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Crosswalk of Oklahoma’s Early Childhood Quality Standards

~Final Report~

May 1, 2013

OLDHAM INNOVATIVE RESEARCH 222 ST. JOHN STREET, SUITE 134 207-541-9267 OLDHAMRESEARCH.COM

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Table of Contents

Rationale ............................................................................................................................ 3

Methodology ..................................................................................................................... 5

Findings ............................................................................................................................. 9

Discussion of Recommendations ............................................................................... 23

Appendix A: Anchor Criteria& Bibliography of Materials .................................. 27

Appendix B: Technical Review & Instructions…………………….……………...39

Appendix C: Reaching for the Stars Alignment…………………………………..46

Appendix D: Comparability Match Rubric………….…………………………….50

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Rationale In February 2013, Oklahoma’s Partnership for School Readiness Foundation: Smart Start

Oklahoma, contracted with Oldham Innovative Research (OIR) to examine the

alignment between early childhood program standards for the purpose of developing a

cross-sector quality rating and improvement system (QRIS). In order to gather the most

current and relevant information to include in the crosswalk, OIR worked

collaboratively with Smart Start Oklahoma’s Quality, Access, Standards and

Accountability (QuASA) workgroup to gather documentation, review the crosswalk

information for accuracy and review the report of findings before dissemination to

other stakeholders. To address the project goals, OIR developed a crosswalk

framework and process to compare program standards across Oklahoma and select

national early childhood standards. The overarching goals of the crosswalk was to

identify: 1) standards that promote practices to support early childhood learning; 2)

program standards not currently included but recommended based on best practice

guidelines; and 3) opportunities where integration across programs can potentially

enhance child outcomes.

Included in the crosswalk are the following Oklahoma program standards: Reaching for

the Stars, Oklahoma’s QRIS; Oklahoma Child Care Licensing Regulations for Centers;

Oklahoma’s State Department of Education Early Childhood Program for Infants and

Toddlers; Oklahoma’s State Department of Education Pre-Kindergarten Program;

Oklahoma’s EduCare Programs; and Oklahoma’s Parents As Teachers Program.

National standards examined were: National Association for the Education of Young

Children (NAEYC) Program Standards and Accreditation Criteria; National Early

Childhood Program Accreditation (NECPA) Standards; National Accreditation

Commission for Early Care and Education (NAC) Standards; Head Start Performance

Standards; National Association for Family Child Care (NAFCC) Accreditation

Standards; and the National Institute for Early Education Research (NIEER) Quality

Standards. The specific program standards considered within the matrix encompassed:

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administrative practices

personnel qualifications

professional development

learning environment

family engagement

program evaluation

health and safety, nutrition

services for children with disabilities

community partnerships, mental health

transportation

child health

eligibility/recruitment/selection/enrollment/attendance (ERSEA)

The QuASA workgroup recognized that in order to achieve the vision of all children

being healthy and prepared to enter school with the skills to learn, early childhood

experiences at home and in early childhood programs must be positive, enriching, and

supportive. It is their belief that a close examination of program standards can initiate

the process of creating consistent expectations related to quality across early learning

environments that will support quality experiences for all young children. This

comparative review served to increase understanding about the level of existing quality

program standards, to identify potential for future growth and expansion, and to

facilitate the development of common early childhood program quality measures.

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Methodology

The crosswalk’s overarching research question was to examine, ‘To what extent are

Oklahoma’s early childhood program standards aligned with standards proven to have a positive

impact on early childhood learning?’ OIR identified the following guiding questions to

facilitate the research design:

What strengths are identified across Oklahoma’s early childhood program

standards?

What gaps are identified across Oklahoma’s early childhood program standards?

What recommendations for developing cross-sector quality program standards

based on current and national standards can be elucidated from the crosswalk?

What suggestions can be provided based on proven practices to promote early

childhood learning outcomes?

There were two phases that comprised the crosswalk design: the assessment phase and

the post-assessment phase. The assessment phase began by determining the anchor

criteria to use in each standard area. In collaboration with the QuASA workgroup, it

was decided that the anchor criteria would be based on NAEYC criteria that were

“required” or “always assessed” in the accreditation validation process. For those

standard areas in which there were no “required” or “always assessed” criteria within a

standard area, Oklahoma’s Reaching for the Stars QRIS 1+ star level and 2 star level

criteria were used. In the cases of ERSEA and Child Health standard areas, Head Start

Compliance Measure standards from the “FY 2012 Office of Head Start Monitoring

Protocol” were used. Appendix A includes details regarding the establishment of the

anchor criteria. The second task was to gather input from the QuASA workgroup. This

included collecting the most current Oklahoma early childhood program standards,

reviewing what national standards were to be included and determining what anchor

criteria should be included within the standard areas. All crosswalk program standards

were collected in hard-copy in a resource binder as well as in an electronic file with a

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bibliography that included information as to where to download the versions used in

the crosswalk.

OIR was also tasked with developing the crosswalk framework, comparability rating

rubric, and comparability matches rubric to be used in the technical review process.

OIR used “BrainShark” to train the QuASA workgroup on the technical review

process. “BrainShark” technology sets voice to an established PowerPoint presentation.

Appendix B includes the PowerPoint presentation. The QuASA review team referenced

this training to assist them with the review process.OIR completed a preliminary set of

comparisons, which focused on the examination of the criteria for comparability and

designating each criterion a comparability rating. Comparability ratings were based on

a four-point scale with 1=no match; 2=meets criteria in part but policy or practice is not

specific enough; 3=comparable: spirit of criteria is met but wording could be stronger;

and 4=equal match: clear that the wording and meaning are equivalent. Criteria were

considered comparable if there was a rating of a 3 or a 4. OIR determined comparability

matches by standard area based on the number of 3 and 4 comparability ratings. If there

was a match of greater than 50% within the standard area, that area was considered

comparable. The QuASA team reviewed the comparability of standards by closely

examining the criteria that was crosswalked. Review feedback was returned to OIR for

final data analysis in order to determine the level of comparability. The “Oklahoma

Early Childhood Program Standards Crosswalk” includes the final determinations of

the crosswalk framework and comparability ratings. The comparability matches can be

found in Appendix D.

The post-assessment phase of the crosswalk included a final report which detailed a

description and interpretation of the results, series of recommendations to be used for

future systems and policy changes, and a presentation of key findings and

recommendations to be used with other stakeholders.

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Methodological Caveats: The following are caveats OIR encountered when conducting

both phases of the crosswalk project:

1) Oklahoma’s Early Childhood Program (OECP) standards were originally

crosswalked with other program standards using a variety of documents

(Contract for OK Early Childhood Program, Provider Agreement, Work Plan

Template) to determine comparability ratings. During the review process it was

brought to OIR’s attention that all OECP’s are expected to have a license in good

standing, must be NAEYC accredited, and have a 2 or a 3-star rating within

Reaching for the Stars. Therefore, in the majority of the standard areas this

program will have 100% comparability. Part of the OECP Contract and Provider

Agreement are certain expectations that are documented to reiterate high quality

standards. These documented expectations are highlighted in the crosswalk for

OECP as a reminder of what is expected contractually.

2) It is important to note that each of the programs crosswalked often have many

program standards they are required to follow in order to meet compliance

expectations. For example, EduCare sites must follow child care licensing, Head

Start, QRIS, accreditation and to some extent, home visiting program

requirements in addition to EduCare core program features. Head Start has to

follow licensing, CACFP/USDA, State Dept. of Education (in a collaboration site)

and home visiting program standards in addition to federal Head Start

Performance standards. This study focuses on the program standards that are

germane to the specified program that may or may not be reflected in other

program standards. Please see Appendix E for Standard Requirements of

Oklahoma’s Early Childhood Programs for more details.

3) Originally, the Oklahoma Nurse Family Partnership was to be included in the

crosswalk. However, standards for this program were not received by the agreed

deadline in order to be included in the crosswalk.

4) Child Care Licensing rules and regulations were not part of the original list of

standards to be included in the crosswalk. It was later requested that these be

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included within the Oklahoma program standards to be examined. The same

holds true for “EduCare Program Core Features” that were additions to the

crosswalked

5) It was requested that the Oklahoma Association for Infant Mental Health

Endorsement for Culturally Sensitive, Relationship-Focused Practice Promoting

Infant Mental Health be included in the crosswalk. Upon further examination it

was determined that including this information would not be appropriate for

this type of crosswalk as they do not address programmatic standards as much

as they do competencies for professionals.

6) Star level 3 programs in Reaching for the Stars are expected to meet accreditation

and/or Head Start Performance standards. The crosswalk includes the degree to

which star level 1+ and 2 criteria meet anchor criteria.

7) Originally, it was stated that matches were considered comparable if criteria

were aligned 85% of the time. Due the vast criteria included and the fact that the

crosswalk covered both state and national program standards, it was determined

that alignment was comparable if the percentage was 50% or greater.

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Findings

How well do Oklahoma’s early childhood program standards align with one another?

Oklahoma early childhood program standards aligned most closely in the areas of

family engagement and learning environment. Areas in which there was little

alignment were ERSEA, transportation, nutrition, health and safety, disabilities and

professional development. The Oklahoma programs that had criteria which aligned

most often with the anchor criteria included child care licensing, the OECPand

EduCare. Table 1 indicates the number of anchor criteria which had comparability in

each of the Oklahoma Early Childhood program standard areas. The numerator

indicates the number of comparable matches and the denominator indicates the total of

anchor criteria within a particular standard area.

Table 1. Number of Comparable Anchor Criteria Found in Each Standard Area in OK Early Childhood Program Standards

OK Child

Care Licensing

Reaching for the Stars1

OK SDE Pre-K

Programs

OK Early Childhood Program2

OK EduCare

OK Parents

As Teachers

ERSEA 1/11 4/11

Transportation 2/2

Mental Health 1/5 1/5 1/5

Community Partnerships

1/2 2/2 1/2

Disabilities 2/11 4/11

Nutrition 6/12

Health & Safety

14/16 2/16

Administrative Practices

4/7 1/7 2/7 2/7

Personnel 1/3 2/3 1/3

Professional Development

3/3 1/3

Learning 7/13 2/11 5/13 3/13 2/13

1 Indicates the criterion was highlighted at the star level 1+ or star level 2 within Reaching for the Stars. 2 Indicates the criterion/criteria was further highlighted within Rules and Regulations within contract with SDE and/or Provider Agreement with SDE.

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Environment

Family Engagement

3/12 7/12 1/12 9/12 5/12

Child Health 2/10 1/10 2/10

Program Evaluation

2/4 1/4 3/4 3/4

Table 2 notes the anchor criteria that were noted as having strong comparability (i.e., a

rating of a 3 or a 4 on the comparability rating rubric) within the Oklahoma program

standards. Those anchor criteria noted with an asterisks (*) signifies that this criteria is

“required” or “always assessed” in the NAEYC accreditation process. More than one

quarter (26.4%) of the anchor criteria were found in Oklahoma’s child care licensing

regulations and another 14.4% of anchor criteria were supported by 1+ or 2 stars within

the Reaching for the Stars QRIS. Child Care Licensing primarily reflected criteria in the

areas of transportation, health and safety, and nutrition. The 1+ and 2 star levels had

anchor criteria indicated most often in the areas of community partnerships,

professional development and family engagement.

Table 2. Anchor Criteria with Strong Comparability with OK Early Childhood Program Standards

ERSEA3 -Children enrolled who are categorically eligible (OECP4) -Documentation of family income (OECP) -Funded enrollment at 100% and ranked wait list (OECP) -Documentation to support monthly enrollment (CC Licensing)

Transportation -Transportation services managed; licensed, insured in accordance with state and federal law (CC Licensing) -Written procedures address all aspects of arrival, departure, and transportation of children (CC Licensing)

Mental Health -No use of corporal punishment, psychological abuse or coercion, threats, etc. (CC Licensing)*5 -Opportunities to develop sense of competence and positive attitudes toward learning (Pre-K)* -Program organized and staffed to minimize transitions (EduCare)*

Community Partnership -Maintain a current list of child and family support services available in the community (EduCare, Reaching for the Stars, OECP)

3 The anchor criteria from ERSEA come from Head Start Performance standards. 4 Indicates that the criterion/criteria was further highlighted within Rules and Regulations within contract with SDE and/or Provider Agreement with SDE. 5 Asterisks (*) indicate that this criteria is “required” or “always assessed” by NAEYC when a program is validated for accreditation.

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Disabilities -Materials and equipment reflect lives of children and families as well as diversity and abilities (Pre-K) -Materials and equipment accommodate children’s special needs (Pre-K) -For all infants and children with disabilities who have special feeding needs, programs documents type and quantity of food consumed (CC Licensing) -Equipment, materials, and furnishings are available that provide access to children with disabilities (Pre-K) -Indoor space is designed and arranged to provide children with disabilities full access (Pre-K)

Nutrition -Ensure food safety: discard expired foods; complies with corrections by consultants (CC Licensing) -Clean, sanitary water available (CC Licensing) -Staff familiar with infant feeding needs and feed infants when hungry not in lieu of comfort (CC Licensing) -Children younger than four do not receive [series of specific foods] that can be swallowed whole (CC Licensing) -Menu development and posting (CC Licensing) -Serves meals and snacks at regularly established times (CC Licensing)

Health and Safety -Staff who are CPR and First Aid certified (CC Licensing)* -SIDS prevention (CC Licensing)* -Outdoor play areas protected by fences or natural barriers (Pre-K and CC Licensing)* -75 square feet outside (CC Licensing)* -Outdoor play area that protects children from injury (CC Licensing)* -35 square feet inside (Pre-K and CC Licensing)* -Indoor and outdoor areas well maintained and clean; unsafe conditions avoided (CC Licensing)* -Protection from hazards (CC Licensing)* -Equipped and maintained first aid kits (CC Licensing) -Choking hazards (CC Licensing)* -Facility is smoke free (CC Licensing)* -Facility free from harmful animals, insect, pests and plants; use IPM to control pests and unwanted vegetation (CC Licensing)* -Toxic substances stored in original container and locked away separately (CC Licensing)*

Administrative Practices -Licensed, in good standing (Reaching for the Stars, OECP)* -Group size and ratios that match NAEYC (Pre-K, EduCare)* -Well articulated mission and philosophy (Reaching for the Stars, OECP) -Staff evaluated annually (EduCare, Reaching for the Stars) -Personnel policies that include roles, responsibilities, qualifications, specialized training, etc. (Reaching for the Stars)

Personnel -Staff interact with children without physical punishment; recognize health and safety hazards; provide variety of experiences for learning; provide social experiences; adapt and respond to changing and challenging conditions; communicate with children and families (CC Licensing)* -Teachers: Associate degree or equivalent; 75% have Bachelors in ECE, CD, Elem. Ed., or EC Special Ed. (EduCare, OECP)* -Assistant teachers: CDA credential; 100% are enrolled in program leading to a CDA (OECP)*

Professional Development -Develop annual individualized Professional Development Plan (Reaching for the Stars) -Staff have 2 college credits or 20 hours of job related professional development annually6 (OECP)

6 This anchor criterion comes from a star level 2 Reaching for the Stars.

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Learning Environment -Curriculum exposure to language and literacy development (song, rhymes, routine games/books through play, listen to books read aloud) (Pre-K, CC Licensing)* -Curriculum exposure to reading (being read to in small/large groups or individually) and books (books available in quiet areas, access to different types) (Reaching for the Stars, Pre-K)* -Varied opportunities to build an understanding of mathematical concepts (Pre-K)* -Staff work as a team to implement daily teaching and learning activities (EduCare, OECP)* -Child supervision by sight and sound (CC Licensing)* -Child supervision of sleeping children (CC Licensing)* -Use transitions and support for transitions to help children with a predictable but flexible daily routine (Reaching for the Stars, Pre-K, CC Licensing)*

Program Evaluation -Annual program evaluation with families, staff and administration (EduCare, Reaching for the Stars, OECP, Parents As Teachers) -Annual evaluation includes: program functions, children’s progress and learning, family involvement and satisfaction, community awareness; report of results shared (EduCare, Reaching for the Stars, Parents As Teachers) -Program has established goals for continuous quality improvement using information from annual program evaluation (EduCare, Reaching for the Stars, Parents As Teachers) -Offers opportunities for families and staff to make decisions to improve programming (EduCare, Parents As Teachers)

Family Engagement -Maintain regular, on-going two-way communication (EduCare, Reaching for the Stars, CC Licensing, Parents As Teachers) -Teachers communicate with families on an on-going basis (EduCare, Reaching for the Stars, CC Licensing, Parents As Teachers) -Families provided information verbally or in writing about child’s development and learning (EduCare, Reaching for the Stars, Parents As Teachers) -Use formal and informal methods to communicate with families about program philosophy and curriculum objectives (EduCare, Parents As Teachers) -Families may visit facility at any time during regular hours (Reaching for the Stars, CC Licensing) -Program governing or advisory board includes families (EduCare) -Communication with families is daily for infants/toddlers and weekly for older children (EduCare) -Opportunities exist for families to meet one another on a formal or informal basis (EduCare, Reaching for the Stars) -Staff and families meet to plan events (EduCare) -Provide information to families about programs

Child Health7 -Program ensures that each child with a known, observable, or suspected health, dental or development problem receives follow-up (OECP) -Program involves parents immediately if a child health or developmental problem is suspected and informs them immediately in cases of emergencies (CC Licensing) -Programs informs parents of health and developmental procedures and obtains their authorization, maintains documentation of consent, and explains results (CC Licensing) -Program in collaboration with parent obtains required linguistically and age-appropriate screenings to identify concerns within 45 days (Parents As Teachers) -Coordinated screening, assessment, and referral process for all children suspected of having a disability in partnership with LEA or part c agency (Parents As Teachers)

7 The anchor criteria within child health come from Head Start’s Performance Standards.

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and services from other organizations (EduCare, Reaching for the Stars, OECP, Parents As Teachers)

Upon close examination of the 1+ and 2 star level criteria in the Reaching for the Stars

QRIS, the criteria that were aligned with at least three Oklahoma early childhood

program standards were8:

Facility staff has established and maintains a system for sharing and

communicating with families the happenings, activities, and issues regarding

their child's physical and emotional state.

