NYS School-Age Credential
2016Syllabus

School-Age Credential
2016Syllabus

Instructors

Erin Broderick
518-426-7181 ext 320
/ Alicia Salamone-Powers
518-426-7181 ext 358
/ MaryGrace Califano
518-426-7181 ext 352

Location
The Capital District Child Care Council

91 Broadway
Menands, NY 12204

Time
Wednesdays, 6:30-9:30

Course Description

The School-Age Credential is a competency based program designed to teach
candidates how to:

  • Meetthe specific needs of children,
  • Nurturechildren’s physical, social, emotional and intellectual development in
    school-age care with parents, families and other adults, and
  • Conduct him/herself in a professional and ethical manner.

School-Age Credential candidates will learn the above by examining the fourteen competency standards: professionalism, child development, safety, health, self, guidance, out of school environment, creative, physical, cognitive, communication, social, families, and program management.

Required Text Book (Provided)

Click, Phyllis and Jennifer Parker. Caring for School-Age Children, Fifth Edition.
Delmar, Cenage Learning, Clifton Park, NY. 2009.

Class Cancellation

  • In the event of a class cancellation each candidate will be contacted by phone at home or at program. Please ensure your instructors have your current contact information on file.

Evaluation

  • Attendance and participation is expected at all classes.
  • In the event a candidate must miss a class, he or she must notify the instructor via phone or email. Make up possibilities will be discussed with each student individually.
  • Portfolio and resource files are to be handed into the instructor at the assigned due dates.
  • The portfolio, resource file, and advisor observations will serve as a measure of knowledge learned.
  • When all portfolio and resource files are complete, the candidate should send in an application for an endorsement visit. The endorser will do a final observation (evaluation) of candidate in his/her program.

Course Goals

  • Candidates will demonstrate a commitment towards quality programs for
    school-age children.
  • Candidates will uphold ethical standards and other professional guidelines.
  • Candidates will demonstrate an understanding of child development ages, stages, and the range of development that may occur within a given age or stage.
  • Candidates will apply their knowledge of child development to develop program, environment, and activities to meet children’s needs.
  • Candidates will provide a safe environment to prevent and reduce injuries.
  • Candidates will promote good health and nutrition as well as provide an environment that contributes to the prevention of illness.
  • Candidates will provide physical and emotional security for each school-age child, and assist each child in developing a sense of independence.
  • Candidates will provide a supportive environment in which children can learn and practice appropriate and acceptable behaviors as individuals and as a group.
  • Candidates will use space, relationships, materials, and routines as resources for constructing an interesting, secure, and enjoyable environment that encourages play, exploration, and inspires learning.
  • Candidates will provide opportunities that stimulate school-age children to play with sound, rhythm, languages, materials, space, and ideas in individual ways and to express their creative abilities.
  • Candidates will provide a variety of equipment, activities, and opportunities to promote physical development of school-age children.
  • Candidates will provide opportunities for hands-on experiences and opportunities that encourage curiosity, exploration and problem solving skills.
  • Candidates will actively communicate with school-age children, allowing school-age children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings.
  • Candidates will help each school-age child feel accepted by the group by guiding them in a positive manner.
  • Candidates will maintain open and friendly relationships with each school-age child’s family.
  • Candidates will use all available resources to ensure an effective operation of their program.

Portfolio

The material in the portfolio should be typed, filed by skill area and organized in a three ring binder. Each of the 42 entries should have a heading at the top, clearly stating the date written, skill area and indicator being discussed. The portfolio should also include an autobiography, program description, Aspire information and current resume. All entries should be checked for grammar and spelling errors. See chapter 4 of the SAC Manual.

30 Item Resource File

The material in the resource file should be typed, checked for grammar and spelling errors, arranged in order from 1 to 30 and organized in a three-ring binder with cover pages for each entry. This makes items easily located during the endorsement visit. See chapter 4 of the SAC Manual.

Parent Questionnaires

Candidates must distribute and collect parent questionnaires. Each parent with a child in your program should complete a questionnaire. Questionnaires should be hole punched and placed in the back of the portfolioSee chapter 4 of the SAC Manual.

