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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

M N = Not exposed to task with members of a team using varied

Organize and communicate Point

I 13 methods of communications. 4 on going

M Recognize the individual roles of team members, delegate tasks, and

I 14 give feedback on performance. 4 on going

M Acknowledge and utilize the skills, abilities, and input of all member

I 15 of a team. 4 on going

TEAMWORK

Group Participation

M Exhibit teamwork skills including trust and loyalty to group, and

I 1 demonstrate connectedness to group members, values, and culture. 4 ongoing

M Take personal responsibility for influencing and accomplishing group

I 2 goals. 4 ongoing

M Demonstrate understanding of how effective teams operate within

I 3 organization and diverse settings. 4 ongoing

M 4 Solve a career/work-related problem as a member of a team.

Conflict Resolution

M Demonstrate leadership by listening to others and asking appropriate

I 6 questions to clarify a problem or issue. 4 ongoing, appropriate discipline

M 7 Summarize a problem clearly and in appropriate detail. 4 ongoing, appropriate discipline

M Suggest constructive alternatives with confidence that will help resolve

I 8 a conflict. 4 ongoing, appropriate discipline

M Compromise and/or build consensus within a group and summarize

I 9 the decision of the group while maintaining respect for minortiy 3 classroom discussions, ongoing

M Participate in the implementation of a group's decision and evaluate

I 10 the results. 4 ongoing, self and group evaluations

M Show sensitivity to others' thoughts and opinions and relate them to the

I 11 resolution process. 4 classroom discussions, ongoing

Diversity

M Understand and respect the concerns of members of cultural, gender,

I 12 age, and ability groups. of differences of people in a work/school

Be respectful of a variety 4 classroom discussions, ongoing

M 13 setting. 4 classroom discussions, ongoing

M Demonstrate ability to work with others with different backgrounds,

I 14 cultures, and abilities. 4 public school classroom

Leadership

M 15 Demonstrate leadership ability in a work or school setting. 4 ongoing

Recognize and take advantage of leadership opportunities that give

M direction to other team members, or that encourage other members to

I 16 complete tasks. 4 ongoing, lead teacher responsibility

NEGOTIATION SKILLS

Using correct terminology, clarify the problem or issue to be

M 1 negotiated. 4 ongoing

M Identify, organize, and define ideas from various sources to logically

I 2 support a position and use these ideas in debate. 4 ongoing

Demonstrate objectivity in assessing other viewpoints by considering

M all sides of an issue, using past experience, data and logical analysis,

I 3 and showing respectful behavior towards others. 4 ongoing, classroom discussions





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

M Responsibily challenge existing policies and procedures and identify

I 4 new solutions or policy changes. 4 ongoing, classroom discussions

UNDERSTANDING SYSTEMS AND USING

TECHNOLOGY

M 1 Identify trends and how they affect changes within a system. 4 ongoing, prior knowledge

M 2 Demonstrate an understanding of business systems. 4 ongoing, prior knowledge

M Compare management systems and consider how employees function

I 3 and adapt to change within them. 4 ongoing, prior knowledge

M 4 Describe the technical systems related to a career interest area. 4 ongoing, prior knowledge

M Diagnose and make necessary corrections or improvements to a

I 5 technical system in a business, industry, or simulated work place 4 ongoing, prior knowledge, anytime techn

Describe how changes in technology have impacted business and

M industry, identify current trends, and recommend how a technical

I 6 system might be improved. 4 ongoing, prior knowledge

M Demonstrate the use of equipment and machines to solve practical or

I 7 work-based problems. use of a variety of on-line technological

Demonstrate effective 4 ongoing, prior knowledge

M 8 resources. 4 ongoing, website searches, various assign

M Determine what kind of application is needed for a given task and use

I 9 effectively. 4 ongoing, use of different programs availa

M Use technologies as tools for communication of technical or work-

I 10 related information.

Use technology effectively in solving problems in an area of career 4 materials on line on preschool website

M 11 interest. 4 ongoing, prior knowledge

M Understand and demonstrate basic computer hardware and software

I 12 installation and maintaining efficient machines. 4 ongoing, prior knowledge

M Demonstrate ability to adapt to different software applications,

I 13 comparing and contrasting specfic functions and applying them to 4 ongoing, prior knowledge

EMPLOYAB ILITY SKILLS

M Continue the EDP process which includes an annual review with

I 1 student and counselor and notification of parents. 4 course selection time, college application

M Participate in work-based opportunities such as job-shadowing,

I 2 mentorships, work experiences, etc. 4 ongoing, personal interest

M Show ability to market oneself by preparing for and completing an

I 3 interview process. 3 ongoing, personal interest

M Accurately complete records/documents to support job applications

I 4 (inquiry letters, resume, references, evaluations, follow-up letters). 4 employee paperwork for licensing

M Use a portfolio, resume, record of attendance, certifricates, and/or

I 5 transcript as self-marketing tools to demonstrate interest and 4 DAH

M Apply career and labormarket information to seek and obtain

I 6 employment and/or pursue educational goals. 4 ongoing, personal interest

Research availability of educational programs, financial requirements,

M and resource and complete an application process as appropriate for

I 7 career goals. need for lifelong learning in a rapidly changing job

Understand the 4 ongoing, personal interest

8 market. 4 ongoing, personal interest



TECHNOLOGY SKILLS

BASIC OPERATIONS AND CONCEPTS



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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Discuss emerging technology resources (e.g., podcasting, webcasting,

M compressed video delivery, online file sharing, graphing calculators,

I 1 global positioning software) 4 ongoing, personal interest

M Identify the capabilities and limitations of emerging communication

I 2 resources. 4 ongoing, personal interest

M Understand the importance of both the predictable and unpredictable

I 3 impacts of technology. 4 ongoing, adaptability skills

Identify changes in hardware and software systems over time and

M discuss how these changes might affect the individual personally in

I 4 his/her role as a lifelong learner. 4 ongoing, use of new technologies availab

M 5 Understand the purpose, scope, and use of assistive technology. 4 ongoing, personal interest

M Understand that access to online learning increases educational and

I 6 workplace opportunities. 4 ongoing, personal interest

M Be provided with the opportunity to learn in a virtual environment as a

I 7 strategy to build 21st century learning skills. 4 ongoing, personal interest

M Understand the relationship between electronic resources,

I 8 infrastructure, and connectivity. 3 ongoing, pesonal interest

M Routinely apply touch-typing techniques with advanced accuracy,

I 9 speed, and efficiency. 4 ongoing, personal interest, ownership of

M Assess and solve hardware and software problems by using online help

I 10 or other user documentation and support. 4 ongoing, personal interest

M Identify common graphic, audio, and video file formats (e.g., jpeg, gif,

I 11 bmp, mpeg, wav) 4 ongoing, personal interest, ownership of

M 12 Demonstrate how to import/export text, graphics, or audio files. 4 ongoing, prior knowledge

M Proofread and edit a document using an application’s spelling and

I 13 grammar checking functions. 4 ongoing

SOCIAL, ETHICAL, AND HUMAN ISSUES

M Identify legal and ethical issues related to use of information and

I 1 communication technology. 4 ongoing, child abuse, licensing

Analyze current trends in information and communication technology

M and assess the potential of emerging technologies for ethical and

I 2 unethical uses. 4 ongoing, licensing

M Discuss possible long-range effects of unethical uses of technology

I 3 (e.g., virus spreading, file pirating, hacking) on cultures and society. 4 ongoing, prior knowledge

M Discuss the possible consequences and costs of unethical uses of

I 4 information and computer technology. 4 ongoing, pior knowledge

M Identify ways that individuals can protect their technology systems

I 5 from unethical or unscrupulous users. 2 ongoing, prior knowledge

M Demonstrate the ethical use of technology as a digital citizen and

I 6 lifelong learner. ongoing, prior knowledge

M Explain the differences between freeware, shareware, and commercial

I 7 software. 3 prior knowledge

M 8 Adhere to fair use and copyright guidelines. 4 laws

M Create appropriate citations for resources when presenting research

I 9 findings. 2 various assignments, prior knowledge









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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

M Adhere to the district acceptable use policy as well as state and federal

I 10 laws. 4 school policy

M Explore career opportunities and identify their related technology skill

I 11 requirements. 4 ongoing, final exam

M Design and implement a personal learning plan that includes

I 12 technology to support his/her lifelong learning goals. 4 ongoing, persoanal interest

TECHNOLOGY PRODUCTIVITY TOOLS

M Complete at least one online credit, or non-credit, course or online

I 1 learning experience. n not required yet

Use technology tools for managing and communicating personal

M information (e.g., fi nances, contact information, schedules, purchases,

I 2 correspondence) 4 ongoing, prior knowledge

M 3 Have access to and utilize assistive technology tools. 4 ongoing, prior knowledge, availability of

Apply advanced software features such as an application’s built-in

M thesaurus, templates, and styles to improve the appearance of word

I 4 processing documents, spreadsheets, and presentations. 4 ongoing, prior knowledge

M Identify technology tools (e.g., authoring tools or other hardware and

I 5 software resources) that could be used to create a group project. 4 ongoing, prior knowledge

M Use an online tutorial and discuss the benefits and disadvantages of

I 6 this method of learning. 3 career cruising, use of preschool website

M 7 Develop a document or file for inclusion into a web site or web page. 3 project of the month

M Use a variety of applications to plan, create, and edit a multimedia

I 8 product (e.g., model, webcast, presentation, publication, or other 4 ongoing, prior knowledge, availability of