Center has at least 2 methods of keeping families informed of their program:

bulletin board, handbook, newsletter email/listserv, website.

Parents and staff are surveyed annually to identify program’s effectiveness in

meeting the needs of children, parents, and staff.

Master teacher meet one of following: child care competency certificate; CDA or

CCP Credential; Certificate of mastery in child development or ECE from

accredited OK college; 30 college credit hours with 15 hours in child

development or ECE from accredited college; four year degree with 6 college

credits in child development or ECE ; two or four year degree from accredited

college/university in child development or ECE; a valid teaching certificate in

ECE from OK SDE; current level 3 or higher on OK ECE PD Ladder.

Parent conferences are held twice a year and a written report about the child is

provided to the parents at the conference.

The program maintains a current list of available community resources,

including health care, education, nutrition and counseling. The program assists

families in locating and connecting with these services as needed.

How well do Oklahoma early childhood programs align with national standards?

When considering national standards as compared to Oklahoma early childhood

program standards, it is important to recognize how the national standard compared to

8 For more details on Reaching for the Star alignment, refer to Appendix C.

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the anchor criteria (in the majority of cases was NAEYC criteria). 46% of the time

criteria aligned in at least three out of five national standards. Standard areas in which

there were the greatest alignment included administrative practices, personnel, mental

health, community partnerships, nutrition, health and safety, professional development,

learning environment, family engagement and child health. Areas in which alignment

was not as strong among the national standards were ERSEA, transportation, and

program evaluation. Table 4 indicates the number of anchor criteria where there was

comparability in each standard area within national program standards. The numerator

indicates the number of comparable matches and the denominator indicates the total of

anchor criteria within a particular standard area.

Table 4. Number of Comparable Anchor Criteria Found in Each Standard Area

within National Program Standards

Head Start Performance

Standards NAC NECPA NAFCC NIEER NAEYC9

ERSEA N/A

Transportation 2/2 1/2 N/A

Mental Health 3/5 2/5 2/5 5/5 N/A


1/2 1/2 1/2 1/2 N/A

Disabilities 7/11 1/11 3/11 N/A

Nutrition 6/12 1/12 1/12 5/12 N/A

Health & Safety

9/16 5/16 8/16 10/16 N/A


2/7 5/7 7/7 2/7 1/7 N/A

Personnel 3/3 2/3 1/3 2/3 N/A

Professional Development

2/3 1/3 2/3 1/3 1/310

Learning Environment

7/13 6/13 6/13 11/13 N/A

Family Engagement

9/11 2/12 7/12 8/12 N/A

9 NAEYC criteria are compared in the cases where Head Start Performance Standards were the anchor criteria (in ERSEA and Child Health only). 10 Two of the anchor criteria within the Professional Development standard area came from Reaching for the Stars criteria.

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Child Health N/A 1/10 2/10 1/10 2/10

Program Evaluation

4/4 2/4 1/4 N/A

The anchor criteria that were supported by at least three out of five national standards

are listed in Table 5.

Table 5. Anchor Criteria Supported by Three out of Five National Standards

ERSEA (none)

Transportation -Written procedures that address all aspects of the arrival, departure, and transportation of children…(NAEYC, NECPA, NAFCC)

Mental Health -No use of corporal punishment, psychological abuse or coercion, threats, etc. (NAEYC, Head Start, NECPA, NAFCC)* -To counter bias and discrimination staff treat all children with equal respect and consideration…(NAEYC, Head Start, NAFCC)* -Children have varied opportunities to develop a sense of competence and positive attitudes toward learning (NAEYC, Head Start, NUC, NECPA, NAFCC)* -Program organized and staffed to minimize transitions (NAEYC, NAC, NAFCC)*

Community Partnership -Maintain a current list of child and family support services available in the community (NAEYC, Head Start, NAC, NECPA, NAFCC)*

Disabilities -Materials and equipment reflect lives of children and families as well as diversity and abilities (NAEYC, NECPA, NAFCC) -Materials and equipment accommodate children’s special needs (NAEYC, NECPA, NAFCC) -The following furnishing are available…adaptations that allow children with disabilities and other special needs to fully participate…(NAEYC, Head Start, NAFCC)

Nutrition -Program supports breastfeeding (NAEYC, Head Start, NAFCC) -Staff are familiar with infant feed needs and feed infants when hungry…(NAEYC, Head Start, NAFCC) - Serves meals and snacks at regularly established times (NAEYC, Head Start, NAFCC)

Health and Safety -Staff who are CPR and First Aid certified (NAEYC, NAC, NECPA, NAFCC)* -SIDS prevention (NAEYC, Head Start, NECPA, NAFCC)* -Outdoor play areas protected by fences or natural barriers (NAEYC, Head Start, NAFCC)* -Outdoor play area that protects children from injury (NAEYC, Head Start, NAC, NECPA, NAFCC)* -35 square feet inside (NAEYC, Head Start,

Administrative Practices -Licensed, in good standing (NAEYC, Head Start, NAC, NECPA, NAFCC)* -Group size and ratios that match NAEYC (Head Start, NAC, NECPA, NIEER)* -Well articulated mission and philosophy (NAEYC, NAC, NECPA) -Staff evaluated annually (NAC, NECPA, NAFCC) -Personnel policies that include roles, responsibilities, qualifications, specialized training, etc. (NAEYC, NAC, NECPA)

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NAFCC)* -Indoor and outdoor areas well maintained and clean; unsafe conditions avoided (NAEYC, Head Start, NAC, NECPA, NAFCC)* -Protection from hazards (NAEYC, NAC, NAFCC)* -Equipped and maintained first aid kits (NAEYC, Head Start, NECPA) -Facility free from harmful animals, insect, pests and plants; use IPM to control pests and unwanted vegetation (NAEYC, Head Start, NECPA, NAFCC)* -Toxic substances stored in original container and locked away separately (NAEYC, NAC, NECPA, NAFCC)*

Personnel -Staff interact with children without physical punishment; recognize health and safety hazards; provide variety of experiences for learning; provide social experiences; adapt and respond to changing and challenging conditions; communicate with children and families (NAEYC, Head Start, NECPA, NAFCC)* -Teachers: Associate degree or equivalent; 75% have Bachelors in ECE, CD, Elem. Ed., or EC Special Ed. (NAEYC, Head Start, NECPA, NIEER)* -Assistant teachers: CDA credential; 100% are enrolled in program leading to a CDA (NAEYC, Head Start, NECPA, NIEER)*

Professional Development -Develop annual individualized Professional Development Plan (NAEYC, Head Start, NAC)

Learning Environment -Curriculum exposure to language and literacy development (song, rhymes, routine games/books through play, listen to boos read aloud) (NAEYC, NAC, NECPA, NAFCC)* -Curriculum exposure to reading (being read to in small/large groups or individually) and books (books available in quiet areas, access to different types) (NAEYC, NAC, NAFCC)* -Varied opportunities to build an understanding of mathematical concepts (NAEYC, NAC, NAFCC)* -Child supervision by sight and sound (NAEYC, Head Start, NECPA, NAFCC)* -Child supervision of sleeping children (CC Licensing)* -Use transitions and support for transitions to help children with a predictable but flexible daily routine (NAEYC, NAC, NECPA, NAFCC)* -Teachers interact with children to assess strengths and needs to inform curriculum development and individualization (NAEYC, Head Start, NECPA, NAFCC)* -Families encouraged to shared the results of home observations to contribute to assessments (NAEYC,

Program Evaluation -Annual program evaluation with families, staff and administration (NAEYC, Head Start, NECPA) -Offers opportunities for families and staff to make decisions to improve programming (NAEYC, Head Start, NECPA)

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Head Start, NAFCC)* -Use of media is limited to developmentally appropriate programming (NAEYC, NECPA, NAFCC) -Teachers organize space and select materials in all content and developmental areas…(NAEYC, Head Start, NAC, NECPA) -Varied opportunities and equipment to engage in large motor experiences (NAEYC, Head Start, NAC, NECPA, NAFCC)

Family Engagement -Maintain regular, on-going two-way communication (NAEYC, Head Start, NECPA, NAFCC) -Teachers communicate with families on an on-going basis (NAEYC, Head Start, NECPA, NAFCC) -Families provided information verbally or in writing about child’s development and learning (NAEYC, Head Start, NECPA ) -Use formal and informal methods to communicate with families about program philosophy and curriculum objectives (NAEYC, Head Start, NECPA) -Families may visit facility at any time during regular hours (NAEYC, Head Start, NAC, NECPA, NAFCC) -Program provides information in a language a family can understand…(NAEYC, Head Start, NAFCC) -Communication with families is daily for infants/toddlers and weekly for older children (NAEYC, NECPA, NAFCC) -Opportunities exist for families to meet one another on a formal or informal basis (NAEYC, Head Start, NAFCC) -Provide information to families about programs and services from other organizations (NAEYC, Head Start, NAC, NECPA, NAFCC)

Child Health11 -Engages and assists parents in obtaining from health care profession a determination if a child is up-to-date on schedule of primary and prevention health care and dental care (Head Start, NAEYC, NAFCC) -Program has procedures for tracking provision of health services (Head Start, NECPA, NAFCC)

The three programs in which comparability between Oklahoma early childhood

program standards and national standards were most evident was in Oklahoma Child

Care Licensing, OECP, and Reaching for the Stars. Comparability between these

Oklahoma early childhood programs and the national standards was especially evident

in the areas of community partnerships, health and safety, administrative practices,

learning environment, family engagement and program evaluation.

11 The anchor criteria within child health come from Head Start’s Performance Standards.

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The 1+ and 2 star QRIS criteria indicators that aligned with at least three national

standards included12 :

At least annually, the director or supervising staff evaluates employees in

writing using the Oklahoma Core Competencies and develops the educational

professional development plan with staff.

The center provides an employee handbook for staff and includes information on

hiring and firing, job duties and responsibilities, professional development

requirements, child abuse reporting and personnel attendance policy.

Director and staff have an educational professional development plan---Plan is

written, individualized, reviewed annually, and updated as needed. May

include potential professional development career goals and/or identified

training topics.

All children are read to at least 15 minutes per day.

The indoor and as weather permits, outdoor environment, are utilized daily for

all children to engage in physical activity.

TV or other screen time is not used for children younger than 2 years of age.

Facility staff have established and maintain a system for sharing and

communicating with families the happenings, activities, and issues regarding

their child's physical and emotional state

Families are welcome into center at all times.

Two family meetings with guest speakers or special events are held each year.

Center has at least 2 methods of keeping families informed of their program:

Bulletin Board, Handbook, Newsletter, Email/Listserv, Website (specific to each

facility location).

Health and safety checklists for both indoor and outdoor spaces are completed

annually.

12 For more details on Reaching for the Star alignment, refer to Appendix C.

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Parents and staff are surveyed annually to identify program's effectiveness in

meeting the needs of children, parents, and staff.

An equipment inventory is conducted annually using the applicable OKDHS

form and kept on file at the center.

A policy and procedure manual is maintained on-site for staff and includes the

program’s mission or vision statement, information on organizational structure,

code of professional conduct and the center’s discipline philosophy.

The daily schedule allows children time to complete tasks. The schedule reflects

a balance and variety of activities that includes time for indoor and outdoor play,

active and quiet play, rest periods, and meals.

Children 2 years of age and older have space with a minimum of eight interest

areas: art, block building, book reading, dramatic play, manipulative play, math,

music/movement and science/nature.

Parent conferences are held at least twice a year and a written report about the

child is provided to the parents at the conference.

The program maintains a current list of available community resources,

including health care, education, nutrition and counseling. The program assists

families in locating and connecting with these services as needed.

What strengths are identified across Oklahoma’s early childhood standards?

As noted in the previous section, there were particular standard areas in which

comparability across both state and national standards were noted. There were also

specific anchor criteria that specifically stood out in various state and national program

standards. These are noted in Table 6.

20 6/6/2013

Table 6. Anchor Criteria Supported by Majority of State and National Standards

Standard Area Anchor Criteria

Ed

uC

are

RF

S Q

RIS

OE

CP

SD

E P

re-K

OK

PA

T

Lic

en

sin

g

HS

NA

C

NE

CP

A

NA

FC

C

NIE

ER


NAEYC 8A01: Maintain a current list of child and family support services available in the community based on pattern of needs observed among families…

X X X X X X X

Health & Safety NAEYC 9B06: Outdoor play area protects children from injury from falls; catch points, sharp points, and protruding hardware; entrapment; tripping hazards, and excessive wind and direct sunlight

X X X X X

Health & Safety NAEYC 9C07: The building, including the indoor and outdoor areas, is well maintained and in clean condition

X X X X X

Health & Safety NAEYC 9D09: Toxic substances are stored in original labeled container and locked up away from medication and food. Matches and lighters are not accessible , and flammable materials are stored in a separate building

X X X X X


NAEYC 10B04: Licensed, in good standing

X X X X X X


NAEYC 2E01-02: Opportunities to experience song, rhymes, routine games, and books through play, listen to books read aloud, access to books for independent exploration; infants and toddlers-access to experiences that help them understand that pictures can represent real things

X X X X X


NAEYC 3D09: Use transitions and support for transitions to help children with a predictable but flexible daily routine

X X X X X X

Learning NAEYC 3A04: Teachers organize X X X X X

21 6/6/2013

Standard Area Anchor Criteria

Ed

uC

are

RF

S Q

RIS

OE

CP

SD

E P

re-K

OK

PA

T

Lic

en

sin

g

HS

NA

C

NE

CP

A

NA

FC

C

NIE

ER

Environment space and select materials in all content and developmental areas to stimulate exploration, experimentation, discovery and conceptual learning

Family Engagement

NAEYC 1A01: Maintain regular, on-going two-way communication

X X X X X X X

Family Engagement

NAEYC 1A03: Teachers communicate with families on on-going basis

X X X X X X X

Family Engagement

NAEYC 7A11: Families may visit the facility at any time during regular hours

X X X X X X

Family Engagement

NAECY 7C05: Provide families with information about programs and services from other organizations

X X X X X X X X

Program Evaluation

NAEYC 10F01: Annual program evaluation with families, administration, and staff

X X X X X X

Oklahoma’s child care licensing regulations reflect the all standard areas within the

crosswalk. The OECP promotes the standard areas in the crosswalk by requiring that

any organization getting state funds to implement an Early Childhood program to have

a license in good standing, be accredited by NAEYC and meet either star 2 or star 3

levels in Reaching for the Stars.