Formal Observation

In order to demonstrate competence, Candidates must be observed working in a school-age program with the same group of children. The Candidate will arrange a time with Advisor to conduct observations. Three observations will be conducted.

Attendance and Participation

Attendance is required. Participation in class helps maximize learning. Use your good judgment about what is shared during class. It should be relevant to the class discussion. Remember to be professional and that all classroom discussions are confidential.Class assignments are to be handed in on time. Delaying assignments will delay the process of assessment. Plan accordingly.

SMART Goals

Short and long-term goals for each of the fourteen skill areas are required. These should be typed in the form provided and free of spelling or grammatical errors. See chapter 4 of the SAC Manual.

Academic Integrity

Candidates are expected to be honest in every aspect of their academic work. All work presented as a candidate’s own, must be the product of his or her own efforts. Plagiarism or any other submission of another’s work as one’s own is unacceptable.

Reimbursement

The drop reimbursement is as follows:

  • Drop after first class = 100% reimbursement
  • Drop after second class = 75% reimbursement
  • Drop after third class = 50% reimbursement
  • Drop after fourth class = 25% reimbursement
  • Drop after fifth class = 0% reimbursement

*If payment is made using the Educational Incentive Program the policies for that scholarship apply and the student is responsible in adhering to those guidelines.

2016 TENTATIVE SAC Class Calendar

Date / Class / OCFS, CBK, SAC Areas / Educator
April 20 / Overview / Manual / OCFS: 1,3,5
CBK: 7
SAC: 1 / Erin
May 4 / Professionalism
Program Management / OCFS: 1,3,5
CBK: 6,7
SAC: 1,14 / Erin
May 11 / Healthy
Safety / OCFS: 2,4
CBK: 5
SAC: 3,4 / Alicia
May 25 / Regulations
Homework / OCFS: 1,3,7
CBK: 4 / MaryGrace
June 1 / Child Development
Cultural
Webbing / OCFS: 1,3
CBK: 1,4
SAC: 2,5 / MaryGrace
June 8 / DAP / OCFS: 1,3
CBK: 1,4
SAC: 2 / Alicia
June 15 / Homework Assistance / Erin
Sept 7 / Out of School
Prop Boxes / OCFS: 1,3
CBK: 1,4
SAC: 7 / MaryGrace
Sept 14 / Phys Development
Creative Movement / OCFS: 1,3
CBK: 1,4
SAC: 9 / Erin
Sept 21 / Observing & Recording
Language & Literacy / OCFS: 1,3
CBK: 1,3,4 / Erin
Sept 28 / STEM / OCFS: 1,3
CBK: 1,4
SAC: 10 / Alicia
Oct 5 / Cognitive/Gardner / OCFS: 1,3
CBK: 1,4
SAC: 10 / Erin
Oct 19 / Aspire/Resumes
Creative / OCFS: 1,3
CBK: 1,4
SAC: 1,8 / Alicia/Erin
Oct 26 / Social/
Pos. Guidance
Challenging Behaviors / OCFS: 1,2,3,7
CBK: 1,3,4
SAC: 6,12 / Alicia
Nov 2 / Special Needs / OCFS: 1,3,4,5
CBK: 1,4 / Alicia
Nov 9 / OlderChildren
Outdoor Curriculum / OCFS: 1,3,4
CBK: 1,4 / MaryGrace
Nov 16 / Communication/Families / OCFS: 1,3,4,5
CBK: 1,2,6,7
SAC: 11,13 / Alicia
Nov 30 / Homework Assistance / Erin/MaryGrace
Dec 14 / Homework/Assessment Fee Assistance / Erin/Alicia

2016 SAC Credential Assignments

April 20 ORIENTATION Overview & Manual
Due by May 4 Professionalism & Program Management
  1. Read Chapter 1 – Caregivers: Who are they?
  2. 300 Word Autobiography
  3. *Have 2 Binders w/ Tabs for class*