M Have the opportunity to participate in real-life experiences associated

I 9 with technology-related careers. 4 ongoing, preschool lab

TECHNOLOGY COMMUNICATIONS TOOLS

M Identify and describe various telecommunications or online

I 1 technologies (e.g., desktop conferencing, listservs, blogs, virtual 4 ongioing, prior knowledge

Use available technologies (e.g., desktop conferencing, e-mail,

M groupware, instantmessaging) to communicate with others on a class

I 2 assignment or project. 4 ongioing, prior knowledge

Use a variety of media and formats to design, develop, publish, and

M present products (e.g.,presentations, newsletters, web sites) to

I 3 communicate original ideas to multiple audiences. 4 ongioing, prior knowledge

Collaborate in content-related projects that integrate a variety of media

(e.g., print, audio, video, graphic, simulations, and models) with

M presetation, word processing. Publishing, database, graphics design, or

I 4 spreadsheet applications. 4 ongioing, prior knowledge

M Plan and implement a collaborative project using telecommunications

I 5 tools (e.g., groupware, interactive web sites, videoconferencing) 4 ongioing, prior knowledge

TECHNOLOGY RESEARCH TOOLS

M Compare, evaluate, and select appropriate internet search engines to

I 1 locate information. 4 ongioing, prior knowledge

Formulate and use evaluation criteria (authority, accuracy, relevancy,

M timeliness) for inforamtion located on the internet to present research

I 2 findings. 4 ongioing, prior knowledge





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

M Determine if online sources are authoritative, valid, reliable, relevant,

I 3 and comprehensive. 4 ongioing, prior knowledge

M 4 Distinguish between fact, opinion, point of view, and inference. 4 ongioing, prior knowledge

M 5 Evaluate resources for stereotyping, prejudice, and misrepresentation. 4 ongioing, prior knowledge

M Develop a plan to gather information using various research strategies

I 6 (e.g., interviews, questionnaires, experiments, online surveys) 4 ongioing, prior knowledge

TECHNOLOGY PROBLEM-SOLVING and

DECISION-MAKING TOOLS

M Use a variety of technology resources (e.g., educational software,

I 1 simulations, models) for problem solving and independent learning. 4 ongoing, prior knowledge

Describe the possible integration of two or more information and

M communication technology tools or resources to collaborate with

I 2 peers, community members, and field experts. 4 ongoing, prior knowledge

Formulate a research question or hypothesis, then use appropriate

information and communication technology resources to collect

M relevant information, analyze the findings, and report the results to

I 3 multiple audiences. 3 ongoing, prior knowledge, thought quest









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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

SECTION #2

MICHIGAN TECHNICAL SKILLS

Competency Goal I – To establish and maintain a safe,

1 healthy learning environment. 4 ongoing

Competency Goal II – To advance physical and intellectual

2 competence 4 ongoing

Competency Goal III – To support social and emotional

3 development and to provide positive guidance 4 ongoing

Competency Goal IV – To establish positive and

4 productive relationships with families. 3 ongoing

Competency Goal V – To ensure a well-run, purposeful

5 program responsive to participant needs. 4 ongoing

Competency Goal VI – To maintain a commitment of

6 Professionalism 3 ongoing, developing

The Child Development Associate – Infant/Toddler

Caregivers

SECTION # 2

MICHIGAN STANDARDS

4 3 2 1 N 4 3 2 1 N

Competency Goal I – To establish and maintain a safe, ongoing,

1 healthy learning environment. 4 licensing

Functional Area 1 ( Safe) – Candidate provides a safe ongoing,

A environment to prevent and reduce injuries. 4 licensing

Keeps both the inside of the center and the outdoor play

areas free of debris, structural hazards, unguarded space

heaters, tools, and dangerous substances (for example,

medicine, cleaning products, matches, chipping paint, ongoing,

1 toxic plants, small objects tha 4 licensing

Ensures that safety equipment (for example, fire

extinguishers and smoke detectors) is in place and ongoing,

2 operable and knows how to use it. 3 licensing

Maintains an easily accessible and current list ofphone

numbers for contacting parents and emergency services, ongoing,

3 including poison control, fire department, and medical 4 licensing

Uses diagrams, pictures, and words understood by children

and adults to post instructions and practice procedures for

fires and other emergencies, including safety procedures ongoing,

4 for children with disabilities. 4 licensing

Plans and practices monthly fire drills for moving all ongoing,

5 children in care to safety as quickly as possible. 4 licensing

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Ensures that outdoor play equipment is safe for small ongoing,

6 children and in good repair. 4 licensing

Responds immediately and sympathetically to a child's ongoing,

7 injury or fear of injury and encourages the same response 4 licensing

Takes safety precautions in a reassuring manner without ongoing,

8 overprotecting or making children fearful. 4 licensing

Anticipates and makes plans to prevent potentially

dangerous situations (for example, children left ongoing,

9 unattended while sleeping or separated while on a field 4 licensing

Maintains first aid supplies—gauze, tape, syrup of ipecac,

tweezers, scissors, and soap—and knows basic first aid

procedures appropriate for young children (for example, ongoing,

10 how to handle choking or treating cuts). 4 licensing

Functional Area 1 ( Safe) – Candidate provides a safe ongoing,

A environment to prevent and reduce injuries. 4 licensing

no field

trips for

Uses safe auto and bus travel procedures, including use of preschool

11 appropriate car seats for children. n children

ongoing,

licensing,

students

do not

talk to

Discusses safety information with parents and tells them parents

about resources that provide services to families in their without

12 own language (for example, poison centers). 3 permissio

Makes areas safe for children at different developmental

stages; for example, putting safety gates on stairways;

covering electrical outlets; inspecting children's equipment ongoing,

13 (for example, cribs and car seats) at least weekly; 4 licensing

DAH -

whole

point of

14 Supervises all children's indoor and outdoor activities. 4 program

ongoing,

Keeps informed about safety standards for toys and don't talk

15 equipment and shares this information with parents. 3 to parents







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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Adapts the indoor and outdoor environment so that

children with disabilities can maximize their independence ongoing,

16 (for example, the safe use of mechanical aids or 4 licensing

Requires parents to authorize in writing all persons ongoing,

17 allowed to pick children up from the program. 4 licensing

Young Infants

Locks side rails on cribs in "up" position when children are preschool

1 napping. n lab only

Places infants in a comfortable and safe position for preschool

2 sleeping. n lab only

preschool

3 Stays with infants on changing table or when bathing. n lab only

Mobile Infants

Holds child's hand when near dangerous areas (for preschool

1 example, roads, deep water, or steps). n lab only

Knows children's individual differences in their tendency

to bite, climb, and escape. Watches or stays close to preschool

2 children to anticipate and respond to these actions. n lab only

Toddlers

Helps toddlers stop dangerous actions toward themselves preschool

1 and others. n lab only

Explains cause and effect in dangerous situations in simple preschool

2 language, demonstrat-ing as much as possible. lab only

preschool

3 Teaches safe use of playground equipment. n lab only

Bilingual Specification

Explains and practices safety procedures (for example, fire

1 drills) using the language best understood by the children. n

2 Utilizes cultural values and practices in providing safety n

Functional Area 2 (Healthy) – Candidate promotes good

health and nutrition and provides an environment that

B contributes to the prevention of illness.

Learns about good nutrition for children from birth to three prior

years old and helps plan age-appropriate, nutritious meals knowledg

and snacks. While respecting family customs and habits, e, child

the caregiver shares nutrition information with parents and developm

1 encourages them to 3 entheory

Conducts activities in a positive, relaxed, and pleasant

2 atmosphere to reduce tension and stress. 4 ongoing





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Washes hands before and after toileting a child, food ongoing,l

3 preparation, and eating. 4 icensing

Attends to each child's physical needs (for example,

4 toileting, eating, exercis-ing, and napping). 4 ongoing

5 Provides affection for all children 4 ongoing

exposed

but not

high

school

Provides adequate ventilation and lighting, comfortable students

6 room temperatures, and good sanitation. 3 responsib

ongoing,

7 Makes sure play areas and materials are cleaned daily. 4 licensing

Establishes procedures for care of sick children; for

example, isolating a child with a contagious illness from

healthy children, contacting parents and medical providers, ongoing,l

8 and administering medicine. 4 icensing

9 Helps children develop basic health habits. 4 ongoing

Keeps handy current emergency telephone numbers for ongoing,

10 each child's parent(s), nearest relative, and medical 4 licensing

ongoing,

Communicates frequently with parents about children's licensing

health, nutrition, com-municable diseases, and teachers

medications, and cooperates with parents and health responsib

11 specialists. 3 ility

Follows center procedures for maintaining health records,

administering medi-cations, first aid, and cooperates with ongoing,

12 health and nutrition staff. 4 licensing

Establishes a relaxed mealtime routine that makes eating

13 pleasant for each child. 4 ongoing

Limits sugar, salt, processed foods, unnecessary chemical

additives, and artificial coloring and flavoring in meals and

14 snacks and encourages parents to do the same. 4 ongoing

Informs parents about health resources (for example,

physicians or commu-nity clinics) that provide services to

15 families in their primary language. 3 ongoing

Recognizes unusual behavior and physical symptoms in

16 children and encour-ages parents to obtain appropriate 4 ongoing

Works cooperatively with health professionals and parents

17 to meet the needs of children with disabilities. 4 ongoing

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

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

18 competent Candidate seeks out resources for information 4 ongoing

Recognizes the signs of a health crisis that children with

special needs may have and responds appropriately (for ongoing,

19 example, seizures). 4 CPR

Functional Area 2 (Healthy) – Candidate promotes good

health and nutrition and provides an environment that

B contributes to the prevention of illness. 4 ongoing

Infants

Cleans with sanitizing solution, at least daily, all toys and

1 objects used and "mouthed" by infants. n

2 Makes provisions for sanitary diaper changing and n

Washes hands thoroughly before and after each diaper

3 change and before each feeding. n

4 Supports mothers who wish to continue breast-feeding n

Follows a sanitary procedure for preparing, storing, and

5 labeling baby bottles. n

Responds to infant's individual rhythms, while working

6 towards regularity in feeding, sleeping and toileting. n

Manages group so as to be able to concentrate on the

7 individual feeding of infants and to hold infants for bottle n

Recognizes rashes and skin irritations and works with

8 parents to prevent and treat them. n

Recognizes conditions that cause tooth decay in infants

9 and takes measures to prevent them. n

Works cooperatively with parents and shares information

frequently concerning nutrition, weaning, and introducing

10 solid foods, while showing respect for different practices n

Offers children opportunities to gradually feed themselves

by providing finger foods and allowing adequate time for

11 pleasurable feeding. n

12 Does not put children to bed with a bottle unless it n

Toddlers

Uses role playing, modeling, visual material, and real ongoing,

objects to teach healthy physical, mental, dental, and teahing

1 nutritional practices. 4 skills







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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Plans health care and educational activities that integrate ongoing,