What gaps are identified across Oklahoma’s early childhood program standards?

Gaps in meeting anchor criteria exist in Oklahoma’s State Department of Education Pre-

K program, Oklahoma’s Parents As Teachers, NIEER and NAC standards. In the cases

in which anchor criteria were gathered from Head Start Performance standards, more

often than not, gaps were apparent across all entities. ERSEA and child health are

examples of criteria that were more germane to Head Start programs than state or

national entities within the crosswalk. Other standard areas, beyond ERSEA and child

22 6/6/2013

health, in which there was little comparability (less than a third of programs) included

transportation, mental health, disabilities and nutrition.

23 6/6/2013

Discussion of Recommendations

Recommendation 1: Oklahoma’s child care licensing regulations and Reaching for the Stars

QRIS star criteria support a trajectory of higher quality settings for children to learn, grow, and

develop. Any new initiative and/or program that receive state and/or federal funding will be

expected to meet licensing requirements and be involved with Oklahoma’s Reaching for the Stars

program. A required policy such as this would also support early learning outcomes for children

knowing that these standards promote early childhood growth, development and learning.

Oklahoma’s State Department of Education expects that contracting programs deliver

the Early Childhood Program will be in good standing with licensing, have NAEYC

accreditation and either be a 2-star or 3-star rated program with the State’s QRIS,

Reaching for the Stars. These types of requirements support high-quality environments

and experiences for children to optimally grow, develop and learn. It is evident in the

crosswalk that Oklahoma’s child care licensing and Oklahoma’s Reaching for the Stars

program align with national standards which lead to higher quality experiences and

environments for young children. It is recommended that these requirements (license

in good standing and involvement in QRIS) be a policy for any organization receiving

state or federal funding to provide early childhood programming.

Recommendation 2: Establishing a cross-sector quality rating and improvement system may not

adequately address higher quality experiences and environments of children attending early

learning and care settings outside of the home and in fact, could diminish the expectations of

promoting higher quality standards in these settings. However, there are certain quality

standards and criteria that the cross-sector of Oklahoma early childhood programs can aspire to

in order to promote practices that supports child learning, growth and development.

The alignment between home visiting programs (such as Parents As Teachers

standards) and pre-K standards (such as the Oklahoma State Department of Education’s

Pre-K Program and NIEER Quality standards) compared to other early childhood

program standards indicated a low percentage of comparability in almost all of the

standard areas. Therefore, expecting programs such as Parents As Teachers and the

24 6/6/2013

SDE Pre-K program to meet the standards within the current Oklahoma QRIS may not

be appropriate. Adjusting the current standards within the QRIS in order for home

visitation and Pre-K programs to meet the standards may inadvertently diminish the

expectations of quality that have already been established with Reaching for the Stars

QRIS. An alternative may be to develop a common set of high-quality criteria for all

early childhood programs in Oklahoma, knowing that the criteria lead to better child

outcomes. These criteria could be indicated in a “Smart Start Approved” document

separate from the Reaching for the Stars rating. Some common criteria elucidated from

the crosswalk that could be inclusive of all early childhood programs include:

Personnel: All staff listed on the Oklahoma Professional Development Registry

Personnel: All staff working with children and families functioning at a certain

level within the registry indicating progress toward obtaining credentials,

certificates or degrees specific to early childhood education or child development

Administrative: Evaluation of staff using appropriate set of competencies to

guide that evaluation

Professional Development: A certain level of on-going professional development

Professional Development: development of an annual, individualized

professional development plan

Learning Environment: Activities and experiences to promote learning and

development in various concept areas highlighted in Oklahoma’s Early Learning

Guidelines (approaches to learning, creative skills, language arts, mathematics,

health/safety/physical development, science, social and personal skills and

social studies)

Family Engagement: Maintain regular, on-going two-way communication

Family Engagement: Provide families with information about programs and

services from other organizations

Community Partnerships: Maintain a current list of child and family support

services available in the community based on pattern of needs observed among

families and assists families in making those connections

25 6/6/2013

Program Evaluation: Annual program evaluation with families, administration,

and staff

Recommendation 3: Licensing as a foundational level on the QRIS is appropriate and will

remain as the focus for star level 1. Adding in certain criteria in star level 1+ and star level 2

will ensure that all standard areas within the crosswalk are promoted within all star levels in the

QRIS. Requiring licensing is appropriate as licensing addresses many quality standards

at the foundational level. Based on national trends in tiered QRIS, there are certain

criteria that could potentially enhance the 1+ star and 2 star level standard areas. It was

evident that certain standard areas were not included within Reaching for the Stars

QRIS and in some cases this was appropriate as the standards were adequately

addressed through child care licensing,(a star 1 requirement of enrollment in Reaching

for the Stars). The standard areas that were adequately addressed through child care

licensing included health and safety, transportation and nutrition. ERSEA criteria is

germane to Head Start and does not necessarily need to be reflected in Reaching for the

Stars as this criteria may not be applicable to many early care and education settings.

Based on recent, tiered QRIS from other states criteria to consider that would enhance

the current Reaching for the Stars star 1+ and star 2 include:

Mental health: criteria related to transitions and/or teacher-child interactions

Disabilities: criterion that address how materials and equipment reflect the lives

of children and families, inclusive of diversity and abilities

Child health: criterion specific to supporting both linguistically and age-

appropriate developmental screenings

Learning environment: criterion that promotes child assessment (e.g., interact

with children to assess strengths and needs to inform curriculum development

and individualization)

Recommendation 4: NAEYC, NECPA, NAFCC and Head Start Performance Standards will be

included on the list of accrediting agencies approved by OCCS. These are appropriate standards

for meeting star-level three expectations within Reaching for the Stars.

26 6/6/2013

There appears to be sufficient evidence that these entities include criteria in all the

standard areas that align comparably with one another. The evidence was not as strong

for supporting NAC standards to be included in the list of accrediting bodies at the star

3 level.

Recommendation 5: Encompassing any and all policies and best practices that promote and

enhance child outcomes will be built into any current and future early childhood programs

sponsored and/or partially funded by the State of Oklahoma.

Currently, the Reaching for the Stars QRIS has built in criteria referring to Oklahoma’s

Professional Development Registry, the professional development ladder, the Early

Learning Guidelines and the Core Competencies for Early Childhood Practitioners all of

which has tiered standards that build levels of quality experiences and environments

for young children. Expectations that all early childhood programming use these

researched mechanisms for improving child outcomes would enhance the entire early

childhood system. For examples, see recommendation two.

NOTE

The actual crosswalk of all the standards mentioned above can be found in a separate

report entitled, “Oklahoma Early Childhood Program Standards Crosswalk”.

27 6/6/2013

~Appendix A: Anchor Criteria & Bibliography of Materials used in

Crosswalk~

28 6/6/2013

~Criteria for OK Early Childhood Program Standards Crosswalk~ Information for this document is based on the NAEYC publication, All Criteria Document, found on NAEYC’s web site at: http://www.naeyc.org/files/academy/file/AllCriteriaDocument.pdf as well as “Oklahoma’s Reaching for the Stars Criteria for Child Care Centers” 07/01/2012 document. All NAEYC criteria that is “required” and “always” assessed is reflected in this document unless otherwise noted. If there were no “required” and/or “always assessed” criteria, Reaching for the Stars standards were used to help find NAEYC anchors that were appropriate for the areas below. Administrative Practices Criteria: From NAEYC standard 10, “Leadership and Management” From Standard 10.A Leadership

10.A.02: Qualified Administrator-BA and specialized courses in ECE/Child Development (24 hours) and administration (9 credits)

From Standard 10.B Management Policies and Procedures

10.B.04: Licensed program in good standing

10.B.09: Retention plan and policies

10.B.12: Group size and child-staff ratios; in a mixed-age preschool class of 2.5-5 year-olds, no more than four children between the ages of 30 months and 36 months may be enrolled and the ratios within group size for the predominant age group apply. If infants or toddlers are in a mixed-age group, the ratio for the youngest child applies.

Age Group Group Size

6 8 10 12 14 16 18 20 22 24

Infants Birth to 15 mo

1:3 1:4

Toddlers/Twos 12 to 28 months

1:3 1:4 1:4 1:4


1:4 1:5 1:6

Preschool 2.5-3 year olds

1:6 1:7 1:8 1:9

Preschool 4 year olds

1:8 1:9 1:10


1:8 1:9 1:10

Kindergarten 1:10 1:11 1:12

NOT REQUIRED or ALWAYS ASSESSED but part of “Reaching for the Stars”

http://www.naeyc.org/files/academy/file/AllCriteriaDocument.pdf

29 6/6/2013

10.A.01: Program has well-articulated mission and philosophy of program excellence that guide its operation

10.E.09: All staff evaluated at least annually

10.E.01: Program has written personnel policies that include: roles and responsibilities, qualifications, specialized training required, nondiscriminatory hiring, policies for staff evaluation, job description, salary scales, benefits, termination, incentives based on professional development

Personnel Qualifications: From NAEYC Standard 6.A Preparation, Knowledge, and Skills of Teaching Staff

6.A.01: All staff demonstrate ability to: interact with children without using physical punishment or psychological abuse; recognize health and safety hazards and protect children from harm; provide variety of opportunities for learning; encourage and provide children with a variety of social experiences; adapt and respond to changing and challenging conditions to enhance program quality; communicate with children; communicate with families

6.A.05: All teachers have a minimum of an associate’s degree or equivalent; at least 75% have a minimum of a baccalaureate degree in ECE, Child Development, Elementary Education, or Early Childhood Special Education

6.A.06: 50% of assistant teachers-teacher aides have at least a CDA credential; 100% are enrolled in a program leading to a CDA and are demonstrating progress

Professional Development (NOTE: None of these criterion are “required’ or “always assessed”) NOT REQUIRED or ALWAYS ASSESSED but part of “Reaching for the Stars”

Director: 2 college credits or 30 hours of job related professional development annually

Staff: 2 college credits or 20 hours of job related professional development annually From NAEYC Standard 6.B Teachers’ Dispositions and Professional Commitment

6.B.01: Develop an annual individualized professional development plan with supervisor and use it to inform their continuous professional development

Learning Environment (From NAEYC’s Curriculum, Teaching, Assessment and Physical Environment Standards) From NAEYC Standard 2, “Curriculum” From Standard 2.E Curriculum Content Area for Cognitive Development: Early Literacy

2.E.01 and 2.E.02: Children have varied opportunities to experience songs, rhymes, routine games and books through individualized play, opportunities to hear books read aloud and access to books that enable independent exploration. In addition, toddlers/twos have access to experiences that help them understand that pictures can represent real things in their environment.

2.E.04: Children have opportunities to be read to regularly in large and small group and individual settings, opportunities to explore books on their own in quiet areas, and access to various types of books. During book readings, children have opportunities to be read the same book on repeated occasions, retell and reenact events in storybooks, are engaged in conversations that help them understand the content of the books, are assisted in linking books to other aspects of the curriculum and work to identify the parts of books and differentiate print from pictures.

30 6/6/2013

From Standard 2.F Curriculum Content Area for Cognitive Development: Early Mathematics

2.F.02: Children are provided varied opportunities and materials to build an understanding of numbers, number names, and their relationship to object quantities and to symbols.

From NAEYC Standard 3, “Teaching” From Standard 3.A Designing Enriched Learning Environments

3.A.01: Teaching staff, program staff or both work as a team to implement daily teaching and learning activities.

From Standard 3.C Supervising Children

3.C.02 and 3.C.04: Teaching staff supervise children by sight and sound at all times, primarily by sight. Kindergarten children are allowed to be out of sight for a short period of time when doing tasks.

3.C.03: When children are sleeping, mirrors, video, or sound monitors may be used but may not be relied on in lieu of direct visual and auditory supervision. Sides of cribs are checked to ensure that they are up and locked. Teaching staff are consistently aware of both sleeping children for whom they are responsible and children who are awake.

From Standard 3.D Using Time, Grouping, and Routines to Achieve Learning Goals

3.D.09: Teaching staff use transitions and support for transitions to help children follow a predictable but flexible daily routine.

From NAEYC Standard 4, “Assessment of Child Progress” From Standard 4.B Using Appropriate Assessment Methods

4.B.05. Staff developed assessment methods are: regularly reviewed; appropriate and valid; aligned with curriculum goals; accurately depict children’s abilities and progress; provide meaningful results; and guide curriculum development and daily planning.

From Standard 4.D Adapting Curriculum, Individualizing Teaching, and Informing Program Development

4.D.03: Teachers interact with children to assess strengths and needs which inform curriculum development and individualized teaching.

From Standard 4.E Communicating with Families and Involving Families in the Assessment Process

4.E.01: Families are encourages to share the results of home observations to contribute to assessments.

NOT REQUIRED or ALWAYS ASSESSED but part of “Reaching for the Stars”

3.A.04: Teachers organize space and select materials in all content and developmental areas to stimulate exploration, experimentation, discovery and conceptual learning

2.C.04: Children have varied opportunities and are provided with equipment to engage in large motor experiences (specifically outdoor time)

2.H.01: The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming (Reaching for the Stars: TV and other screen time not used for children younger than 2 years)

Family Engagement (NOTE: None of these criterion are “required’ or “always assessed”) NOT REQUIRED or ALWAYS ASSESSED but part of “Reaching for the Stars” From NAEYC Standard 1, “Relationships”, Standard 4, “Assessment of Child Progress”, “Standard 7, “Families”

31 6/6/2013

1.A.01: Teacher work in partnership with families, establishing and maintaining regular, on-going two-way communication

1.A.03: Teachers communicate with families on an ongoing basis

4.E.02: Family members are provided information, either verbally or in writing, about their child's development and learning on at least a quarterly basis, with written reports at least two times a year.

7.A.09: Staff use a variety of formal and informal methods to communicate with families about the program philosophy and curriculum objectives; use a variety of methods (family orientations, small group meetings, conversations, questionnaires)

7.A.11: Families may visit any area of the facility at any time during the program’s regular hours of operations

7.A.13: Program governing or advisory groups include families

7.B.02: The program provides program information to families in a language the family can understand, including program policies and operating procedures

7.B.05: Staff communicate with families on a daily basis regarding infants’ and toddlers’/twos’ activities and developmental milestones, shared caregiving issues and other information

7.B.06: Staff communicate with families on at least a weekly basis for older children

7.A.12: Program facilitates opportunities for families to meet one another on a formal and informal basis

7.A.14: Staff and families work together to plan events considering family schedules and availability

7.C.05: Staff provide families with information about programs and services from other organizations

Head Start Compliance Monitoring 3.1, Family and Community Engagement: Program Teaching staff plan, schedule and facilitate no fewer than two home visits per program year to discuss child’s development and progress.

