Allocate Resources
©2014 Walden University 1
CECS MP003: Allocating Resources to Effectively Manage Programs and Facilities
Use appropriate tools and strategies to budget for and allocate resources in support of early childhood programs and facilities.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Part I: Tuition Fees and Facilities
Sub-Competency 1: Apply basic accounting principles as they relate to a variety of early childhood settings.
Learning Objective 1.1: Recognize the impact of changes to tuition fees.
Response is irrelevant or missing.
Response provides vague or illogical explanation of how changes to tuition fees can impact variables related to early childhood care centers.
Response provides a clear and logical explanation of potential impact of changes to tuition fees on the program and the families it serves.
Demonstrates the same level of achievement as “2” plus the following: Response provides a detailed and compelling explanation of potential impact of changes to tuition fees on the program and the families it serves.
Learning Objective 1.2: Defend decisions related to facilities management within budgetary constraints.
Response is irrelevant or missing.
Response is vague or illogical.
Response includes a logical rationale with specific examples that defend decisions related to facilities management.
Demonstrates the same level of achievement as “2” plus the following: Response includes a compelling and persuasive rationale with detailed examples that defend decisions related to facilities management.
Part II: Human Resource Allocation
Sub-Competency 2: Apply strategies for resource allocation and labor scheduling in early childhood settings.
Learning Objective 2.1:
Response is irrelevant or missing.
Response is vague or illogical.
Response includes a logical rationale for changing
Demonstrates the same level of achievement as
©2014 Walden University 2
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
Analyze salary decisions.
salaries. “2” plus the following: Response includes a compelling and persuasive rationale for changing salaries.
Learning Objective 2.2: Organize human resources to effectively manage early childhood programs.
The labor schedule is incomplete or missing.
The labor schedule reflects irrational staffing and scheduling decisions that do not adhere to the parameters set in the scenario and/or labor schedule does not adhere to best practices in adult- child ratios.
The labor schedule reflects logical staffing and scheduling decisions that generally reflect the parameters set in the scenario. Labor schedule adheres to best practices in adult- child ratios.
Demonstrates the same level of achievement as “2” plus the following: The labor schedule reflects staffing decisions that specifically and consistently reflect all parameters in the scenario.
Learning Objective 2.3: Defend staffing decisions.
Response is irrelevant or missing.
Response is vague or illogical.
Response includes a logical rationale for staffing decisions.
Demonstrates the same level of achievement as “2” plus the following: Response includes a compelling rationale with detailed examples that defend the allocation of human resources.
Learning Objective 2.4: Explain the roles and responsibilities of staff.
Response is irrelevant or missing.
Response is vague or incomplete.
Response clearly defines the roles and responsibilities of custodial services.
Demonstrates the same level of achievement as “2” plus the following: Response describes the responsibility of custodial
©2014 Walden University 3
0 Not Present
1 Needs Improvement
2 Meets Expectations
3 Exceeds Expectations
services in relation to children, families, and other staff at the center.
Learning Objective 2.5: Evaluate options for providing custodial services for early childhood facilities.
Explanation is irrelevant or missing.
Response to scenario is vague or incomplete.
Response logically explains advantages and disadvantages of using a contractor in the specific situation outlined in the scenario.
Demonstrates the same level of achievement as “2” plus the following: Response provides a compelling explanation of the advantages and disadvantages of using a contractor in in the specific situation outlined in the scenario and generalized to other personnel in early childhood settings.
PS005: Critical Thinking and Problem Solving: Use critical-thinking and problem-solving skills to analyze professional issues and inform best practice.
Learning Objective PS 5.2: Generate reasonable and appropriate assumptions.
Assumptions are missing. Response does not adequately present and discuss key assumptions in an original argument.
Response presents and discusses key assumptions in an original argument.
Response justifies the reasonableness and need for assumptions in an original argument.
Learning Objective PS 5.4: Use problem-solving skills.
Problems and solutions are not identified.
Response presents solutions, but they are ineffective in addressing the specific problem.
Response presents solutions that are practical and work in addressing the specific problem.
Response presents compelling supporting arguments for proposed solutions.
PS003: Technology: Use technology tools effectively.
Learning Objective
PS 3.2:
Excel spreadsheet is
incomplete or missing.
Excel spreadsheet has
some formatting issues and
Excel spreadsheet has
effective formatting, and
the data can be easily
Excel spreadsheet includes
format and design
elements that bring
©2014 Walden University 4
Apply the features of
Excel to communicate
information effectively.
is difficult to interpret. read and interpreted.
enhanced clarity to the
spreadsheet.
Part III: Nutrition Program
Sub-Competency 2: Apply strategies for resource allocation and labor scheduling in early childhood settings.
Learning Objective 2.4: Explain the roles and responsibilities of staff.
Response is irrelevant or missing.
Response is vague or incomplete.
Response clearly defines the roles and responsibilities of food service personnel.
Demonstrates the same level of achievement as “2” plus the following: Response describes the responsibility of food service in relation to children, families, and other staff at the center.
Sub-Competency 3: Develop nutrition programs for early childhood care centers.
Learning Objective 3.1: Apply nutritional guidelines to the development of a nutrition program.
Response is irrelevant or missing.
Response is vague or incomplete and/or the rationale for the menu decisions is not supported by accurate evidence.
Response includes a one- week menu plan that adheres to the USDA nutrition guidelines for young children. Response includes a logical rationale for the menu decisions.
Demonstrates the same level of achievement as “2” plus the following: Response includes a compelling and persuasive rationale for the menu decisions.
Learning Objective 3.2: Apply health regulations and standards to the development of a nutrition program.
Response is irrelevant or missing.
Response is vague or incomplete.
Response demonstrates a clear understanding of health regulations and standards that apply to nutrition programs. Response logically explains how the nutrition program will address special diets.
Demonstrates the same level of achievement as “2” plus the following: Response is supported by specific examples.
©2014 Walden University 5
PS001: Written Communication: Demonstrate graduate-level writing skills. Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics.
Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.
Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.
Writing reflects competent use of standard edited American English. Errors in grammar, spelling, and/or mechanics do not negatively impact readability.
Grammar, spelling, and mechanics reflect a high level of accuracy in standard American English and enhance readability.
Learning Objective PS 1.2: Organize writing to enhance clarity.
Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.
Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.
Writing is generally well- organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.
Writing is consistently well-organized. Introductions, transitions, and conclusions are used effectively to enhance clarity, cohesion, and flow.