health and nutrition information from the children's teahing

2 cultures with medically accepted health and nutritional 4 skills

Has age-appropriate expectations of toddlers' abilities and ongoing,

helps them to develop self-help skills in eating, toileting, teahing

3 washing hands, tooth brushing, etc. 4 skills

children

Works with parents in planning for toilet learning, respects must be

different family practices and expectations, and is sensitive pottie

4 to each child's readiness. n trained

Understands toddlers' explorations, concerns, and ongoing,

curiosities about their own and others' bodies and responds prior

with information at their level (for example, explaining knowledg

5 the physical differences between boys and girls matter-of- 4 e

Bilingual Specification

Provides written health information for parents (e.g.,

1 notices about immuniza-tions) in both languages. n

Utilizes cultural values and practices in providing health snack

2 and nutrition education. 3 time

Functional Area 3 )Learning Environment) – Candidate

uses space, relationships, materials, and routines as

resources for constructing and interesting, secure, and

C enjoyable environment that encourages play, exploration,

Uses materials, books, and equipment that are stimulating

to each child and suitable to individual learning styles,

1 including those of children with disabilities. 4 ongoing

Uses materials that demonstrate acceptance of each child's

2 sex, family, race, language, and culture. 4 ongoing

Provides easily accessible learning materials (for example,

puzzles, books, stacking toys) that children can explore by

themselves, as well as putting some materials away for

3 special times or for use at later stages of development. 4 ongoing

ongoing,

classroo

Organizes space into identifiable areas that encourage m

4 appropriate and indepen-dent use of materials. 4 assignme

ongoing,

classroo

Balances active and quiet, free and structured, individual m

5 and group, indoor and outdoor activities. 4 assignme

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Provides many opportunities for children to develop their

6 senses and ability to concentrate. 4 ongoing

Provides a variety of natural and pleasurable sounds such

7 as music, normal conversation, outdoor sounds, etc. 4 ongoing

Observes individual children and the group frequently and

modifies the environ-ment to meet their changing abilities,

8 needs, and interests. 4 ongoing

Varies routines spontaneously to take advantage of

unusual opportunities (for example, goes outside in the

snow, invites a visiting grandmother to share stories or

songs with children, allows the children to watch workers

9 and machinery on the street, or p 4 ongoing

Supports relationships between adults and children, as well

as between children in care, as an important aspect of the

10 learning environment. 4 ongoing

11 Schedules day so there is time for individual attention to 4 ongoing

Encourages children to become involved in activities that

12 extend their attention spans. 4 ongoing

Provides simple and consistent routines for mealtimes,

naps, preparing to go out, changing activities, cleanup,

13 etc.; supports children's learning through these routines. 4 ongoing

Makes and helps parents make toys and equipment from

14 easily available materials for use in the home and center. 4 ongoing

Adapts the daily schedule to accommodate children with

15 special needs rather than requiring them to fit the schedule. 4 ongoing

Functional Area 3 )Learning Environment) – Candidate

uses space, relationships, materials, and routines as

resources for constructing and interesting, secure, and

C enjoyable environment that encourages play, exploration,

Young Infants

Changes an infant's position and location often during the

day and responds to the child's developing skills (for

1 example, sitting up, rolling over, reaching for objects, and n

Provides a learning environment for non-mobile infants

that encourages mouthing, reaching, batting, grasping,

2 babbling, and social interaction. n

Understands and respects the individual eating and

3 sleeping needs of healthy infants. n

4 Frequently carries the child about in arms, on a hip, or in a n





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Takes the infant out of doors to experience various

5 temperatures, light variations, breezes, etc. n

Provides the infant with the sights and sounds of other

living things—humans, animals, and plants—including

6 caregiver's own face. n

Recognizes the importance of a consistent relationship

between a caregiver and infant and makes caregiver–child

7 interaction the base of the infant's learning environment. n

Mobile Infants

Arranges the room so that mobile infants have an area for

1 free movement pro-tected from older children. n

Provides space indoors and outside for exploration

2 initiated by the child. n

"Baby-proofs" the environment so that there are many

opportunities for child-initiated learning and so that limit-

3 setting is minimized. n

Understands that intense feelings and rapid changes in

mood and energy influence the child's response to the

4 environment and adjusts routines, activities, and materials n

Toddlers

Expands the learning environment to include the ongoing,

community when possible; for example, short trips to the bring in

1 local shops, walks around the block, community events speakers

Introduces a variety of materials and opportunities for ongoing,

learning based on an understanding of toddlers' prior

developmental level, abilities, and interests; for example, knowledg

2 provides water play in an area that can get wet, covers 4 e

Provides a step stool when necessary so that children can

3 use toilet and wash hands independently as soon as 4 DAH

Bilingual Specialization

Uses objects, music activities, and celebrations that are

meaningful to young children to encourage development of ongoing,

1 both languages and cultures. 4 themes

Helps parents identify resources in their homes, families,

2 and community that will support the development of both 3 ongoing,

Establishes and maintains a routine for use of the second

3 language in daily activities. n

Competency Goal II – To advance physical and intellectual

2 competence





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Functional Area 4 (Physical) – Candidate provides a

variety of equipment, activities, and opportunities to

D promote the physical development of children 4 ongoing

Arranges and encourages physical activities, knowing how

children's physical development affects their cognitive,

1 social, and emotional development. 4 ongoing

Observes and evaluates children's developmental levels in

order to provide activities for physical skills and

2 development of the senses at the appropriate level for each 4 ongoing

Plans and participates daily in appropriate large-muscle

activities (for example, playing ball, running, jumping,

3 climbing with children both indoors and outdoors). 4 ongoing

Provides a variety of activities from children's culture(s)

4 (for example, dance, music, finger plays, and active 4 ongoing

Provides opportunities for children to develop their sense

by noticing colors, smelling odors, distinguishing sounds,

5 feeling and touching a variety of objects, and tasting 4 ongoing

Communicates to children and their parents the

importance of outdoor play and physical activity for

6 healthy growth and development. 4 ongoing

Plans for and supports children's changing needs for active

7 play, quiet activity, and rest. 4 ongoing

Supports and encourages, but never forces, children who

are fearful of physical activity because of illness,

8 accidents, abuse, limited opportunity, or overprotec-tive 4 ongoing

Observes and evaluates children's physical development,

recognizes signs of possible physical disabilities and

developmental delays, refers parents to appro-priate

9 services, and follows up on referrals or individual 4 ongoing

Adapts the program to meet the special needs of children

with disabilities, taking into account the importance of

10 physical development to self-concept and social 4 ongoing

Avoids overprotecting children with disabilities, supports

their independence, includes them in physical activities

with other children (making modifications only when

11 necessary), and encourages parents to do the same 4 ongoing

Young Infants

Gives infants freedom and opportunities to move and

explore in a variety of safe spaces (for example, bare

1 floor, carpet, mattress, grass). n

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Maximizes warm and loving physical contact with infants

by providing a variety of physical contact from soothing to

2 stimulating, depending on the infant's readiness and need. n

Provides appropriate activities and materials to help

infants develop small muscles by grasping, dropping,

3 pulling, pushing, throwing, fingering, and mouthing. n

Functional Area 4 (Physical) – Candidate provides a

variety of equipment, activities, and opportunities to

D promote the physical development of children

Mobile Infants

Encourages active manipulation of a variety of objects and

the use of tools; for example, strings to pull toys, a pail to

1 carry objects, a shovel to scoop sand. n

Shares children's pleasure in and provides them safe

opportunities to practice repeatedly creeping, crawling,

2 cruising, walking, climbing, descending stairs, and other n

Provides opportunities for the development of eye-hand

coordination in ways that are challenging and satisfying for

3 the child; for example, fitting objects into a hole in a box, n

Toddlers

Increases variety of opportunities for large- and small-

muscle activities and sensory development as children are

ready (for example, introducing ride-on toys, play dough,

1 puzzles, listening games, fingerplays, boxes for climbing). 4 ongoing

children

must be

Cooperates with parents in toilet learning when toddlers pottie

2 appear to be ready. n trained

Provides extended opportunities for children to repeatedly

3 practice their physical skills. 4 ongoing

Functional Area 5 (Cognitive) – Candidate provides

activities and opportunities that encourage curiosity,

E exploration, and problem-solving appropriate to the 4 ongoing

Observes children's play frequently to assess their

1 cognitive development and readiness for new learning 4 ongoing

Uses techniques and activities that stimulate children's

2 curiosity, inventiveness, and problem-solving and 4 ongoing

Gives children time and space for extended concentrated

3 play and adjusts routines and schedules for this purpose 4 ongoing





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Provides opportunities for children to try out and begin to