Program Evaluation (NOTE: None of these criterion are “required’ or “always assessed”) NOT REQUIRED or ALWAYS ASSESSED but part of “Reaching for the Stars” From NAEYC Standard 10.F Program Evaluation, Accountability, and Continuous Quality Improvement

10.F.02: The annual evaluation processes include gathering evidence on all areas of program functioning, including policies and procedures; program quality; children's progress and learning, family involvement and satisfaction, and community awareness and satisfaction. A report of the annual evaluation findings is shared with families, staff, and appropriate advisory and governance boards, and the results are used as a basis for continuing successful activities and for changing those that need improvement

10.D.01 - The program has written policies to promote wellness and to safeguard the health and safety of children and adults. Procedures are in place that address: a. steps to reduce occupational hazards such as infectious diseases (e.g., exposure of pregnant staff to CMV [cytomegalovirus], chicken pox), injuries (e.g., back strain, falls), environmental exposure (e.g., indoor air pollution, noise, stress); b. management plans and reporting requirements for staff and children with illness, including administration of medication and criteria for their inclusion or exclusion; c. supervision of children in instances when

http://lms.naeyc.org/icohere/custompages/naeycsearch/searchresult_criterion.cfm?from=search&p=1&seq=391&t=382544640

32 6/6/2013

teaching staff are assigned to specific areas that are near equipment where injury could occur; d. the providing of space, supervision, and comfort for a child waiting for pick up because of illness; e. the providing of adequate nutrition for children and adults; f. sleeping and napping arrangements, including sleep positioning for infants; g. sanitation and hygiene, including food handling and feeding; h. maintenance of the facility and equipment; i. prohibition of smoking, firearms, and other significant hazards that pose risks to children and adults; and j. the providing of referrals for staff to resources that support them in wellness, prevention and treatment of depression, and stress management

10.F.03 - The program establishes goals for continuous improvement and innovation using information from the annual program evaluation. The program uses this information to plan professional development and program quality-improvement activities as well as to improve operations and policies.

10.F.04 - The program offers staff and families opportunities to assist in making decisions to improve the program. Collaborative and shared decision making is used with all participants to build trust and enthusiasm for making program changes. Staff and families meet at least annually to consult on program planning and ongoing program operation

Health and Safety From NAEYC Standard 5, “Health” and Standard 9, “Physical Environment” From Standard 5.A Promoting and Protecting Children’s Health and Controlling Infectious Disease

5.A.03: At least one certified pediatric first-aid trained staff member is present with each group of children. When the program includes swimming and wading and when a child in the group has a special health condition that might require CPR, one staff person who is CPR trained is present in the program at all times.

5.A.12: To reduce the risk of Sudden Infant Death Syndrome (SIDS): unless otherwise ordered by a physician, infants are placed on their backs to sleep on a firm surface manufactured for sale as infant sleeping equipment that meets the standards of the US Consumer Product Safety Commission; pillows, quilts, comforters, sheepskins, stuffed toys, and other soft items are not allowed in cribs for infants younger than eight months; if a blanket is used, the infant is placed at the foot of the crib with a thin blanket reaching only to the infant’s chest is tucked around the crib mattress; the infant’s head remains uncovered during sleep; and after being placed down for sleep on their backs, infants may assume any sleep position when they can easily turn themselves from the back position.

From NAEYC Standard 9, “Physical Environment” From Standard 9.B Outdoor Environmental Design

9.B.02: Outdoor play area protected by fences or natural barriers to prevent access to streets, pits, water hazards, or wells

9.B.04: At least 75 square feet for outside play

9.B.06: The outdoor play area protects children from injury from falls (by meeting use zone, height , surface cushioning, fall and height requirements); catch points, sharp points, and protruding hardware; entrapment; tripping hazards; and, excessive wind and direct sunlight.

From Standard 9.C Building and Physical Design



33 6/6/2013

9.C.01: There is a minimum of 35 square feet of usable space per child in each of the indoor activity areas.

9.C.02: The work environment for staff, including classrooms and staff rooms, is comfortable, clean, in good repair and includes a place for staff breaks, an adult-sized bathroom, a secure place for staff to store their personal belongings, and an administrative area.

9.C.03: Facilities meet Americans with Disabilities Act (ADA) accessibility requirements.

9.C.07: The building, including indoor and outdoor areas, is well maintained and in clean condition. Staff correct or avoid unsafe conditions.

9.C.08: Program staff protect children and adults from hazards. Floor coverings are secured to keep staff and children from tripping or slipping. The program excludes baby walkers.

9.C.10: Equipped first-aid kits are available and maintained. Staff bring kits to the outdoor play area and on trips off-site.

9.C.16: Program staff identify choking hazards and keep them out of reach of children.

9.C. 17: Bathrooms have barriers to prevent entry by unattended children. From Standard 9.D Environmental Health

9.D.06: The entire facility is smoke free.

9.D.08: The program maintains facilities so they are free from harmful animals, insect pests, and poisonous plants. If pesticides and herbicides are used they are applied correctly and when children are not present. The program uses Integrated Pest Management (IPM) to control pests and unwanted vegetation.

9.D.09: Toxic substances are stored in original labeled container and locked up away from medication and food. Matches and lighters are not accessible, and flammable materials are stored in a separate building.

Nutrition (NOTE: None of these criterion are “required’ or “always assessed”)

5.B.03: Ensure food safety: discard expired foods; complies with corrections by consultants

5.B.04: Infant and children w/disabilities, who have special feeding needs, program staff keep daily records to share w/families

5.B.06: Clean sanitary drinking water made available to children

5.B.08: Program provides food to infants, staff work w/families to ensure food is based on infants' individual nutritional needs and development

5.B.09: Program support breastfeeding

5.B.10: Staff serve only formula and infant food that comes in factory-sealed containers

5.B.11: Solid foods and fruit juices not offer to children younger than six months, sweetened beverages avoided; 4 oz. of 100% juice limited daily

5.B.12: Staff are familiar with infant feed needs and feed infants when hungry not in lieu of comfort

5.B.13: Cow's milk not served to infant younger than 12 months

5.B.14: Children younger than four do not receive: hot dogs; whole grapes; nuts; popcorn; raw peas and hard pretzels; spoonfuls of peanut butter; or chunks of raw carrots or meat larger than can be swallowed whole

5.B.15: Program prepares written menus and posts them for familie

34 6/6/2013

5.B.16: Program serves meals and snacks at regularly established times at least two hours apart but not more than three hours apart

Services to Children with Disabilities (NOTE: None of these criterion are “required’ or “always assessed”) From NAEYC Standard 2.A Curriculum: Essential Characteristics

2.A.08: Materials and equipment used to implement the curriculum reflect the lives of children and families as well as the diversity found in society, including abilities

2.A.08: Materials and equipment accommodate children’s special needs From NAEYC Standard 4.B Using Appropriate Assessment Methods

4.B.01: Programs use a variety of assessment methods that are sensitive to and informed by family culture, experiences, children's abilities and disabilities, and home language; are meaningful and accurate; and are used in settings familiar to the children.

From NAEYC Standard 5.B Ensuring Children’s Nutritional Well-Being

5.B.04: For all infants and for children with disabilities who have special feeding needs, program staff keep a daily record documenting the type and quantity of food a child consumes and provide families with that information

From NAEYC Standard 6.A Preparation, Knowledge, and Skills of Teaching Staff

6.A.12: All teaching staff have specialized college-level course work and/or professional development training in the following: work with children with special needs

From NAEYC Standard 9, Physical Environment

9.A.01: The following furnishings are available: adaptation that allow children with disabilities and other special needs to fully participate in the program’s activities

9.A.03: Equipment, materials, and furnishings are available that provide access for children with disabilities to the program’s curriculum and activities

9.A.12: Indoor space is designed and arranged to provide children with disabilities full access (making adaptation as necessary) to the curriculum and activities in the indoor space

9.B.01: Outdoor play areas, designed with equipment that is age and developmentally appropriate and that is located in clearly defined spaces with semiprivate areas where children can play alone or with a friend, accommodate: the program makes adaptations so children with disabilities can fully participate in the outdoor curriculum and activities

9.C.03: Meets ADA accessibility requirements (access to buildings, toilets, sinks, drinking fountains, outdoor space and all classroom and therapy areas)

From NAEYC Standard 10, Leadership and Management

10.D.06: Written procedures that address the arrival, departure and transportation of children: address specific procedures for children with disabilities

Community Partnerships (NOTE: None of these criterion are “required’ or “always assessed”) NOT REQUIRED or ALWAYS ASSESSED but part of “Reaching for the Stars” From NAEYC Standard 8, “Community Relationships”

8.A.01: Staff maintain a current list of child and family support services available in the community based on patter of needs they observe among families and based on family request (Reaching for the Stars: Family Resource Area)

35 6/6/2013

Mental Health From NAEYC Standard 1, “Relationships”, Standard 2, “Curriculum”, Standard 3, “Teaching”, Standard 10, “Leadership and Management” From Standard 1.B Building Positive Relationships between Teachers and Children

1.B.09-10: Teaching staff never use physical punishment, psychological abuse or coercion, threats or derogatory remarks, and neither withhold nor threaten to withhold food as a form of discipline.

From Standard 1.D Creating a Predictable, Consistent, and Harmonious Classroom

1.D.01:To counter bias and discrimination, teaching staff: treat all children with equal respect and consideration; initiate activities and discussions that build positive self-identity and teach the valuing of differences; intervene when children tease or reject others; provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations; and avoid stereotypes in language references.

From NAEYC Standard 2.B Areas of Development: Social-Emotional Development

2.B.04: Children have varied opportunities to develop a sense of competence and positive attitudes toward learning.

From NAEYC Standard 3.B Creating Caring Communities for Learning

3.B.04: Teaching staff are active in identifying and countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or culture.

From NAEYC Standard 10.B Management Policies and Procedures

10.B.13: Program organized and staff to minimize transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions)

Transportation (NOTE: None of these criterion are “required’ or “always assessed”) From NAEYC standard 10.D Health, Nutrition, and Safety Policies and Procedures

10.D.07:Transportation services managed; vehicles are licensed and insured (certification available) in accordance with federal and state laws (no longer assessed by NAEYC; still a standard of best practice)

10.D.06: Written procedures address all aspects of the arrival, departure, and transportation of children. The procedures a. facilitate family-staff interaction; b. ensure that all children transported during the program day are accounted for before, during, and after transport; c. ensure the safety of all children as pedestrians and as passengers; d. address specific procedures for children with disabilities; e. address special circumstances in picking up children at the end of the day.

Eligibility, Recruitment, Selection, Enrollment & Attendance (NOTE: All of these criterion come from Head Start’s Monitoring Protocol Compliance Measures)

Compliance Measure 1.1: Program develops and implements a process that is designed to recruit families eligible for HS services

36 6/6/2013

Compliance Measure 1.2: Program has established and implemented outreach and enrollment policies and procedures to ensures needs are met (poverty, public assistance, homeless, foster care)

Compliance Measure 1.3: Migrant program give priority to children whose pursuit of agricultural work requires them to relocate frequently

Compliance Measure 2.1: Program staff verified child's eligibility and included in child's file

Compliance Measure 2.2: Program enrolls children who are categorically eligible

Compliance Measure 2.3: American Indian/Alaska Native programs ensure that children who meet the requirements are enrolled before enrolling over-income children (income-eligible living on reservation, income-eligible who wish to enroll native to the reservation, families who wish to enroll if the non-reservation area is not served by another HS program)

Compliance Measure 3.1: Program enrollment at least 10% of children w/disabilities

Compliance Measure 3.2: Program enrolled 100% of its funded enrollment and maintained an active and ranked waiting list at all times

Compliance Measure 3.3: Program has documentation to support monthly enrollment data

Compliance Measure 4.1: When monthly ADA falls below 85% the causes of absenteeism are analyzed

Compliance Measure 4.2: Program ensures the no child's enrollment or participation in HS is contingent on payment of fee

Child Health & Safety (NOTE: All of these criterion come from Head Start’s Monitoring Protocol Compliance Measures)

Compliance Measure 1.1: Engages and assists parents in obtaining from health care professional a determination of whether child is up-to-date on a schedule of primary and preventative health care and dental care

Compliance Measure 1.2: Program ensures that each child with a known, observable, or suspected health, dental or developmental problem receives follow-up (testing, exam, treatment) and a follow-up plan is implemented

Compliance Measure 1.3: Program involves parents immediately if a child health or developmental problem is suspected and informs them immediately in cases of emergencies

Compliance Measure 1.4: Programs informs parents of health and developmental procedures and obtains their authorization, maintains documentation of consent, and explains results

Compliance Measure 1.5: Program has procedures for tracking provision of health service

Compliance Measure 1.6: EHS program helps pregnant women access through referrals early and regular comprehensive pre-natal and post-partum care

Compliance Measure 1.7: Program ensures that a health staff member visits each newborn within two weeks after birth to ensure mother and child well-being

Compliance Measure 2.1: Program in collaboration with parent performs or obtains required linguistically and age-appropriate screenings to id. concerns w/in 45 days

37 6/6/2013

Compliance Measure 2.2: Coordinated screening, assm't, and referral process for all children suspected of having a disability in partnership w/LEA and/or part c agency

Compliance Measure 2.3: Program in partnership with LEA or Part C works to inform or engage parents in all plans for screenings and referrals for evaluation

Bibliography of Materials used in Crosswalk 1. Reaching for the Stars: Comments and Recommendations and Reaching for the Stars

Criteria for Child Care Centers (effective 7/1/12) OKDHS, OCCS Document (http://www.okdhs.org/NR/rdonlyres/A800CCFD-4403-46DC-90D1-D061821D9CB5/0/9939_ReachingfortheStarsforChildCareCenters_occs_07012012.pdf)

2. OK Child Care Licensing: 8408 – 2010 CC Centers Licensing Requirements (PDF) Licensing Requirements for Child Care Centers, OKDHS, OCCS Document (07/01/10 version) (http://www.okdhs.org/NR/rdonlyres/C9944354-C005-45D1-A40A-F5AE980D5573/0/8408_2010CCCentersLicReq_occs_10012010.pdf)

3. OK SDE Pre-K Documents: 1) Early Child Learning Environment (PDF) OK Early Childhood/Family Education Programs (http://ok.gov/sde/sites/ok.gov.sde/files/EarlyChildLearnEnv.pdf); 2)OK Pre-K Rules and Regulations (http://ok.gov/sde/early-childhood-and-family-education#4%20Rules) ; 3) C3 Pass Prek1. (PDF) Overview (http://ok.gov/sde/sites/ok.gov.sde/files/C3%20Pass%20prek.pdf)

4. OK SDE Pilot Early Childhood Program: Pilot Rules (http://ok.gov/sde/sites/ok.gov.sde/files/Early%20Childhood%20PilotRules.pdf); Contract with Community Action Program of Tulsa County (available through Nan); Provider Agreement OK Early Childhood Agreement (available through Nan); PITC Philosophy (available through Nan)

5. Parents as Teachers: Essential Requirements through Affiliates http://www.parentsasteachers.org/images/stories/documents/Essential_Requirements_9-5-12.pdf

6. EduCare: EduCare Network (2012). Program Core Features of the EduCare Model: Implementation Checklist.

7. NIEER Quality Standards: The State of Preschool 2011, State Preschool Yearbook, 2011 The National Institute for Early Education Research (http://nieer.org/sites/nieer/files/2011yearbook_executive_summary.pdf) p. 4

8. NAC Accreditation Standards: (from:http://www.naccp.org/displaycommon.cfm?an=1&subarticlenbr=237)

9. NAFCC Quality Standards with 2013 Updates (PDF) Fourth Edition; http://nafcc.org/media/pdf/accreditation/NAFCCQualityStandardswith2013Updates.pdf

10. Head Start: FY 2013 OHS On-Site Review Protocol (PDF) (http://eclkc.ohs.acf.hhs.gov/hslc/mr/monitoring/fy2013pdf/FY2013_OHS_On-Site_Review_Protocol.pdf) ; Head Start Act and Performance Standards http://eclkc.ohs.acf.hhs.gov/hslc/standards/Head%20Start%20Requirements

11. NECPA accreditation standards available through order only ($20) in booklet fashion. National Early Childhood Program Accreditation (2009). NECPA Standards Book: A Guide for Programs Seeking Accreditation. Mt Pleasant, SC: National Early Childhood Program Accreditation Commission, Inc.