Due by May 11 / Health & Safety
  1. Read Chapter 17 – Quality and Standards
  2. Read Pages 157-173
  3. Resource File # 4 –Child Advocacy
  4. Resource File #7 – ASW Foundation Areas
  5. 3 Portfolio Entries for Professionalism

Due by May 25 / Regulations & Homework
  1. Resource File #2 – Emergency Evacuation Plan
  2. Resource File # 11 –Reporting Child Abuse
  3. Resource File # 12 – Head Injury Procedure
  4. 3 Portfolio Entries for Safety

Due by June 1 / Child Development, Cultural
  1. Read Pages 147-153
  2. Resource File #3 – Staff/Child Ratio
  3. Resource File #1 – NYS Regulations
  4. 3 Portfolio Entries for Healthy

Due by June 8 DAP
  1. Resource File # 14 –Snack Menu
  2. Resource File #15 – Nutritional Activities
  3. Resource File # 30 – Daily Schedule
  4. 3 Portfolio Entries on Child Development
  5. 3 Portfolio Entries on Self

Due by Sept 7 / Out of School & Prop Boxes
  1. Read Chapter 9 – Creating an Environment
  2. Resource File # 17 – Lesson Plans
  3. Proof of Child Abuse & Maltreatment Training (Bring in Certificate)
  4. 300 Word Program Description
  5. Cultural Board Due

Due by Sept 14 / Physical Development
  1. Read Chapter 4 – Development in Middle Childhood: Physical
  2. Read Chapter 10 – Games and other Fun Things to Do
  3. Read Chapter 15 – Getting Fit, Staying Fit
  4. 3 Portfolio Entries on Out of School Environment
  5. Come to class (or email ahead of time) 3 gross motor games to share w/ class
  6. Show proof of mandated reporter training

Due by Sept 21 / Observing/Recording & Language
  1. Resource File #13 – Red Cross 1st Aid/CPR Certification
  2. Resource File #9 – 2 Gross Motor Activities
  3. 3 Portfolio Entries for Physical

Due by Sept 28 / STEM
  1. Read Chapter 16 – Using Community Resources
  2. Prop Boxes Due
  3. Resource File #24 – 3 Community Partners
  4. Resource File #20 – Books
  5. Resource File # 19 – 2 Literacy Activities

Due by October 5 / Cognitive
  1. Resource File # 27 – Child Observation Tool
  2. Resource File # 5 – ASW Membership
  3. Read Pages 153-156
  4. Read Chapter 2 – The Children
  5. Read Chapter 5 – Development in Middle Childhood: Cognitive

Due by October 19 / Aspire/Resumes, Creative
  1. 3 Portfolio Entries for Cognitive
  2. Read Chapter 12 – Science and Math
  3. Resource File #10 – Engaging Youth in Planning
  4. Read Chapter 11 – Imagination and the Arts

Due by October 26 / Social/Positive Guidance/Challenging Behaviors
  1. Read Chapter 7 – Helping Children Develop Social Competence
  2. Resource File #8 – 2 Creative Arts Activities
  3. Resource File #18 – 2 Performing Arts Activities
  4. 3 Portfolio Entries on Program Management
  5. 3 Portfolio Entries for Creative

Due by Nov 2 / Special Needs
  1. 3 Portfolio Entries for Social
  2. Rough Draft of Resume
  3. Resource File #28 – Record Keeping Forms
  4. Resource File # 29 – Staff Planning Meeting

Due by Nov 9 / Older Children & Outdoor
  1. 3 Portfolio Entries for Guidance
  2. Resource File # 21 – Help Children Develop Friendships
  3. Resource File # 6 – Resources for those with Disabling Conditions
  4. Resource File #16 – Rules
  5. Resource File #25 – 5 Potential Community Partners
  6. Resource File # 26 – Outreach Agencies

Due by Nov 16 / Communication & Families
  1. Read Chapter 3 – Families: Where Children are Nurtured
  2. 3 Portfolio Entries on Communication
  3. 3 Portfolio Entries on Families
  4. Resource File # 22 – 5 Ways to Support Parents
  5. Resource File #23 – 5 Parent Activities

Due by Nov 30 / Homework Assistance
  1. Completed Portfolio and Resource File