understand the relationships between cause and effect and

4 means and ends. 4 ongoing

Understands the importance of play and often joins

5 children's play as a partner and facilitator. 4 ongoing

Uses the center environment, everyday activities, and

6 homemade materials to encourage children's intellectual 4 ongoing

Helps children discover ways to solve problems that arise

7 in daily activities. 4 ongoing

Supports children's repetitions of the familiar and

introduces new experiences, activities, and materials when

8 children are interested and ready. 4 ongoing

Recognizes differences in individual learning styles and

9 finds ways to work effectively with each child. 4 ongoing

Encourages active learning, rather than emphasizing that

10 children listen passively to adults. 4 ongoing

Obtains (or makes) and uses special learning materials and

11 equipment for children whose disabilities affect their 4 ongoing

Provides equipment and materials that children can

12 explore and master by themselves. 4 ongoing

Is alert to the task a child is attempting and provides

13 appropriate support. 4 ongoing

Recognizes learning problems and makes referrals

14 according to center's policy 4 ongoing

Functional Area 5 (Cognitive) – Candidate provides

activities and opportunities that encourage curiosity,

E exploration, and problem-solving appropriate to the

Young Infants

1 Talks to infants, describing what they feel, hear, touch, and n

2 Encourages manipulation and inspection of a variety of n

3 Encourages infants to imitate others. n

4 Frequently plays with infants. n

Mobile Infants

1 Talks, sings, plays with, and reads to mobile infants. n

Gives children more space to explore as they become more

2 mobile. n

Gives children many opportunities to figure out cause and

3 effect, and how things work. n

Provides many experiences with moving, hiding, and

4 changing objects. n

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Toddlers

Encourages children to ask questions and seek help and

responds to them in ways that extend their thinking (for

1 example, "That's a good question; let's see if we can find 4 ongoing

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

2 ...?" or "How do you feel when ...? ") 4 ongoing

Encourages children to name objects and talk about their

3 experiences and observations. 4 ongoing

Provides opportunities to organize and group, and to

4 compare and contrast thoughts, words, objects, and 4 ongoing

Involves toddlers in projects (for example, cooking,

5 gardening, and repair-ing) when possible. 4 ongoing

Reduces distractions and interruptions so that toddlers

have opportunities to extend their attention span and work

on one activity (for example, block building or water play)

6 for a long period of time. 4 ongoing

Bilingual Specification

Provides learning experiences that lead to the

1 understanding of basic concepts in the language most 4 ongoing

Encourages learning of both languages through everyday

2 experiences and activities. n

Functional Area 6 (Communication) – Candidate actively

communicates with children and provides opportunities

and support for children to understand, acquire, and to use

F verbal and nonverbal means of communicating thought

Has realistic expectations for each child's understanding

and use of speech based on knowledge of language

1 development and the individual child. 4 ongoing

Talks often with individual children and stimulates

2 conversation among children and with adults in the room 4 ongoing

Provides activities that encourage children to develop

3 listening and comprehen-sion skills. 4 ongoing

Helps children connect word meaning(s) to experiences

4 and real objects. 4 ongoing

Recognizes, understands, and respects local speech

5 patterns and idioms. 4 ongoing







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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

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

6 opportunities to learn English. 4 ongoing

Is aware of the caregiver's role as a language model for

children and uses affectionate and playful tones, clear

7 speech, and responsive conversation. 4 ongoing

Listens attentively to children, tries to understand what

8 they want to communi-cate, and helps them to express 4 ongoing

Shares children's communication/language achievements

9 with parents. 4 ongoing

Uses a variety of songs, stories, books, and

10 games—including those from the children's cultures—for 4 ongoing

Talks with children about special experiences and

11 relationships in their families and home lives. 4 ongoing

Recognizes possible impairments or delays that affect

hearing and speech, helps families find resources,

cooperates with treatment plans, and finds ways to

12 communicate positively with these children. 4 ongoing

Young Infants

Responds to the infant's cooing sounds and imitates them,

encouraging a "conversation" in which the infant can often

1 take the lead. n

Talks to infants about what they can see and what is

2 happening while giving physical care (for example, n

Talks with parents about the meaning of an infant's

3 beginning communications (for example, different kinds of n

Responds to infant's body signs and nonverbal cues that

signal discomfort, excitement, pleasure, etc., and verbally

4 describes the infant's feeling. n

Sings to infants or uses voice in interesting ways that

5 encourage infants to listen. n

Mobile Infants

1 Responds enthusiastically to an infant’s first words. n

2 Uses gestures to demonstrate the meaning of words to n

Names and talks about infants’ feelings, behaviors,

3 activities, clothing, body parts, etc., to help expand their n

Elaborates on children’s short phrases to help them

4 express intended meaning. n





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Functional Area 6 (Communication) – Candidate actively

communicates with children and provides opportunities

and support for children to understand, acquire, and to use

F verbal and nonverbal means of communicating thought

Toddlers

Uses everyday conversations with children to enrich and

1 expand their vocabulary. 4 ongoing

Provides opportunities for children to represent their ideas

nonverbally through activities (for example, painting,

2 music making, and creative movement). 4 ongoing

Helps children learn, understand, and use words to express

3 thoughts, ideas, questions, feelings, and physical needs. 4 ongoing

Writes down stories dictated by toddlers and labels their

4 drawings, showing the relationship between spoken and 4 ongoing

Looks at picture books and magazines with children to

5 stimulate talking. 4 ongoing

Listens to taped stories using a variety of voices reflecting

6 gender and culture differences. 4 ongoing

Bilingual Specialization

Demonstrates ability to understand, speak, read, and write

1 in both languages. n

Understands the principles and characteristics of bilingual

2 language development in children and explains these to n

Assesses each child's language abilities and uses activities

3 that are appropriate to the child's level of development in n

Helps children associate word meanings in both languages

4 with familiar objects and experiences. 3 ongoing

Encourages older toddlers who are fluent in either

5 language to help less fluent children. n

Helps parents understand the importance of children's

learning the home language and culture and their role in

6 providing experiences to meet this goal. n

Helps parents understand the child's attempts at

7 communication in a second language. n

Allows children opportunities to express themselves in the

8 language of their choice. 3 ongoing

Encourages English-speaking children and families to

9 learn a second language. n

Uses lullabies, songs, games, stories, books, and

10 fingerplays from both languages, asking parents for n

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Makes sure there are consistent language models for both

languages used in the program, through selection and use

11 of materials and personnel. n

Takes an active role in labeling children's actions and

surroundings in their home language and encourages

12 children to use these words. 2 ongoing

Functional Area 7 (Creative) – Candidate provides

opportunities that stimulate children to play with sounds,

rhythm, language, materials, space, and ideas in individual

G ways and to express their creative abilities.

Recognizes that the process of creating is as

1 important—and sometimes more important—than the 4 ongoing

Understands that each child's creative expression is unique

2 and does not encourage uniformity. 4 ongoing

Allows time for spontaneous and extended play within the

3 daily routine. 4 ongoing

Includes a variety of music, art, literature, dance, role

playing, celebrations, and other creative activities from the

4 children's culture(s) in program activities. 4 ongoing

5 Participates in make-believe games with children. 4 ongoing

Models and encourages children's creativity in language;

6 for example, through rhymes, imaginative stories, and 4 ongoing

Provides unstructured materials (for example, blocks,

paint, clay, or musical instruments) that are appropriate

7 for children at different ages. 4 ongoing

Encourages thorough, repeated exploration of creative

materials whenever possible (for example, by letting a

block structure stand so that building can continue the

8 next day or by letting one child play with soap suds for an 4 ongoing

9 Models creativity by using homemade materials and found 4 ongoing

Helps parents understand the importance of creative

expression in children's development and the need to

provide children with opportunities for creative activities

10 (for example, storytelling, playing make-believe, using art 4 ongoing

11 Encourages children to try new and different activities. 4 ongoing

Provides for "messy" activities with children (for example,

12 water and sand play, finger painting, and drawing with 4 ongoing

Young and Mobile Infants

Recognizes that exploration and discovery by infants

1 through their movements, voice, and expression are n

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Is alert and responsive to infants' initiatives to play, move,

and use materials, gradually introducing new things to be

combined and used in ways that infants can invent; for

2 example, pieces of fabric of different colors and textures, n

3 Provides a variety of music and rhythm experiences for n

Shares infants' joy in a variety of ways—clapping, smiling,

4 hugging—in order to encourage their spontaneity and n

Functional Area 7 (Creative) – Candidate provides

opportunities that stimulate children to play with sounds,

rhythm, language, materials, space, and ideas in individual

G ways and to express their creative abilities.

Toddlers

Gradually introduces a variety of art materials, allows

1 toddlers time to explore in their own ways, and shows 4 ongoing

Provides and rotates a variety of male and female dress-up

2 clothes and other "props," including those from the 4 ongoing

Plays make-believe with each toddler, following the child's

3 lead and taking care not to over stimulate or frighten the 4 ongoing

Keeps informed about cultural resources in the community

4 and uses them with children when possible. 4 ongoing

Bilingual Specialization

Helps children develop creative abilities through activities

1 and discussion in both languages. n

Helps children identify and imitate creative forms found in

2 the art, music, and dance of both cultures. n

Competency Goal III – To support social and emotional

3 development and to provide positive guidance

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

H develop a sense of independence.