http://www.okdhs.org/NR/rdonlyres/A800CCFD-4403-46DC-90D1-D061821D9CB5/0/9939_ReachingfortheStarsforChildCareCenters_occs_07012012.pdf

http://www.okdhs.org/NR/rdonlyres/A800CCFD-4403-46DC-90D1-D061821D9CB5/0/9939_ReachingfortheStarsforChildCareCenters_occs_07012012.pdf

http://www.okdhs.org/NR/rdonlyres/C9944354-C005-45D1-A40A-F5AE980D5573/0/8408_2010CCCentersLicReq_occs_10012010.pdf

http://www.okdhs.org/NR/rdonlyres/C9944354-C005-45D1-A40A-F5AE980D5573/0/8408_2010CCCentersLicReq_occs_10012010.pdf

http://ok.gov/sde/sites/ok.gov.sde/files/EarlyChildLearnEnv.pdf

http://ok.gov/sde/early-childhood-and-family-education

http://ok.gov/sde/early-childhood-and-family-education

http://ok.gov/sde/sites/ok.gov.sde/files/C3%20Pass%20prek.pdf

http://ok.gov/sde/sites/ok.gov.sde/files/Early%20Childhood%20PilotRules.pdf

http://www.parentsasteachers.org/images/stories/documents/Essential_Requirements_9-5-12.pdf

http://www.parentsasteachers.org/images/stories/documents/Essential_Requirements_9-5-12.pdf

http://nieer.org/sites/nieer/files/2011yearbook_executive_summary.pdf

http://www.naccp.org/displaycommon.cfm?an=1&subarticlenbr=237






http://nafcc.org/media/pdf/accreditation/NAFCCQualityStandardswith2013Updates.pdf

http://nafcc.org/media/pdf/accreditation/NAFCCQualityStandardswith2013Updates.pdf

http://eclkc.ohs.acf.hhs.gov/hslc/mr/monitoring/fy2013pdf/FY2013_OHS_On-Site_Review_Protocol.pdf

http://eclkc.ohs.acf.hhs.gov/hslc/mr/monitoring/fy2013pdf/FY2013_OHS_On-Site_Review_Protocol.pdf

http://eclkc.ohs.acf.hhs.gov/hslc/standards/Head%20Start%20Requirements

38 6/6/2013

39 6/6/2013

~Appendix B: Technical Review Training & Instructions~

40 6/6/2013

Oklahoma Early Childhood Program StandardsCrosswalk Technical Review Training

March 2013

Reviewer OrganizationCamille Catlett Frank Porter Graham Child Development InstituteAnne Mitchell Early Childhood Policy Research; Alliance for Early Childhood

FinanceAlison Lutton Senior Higher Education and TA Specialist NAEYCBillie Young NAEYC Early Childhood Workforce Systems InitiativeMari Blaustein Early Childhood Initiatives: The Source for Learning, Inc.Virginia Maloney Chambers Family FundKathleen DeVries Red Rocks Community CollegeCourtney Cabrera CDE-Educator Effectiveness UnitMalinda Jones Metropolitan State University of DenverJennifer O’Brien Early Childhood Professional Development Team at CDECerissa Stevenson Colorado State UniversityJanet Humphryes Co-Author of Guiding Children’s Potentials; Heartened Parenting,

Coaching JournalGeri DiPalma and the CO-TOP*EIS Coalition (included five reviewers)

The Comprehensive Training Opportunities for Paraprofessionals in Early Intervention Services Coalition

Heather Tritten & the Qualistar Team

Qualistar

Jordana Ash Early Childhood Services-Mental Health PartnersPresident of CO Association for Infant Mental Health

Karen Barrett CO State UniversityOlivia Coyne Boulder County Head StartBertha Campbell Early Childhood AdvocateNicole Simpkins Bright HorizonsDeborah Covill Family Star Early Head StartDonna Brady-LawlerJanice Kneppe Red Rock Community CollegeHolly Higgins WilcherMarie Hueston Family Flex Early Education Center

Technical Review Process Steps

…Step One

Review of program standardsReview of relevant materials

…Step Two

Review of matrices by standard areaReview of comparability ratings

…Step Three

Review of Comparability matches

41 6/6/2013

Step One: Become familiar with “NAEYC All Criteria” Document

This document can be found at:

http://www.naeyc.org/files/academy/file/AllCriteriaDocument.pdf

All “required” and “always assessed” criteria from this document are reflected in the crosswalk.

Step One: Determine Program Standards to Review

Based on your area of expertise determine what program standard areas you will review. Please choose 1-3 areas.

OK Reaching for the StarsOK Early Childhood Program for Infants and ToddlersOK SDE Pre-K ProgramsOK Parents as TeachersOK Child Care LicensingHead Start Performance Standards through 2013 Office of Head Start

Program Monitoring ToolNational Accreditation Commission (NAC)National Early Childhood Program AccreditationNational Association of Family Child Care AccreditationNational Institute for Early Education Research Quality Standards

Step One: Use Most Current Versions

1. Reaching for the Stars: Comments and Recommendations and Reaching for the Stars Criteria for Child Care Centers (effective 7/1/12) OKDHS, OCCS Document (http://www.okdhs.org/NR/rdonlyres/A800CCFD-4403-46DC-90D1-D061821D9CB5/0/9939_ReachingfortheStarsforChildCareCenters_occs_07012012.pdf)

2. OK Child Care Licensing: 8408 – 2010 CC Centers Licensing Requirements (PDF) Licensing Requirements for Child Care Centers, OKDHS, OCCS Document (07/01/10 version) (http://www.okdhs.org/NR/rdonlyres/C9944354-C005-45D1-A40A-F5AE980D5573/0/8408_2010CCCentersLicReq_occs_10012010.pdf)

3. OK SDE Pre-K Documents: 1) Early Child Learning Environment (PDF) OK Early Childhood/Family Education Programs (http://ok.gov/sde/sites/ok.gov.sde/files/EarlyChildLearnEnv.pdf); 2)OK Pre-K Rules and Regulations (http://ok.gov/sde/early-childhood-and-family-education#4%20Rules) ; 3) C3 Pass Prek1. (PDF) Overview (http://ok.gov/sde/sites/ok.gov.sde/files/C3%20Pass%20prek.pdf)

42 6/6/2013

Step One: Use of Most Current Versions cont…

4. OK SDE Pilot Early Childhood Program: Pilot Rules (http://ok.gov/sde/sites/ok.gov.sde/files/Early%20Childhood%20PilotRules.pdf); Contract with Community Action Program of Tulsa County (available through Nan); Provider Agreement OK Early Childhood Agreement (available through Nan); PITC Philosophy (available through Nan)

5. Parents as Teachers: Essential Requirements through Affiliates http://www.parentsasteachers.org/images/stories/documents/Essential_Requirements_9-5-12.pdf

Step One: Use Most Current Versions

1. NIEER Quality Standards: The State of Preschool 2011, State Preschool Yearbook, 2011 The National Institute for Early Education Research (http://nieer.org/sites/nieer/files/2011yearbook_executive_summary.pdf) p. 4

2. NAC Accreditation Standards: (from:http://www.naccp.org/displaycommon.cfm?an=1&subarticlenbr=237)

3. NAFCC Quality Standards with 2013 Updates (PDF) Fourth Edition; http://nafcc.org/media/pdf/accreditation/NAFCCQualityStandardswith2013Updates.pdf

4. Head Start: FY 2013 OHS On-Site Review Protocol (PDF) (http://eclkc.ohs.acf.hhs.gov/hslc/mr/monitoring/fy2013pdf/FY2013_OHS_On-Site_Review_Protocol.pdf) ; Head Start Act and Performance Standards http://eclkc.ohs.acf.hhs.gov/hslc/standards/Head%20Start%20Requirements

5. NECPA accreditation standards available through order only ($20) in booklet fashion

Step Two: Review of Standard Matrices

Standard Matrices: administrative practices, personnel qualifications, professional development, learning environment, family engagement, program evaluation, health and safety, nutrition, service to children with disabilities, community partnerships, mental health, transportation, ERSEA and child health

Anchor criteria are on the far left (mainly based on NAEYC accreditation criteria)

We tried to indicate a reference number and phrasing that will help the reviewer to examine the criteria and rating for accuracy

Each criteria in each program standard received a “comparability rating”OIR team went through a cross-checking process; this review is the third

“check”

43 6/6/2013

Rating Comparability Description1 No comparability/no match2 Meets criteria in part but policy or practice is not specific enough3 Comparable: spirit of criteria is met but wording could be stronger4 Equal: clear that the wording and meaning are equivalent

Step Two: Comparability Rating Matrix

Rating Comparability Description

1 No comparability/no match

2 Meets criteria in part but policy or practice is not specific enough

3 Comparable: spirit of criteria is met but wording could be stronger

4 Equal: clear that the wording and meaning are equivalent

Standard Area: Administrative Practices Standard Area: Administrative Practices

NAEYC CriteriaReaching for the Stars

OK Parents As Teachers

OK Child Care Licensing Head Start Performance NAC NECPA NAFCC NIEER

10.A.02:Administrator qualifications-BA, specialized courses in ECE/Child Development (24 hours) and administration (9 credits)

2 Star: Qualifications: Master teacher-15 hours in ECE/CD; no hours administration RATING: 3 RATING: 1

Section 7.1.: Bronze level 6 hours in ECE/CD; 3 hours in administration RATING: 2 RATING: 1

A.8. Director Qualifications RATING: 2

Quals of Admin/Directors: undergrad degree in ECE, CD, and others; 12 credits in ECE/CD; course in EC admin; a course in business admin. RATING: 3 RATING: 1 RATING: 1

10.B.04: Licensed, in good standing

1 Star:compliance with licensing requirements RATING:4 RATING: 1 RATING: 1

Comp Meas. 3.1 Child Health & Safety; 1305.30(c); 1306.35 (d) RATING: 4

C1. Program maintains complance with licensing standards RATING: 4

Program Admin. & Staff Relations: hold a license in good standing RATING: 4

5.4. Provider is licensed, registered, or certified and in compliance with all state regs RATING: 4 RATING: 1

10.B.09:Staff retention plans, policies Rating: 1 RATING: 1 RATING: 1 RATING: 1 RATING: 1

Program Administration and Staff Relations: program has a staff retention plan that includes career ladder planning, staff development plan, bonuses, promotions, training opp's, benefits, dues to profess. Orgs. RATING: 4 RATING: 1 RATING: 1

Step Two: Standard Matrix Example

NAEYC CriteriaReaching for the Stars

OK Parents As Teachers

OK Child Care Licensing

Head Start Performance NAC NECPA NAFCC NIEER

10.A.02:Administrator qualifications-BA, specialized courses in ECE/Child Development (24 hours) and administration (9 credits)

2 Star: Qualifications: Master teacher-15 hours in ECE/CD; no hours administration RATING: 3

RATING: 1 Section 7.1.: Bronze level 6 hours in ECE/CD; 3 hours in administration RATING: 2

RATING: 1 A.8. Director Qualifications RATING: 2

Quals of Admin/Directors: undergrad degree in ECE, CD, and others; 12 credits in ECE/CD; course in EC admin; a course in business admin. RATING: 3

RATING: 1 RATING: 1

10.B.04: Licensed, in good standing

1 Star:compliance with licensing requirements RATING:4

RATING: 1 RATING: 1 Comp Meas. 3.1 Child Health & Safety; 1305.30(c); 1306.35 (d) RATING: 4

C1. Program maintains complance with licensing standards RATING: 4

Program Admin. & Staff Relations: hold a license in good standing RATING: 4

5.4. Provider is licensed, registered, or certified and in compliance with all state regs RATING: 4

RATING: 1

10.B.09:Staff retention plans, policies

Rating: 1 RATING: 1 RATING: 1 RATING: 1 RATING: 1 Program Administration and Staff Relations: program has a staff retention plan that includes career ladder planning, staff development plan, bonuses, promotions, training opp's, benefits, dues to profess. Orgs. RATING: 4

RATING: 1 RATING: 1

44 6/6/2013

Step Two: The Review

Using the program standards that you are reviewing (e.g., Reaching for the Stars, Head Start, Child Care Licensing, etc…), the NAEYC All Criteria document and the comparability rubric…look at the work completed by OIR to see if you agree with the criteria noted and the rating score given

If you agree with the rating….do nothing

If you disagree with the criteria and/or the rating given, you will need to note that discrepancy on the “Technical Review Discrepancies” template

Standard Domain Program Standard Area (e.g., Reaching for the Stars, OK Pre-K program, NIEER, NAFCC, etc)

Current Rating(1,2,3 or 4)

New Rating and Justification Other Comments

Administrative PracticesPersonnel QualificationsProfessional DevelopmentLearning EnvironmentFamily EngagementProgram Evaluation

Step Two: Example of “Technical Review Discrepancies” Template

Standard Domain Program Standard Area(e.g., Reaching for the Stars, OK Pre-K program, NIEER, NAFCC, etc)

Current Rating(1,2,3 or 4)

New Rating and Justification

Other Comments

Administrative PracticesPersonnel QualificationsProfessional DevelopmentLearning EnvironmentFamily EngagementProgram Evaluation

Step Three: Comparability Matches Rubric

Not to be confused with the comparability ratings (1-4 ratings) previously mentioned

The “Comparability Matches Rubric” was conducted by the OIR team after the crosswalk was complete…if a criteria received a rating of a 3 or a 4 it was considered a match…the number of matches were counted by program standard area (e.g., Reaching for the Stars, Licensing, Head Start, etc.) and the standard domain areas (e.g., professional development, health and safety, nutrition, etc.) and then a percentage was determined…If the percentage were 85% or higher than it was determined that the program standards were comparable to the anchor criteria (mainly NAEYC criteria)

45 6/6/2013

Reaching for the Stars OK Early Childhood Program OK Pre-K

Criteria by Standard Area # of matches

% matching

Comparable(Yes or No)

# of matches % matching Comparable(Yes or No)


Administrative Practices (7 potential matches)

/7

Personnel Practices (____potential matches)

/

Professional Development (____potential matches) /Learning Environment (____potential matches) /Family Engagement (____potential matches)

/

Program Evaluation (____potential matches)

/

Health & Safety (____potential matches)

/

Nutrition (____potential matches) /Services to Children with Disabilities (____potential matches)

/

Community Partnerships (____potential matches) /Mental Health (____potential matches)

/

Transportation (____potential matches)

/

ERSEA (____potential matches) /

Step Three: Example of “Comparability Matches Rubric”

Reaching for the Stars OK Early Childhood Program OK Pre-KCriteria by Standard Area # of

matches% matching

Comparable(Yes or No)




/7

Personnel Practices (____potential matches)

/

Professional Development (____potential matches) /

Learning Environment (____potential matches) /

Family Engagement (____potential matches)

/

Program Evaluation (____potential matches)

/

Health & Safety (____potential matches)

/

Nutrition (____potential matches)

/

Services to Children with Disabilities (____potential matches)

/

Community Partnerships (____potential matches) /

Mental Health (____potential matches)

/

Transportation (____potential matches)

/

ERSEA (____potential matches)

/

Standard Domain Current Number and Percent of Matches

Adjusted Number and Percent of Matches

Comparable Adjustments (Yes/No)

Other Comments

Administrative PracticesPersonnel QualificationsProfessional Development

Step 3: Comparability Matches Rubric Review

Review the “Comparability Matches Rubrics”…if you agree, do nothing…if there is a discrepancy, please note it on the “Comparability Matches

Rubric Review” template (see at-a-glance example of template below)

Standard Domain Current Number and Percent of Matches

Adjusted Number and Percent of Matches

Comparable Adjustments (Yes/No)

Other Comments

Administrative PracticesPersonnel QualificationsProfessional Development

FINALLY…..

Please send your “Technical Review Discrepancies” template and your “Comparability Matches Rubric Review” template to Lesli or Nan by the end of the day Wednesday, March 27, 2013

If we do not hear from you we will assume that you are in agreement with the crosswalk that was completed by OIR.

Thank you for your time!!