Treats each child as an individual with his or her own

1 strengths and needs and unique characteristics. 4 ongoing

Is sensitive to differing cultural values and expectations

2 concerning independence and expression of feelings. 4 ongoing

Addresses each child by name, talks with each child every

day, and encourages each child to call other children and

3 adults by name. 4 ongoing

Has affectionate and appropriate physical contact with

4 each child daily in ways that convey love, affection, and 4 ongoing

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Helps children through periods of stress, separation,

5 transition, and other crises. 4 ongoing

Offers children, when possible, choices in activities,

6 materials, and foods and respects their choices. 4 ongoing

Encourages and helps children practice skills when eating,

7 getting dressed, using toys and equipment, cleaning up, 4 ongoing

8 Gives one-to-one attention to each child as much as 4 ongoing

9 Enjoys children and directly expresses the enjoyment to 4 ongoing

Delights in each child's success, expresses kindness and

support when a child is having trouble, and helps him/her

10 learn from mistakes. 4 ongoing

Helps children recognize, label, and accept their feelings

(for example, joy, affection, anger, jealousy, sadness, and

11 fear) and express feelings in culturally appropriate ways. 4 ongoing

Models the recognition and expression of feelings by

12 naming her/his own feelings while expressing them. 4 ongoing

Provides many opportunities for all children, including

those with disabilities, to feel effective, experience

13 success, and gain the positive recognition of others. 4 ongoing

Understands the effect of abuse and neglect on children's

14 self-concept and works sensitively with such children. 4 ongoing

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

H develop a sense of independence.

Young Infants

Listens carefully to an infant's cry and makes decisions

quickly and appropriately: allows an infant to cry briefly

when settling into sleep, comforts an infant who is

1 distressed, or feeds an infant who is hungry. n

Provides appropriate affection using personal attention

2 rather than food or n

Gently and pleasantly provides basic physical

care—feeding, bathing, dressing, diapering—respecting

3 the tempo and sensitivities of the baby. n

Holds the infant close, allowing him/her to feel the

4 caregiver's body warmth and heartbeat and to feel n

Creates a personal relationship with each infant and knows

the kind of cuddling, stroking, talking, and playing that

5 brings comfort and good feelings to each individual infant. n

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Mobile Infants

Removes the exploring infant from an obstacle that is too

1 frustrating, comforts the child, and provides an alternative n

Recognizes periods when the child has difficulty

2 separating from parents or is fearful of new adults and is n

Talks to child frequently about his/her family—where they

3 are, when they will come back, and what they do together. n

Communicates, with eyes and voice, attention and interest

4 to an exploring child at a distance from the caregiver. n

Welcomes a child who comes for nurturing with a loving

5 voice, hugging, or stroking. n

Toddlers

Responds to toddler's intense feelings of love, joy,

1 loneliness, anger, and disappointment with sympathetic 4 ongoing

Provides opportunities for toddlers to learn to help

themselves (for example, taking off jackets or pourin

2 gjuice) and shares children's pleasure in new skills. 4 ongoing

Helps the toddler understand his/her own feelings and

3 express feelings in acceptable ways. 4 ongoing

Supports child's developing awareness of him/her self as a

member of a family and of an ethnic or social group by

talking about families (using photographs, mirrors, or

4 other appropriate objects) and by celebrating cultural 4 ongoing

Uses simple books, pictures, stories, and discussion to help

children identify positively with the events and

experiences of their lives; for example, single-parent

5 families, extended families, divorce, moving, or birth of 4 ongoing

Bilingual Specialization

Helps children feel good about themselves as speakers of

1 each language. n

2 Supports the child's attempt to use a second language. 2 ongoing

Helps each child deal with the stress of separation, using

the child's home language and a tone and style compatible

3 with the family's heritage 2 ongoing

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

I feelings of empathy and mutual respect among children







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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

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

1 identity, and making friends. 4 ongoing

Has realistic expectations for young children's social

2 behavior based on their level of development. 4 ongoing

Serves as a social model by building a positive relationship

with each child and parent and by maintaining positive

3 relationships with other adults in the center. 4 ongoing

Responds quickly and calmly to prevent children from

4 hurting each other. 4 ongoing

Helps children learn to respect the rights and possessions

5 of others, in light of local expectations regarding sharing. 4 ongoing

Encourages children to ask for, accept, and give help to

6 one another. 4 ongoing

7 Encourages children to make friends. 4 ongoing

Helps the children become aware of their feelings and

8 those of others by talking about feelings with each child. 4 ongoing

Encourages children to express their feelings and assert

9 their rights in socially acceptable ways. 4 ongoing

Encourages play and relationships among all children

across racial, language, ethnic, age, and gender groupings,

10 including children with disabilities. 4 ongoing

Young Infants

Recognizes that infants need a consistent social partner

1 (caregiver) who is dependable, warm, and loving. n

Responds to social gestures and noises of infants and

2 elaborates appropriately, playing responsive social games. n

Takes advantage of opportunities for social play during

3 feeding, bathing, dress-ing, and other aspects of physical n

4 Makes eye contact often n

Mobile Infants

Structures periods of time for social interaction with other

children, remaining available to protect, comfort, or

1 facilitate, but does not interfere unless necessary. n

Provides infants with opportunities to observe social

2 interactions among older children and among adults. n

Provides more than one attractive toy to minimize

3 conflicts and waiting. n





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Engages in social play with children that supports their

developing social skills (for example, taking turns with a

4 ball, conversing at mealtime, sharing a snack, putting toys n

5 Encourages children to comfort and help each other. n

Toddlers

Encourages children to interact with each other in playful

1 and caring ways. 4 ongoing

Understands that sharing, taking turns, and playing with

others is difficult for toddlers and encourages their

2 attempts to use words to resolve conflicts. 4 ongoing

3 Encourages cooperation rather than competition. 4 ongoing

Helps toddlers understand that sometimes they must wait

4 for attention because of other children's needs. 4 ongoing

Bilingual Specification

Recognizes when social roles and expectations for children

in their family setting are different from those of the child

1 care program, and helps children behave appropriately in 2 ongoing

Recognizes when culture conflicts arise and works jointly

2 with parents to resolve them. 3 ongoing

Functional Area 10 (Guidance) – Candidate provides a

supportive environment in which children can begin to

learn and practice appropriate and acceptable behaviors as

J individuals and as a group.

Knows a variety of techniques for positive guidance (for

example, listening, reinforcement, and redirection) and

1 uses each appropriately. 4 ongoing

Relates guidance practices to knowledge of each child's

2 personality and level of development. 4 ongoing

Avoids negative methods (for example, spanking,

3 threatening, shouting, isolating, or shaming children). 4 ongoing

Establishes guidelines for children's behavior that are

4 simple, reasonable, and consistent to encourage self- 4 ongoing

Establishes routines that are consistent and reliable, yet

5 flexible to children's needs. 4 ongoing

Alerts children to changes in activities or routines well in

advance and handles transitions from one activity to

6 another with clear directions and patience. 4 ongoing

Is able to modify play when it becomes over stimulating

7 for any of the children, including children with disabilities. 4 ongoing





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Builds a trusting relationship with children as a foundation

8 for positive guidance and self-discipline. 4 ongoing

Anticipates confrontations between children and defuses

9 provocative behavior. 4 ongoing

Addresses the problem behavior or situation rather than

10 labeling the child involved. 4 ongoing

Accepts children's sad or angry feelings, provides

acceptable outlets for children to express them, and

11 teaches words for feelings. 4 ongoing

Helps parents develop realistic expectations for children's

behavior in ways that help avoid disciplinary problems

12 (for example, discussing how long children can sit still). 4 ongoing

Encourages parents to talk about childrearing, guidance,

and self-discipline and refers them to classes, books, and

13 other resources, as appropriate. 4 ongoing

Knows parents' disciplinary methods and expectations and

14 selects those appro-priate for use in the center. 4 ongoing

Recognizes that sometimes serious behavior problems are

related to develop-mental or emotional problems and

15 works cooperatively with parents towards solutions. 4 ongoing

Is aware of each child's limitations and abilities, uses

guidance techniques accordingly, and explains rules at

16 child's level of understanding. 4 ongoing

Young Infants

Creates an environment of love and trust through warmth

1 and responsive caring. n

Guides infants gradually into regular sleeping and eating

2 patterns while remaining responsive to individual needs. n

3 Responds to infants' needs for comfort and protection n

Mobile Infants

Provides children with a variety of positive options,

1 focusing on what children can do. n

Uses firm "no" only when necessary to maintain children's

safety; moves the child or dangerous object, and gives a

2 simple explanation. n

Has realistic expectations about children's attention spans,

interests, social abilities, and physical needs, including

3 those of children with disabilities. n

4 Redirects children gently while explaining limits. n





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Gives children realistic 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

5 bananas for snack today?"

Functional Area 10 (Guidance) – Candidate provides a

supportive environment in which children can begin to

learn and practice appropriate and acceptable behaviors as

J individuals and as a group.

Toddlers

1 Lets toddlers solve some of their own problems. 4 ongoing

Limits inappropriate behavior in ways that show respect

2 and support for the toddler's sense of dignity. 4 ongoing

Avoids power struggles with toddlers who say "no" or

refuse to cooperate using redirection, distraction,

3 acceptance, or active listening. 4 ongoing

Explains the reasons for limits in simple words,

4 demonstrating when ever possible. 4 ongoing

Uses firm and friendly techniques (e.g., reminding and

5 persuading) when rules are forgotten or disobeyed. 4 ongoing

Uses positive language with children, for example, "walk"

6 rather than "don't run 4 ongoing

Bilingual Specialization

Uses the language in which each child understands

1 expectations, limits, and guidance. n

Competency Goal IV – To establish positive and

4 productive relationships with families.

Functional Area 11 (Families) – Candidate maintains an

open, friendly, and cooperative relationship with each

child’s family, encourages their involvement in the

K program, and supports the child’s relationship with his or

Recognizes that children's primary caregivers may be

single mothers or fathers, both parents, stepparents,

1 grandparents, uncles, aunts, sisters, brothers, foster 4 ongoing

Helps parents understand the development of their child

2 and understand the child's point of view. 4 ongoing

Provides opportunities for parents and other family

3 members to share their skills and talents in the program. 3 ongoing

4 Recognizes that caregivers can support parents in their 4 ongoing

Offers parents information about health and social services

5 and other resources in the community. 3 ongoing

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Respects each family's cultural background, religious

6 beliefs, and childrearing practices. 4 ongoing

Observes strict confidentiality regarding children and

7 families and makes parents aware of this policy. 4 ongoing

Suggests activities and materials that parents can share

8 with their children at home. 4 ongoing

Encourages parents to talk about important family events

and their children's special interests and behavior at home

and shares information frequently with parents about the

9 child's experiences in the center. 4 ongoing

Is able to discuss problem behavior with parents in a

10 constructive, supportive manner. 4 ongoing

Supports parents in making arrangements for school or an

11 alternative child care program when necessary. 3 ongoing

Develops attachment towards children without competing

12 with parents. 4 ongoing

Encourages parents to visit the center, participate in

13 activities, and make suggestions for the daily program. 4 ongoing

Respects and tries to understand the parents' views when

they differ from the program's goals or policies and

14 attempts to resolve the differences. 4 ongoing

Tells parents about children's achievements and shares

15 their pleasure in new abilities. 4 ongoing

Helps parents with separations from child, recognizing

16 parents' possible con-cerns about leaving their child. 4 ongoing

Supports children and families under stress, working

17 cooperatively with other professionals, as appropriate. 4 ongoing

Helps parents recognize their feelings and attitudes about

18 disabilities. 4 ongoing

Helps parents identify resources to diagnose and treat

19 children with disabilities. 4 ongoing

Helps parents obtain clear and understandable information

about their chil-dren's special needs and information about

20 the family's legal right to services. 4 ongoing

Encourages and assists parents to communicate

21 confidently about their children with government and other 4 ongoing

Functional Area 11 (Families) – Candidate maintains an

open, friendly, and cooperative relationship with each

child’s family, encourages their involvement in the

K program, and supports the child’s relationship with his or

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Young Infants

1 Supports parents in becoming involved observers of their n

Exchanges information regularly with parents about the

child's life at home and in the center, including routines

2 and changes in care, favorite activities, etc. n

Responds with interest and information to concerns of

parents about sleep, waking, feeding, or particulars related

3 to infant's needs and development. n

Shares parents' desire to understand meaning of baby's

4 cries and to respond sensitively. n

Makes suggestions to parents about how to stimulate

5 infants' vision, touch, and hearing at home. n

Mobile Infants

Recognizes the recurring stress of separation for child and

1 parents and attempts to ease it for them. n

2 Helps parents understand child's possible fear of strangers. n

3 Helps parents to provide safe home environment for n

Talks with parents of mobile infants about the beginning

4 of independence and the child's use of the word "no." n

5 Decides with parents what limits to set. n

Suggests use of household items to provide a stimulating

6 environment and to encourage the curiosity of mobile n

Toddlers

1 Discusses child's rituals and routines with parents. 4 ongoing

Discusses with parents the reasons for toddlers' emotional

outbursts and negative behaviors and possible ways of

2 handling them. 4 ongoing

Explains the toddler's pride and interest in imitating adults

3 and learning to use tools to make things. 4 ongoing

4 Sends home projects made by the children. 4 ongoing

Helps parents find ways to enjoy time with their toddlers

5 and to help toddlers relax after time in group setting. 4 ongoing

children

must be

Coordinates toilet learning plans with parents and pottie

6 frequently communicates on child's progress. n trained

7 Supports toddler's sense of belonging to his/her family. 4 ongoing

Bilingual Specialization

Regularly communicates, orally and in writing, with

1 parents and children in their preferred language. n

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Helps parents understand the program goals for bilingual

2 development. n

Knows parents' views on such issues as the use of the

home language within the program, childrearing, and

3 biculturalism and incorporates their views into pro-gram n

Regularly communicates with parents about child's

bilingual development and helps them find ways to

4 support this within the family. n

Supports families' desires to communicate their language

5 and cultural heritage to their children through cultural n

Competency Goal V – To ensure a well-run, purposeful

5 program responsive to participant needs.

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, recordkeeper, communicator, and a

L cooperative co-worker,

Works with parents to identify the strengths and needs of

1 each child. 4 ongoing

Develops skills in observing and recording information

about children and their families in a nonjudgmental

manner; uses the information in the planning and

2 implementation of the daily program. 4 ongoing

Maintains up-to-date records concerning the growth,

health, behavior, and progress of each child and the group,

3 and shares the information with parents and appropriate 4 ongoing

Considers goals and objectives for each child and for the

group as a whole and develops realistic plans responsive to

4 the needs of all, including children with disabilities. 4 ongoing

Implements plans for each child by identifying

5 developmentally and culturally appropriate activities and 4 ongoing

Has a clear understanding of her/his responsibilities within

6 the program. 4 ongoing

Discusses issues that affect the program with appropriate

7 staffand follows up on their resolution. 4 ongoing

Works as a member of a team with others in the classroom

8 and the program, including substitutes, parents, and 4 ongoing

Supports other staff by offering assistance and supervision

9 when needed. 4 ongoing





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Makes or obtains materials and equipment appropriate to

10 the developmental needs of the children. 4 ongoing

Coordinates program plans (including guidance and

discipline techniques) with parents, specialists, and

11 program personnel, when appropriate. 4 ongoing

Knows the language resources of each family and uses

12 these in the program. n

Works with appropriate staff to choose substitutes

carefully, requiring experi-ence with children of the same

13 ages whenever possible. 3 ongoing

Orients new or substitute caregivers and volunteers to

14 routines and the special needs and abilities of each child. 4 ongoing

Implements procedures that help children make a smooth

15 transition from one group to another. 4 ongoing

Knows the social service, health, and education resources

16 of the community and uses them when appropriate. 3 ongoing

Recognizes possible developmental problems, works with

parents and special-ists to develop plans specific to the

needs of each child, and implements recommended

17 treatment by following up on referrals, and working with 4 ongoing

Establishes liaison with community services that respond

to family violence (for example, Parents Anonymous,

18 Child Protective Services, and local shelter programs). 4 ongoing

Bilingual Specialization

Uses knowledge of language development and

1 bilingualism to plan for each child and group. n

Recognizes and helps others recognize the needs of

children and families who speak a different language and

2 operate in a different cultural context. n

Makes use of available evaluation instruments in the non-

3 English language. n

Takes account of families' concerns about such issues as

4 language usage and culturally different styles of relating. n

Works with appropriate staff in choosing substitutes who

5 meet the language needs of the children and program n

Competency Goal VI – To maintain a commitment of

6 Professionalism









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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Functional Area 13 – 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

M for personal and professional growth and

Enjoys working with young children in a group setting and

1 demonstrates a positive attitude in her/his role. 4 ongoing

Understands the philosophy of the program and can

2 describe its goals and objectives to others. 4 ongoing

Continues to gain knowledge of physical, cognitive,

language, emotional and social development as a basis for

3 planning program goals. 4 ongoing

Keeps all personal information about children and families

4 confidential. 4 ongoing

Continually evaluates own performance to identify needs

5 for professional growth. 4 ongoing

Participates in peer evaluation and is able to accept

comments and criticism from colleagues, supervisors, and

6 parents in a constructive way. 4 ongoing

Takes advantage of opportunities for professional and

personal develop-ment by joining appropriate professional

7 organizations and attending meetings, training courses, n

Keeps informed about child care practices, research,

8 legislation, and other developments in early childhood 4 ongoing

Seeks information relevant to the needs of the children

s/he is serving (for example, information on infant

development, bilingual development, children with

disabilities) from professional magazines, community

9 col-leges, community services, other caregiv 4 ongoing

Recognizes that caregiver fatigue, low morale, and lack of

work satisfaction decrease effectiveness, and finds ways to

10 meet her/his own needs and maintain energy and 4 ongoing

Works cooperatively with other staff members, accepts

supervision, and helps promote a positive atmosphere in

11 the center. 4 ongoing

Learns about new laws and regulations affecting center

12 care, children, and families. 4 ongoing

13 Advocates for quality services and rights for children and 3 ongoing

Keeps abreast of current regulatory legislative and

14 workforce issues that affect young children and families. 4 ongoing

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Works with other professionals and parents to develop

effective strategies to communicate to decision makers the

15 needs of children and families. 4 ongoing

Develops the ability to state needs for additional resources

16 for individual children or some aspect of the program. 4 ongoing

Recognizes that special skills are necessary for working

with children at different ages and developmental stages

17 and seeks appropriate information and training. 4 ongoing

Is aware that some of the normal developmental

characteristics of children (for example, crying, messiness,

dependency, willfulness, negative be-havior, curiosity

about genital differences) often make adults

18 uncom-fortable. The caregiver can acknowledge t 4 ongoing

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

19 of working with affected children and families. 4 ongoing









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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point





CLUSTER PATHWAY SKILLS

I ACADEMIC FOUNDATION

II COMMUNICATIONS

III PROBLEM SOLVING AND CRITICAL THINKING

IV INFORMATION TECHNOLOGY APPLICATIONS

V SYSTEMS

VI HEALTH, SAFETY AND ENVIRONMENT

VII LEADERSHIP AND TEAMWORK

VIII ETHICS AND LEGAL RESPONSIBILITIES

IX EMPLOYABILITY AND CAREER

X TECHNICAL SKILLS



EARLY CHILDHOOD DEVELOPMENT &

SECTION # 3

MICHIGAN STANDARDS

4 3 2 1 N 4 3 2 1 N

I ACADEMIC FOUNDATION

Obtain adequate education to meet state-specific

A requirements for work.