46 6/6/2013

~Appendix C: Reaching for the Stars Alignment~

47 6/6/2013

~Reaching for the Stars Alignment~

Star Level Criteria OK Programs with Comparability

National Comparability

Star 1+ Criteria

All staff access to licensing requirements None None

Annual staff evaluations and individualized professional development plan

EduCare, EC Program NAEYC, Head Start, NAC, NECPA, NAFCC

Employee handbook EC Program NAEYC, NAC, NECPA

Facility registered as a direct care organization with OK PD Registry

EC Program None

Staff counted in staff: child ratio enrolled in OK PD Registry

EC Program None

Director-2 college credits or 30 hours of PD every 12 months of employment

EC Program NECPA

Staff-2 college credits or 20 hours of PD every 12 months of employment

EC Program NECPA, Head Start (15 hours)

Director and staff have an annual PD plan EC Program NAEYC, Head Start, NECPA

1 staff for every 20 children must work toward Master Teacher qualifications

EC Program, EduCare NAEYC, Head Start, NECPA

Staff working toward Master Teacher qualifications are trained in OK’s Early Learning Guidelines (ELG)

EC Program Head Start, NIEER

Weekly lesson plans for all age groups of children EC Program NAC

Children read to at least 15 minutes/day EC Program, Pre-K NAEYC, NAC, NECPA, NAFCC

Space arranged and equipped in 6 well-defined interest areas

EC Program, Pre-K NAEYC, Head Start, NAC, NECPA, NAFCC

Outdoor environment utilized daily for physical activity (weather permitting)


TV or screen time not used for children younger than age 2

EC Program, Pre-K NAEYC, NECPA, NAFCC

Established and maintains a system for sharing and communicating with families on happenings, activities and issues…

EduCare, EC Program, Parents As Teachers

NAEYC, Head Start, NAC, NECPA, NAFCC

Families welcome at all times None NAEYC, Head Start, NAC, NECPA, NAFCC

Provide resource area (includes books, pamphlets, and articles)

EC Program None

Two family meetings w/guest speakers or special events held annually

EduCare, EC Program NAEYC, Head Start, NAFCC

48 6/6/2013

Two methods of keeping families informed (bulletin board, handbook, newsletter, email/listserv, website)


NAEYC, Head Start, NECPA, NAFCC

Families participate in program and policy development through board involvement, planning meetings, or questionnaires

EduCare, EC Program NAEYC, Head Start

Licensing requirements available to families None None

Annual health and safety checklists for both indoor and outdoor spaces

EC Program Head Start, NECPA, NAFCC

Annual survey of parents and staff of program effectiveness


NAEYC, Head Start, NECPA

Annual equipment inventory conducted EC Program Head Start, NECPA, NAFCC

2 Star Criteria

Policy and procedure manual on-site for staff, including mission or vision statement, organizations structure, code of professional conduct and discipline philosophy

EC Program NAEYC, NAC, NECPA

Annual two staff meetings conducted to discuss quality EC Program NAEYC, Head Start, NECPA

Master teachers must be employed on site on full-time basis and trained in ELG


Master teacher meet one of following: child care competency certificate; CDA or CCP Credential; Certificate of mastery in child development or ECE from accredited OK college; 30 college credit hours with 15 hours in child development or ECE from accredited college; four year degree with 6 college credits in child development or ECE ;two or four year degree from accredited college/university in child development or ECE; a valid teaching certificate in ECE from OK SDE; current level 3 or higher on OK ECE PD Ladder

EC Program, Pre-K, EduCare

NAEYC, Head Start, NECPA, NIEER

Master teacher required per every 30 children EC Program None

Director qualify as master teacher if licensed capacity minus school age children is 30 or less

EC Program NAEYC, NECPA

Daily schedules balanced and allows children time to complete tasks


Space and equipment to support eight interest areas; minimum of two learning areas are available outdoors


Uses OK ELG as a resource for lesson and curriculum planning


Staff participate in physical activity with children at least once/daily

EC Program None

Parent conferences held twice/year with written report EduCare, Parents As Teachers, EC Program


Maintains current list of available community resources and assist connecting families with resources

EduCare, Parents As Teachers, EC Program


Assessed within the first year of receiving a 2 star status EC Program None

49 6/6/2013

using approved assessment tool

Program has written plan for meeting goals that includes PD and Educational needs of staff as well as facility policies and procedures

EduCare, Parents As Teacher

NAEYC, Head Start

Staff participate in program evaluation and established goals shared with staff

EduCare, Parents As Teachers

NAEYC, Head Start, NECPA

50 6/6/2013

~Appendix D: Comparability Match Rubric~

~Comparability Matches Rubric~ OK and National Program Standards

Reaching for the Stars OK Pre-K NIEER


% matching

Comparable (Yes or No)

# of matches

% matching Comparable (Yes or No)

# of matches % matching Comparable (Yes/No)


4/7 57.1% Yes 1/7 14.2% No 1/7 14.2% No

Personnel Practices (3 potential matches)

0/3 0% No 0/3 0% No 2/3 66.7% Yes

Professional Development ( 3 potential matches)

1/1* 100% Yes 0/3 0% No 1/3 33.3% No

Learning Environment (13 potential matches)

2/11**

18.2% No 5/13 38.5% No 0/13 0% No

Family Engagement (12 potential matches)

7/12 58.3% Yes 0/12 0% No 0/12 0% No

Program Evaluation (4 potential matches)

2/4 50.0% Yes 0/4 0% No 0/4 0% No

Health & Safety (16 potential matches)

6/16 37.5% No 2/16 12.5% No 0/16 0% No

Child Health (10 potential matches) 0/10 0% No 0/10 0% No 1/10 10.0% No Nutrition (12 potential matches) 0/12 0% No 0/12 0% No 0/12 0% No Services to Children with Disabilities (11 potential matches)

0/11

0%

No

4/11 33.3% No 0/11 0% No

Community Partnerships (2 potential matches)

1/2 50% Yes 0/2 0% No 0/2 0% No

Mental Health (5 potential matches)

0/5 0% No 1/5 20% No 0/5 0% No

Transportation (2 potential matches)

0/2 0% No 0/2 0% No 0/2 0% No

ERSEA (11 potential matches) 0/11 0% No 0/11 0% No 0/11 0% No

OK Parents As Teachers OK Child Care Licensing Head Start


% matching


# of matches


# of matches % matching Comparable (Yes or No)


0/7 0% No 0/7 0% No 2/7 28.6% No


0/3 0% No 1/3 33.3% No 3/3 100% Yes


0/3

0% No 0/3 0% No 2/3 66.7% Yes


0/13

0% No 7/13 53.8% Yes 7/13 53.8% Yes


1/12 8.3% No 3/12 25% No 9/11*** 81.8% Yes


3/4 75.0% Yes 0/4 0% No 4/4 100% Yes


0/16 0% No 14/16 87.5% Yes 9/16 56.3% Yes

Child Health (10 potential matches) 2/10 20.0% No 4/10 40.0% No N/A N/A N/A Nutrition (12 potential matches) 0/12 0% No 6/12 50.0% Yes 6/12 50.0% Yes Services to Children with Disabilities (11 potential matches)

0/11

0% No 2/11 18.2% No 7/11 63.6% Yes


0/2 0/2

0% No 1/2 50.0% Yes 1/2 50.0% Yes

Mental Health (5 potential matches)

0/5 0% No 1/5 20.0% No 3/5 60.0% Yes

Transportation (2 potential matches)

0/2 0% No 2/2 100% Yes 0/2 0% No

ERSEA (11 potential matches) 1/11 10% No 0/1 0% No N/A N/A N/A

NAC NECPA NAFCC


% matching


# of matches


# of matches % matching Comparable (Yes or No)


5/7 71.4% Yes 7/7 100% Yes 2/7 28.6% No


0/3 0% No 2/3 66.7% Yes 1/3 33.3% No


1/3 33.3% No 2/3 66.7% Yes 0/3 0% No


6/13 46.2% No 6/13 46.2% No 11/13 84.6% Yes


2/12 16.7% No 7/12 58.3% Yes 8/12 66.7% Yes


0/4 0% No 2/4 50.0% Yes 1/4 25.0% No


5/16 31.1% No 8/16 44.4% No 10/16 62.5% Yes

Child Health (10 potential matches) 0/10 0% No 1/10 10.0% No 2/10 20.0% No Nutrition (12 potential matches) 1/12 8.3% No 1/12 8.3% No 5/12 41.7% No Services to Children with Disabilities (11 potential matches)

0/11 0% No 1/11 9.1% No 3/11 27.3% No


1/2 50.0% Yes 1/2 50.0% Yes 1/2 50.0% Yes

Mental Health (5 potential matches) 2/5 40.0% No 2/5 40.0% No 5/5 100% Yes Transportation (2 potential matches) 0/2 0% No 2/2 100% Yes 1/2 50.0% Yes ERSEA (10 potential matches) 0/10 0% No 0/10 0% No 0/10 0% No

Educare


% matching



2/7 28.6% No


1/3 33.3% No


1/3 33.3% No


3/13 23.1% No


9/12 75.0% Yes


3/4 75.0% Yes


0/16 0% No

Child Health (10 potential matches) 0/10 0% No Nutrition (12 potential matches) 0/12 0% No Services to Children with Disabilities (11 potential matches)

0/11 0% No


1/2 50.0% Yes

Mental Health (5 potential matches) 1/5 20.0% No Transportation (2 potential matches) 0/2 0% No ERSEA (10 potential matches) 0/10 0% No NOTE: Oklahoma’s State Department of Education Early Childhood program standards comparability are not included in this rubric as they have matches of 100% due to the requirements of needing a license in good standing, being NAEYC accredited and being at a level 2 or 3-star rating within the Reaching for the Stars QRIS.

*Only 1 of the criteria were applicable to NAEYC; 2 of the criteria were Reaching for the Stars criteria so would not have been applicable **Only 11 of the criteria were applicable to NAEYC; 2 of the criteria were Reaching for the Stars criteria so would not have been applicable ***Last criteria in this area was N/A as it was a HS Performance Standard criteria

~Appendix E: Standard Requirements of Oklahoma’s Early Childhood Programs~

Oklahoma Program Standards Crosswalk ~Standard Requirements of Oklahoma’s Early Childhood Programs~

OK Early Childhood Program

Child Care Licensing

Accreditation (Type?)

Head Start/ Early HS

Food Programs (CaCFP, USDA)

State Dept. of Education

Reaching for the Stars QRIS

Home Visiting (Type?)

Other

SDE Pre-K only if in a collaboration

only if in a collaboration

X X

OECP X X (NAEYC) X provider agreement and contract

X

Child Care Licensing

X

EduCare X X X X X X X EduCare Core Features

Head Start X X (HS) X X only if in a collaboration

X

Early Head Start

X X (EHS) X X

Parents As Teachers

X Parents As Teachers

Parents As Teachers training

Children First*

X Nurse Family Partnership

Nurse-Family Partnership requirements

Start Right*

X Healthy Families Model

Healthy Families/ Parents As Teachers training

*These two programs were not included in the final report but are noted in the “Oklahoma Early

Childhood Program Standards Crosswalk” document as an appendix.

OKLAHOMA EARLY CHILDHOOD PROGRAM STANDARDS CROSSWALK

May 1, 2013

OLDHAM INNOVATIVE RESEARCH 222 ST. JOHN STREET, SUITE 134 207-541-9267

OLDHAMRESEARCH.COM

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Table of Contents Standard Area: Eligibility, Recruitment, Selection, Enrollment & Attendance (ERSEA) ........................ 6

Oklahoma Early Childhood Program (OECP) ............................................................................ Error! Bookmark not defined.

OK CHILD CARE LICENSING ............................................................................................................................................................................ 7

Standard Area: Transportation .................................................................................................................................. 8

OKLAHOMA EARLY CHILDHOOD PROGRAM (OECP) .............................................................. Error! Bookmark not defined.

OK CHILD CARE LICENSING ............................................................................................................................................................................ 8

HEAD START ......................................................................................................................................................................................................... 8

NAC ........................................................................................................................................................................................................................... 9

NECPA ...................................................................................................................................................................................................................... 9

NAFCC ...................................................................................................................................................................................................................... 9

Standard Area: Mental Health .................................................................................................................................. 10

SDE PRE-K PROGRAMS .................................................................................................................................................................................... 10

OK CHILD CARE LICENSING .......................................................................................................................................................................... 10

HEAD START ....................................................................................................................................................................................................... 11

NAC ......................................................................................................................................................................................................................... 12

NECPA .................................................................................................................................................................................................................... 12

NAFCC .................................................................................................................................................................................................................... 13

EDUCARE .............................................................................................................................................................................................................. 14

Standard Area: Community Partnerships ............................................................................................................ 15

REACHING FOR THE STARS ........................................................................................................................................................................... 15

OKLAHOMA EARLY CHILDHOOD PROGRAM (OECP) ........................................................................................................................... 15

OK PARENTS AS TEACHERS .......................................................................................................................................................................... 15


HEAD START ....................................................................................................................................................................................................... 16

NAC ......................................................................................................................................................................................................................... 16

NECPA .................................................................................................................................................................................................................... 16

NAFCC .................................................................................................................................................................................................................... 16

EDUCARE .............................................................................................................................................................................................................. 17

Standard Area: Disabilities ........................................................................................................................................ 18



HEAD START ....................................................................................................................................................................................................... 20

NECPA .................................................................................................................................................................................................................... 21

NAFCC .................................................................................................................................................................................................................... 22

EDUCARE .............................................................................................................................................................................................................. 23

Standard Area: Nutrition ............................................................................................................................................ 25

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HEAD START ....................................................................................................................................................................................................... 26

NAC ......................................................................................................................................................................................................................... 27

NECPA .................................................................................................................................................................................................................... 28

NAFCC .................................................................................................................................................................................................................... 29

NIEER ..................................................................................................................................................................................................................... 30

Standard Area: Health and Safety ............................................................................................................................ 31




HEAD START ....................................................................................................................................................................................................... 35

NAC ......................................................................................................................................................................................................................... 36

NECPA .................................................................................................................................................................................................................... 38

NAFCC .................................................................................................................................................................................................................... 39

Standard Area: Administrative Practices ............................................................................................................. 42






HEAD START ....................................................................................................................................................................................................... 45

NAC ......................................................................................................................................................................................................................... 46

NECPA .................................................................................................................................................................................................................... 46

NAFCC .................................................................................................................................................................................................................... 47

NIEER ..................................................................................................................................................................................................................... 48

EDUCARE .............................................................................................................................................................................................................. 48

Standard Area: Personnel Practices ....................................................................................................................... 50





HEAD START ....................................................................................................................................................................................................... 51

NECPA .................................................................................................................................................................................................................... 51

NAFCC .................................................................................................................................................................................................................... 52

NIEER ..................................................................................................................................................................................................................... 52

EDUCARE .............................................................................................................................................................................................................. 53

Standard Area: Professional Development .......................................................................................................... 54



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HEAD START ....................................................................................................................................................................................................... 55

NAC ......................................................................................................................................................................................................................... 55

NECPA .................................................................................................................................................................................................................... 56

NAFCC .................................................................................................................................................................................................................... 56

NIEER ..................................................................................................................................................................................................................... 56

EDUCARE .............................................................................................................................................................................................................. 57

Standard Area: Learning Environment ................................................................................................................. 58





HEAD START ....................................................................................................................................................................................................... 64

NAC ......................................................................................................................................................................................................................... 66

NECPA .................................................................................................................................................................................................................... 67

NAFCC .................................................................................................................................................................................................................... 68

EDUCARE .............................................................................................................................................................................................................. 70

Standard Area: Family Engagement ....................................................................................................................... 72






HEAD START ....................................................................................................................................................................................................... 77

NAC ......................................................................................................................................................................................................................... 79

NECPA .................................................................................................................................................................................................................... 80

NAFCC .................................................................................................................................................................................................................... 81

EDUCARE .............................................................................................................................................................................................................. 83

Standard Area: Child Health ...................................................................................................................................... 85


SDE PRE-K PROGRAM ...................................................................................................................................................................................... 85



NAEYC ACCREDITATION STANDARDS ...................................................................................................................................................... 89

NECPA .................................................................................................................................................................................................................... 89

NAFCC .................................................................................................................................................................................................................... 90

NIEER ..................................................................................................................................................................................................................... 91

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EDUCARE .............................................................................................................................................................................................................. 92

Standard Area: Program Evaluation ....................................................................................................................... 94





HEAD START ....................................................................................................................................................................................................... 96

NECPA .................................................................................................................................................................................................................... 97

NAFCC .................................................................................................................................................................................................................... 97

EDUCARE .............................................................................................................................................................................................................. 98

Appendix A: Additionally Crosswalked Standards………………….…………………………..……………………...100

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Standard Area: Eligibility, Recruitment, Selection, Enrollment & Attendance (ERSEA) NOTE: There were no comparable ERSEA standards in the following: Reaching for the Stars, SDE Pre-K Programs, OK Parents as Teachers, NAC, NECPA, NAFCC, NIEER, and Educare. Oklahoma’s SDE Early Childhood Programs for Infants and Toddlers are contractually expected to be compliant with OK’s child care licensing regulations, are to be NAEYC accredited and meet a level 2 or 3 rating in the Reaching for the Stars QRIS. Therefore, this program meets all anchor criteria noted and therefore, did not receive a comparability rating. However, what is noted within the crosswalk are particular standards that are specifically highlighted within the SDE Contract Requirements and Provider Agreement.