Hold a high school diploma and meet state specific

1 requirements. 2 ongoing

a Present legitimate credentials at job interview. 4 ongoing

Hold a bachelors degree in early childhood

development (highly desired) & meet state specific

2 requirements to qualify for employment. n

a Present legitimate credentials at job interview.

Follow through with continuing education

3 requirements to maintain skills. 3 ongoing

a Document continuing education classes. 3 ongoing

b Provide documentation to supervisor for review and filing. 3 ongoing

II COMMUNICATIONS

Uses grammatically correct standard English and

A competent reading skills to communicate. 4 ongoing

Give directions and guidance to children in a kind and

1 easily understood manner to enhance learning and 4 ongoing

Confirm that children understand and respond by

a following directions. 4 ongoing







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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Engage children in meaningful and developmentally

appropriate conversations to enhance learning and

2 direct behavior. 4 ongoing

Confirm that children seek information, ask questions, and

a engage in conversations with adults. 4 ongoing

Engage in meaningful conversations with parents &

children to support curriculum development &

3 classroom management. 4 ongoing

Provide children with learning opportunities that are

a meaningful and developmentally-appropriate. 4 ongoing

b Make changes in expectations as needed. 4 ongoing

c Ask children for input on classroom rules and routines. 4 ongoing

d Seek parental input for suggestions and advice. 4 ongoing

e Ask parents to indicate their expectations and hopes. 4 ongoing

Listen respectfully and attentively to children, parents, and

B staff members to collect input.

Engage children & parents in conversations (showing

1 interest & openness) to encourage participation. 4 ongoing

Interact with children on their level, bend down to engage

a children and provide support. 4 ongoing

Confirm that staff members comment and question

b children when appropriate. 4 ongoing

Regularly engage parents in conversations concerning their

child's development, child development in general and

c current issues in the program or classroom. 4 ongoing

Regularly engage children in meaningful conversations

d about areas of interest to the child. 4 ongoing

e Ask children to comment and question openly and often. 4 ongoing

f Re-phrase and respond to comments appropriately and 4 ongoing

Write plainly, synthesizing and summarizing childhood

development and services information to assure it is easily

C understood by parents and staff members.

Develop accurate progress notes and lesson plans to

1 document children's development and services 4 ongoing

Discuss lesson plans and progress notes with other staff

a members an parents. 4 ongoing

Store past lesson plans and progress notes that are

b available for review. 3 ongoing

Develop and send parent notifications and newsletters

2 to maintain family involvement. 3 ongoing

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Document parents' actions and comments indicating

a understanding of information provided. n

Create/organize parent-teacher conferences, open houses

D & family forums to enhance family & community

Hold formal and informal meetings with parents to

1 discuss children's progress. n

a Communicate scheduled meetings to parents and family. n

b Keep accurate meeting records. n

c Implement action plans that are agreed to by all parties. n

III PROBLEM SOLVING AND CRITICAL THINKING

Apply problem solving and critical thinking skills to

A provide solutions.

Recognize and apply appropriate practice to manage

1 the learning environment. 4 ongoing

Establish a developmentally-appropriate learning

a environment in which children are able to succeed. 4 ongoing

b Make changes when necessary. 4 ongoing

Recognize child development that is both typical and

2 atypical to provide intervention when needed. 4 ongoing

Respond quickly to situations that require adult

a intervention, such as injury or behavior issues. 4 ongoing

Take immediate action to help a child, which may include

b first aid or calling 911. 4 ongoing

c Use first aid with universal precautions. 4 ongoing

d Inform supervisor of problem and action. 4 ongoing

e Document incident report. 1 ongoing

IV INFORMATION TECHNOLOGY APPLICATIONS

A Use technology to enhance child care programs.

Use computer and applicable software for record

1 keeping, lesson plans, and children's learning activities. 4 ongoing

Keep lesson plans and accurate records up-to-date and

a readily available. 4 ongoing

b Engage children in utilizing computer technology. n

V SYSTEMS

Maintain relationship with licensing and certification

A organizations to keep up with news and changes.

Identify updates in the licensing regulations to

1 implement changes as needed. 3 ongoing

Document that program is compliant with current licensing

a regulations. 1 ongoing



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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Respond to all licensing and certification

2 communications in a timely manner to ensure n

a Maintain required credentials. n

initiate communication as needed to handle situations

3 and problems.

a Respond proactively when problems arise. 4 ongoing

b Follow through with suggestions provided. 4 ongoing

4 Cooperate with all service providers to offer client

ongoing -

a Respond to requests or concerns. 4 custodial

ongoing -

b Follow through with solutions in a timely manner. 4 custodial

Create working relationships with parents and family

B members to maintain involvement.

Provide ways for all staff members to know all parents

1 and family members served.

Greet parents and family members when they enter the

a program or classroom. 4 ongoing

b Use correct names for parents and family members. 4 ongoing

c Talk to parents and families. 4 ongoing

VI HEALTH, SAFETY AND ENVIRONMENT

Follow through with safety and sanitation procedures to

A assure compliance and readiness. 4 ongoing

Anticipate potential hazards and react in a timely

1 manner to ensure children's safety. 4 ongoing

a Provide a safe and sanitary environment. 4 ongoing

b Provide supervision at all times. 4 ongoing

VII LEADERSHIP AND TEAMWORK

Create an inviting and encouraging atmosphere to

A encourage parent and family participation.

Present opportunities to enhance parent's and family's roles

1 as primary teachers. n

Write and phone parents/family regularly to inform them

a about child's progress and activities. n

b Request parents' suggestions for curriculum development. n

Schedule appointments at parents' requests or on own

c initiative to discuss child's development. n









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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

various

Provide parents with developmental information about special

their child and typically developing children of their child's assignme

d age. 1 nts

VIII ETHICS AND LEGAL RESPONSIBILITIES

Adhere to ethical and legal responsibilities to protect

A children and families.

Comply with laws and regulations to maintain a

1 successful workplace. 4 ongoing

a Follow through with reporting cases of child abuse. 4 ongoing

Maintain confidentiality when handling any information

b concerning children, parents or other staff members. 4 ongoing

Respect diversity to benefit from all human resources

2 available. 3 ongoing

a Treat children, parents and other staff with respect at all 4 ongoing

IX EMPLOYABILITY AND CAREER

X TECHNICAL SKILLS

Apply principles of child growth and development,

including social, emotional, physical and cognitive

A milestones to provide comprehensive program offerings.

Create developmentally appropriate activities to

1 enhance learning. 4 ongoing

a Observe, assess, and document children's progress. 4 ongoing

Create lesson plans reflecting various interests and

2 developmental levels to serve all children. 4 ongoing

a Observe, assess, and document children's progress. 4 ongoing

Evaluate curriculum for compliance with state-specific

3 and NAEYC standards. 3 ongoing

Observe, assess, and document that children participate

a eagerly and actively.. 4 ongoing

Observe, assess, and document that children show

b developmental progress. 4 ongoing

c Document that curriculum meets standards. n

Evaluate child's strengths and needs to ascertain

4 program goals.

a Create rapport with the children and parents/family 4 ongoing

Analyze children's developmental level from observation

b and elicited information. 4 ongoing

5 Synthesize information to develop a plan for each 4 ongoing





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Observe, assess, and document that children can follow the

a plan successfully and that children show progress. 4 ongoing

B Incorporate play and other activities to develop children's

Create activities suitable for varied learning styles and

1 needs. 4 ongoing

Observe, assess, and document that children are actively

a participating. 4 ongoing

Observe, assess, and document that children show

b developmental progress. 4 ongoing

Evaluate activities and curriculum for inclusiveness of

C cultural diversity.

Establish environment to highlight richness and

1 diversity of children, parents and families in the

a Behave courteously and respectfully to people of all 4 ongoing

ongoing,

b Create learning activities focused on various cultures. 3 themes

c Give parents an opportunity to share their culture in the 3 ongoing

d Provide books, posters, food and music representing 4 ongoing









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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

CLUSTER FOUNDATION SKILLS

I ACADEMIC FOUNDATIONS I

II COMMUNICATIONS II

III PROBLEM AND CRITICAL THINKING SKILLS III

IV INFORMATION TECHNOLOGY APPLICATIONS IV

IX EMPLOYABILITY AND CAREER IX

V SYSTEMS V

VI SAFETY, HEALTH AND ENVIRONMENT VI

VII LEADERSHIP AND TEAMWORK VII

VIII ETHICS AND LEGAL RESPONSIBILITY VIII

X TECHNICAL SKILLS X



Human Services

CLUSTER FOUNDATIONS

SECTION # 4

MICHIGAN STANDARDS

4 3 2 1 N 4 3 2 1 N

I ACADEMIC FOUNDATIONS

Complete required training and education/certification to

A prepare for human services employment.

final

exam,

personal

1 Identify requirements for occupational choice. 4 interest,

ongoing,

a Complete requirements for occupational choice. 4 high

Manage time to participate in career-related training

2 and/or degree programs.