Head Start Compliance Monitoring ANCHOR CRITERIA

Oklahoma Early Childhood Program (OECP)

Compliance Monitoring 1.1 Recruitment and Enrollment: Program develops and implements a process that is designed to recruit families eligible for HS services

Compliance Monitoring 1.2 Recruitment and Enrollment: Program has established and implemented outreach and enrollment policies and procedures to ensure needs are met (poverty, public assistance, homeless, foster care)

Contract: 2. Children Eligible for the Program (A) (i-iii). 2 (D) 90% of children must meet the eligibility requirements.

Comp Measure 1.3 Recruitment and Enrollment: Migrant program give priority to children whose pursuit of agricultural work requires them to relocate frequently

Comp Measure 2.1 Eligibility: Program staff verified child's eligibility and included in child's file

Agreement: Children Eligible for the Program (C) Documentation of family income at the time of enrollment must be maintained...for all eligible children

Compliance Monitoring 2.2 Eligibility: Program enrolls children who are categorically eligible (poverty, public assistance, homeless, foster care)

Contract: 2. Children Eligible for the Program (A) (i-iii). 2 (D) 90% of children must meet the eligibility requirements.

Compliance Monitoring 2.3 Eligibility: American Indian/Alaska Native programs ensure that children who meet the requirements are enrolled before enrolling over-income children (income-eligible living on reservation, income-eligible who wish to enroll native to the reservation, families who wish to enroll if the non-reservation area is not served by another HS program)

Agreement: Children Eligible for Program (2-ii) The family can demonstrate eligibility for tribal child care assistance.

Compliance Monitoring 3.1 Enrollment: Program enrollment at least 10% of children w/disabilities

Compliance Monitoring 3.2 Enrollment: Program enrolled 100% of its funded enrollment and maintained an active and ranked waiting list at all times with ongoing activities and community outreach to identify underserved populations to ensure eligible children enter as vacancies occur

Agreement: Enrollment (A) Provider must maintain is Program budgeted enrollment level...(B) will establish a waiting list so vacancies occur, the slots may be filled as quickly as possible but within 30 days...

Compliance Monitoring 3.3 Enrollment: Program has documentation to support monthly enrollment data

Compliance Monitoring 4.1 Attendance and Participation: When monthly ADA falls below 85% the

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causes of absenteeism are analyzed and program initiates appropriate family supports as needed

Compliance Monitoring 4.2 Attendance and Participation: Program ensures the no child's enrollment or participation in HS is contingent on payment of fee


OK CHILD CARE LICENSING

Compliance Monitoring 1.1 Recruitment and Enrollment: Program develops and implements a process that is designed to recruit families eligible for HS services RATING: 1 Compliance Monitoring 1.2 Recruitment and Enrollment: Program has established and implemented outreach and enrollment policies and procedures to ensure needs are met (poverty, public assistance, homeless, foster care) RATING:1 Comp Measure 1.3 Recruitment and Enrollment: Migrant program give priority to children whose pursuit of agricultural work requires them to relocate frequently RATING:1 Comp Measure 2.1 Eligibility: Program staff verified child's eligibility and included in child's file RATING: 1 Compliance Monitoring 2.2 Eligibility: Program enrolls children who are categorically eligible (poverty, public assistance, homeless, foster care) RATING:1 Compliance Monitoring 2.3 Eligibility: American Indian/Alaska Native programs ensure that children who meet the requirements are enrolled before enrolling over-income children (income-eligible living on reservation, income-eligible who wish to enroll native to the reservation, families who wish to enroll if the non-reservation area is not served by another HS program) RATING: 1 Compliance Monitoring 3.1 Enrollment: Program enrollment at least 10% of children w/disabilities RATING:1 Compliance Monitoring 3.2 Enrollment: Program enrolled 100% of its funded enrollment and maintained an active and ranked waiting list at all times with ongoing activities and community outreach to identify underserved populations to ensure eligible children enter as vacancies occur RATING:1

Compliance Monitoring 3.3 Enrollment: Program has documentation to support monthly enrollment data

Section 6.b.3: Records. The center is required to maintain readily available attendance records including child's arrival time and departure time for a minimum of 120 days. RATING: 3

Compliance Monitoring 4.1 Attendance and Participation: When monthly ADA falls below 85% the causes of absenteeism are analyzed and program initiates appropriate family supports as needed RATING:1 Compliance Monitoring 4.2 Attendance and Participation: Program ensures the no child's enrollment or participation in HS is contingent on payment of fee RATING:1

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Standard Area: Transportation

NOTE: There were no comparable Transportation standards in the following: Reaching for the Stars, SDE Pre-K Programs, OK Parents as Teachers, NIEER, Educare.

NAEYC ANCHOR CRITERIA OKLAHOMA EARLY CHILDHOOD PROGRAM (OECP)

10.D.07: Transportation services managed; vehicles are licensed and insured (certification available) in accordance with federal and state laws (no longer assessed by NAEYC; still a standard of best practice) Contract: #14 Insurance (Aiii) 10.D.06: Written procedures address all aspects of the arrival, departure, and transportation of children. The procedures a. facilitate family-staff interaction; b. ensure that all children transported during the program day are accounted for before, during, and after transport; c. ensure the safety of all children as pedestrians and as passengers; d. address specific procedures for children with disabilities; e. address special circumstances in picking up children at the end of the day

NAEYC ANCHOR CRITERIA OK CHILD CARE LICENSING

10.D.07: Transportation services managed; vehicles are licensed and insured (certification available) in accordance with federal and state laws (no longer assessed by NAEYC; still a standard of best practice)

Section 29 Transportation (a)(1) The vehicle and operator of a vehicle used to transport children are in compliance with all applicable state laws. (f)(7) The transporting vehicle is covered by medical and liability insurance as required by Oklahoma laws. RATING: 4

10.D.06: Written procedures address all aspects of the arrival, departure, and transportation of children. The procedures a. facilitate family-staff interaction; b. ensure that all children transported during the program day are accounted for before, during, and after transport; c. ensure the safety of all children as pedestrians and as passengers; d. address specific procedures for children with disabilities; e. address special circumstances in picking up children at the end of the day

Section 6. Records (b)(3)The center is required to maintain readily available attendance records including child's arrival time and departure time for a minimum of 120 days. Section 29. Transportation (d) Safety procedures. (1) A schedule showing accurate route and itinerary is planned and kept at the center to show approximately where the vehicle is at all times. If the vehicle is equipped with a mobile communication system, route information is not required. (1) Children are transported in compliance with applicable state law. RATING: 3

NAEYC ANCHOR CRITERIA HEAD START


Compliance Monitoring 6.1: Transportation and Supervision: The program’s vehicles are properly equipped; 1310.10(d)(1-4); 1310.12(b)(1-2) RATING: 2


Compliance Monitoring 6.3: Transportation and Supervision: Children are released only to a parent, legal guardian, or other individual as designated in writing by the parent or legal guardian. The agency maintains lists of these persons, including alternates in case of emergency, and up-to-date child rosters at all times to ensure that no child is left behind either at the classroom or on the vehicle at the end of the route; 1310.10(g) RATING: 2

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NAEYC ANCHOR CRITERIA NAC


C11: When children are transported the program meets safety requirements RATING: 2


C12. When children are transported, written policies and procedures regarding transportation are followed RATING: 2

NAEYC ANCHOR CRITERIA NECPA


School/Center Building, Supplies, Equipment, and Transportation. A regular maintenance schedule for vehicles, maintenance log, vehicle insurance and liability. RATING: 3


Supervision: The program has a system whereby children are signed in and out on a daily basis assuring children are release only to person identified in writing by the parent or guardian as permitted to pick up their children. Transportation RATING: 4

NAEYC ANCHOR CRITERIA NAFCC


5.20 Program is covered by insurance including accident insurance for children and assistants (if employed), liability insurance, and vehicle insurance (if children are transported). RATING: 2


4.6 If children are transported, take walks, or go on field trips, the provider has a comprehensive plan which addresses all safety issues and assures that children do not become separated from the group. 5.19 The provider gives written policies to parents and if relevant, transportation, field trips, and religious activities and teaching are also included in written policies. RATING: 3

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Standard Area: Mental Health NOTE: There were no comparable Mental Health standards in the following: Reaching for the Stars, OK Parents as Teachers, NIEER.

NAEYC ANCHOR CRITERIA SDE PRE-K PROGRAMS

1.B.09-10: Teaching staff never use physical punishment, psychological abuse or coercion, threats or derogatory remarks, and neither withhold nor threaten to withhold food as a form of discipline RATING:1 1.D.01: To counter bias and discrimination, teaching staff: treat all children with equal respect and consideration; initiate activities and discussions that build positive self-identity and teach the valuing of differences; intervene when children tease or reject others; provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations; and avoid stereotypes in language references RATING:1 2.B.04: Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery RATING:1 3.B.04: Teaching staff are active in identifying and countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or culture

Rules and Regulations: Provide opportunities for children to share with the group and take pride in their accomplishments. Structure time for collaborative planning so that students develop ownership with classroom learning activities. RATING: 3

10.B.13: Program organized and staff to minimize transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to maintain continuity of relationships between teaching staff and children and among groups of children

Rules and Regulations: Allow for smooth transitions between activities or classrooms, with the teacher capitalizing on these transitions as learning moments. RATING: 2


1.B.09-10: Teaching staff never use physical punishment, psychological abuse or coercion, threats or derogatory remarks, and neither withhold nor threaten to withhold food as a form of discipline

Section 26. Behavior and guidance (a) Appropriate discipline. Discipline is required to be constructive and educational and appropriate to the child's age and circumstances. (1) recognize and encourage acceptable behavior; (2) teach by example and use fair and consistent rules in a relaxed atmosphere with discipline that is relevant to the child's behavior; (c) restrictions. Staff are prohibited from: (1) subjecting a child to punishment of a physical nature, for example, shaking, striking, spanking, swatting, excessive exercise, or any cruel treatment that may cause pain. RATING: 4

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1.D.01: To counter bias and discrimination, teaching staff: treat all children with equal respect and consideration; initiate activities and discussions that build positive self-identity and teach the valuing of differences; intervene when children tease or reject others; provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations; and avoid stereotypes in language references RATING: 1 2.B.04: Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery

Section 25.1(c) Interactions (2) are available and responsive to children, for example, encouraging them to share experiences, ideas, and feelings, and listening to them with attention and respect. RATING: 2

3.B.04: Teaching staff are active in identifying and countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or culture RATING: 1 10.B.13: Program organized and staff to minimize transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to maintain continuity of relationships between teaching staff and children and among groups of children RATING:1



Compliance Monitoring 4.6: Quality Teaching and Learning: CLASS emotional support domain. RATING: 3

1.D.01: To counter bias and discrimination, teaching staff: treat all children with equal respect and consideration; initiate activities and discussions that build positive self-identity and teach the valuing of differences; intervene when children tease or reject others; provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations; and avoid stereotypes in language references

Compliance Monitoring 4.5: Quality Teaching and Learning: When the majority of children speak the same language, at least one classroom staff member or home visitor interacting regularly with the children speaks their language. 4.6 CLASS emotional support. Positive Climate, Negative Climate, Teacher Sensitivity

Regard for Student Perspectives;1304.52(g)(2) RATING: 3

2.B.04: Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery

Compliance Monitoring: Teacher-Child Interaction through CLASS: Regard for Student Perspectives and Productivity domain. RATING: 3

3.B.04: Teaching staff are active in identifying and countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or culture RATING: 1 10.B.13: Program organized and staff to minimize transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to

Compliance Monitoring 4.1 AND 4.2: Parents in transition: The program hires teachers who have the required qualifications, training, and experience. The program ensures that Family Child Care Providers have

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maintain continuity of relationships between teaching staff and children and among groups of children

the required qualifications, training, and experience; 1304.40(h)(10(3); 1304.41(c)(1)(2) RATING: 2


1.B.09-10: Teaching staff never use physical punishment, psychological abuse or coercion, threats or derogatory remarks, and neither withhold nor threaten to withhold food as a form of discipline RATING:1 1.D.01: To counter bias and discrimination, teaching staff: treat all children with equal respect and consideration; initiate activities and discussions that build positive self-identity and teach the valuing of differences; intervene when children tease or reject others; provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations; and avoid stereotypes in language references RATING:1


E3. Cooperative and positive social behaviors are promoted through opportunities for learning reciprocity, empathy and social skills; E6. Children's overall emotional well-being is supported by the classroom environment RATING: 3

3.B.04: Teaching staff are active in identifying and countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or culture RATING: 1 10.B.13: Program organized and staff to minimize transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to maintain continuity of relationships between teaching staff and children and among groups of children

D6. Daily schedule provides a predictable routine that is responsive to the children; D7. Transitions are planned and smoothly implemented. RATING: 3



Activities for Healthy Development: Behavior Management The following conduct is prohibited in all child care settings and by all staff: corporal punishment, withdrawal or the threat of withdrawal of food, rest or bathroom opportunities, any form of emotional abuse. RATING: 3


The staff treats all children and their families with respect and dignity. No adult or child is treated differently. Children are encouraged to respect one another’s differences. RATING: 2

2.B.04: Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity,

Staff provides a variety of developmentally appropriate activities and materials that are selected to emphasize concrete experiential learning and to achieve specific

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and mastery goals related to self-esteem, skills, reasoning, development and diversity. RATING: 4

3.B.04: Teaching staff are active in identifying and countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or culture

The staff treats all children and their families with respect and dignity. No adult or child is treated differently. Children are encouraged to respect one another’s differences. RATING: 2

10.B.13: Program organized and staff to minimize transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to maintain continuity of relationships between teaching staff and children and among groups of children RATING: 1



4.82. Food is never used as a reward or withheld as punishment; 3.26. Toileting process is free from punishment or power struggles; 3.34. Time-outs, if used are only used a last resort with children age 3 and older. 3.35 No form of physical punishment or humiliation is ever used. RATING: 4


3.44. Providers assures that children and their families are not stereotyped or left out of any activity b/c of their race, gender, ethnicity, ability or any other personal characteristic 3.45: Provider helps children notice incidents of bias and learn effective ways to stand up for each other and themselves in the face of teasing, bullying, and other forms of discrimination. RATING: 4


Child-Directed Activities (3.1-3.2) Children have opportunities to make choices and explore their own interests and are engaged in activities most of the time. Self-Esteem and Self-Awareness (3.47-3.51). Provider gathers information about children’s interests and needs through observation and conversations with parents and uses this information to set goals that support the children’s development. RATING: 3

3.B.04: Teaching staff are active in identifying and countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or culture

Respecting differences (3.43-3.46) The provider helps children understand and respect people who are different from themselves. The provider responds factually to children's curiosity about similarities and differences among people. Girls and boys have equal opportunities to take part in all activities and use all materials. The provider helps children notice incidents of bias and learn effective ways to stand up for each other and themselves in the face of teasing, bullying, or other forms of discrimination. RATING: 4

10.B.13: Program organized and staff to minimize transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to maintain continuity of relationships between teaching

3.17. Provider usually maintains a consistent sequence of daily events, while the flow of activities is adapted to the individual and developmental needs of each child and the changing group. 3.18. Activities and transitions are generally smooth and unhurried; children can

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staff and children and among groups of children usually finish activities at their own pace. RATING: 3

NAEYC ANCHOR CRITERIA EDUCARE

1.B.09-10: Teaching staff never use physical punishment, psychological abuse or coercion, threats or derogatory remarks, and neither withhold nor threaten to withhold food as a form of discipline RATING: 1 1.D.01: To counter bias and discrimination, teaching staff: treat all children with equal respect and consideration; initiate activities and discussions that build positive self-identity and teach the valuing of differences; intervene when children tease or reject others; provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations; and avoid stereotypes in language references RATING: 1 2.B.04: Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery RATING: 1 3.B.04: Teaching staff are active in identifying and countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or culture RATING: 1

10.B.13: Program organized and staff to minimize transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to maintain continuity of relationships between teaching staff and children and among groups of children

1.5 The RPP multidisciplinary team partners with the LEP to establish a community of practice with K-3 colleagues focused on alignment of systems & practices that support effective transitions of children & families to K-3 schools & teachers to sustain the social-emotional & learning gains children achieved in early childhood. #14-17. #23. #55-57. RATING: 4

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Standard Area: Community Partnerships NOTE: There were no comparable Community Partnership standards in the following: SDE Pre-K Programs and NIEER.