Present documentation of courses/degrees, training and/or ongoing,

a credential successfully completed. 4 CPR

Apply mathematical skills and concepts of data analysis to

B perform human services tasks.

ongoing,

various

Analyze and interpret data to maintain operational assignme

1 documents. 4 nts

Perform calculations and interpret data at the 12th grade individul

a level. 2 al

Use and evaluate information resources to accomplish

C specific human services tasks.



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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Use informational texts, Internet web sites, and/or

technical materials to review and apply information

1 sources to human services tasks.

a Use databases and technical manuals.

b Identify and evaluate applicable written material.

II COMMUNICATIONS

Apply principles of effective oral and written

A communication to talk and write effectively.

Match communication strategies to the situation

1 (individual and group) and context. 4 ongoing

Use appropriate communication strategy for most effective

a outcome. 4 ongoing

Use forms of technical writing appropriately to

2 communicate clearly. 4 ongoing

Ensure that written/oral communication is well organized,

accurate, clear, and complete as will as using appropriate

a field/technological terms and definitions. 4 ongoing

B Use listening skill to effectively interact with others.

Use forms of technical writing appropriately to

1 communicate clearly. 4 ongoing

a Accurately identify issues presented. 4 ongoing

Recognize forms of non-verbal communication to fully

C understand meaning. 4 ongoing

Apply and/or interpret nonverbal communication

1 techniques to receive complete significance of messages. 4 ongoing

a Recognize and use non-verbal communication. 4 ongoing

D Use aspects of cross-cultural communication to address 1 ongoing

ongoing,

dependin

Recognize barriers and use alternative communications g on

(e.g., sign language) or other languages to match the enrollme

1 communication needs of the individual. 2 nt

Communicate respectfully and effectively with people of

a different cultures. 3 ongoing

Use helpful communication techniques to support

E individuals and groups (e.g., conflict resolution, 4 ongoing

Choose appropriate strategy to resolve conflicts.

a Resolve conflicts. 4 ongoing

III PROBLEM AND CRITICAL THINKING SKILLS





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Assist individuals to recognize concerns and make

A informed decisions. 4 ongoing

Use several approaches to identify and evaluate

1 alternatives. 4 ongoing

a Help individuals accurately describe alternatives. 4 ongoing

Assist individuals to understand the potential outcomes of

b all alternatives. 4 ongoing

c Evaluate and use customer feedback effectively. 4 ongoing

Develop an individualized plan to reflect an individual's

B preferences, needs and interests.

1 Use planning strategies to develop a plan. 4 ongoing

Use effective problem-solving and decision-making

a techniques when assisting the individual with planning. 4 ongoing

b Produce a work schedule related to the plan. 4 ongoing

Evaluate milestones toward planned goals to measure

2 progress. 4 ongoing

a Document outcomes of planned activities. 4 ongoing

IV INFORMATION TECHNOLOGY APPLICATIONS

Use technology to access, manage, integrate and create

A information.

Use appropriate software applications to prepare

1 documents and presentations. 4 ongoing

Accurately produce specific information from records

a within a deadline. 4 ongoing

b Produce clear communication. 4 ongoing

B Use existing classification systems to manage information.

ongoing,

prior

Use technology to channel data according to knowled

1 classification systems. 4 ge

a Accurately produce documents based on classification

C Use technology to analyze and interpret information.

ongoing,

prior

Summarize, compare and contrast information to knowled

1 make informed decisions. 4 ge

Describe and accurately summarize information/data using

a charts, graphs, and descriptive statistics.

V SYSTEMS





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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Analyze the organizational structure of the workplace to

A provide effective services to the individual. 4 ongoing

Analyze principles of program planning, design and

B development to accomplish long-range goals. 4 ongoing

Design program or activities to meet specific

1 organizational needs. 4 ongoing

a Document that programs and activities effectively address 4 ongoing

Use the range of human resources available to accomplish

C team objectives. 4 ongoing

1 Identify and align human resources to meet team

a Document that team objectives have been met. 3 ongoing

VI SAFETY, HEALTH AND ENVIRONMENT

Recognize risks and potentially hazardous situations to

A achieve a safe and healthy environment. 4 ongoing

Implement procedures to protect the health and safety

1 of all individuals. 4 ongoing

Use safety techniques in managing an emergency and

a ensuring a safe environment. 4 ongoing

Document and report emergency/crisis situations and

b outcomes to appropriate authorities. 4 ongoing

Evaluate emergency situations to defuse them and

B determine intervention strategies. 4 ongoing

Manage the physical & social environment to reduce

conflict & promote safety of participants, workers & 4 ongoing

Use safety techniques in managing an emergency and

a ensuring a safe environment. 4 ongoing

Document and report emergency/crisis situations and

b outcomes to appropriate authorities. 4 ongoing

Study policies, procedures, and regulations regarding

C health and safety to promote a safe workplace. 4 ongoing

Follow regulations and organizational policies and

1 procedures to assure a safe and healthy environment. 4 ongoing

a Anticipate, respond and document health and safety 4 ongoing

VII LEADERSHIP AND TEAMWORK

Recognize the organization's mission and its priorities to

A ensure quality.

Review the organizational mission to develop

1 organizational priorities.







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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

classroo

m rules

a Assist in setting organizational priorities to ensure quality. 1 and

Establish & maintain effective working relationships

2 with all levels of personnel to provide effective services

a Use interpersonal skills to build effective working 4 ongoing

Use organization's policies, procedures and regulations

to work with co-workers to develop practices sensitive

3 to cultural. religious, disability, and gender issues. 4 ongoing

Set up and/or participate in workshops relating to cultural,

religious, disability, and gender issues specific to human

a services careers. n

classroo

m rules

b Develop service guidelines with other co-workers. 2 and

Recognize and model leadership and teamwork behaviors

B to inspire and motivate others.

Participate in civic and community leadership and

1 teamwork opportunities to enhance skills.

ongoing

2nd year

model for

a Mentor others for high performance. 4 1st year

ongoing

personal

b Document participation in civic and community service. 3 preferenc

2 Use leadership skills to motivate others.

a Conduct self-assessment of leadership skills. 4 ongoing

Analyze the environmental context and factors to see how

C they influence the organization and it's future direction. 4 ongoing

Recognize and use team work skills to take advantage of

D diverse abilities. 4 ongoing

Work effectively with others to achieve objectives in a

1 timely manner. 4 ongoing

a Assess effectiveness of teamwork skills. 4 ongoing

2 Use conflict-management skills to facilitate solutions. 4 ongoing

a Resolve conflicts. 4 ongoing

VIII ETHICS AND LEGAL RESPONSIBILITY

Apply ethical and legal responsibilities to all conduct in

A the workplace. 4 ongoing

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

Comply with legal requirements to assure appropriate

1 conduct. 4 ongoing

a Assess and document legal compliance. 3 ongoing

Adhere to recognized ethical standards to inspire

2 confidence. 4 ongoing

a Assess and document adherence to ethical standards. 3 ongoing

Consult and seek ethical and legal guidance to assure

3 continued compliance. 4 ongoing

a Document, review, and resolve ethical and legal conflicts. 2 ongoing

Study legal requirements of personal liability to help guide

B personal conduct.

1 Apply legal requirement to prevent personal liability. 4 ongoing

a Assess adherence to appropriate personal liability 4 ongoing

IX EMPLOYABILITY AND CAREER

Continue professional development to keep current on

A relevant resources and information. 4 ongoing

Use self assessment, organizational priorities, journals,

Internet sites, professional associations, peers and

other resources to develop goals that address training ,

1 education and self-improvement issues. 4 ongoing

a Write a professional development plan. 4 ongoing

ongoing,

high

school

Participate in relevant conferences, workshops, program

mentoring activities and in-service training to stay this is

2 current with recent changes in the field. 4 the point

report

Document completed conferences, workshops, mentoring card and

a activities and in-services training. 4 transcript

Apply career development principles to assure personal

B and professional growth. 4 ongoing

Manage work roles and responsibilities to balance

1 them with other life roles and responsibilities. 4 ongoing

ongoing,

lead

teacher

Record verbal and/or written feedback from responsib

a clients/participants regarding role balance. 4 ilities

b Write annual performance goals incorporating role 4 goal

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GAP ANALYSIS/MACOMB COUNTY

National Cluster: Human Services

National Pathway:Human Services

Michigan Program: 19.0700 Child and Custodial Care Services





RATING SCALE:









Secondary Delivery

4 = Exceeds criteria and/or able to teach task

State Standards









Post Secondary

National Codes

3 = Accomplishes task to criteria

Local Task

2 = Accomplishes task with help ID Code/

1 = Exposed to the task Delivery

N = Not exposed to task Point

c Initiate self-assessment or role balance. 4 ongoing

X TECHNICAL SKILLS

ongoing,

Apply technical knowledge and skills required to function prior

A in career paths within the Hunan Services area. 4 knowledg

ongoing,

prior

Practice skills in a chosen career path to gain knowled

1 familiarity with technical processes. 4 ge

a Maintain successful employment. 4 ongoing,

Use resource allocation and distribution to assist with

B planning the delivery of human services. n

Identify strategies to provide human services in the

1 most cost effective manner. n

a Appropriately use resources. n

Apply principles of human development to enhance the

C well being of the individual. 4 ongoing

Provide services aligning with human development

1 principles to meet individual needs. 4 ongoing

Assess and document the satisfaction of

a clients/customers/participants with services provided. 2 ongoing









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