NAEYC or Reaching for the Stars ANCHOR CRITERIA

REACHING FOR THE STARS

8.A.01: Staff maintain a current list of child and family support services available in the community based on patter of needs they observe among families and based on family request. They share the list with families and assist them in locating, contacting, and using community resources that support children’s and families’ well-being and development

2 Star: Program maintains a current list of available community resources, including health care, education, nutrition, and counseling RATING: 3

(Reaching for the Stars OAC 340:110-1-8.9(a)): Center provides family resource area. Includes items such as books, pamphlets, and articles on children and family issues accessible and available to families RATING: n/a


SDE EC PROGRAM for INFANTS and TODDLERS


Provider Agreement: Community Relationships (C) (i-iii): ...in ensuring that enrolled families have access to community resources that will meet their needs...

(Reaching for the Stars OAC 340:110-1-8.9(a)): Center provides family resource area. Includes items such as books, pamphlets, and articles on children and family issues accessible and available to families

Provider Agreement: Community Relationships (C) (i-iii): ...in ensuring that enrolled families have access to community resources that will meet their needs...


OK PARENTS AS TEACHERS


#16 Parent educators connect families to resources that help them reach their goals and address their needs. RATING: 2

(Reaching for the Stars OAC 340:110-1-8.9(a)): Center provides family resource area. Includes items such as books, pamphlets, and articles on children and family issues accessible and available to families RATING: 1




Section 10. Parent-staff communication (a) Parents of enrolled children are permitted reasonable access to all parts of the child care center during hours of operation, unless restricted other OK provisions. (d) Each center is required to provide at least four of options to support families and the use of community resources. RATING: 2

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Section 10. Parent-staff communication (3) A parent resource area is available, with books, pamphlets, or articles on parenting. (5) Parents are informed of the center's program through a parent's bulletin board, regular newsletter, or parent handbook. RATING: 3


HEAD START


Compliance Monitoring 1.4: Partnerships w/Families: The program informs parents of health and developmental procedures, obtains their authorization prior to performing these procedures, maintains written documentation of consent, and explains results; 1304.40(b)(1)(2) RATING:3



NAC


Program develops partnerships with community agencies to connect families to resources and enrich the curriculum. RATING: 3

(Reaching for the Stars OAC 340:110-1-8.9(a)): Center provides family resource area. Includes items such as books, pamphlets, and articles on children and family issues accessible and available to families RATING:1


NECPA


Staff-Parent-Community Relations Parents are given information regarding social services within the community including health care services, assistance with basic and emergency family needs, and tuition payment alternatives. RATING: 3


The program offers a parent display/bulletin board which covers, at a minimum, program description, policy statements, philosophy, schedules and menus. Parents are given information regarding social services within the community. RATING: 2


NAFCC

8.A.01: Staff maintain a current list of child and family support services available in the community based on patter of needs they observe among families and based on family request. They share the list with families and assist them in locating, contacting, and using community resources that support children’s and

5.12 The provider has information about community resources that offer services to parents and children. These resources may include but are not limited to health, mental health, nutrition/fitness, child care resource and referral, special needs, care for infants including breast feeding supports, and child care

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families’ well-being and development subsidies. RATING: 4



EDUCARE


#25 The program cultivates relationships with appropriate & effective referral agencies & individuals to enable family support and/or responsible staff to refer families to receive needed services not provided by the program. RATING: 3


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Standard Area: Disabilities NOTE: There were no comparable Disabilities standards in the following: Reaching for the Stars, OK Parents as Teachers, NAC, NIEER.


2.A.08, a-d: Materials and equipment used to implement the curriculum reflect the lives of children and families as well as the diversity found in society, including diversity of gender, age, language and abilities

Rules and Regulations: Learning materials should be concrete and relevant to a child’s own life experiences (opened but purposeful). Programs should: Provide an environment that is sensitive to cultural, language, and learning differences among all children served. RATING: 3

2.A.08, k: Materials and equipment accommodate children’s special needs

Rules and Regulations: Accommodations for the specific needs of each child are considered and addressed when appropriate. The environment should be modified and adapted to promote the participation, engagement, and learning of all children. Programs should: Provide a safe environment designed for the developmental needs of the age group served and implemented with attention to the requirements and differences of the individual children. RATING: 3

4.B.01: Programs use a variety of assessment methods that are sensitive to and informed by family culture, experiences, children's abilities and disabilities, and home language; are meaningful and accurate; and are used in settings familiar to the children

Rules and Regulations: Programs should: Provide an on-going process of collecting information from multiple sources about a child’s needs, which may include observation, portfolios, screenings, etc., to determine an individual’s strengths and weaknesses in order to plan his/her educational services. RATING: 2

5.B.04: For all infants and for children with disabilities who have special feeding needs, program staff keep a daily record documenting the type and quantity of food a child consumes and provide families with information RATING:1 6.A.12: All teaching staff have specialized college-level course work and/or professional development training that prepares them to work with children who have special needs RATING:1 9.A.01, g: The following furnishings are available: adaptation that allow children with disabilities and other special needs to fully participate in the program’s activities RATING:1

9.A.03, b: Equipment, materials, and furnishings are available that provide access for children with disabilities to the program’s curriculum and activities

Rules and Regulations: Accommodations for the specific needs of each child are considered and addressed when appropriate. The environment should be modified and adapted to promote the participation, engagement, and learning of all children. RATING: 3

9.A.12, d: Indoor space is designed and arranged to provide children with disabilities full access (making adaptation as necessary) to the curriculum and activities in the indoor space

Rules and Regulations: The environment should be modified and adapted to promote the participation, engagement, and learning of all children. RATING: 3

9.B.01, d: Outdoor play areas, designed with equipment that is age and developmentally appropriate and that is located in clearly defined spaces with semiprivate areas where children can play alone or

Rules and Regulations: Accommodations for the specific needs of each child are considered and addressed when appropriate. RATING: 2

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with a friend, accommodate: the program makes adaptations so children with disabilities can fully participate in the outdoor curriculum and activities 9.C.03: Meets ADA accessibility requirements (access to buildings, toilets, sinks, drinking fountains, outdoor space and all classroom and therapy areas) RATING:1 10.D.06, d: Written procedures address the arrival, departure and transportation of children: address specific procedures for children with disabilities RATING:1


2.A.08, a-d: Materials and equipment used to implement the curriculum reflect the lives of children and families as well as the diversity found in society, including diversity of gender, age, language and abilities RATING: 1


Section 25.3 Care of children w/disabilities, (a) When children with known disabilities are in care, the following program requirements are met. (2) Activities. Reasonable accommodations are made to enable a child with disabilities to participate in program activities. (3) Placement of children with disabilities. When placing a child with disabilities in an age group, all areas of the child's development are considered. RATING: 2

4.B.01: Programs use a variety of assessment methods that are sensitive to and informed by family culture, experiences, children's abilities and disabilities, and home language; are meaningful and accurate; and are used in settings familiar to the children RATING: 1

5.B.04: For all infants and for children with disabilities who have special feeding needs, program staff keep a daily record documenting the type and quantity of food a child consumes and provide families with information

Section 28. Food and nutrition (a) Meals. Children remaining in the center over a four-hour period are served a balanced meal that provides at least one-third of their total daily nutritional requirements (1) Food is provided for all children in care. For infants in care or for a child who has a special dietary need, including health or religious restrictions, parents may be requested to supplement the center's food service. RATING: 3

6.A.12: All teaching staff have specialized college-level course work and/or professional development training that prepares them to work with children who have special needs RATING: 1 9.A.01, g: The following furnishings are available: adaptation that allow children with disabilities and other special needs to fully participate in the program’s activities RATING: 1 9.A.03, b: Equipment, materials, and furnishings are available that provide access for children with disabilities to the program’s curriculum and activities RATING: 1 9.A.12, d: Indoor space is designed and arranged to provide children with disabilities full access (making adaptation as necessary) to the curriculum and activities in the indoor space

Section 25.3(a) Program. When children with known disabilities are in care, the following program requirements are met. (2) Activities Reasonable accommodations are made to enable a child with

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disabilities to participate in program activities. RATING: 2

9.B.01, d: Outdoor play areas, designed with equipment that is age and developmentally appropriate and that is located in clearly defined spaces with semiprivate areas where children can play alone or with a friend, accommodate: the program makes adaptations so children with disabilities can fully participate in the outdoor curriculum and activities

Section 22 Outdoor safety and play equipment (d)(1) Equipment provided is age-appropriate and varied to meet the developmental needs of the children present. RATING: 3

9.C.03: Meets ADA accessibility requirements (access to buildings, toilets, sinks, drinking fountains, outdoor space and all classroom and therapy areas) RATING: 1 10.D.06, d: Written procedures address the arrival, departure and transportation of children: address specific procedures for children with disabilities RATING: 1




Compliance Monitoring 3.2: Safe Physical Environments: The program ensures that sufficient equipment, toys, materials, and furniture are provided, and are age-appropriate, safe, and supportive of the abilities and developmental level of each child; 1304.53 (b)(1) RATING: 3


Compliance Monitoring 1.2: School Readiness: Program staff demonstrates respect for each family’s cultural, ethnic, and linguistic diversity, in all meetings and interactions; 1307.3(b)(2)(i-ii) RATING: 3

5.B.04: For all infants and for children with disabilities who have special feeding needs, program staff keep a daily record documenting the type and quantity of food a child consumes and provide families with information

Compliance Monitoring 4.5: Child Health and Safety: Health Practices and Routines: When the majority of children speak the same language, at least one classroom staff member or home visitor interacting regularly with the children speaks their language; 1304.23 (b)(1) RATING: 3

6.A.12: All teaching staff have specialized college-level course work and/or professional development training that prepares them to work with children who have special needs RATING: 1 9.A.01, g: The following furnishings are available: adaptation that allow children with disabilities and other special needs to fully participate in the program’s activities

Compliance Monitoring 3.11: Child Health and Safety: The program's facilities are adequate for children with disabilities, ensuring safety, comfort, and opportunities for participation; 1304.53(a)(10)(xvii) RATING: 3


Compliance Monitoring 3.2: Safe Physical Environments: The program ensures that sufficient equipment, toys, materials, and furniture are provided, and are age-appropriate, safe, and supportive of the abilities and developmental level of each child;

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1304.53(b)(1) RATING: 3


Compliance Monitoring: 3.11 Child Health and Safety: The program's facilities are adequate for children with disabilities, ensuring safety, comfort, and opportunities for participation; 1304.53(a)(10)(xvii) RATING: 3


Compliance Monitoring 3.11: Child Health and Safety: The program's facilities are adequate for children with disabilities, ensuring safety, comfort, and opportunities for participation; 1304.53(a)(10)(xvii) RATING: 3

9.C.03: Meets ADA accessibility requirements (access to buildings, toilets, sinks, drinking fountains, outdoor space and all classroom and therapy areas) RATING: 1

10.D.06, d: Written procedures address the arrival, departure and transportation of children: address specific procedures for children with disabilities

Compliance Monitoring 6.4: Transportation and Supervision: Each bus monitor, before duty, has been trained on child boarding-and-exiting procedures, use of child restraint systems, required paperwork, emergency response and evacuation procedures, use of special equipment, child pick-up and release procedures, and pre- and post-trip vehicle checks; 1310.17(f)(2) RATING:2



The staff treats all children and their families with respect and dignity, no one is treated differently. Children are encouraged to respect one another’s differences. Materials and equipment are multi-diverse and multicultural. RATING: 3


The program has a written policy for serving children and adults with special needs in keeping with the provisions of the Americans with Disability Act. RATING: 2

4.B.01: Programs use a variety of assessment methods that are sensitive to and informed by family culture, experiences, children's abilities and disabilities, and home language; are meaningful and accurate; and are used in settings familiar to the children RATING: 1 5.B.04: For all infants and for children with disabilities who have special feeding needs, program staff keep a daily record documenting the type and quantity of food a child consumes and provide families with information RATING: 1 6.A.12: All teaching staff have specialized college-level course work and/or professional development training that prepares them to work with children who have special needs RATING: 1 9.A.01, g: The following furnishings are available: adaptation that allow children with disabilities and other special needs to fully participate in the program’s activities RATING: 1

9.A.03, b: Equipment, materials, and furnishings are available that provide access for children with RATING: 1

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disabilities to the program’s curriculum and activities

9.A.12, d: Indoor space is designed and arranged to provide children with disabilities full access (making adaptation as necessary) to the curriculum and activities in the indoor space RATING: 1 9.B.01, d: Outdoor play areas, designed with equipment that is age and developmentally appropriate and that is located in clearly defined spaces with semiprivate areas where children can play alone or with a friend, accommodate: the program makes adaptations so children with disabilities can fully participate in the outdoor curriculum and activities RATING: 1 9.C.03: Meets ADA accessibility requirements (access to buildings, toilets, sinks, drinking fountains, outdoor space and all classroom and therapy areas) RATING: 1 10.D.06, d: Written procedures address the arrival, departure and transportation of children: address specific procedures for children with disabilities RATING: 1



2.31 Materials reflect the lives of the children enrolled and people diverse in race and ethnicity. They show girls and boys, women and men, and older people in a variety of positive activities. RATING: 3


2.9 The provider makes reasonable adaptations to the environment and activities to meet the special needs of each child. If the child has been diagnosed with a specific condition, the provider follows the Individual Family Service Plan (IFSP) or Individual Education Plan (IEP). 2.16 Equipment is modified to accommodate children's special needs, or special equipment is provided. If a child is in a wheelchair, there is sufficient space for it to move around. RATING: 3


3.4 The provider gathers information about children’s interests and needs through observation and conversations with parents. She uses this information to set goals that support the children’s development. 5.22 The provider gathers information about the children and their families such as special needs, fears, food preferences, important holidays and traditions and updates the information as needed. RATING: 2

5.B.04: For all infants and for children with disabilities who have special feeding needs, program staff keep a daily record documenting the type and quantity of food a child consumes and provide families with information RATING: 1

6.A.12: All teaching staff have specialized college-level course work and/or professional development training that prepares them to work with children who have special needs

1.7 The provider shows positive attitudes toward bottle weaning, diapering, toilet learning, discipline, and special needs of children. 5.7 The provider keeps up-to-date with topics related to program quality. When needed, she consults with experts to gain specific information, such as how to work with children and families with special needs. RATING:2

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9.A.01, g: The following furnishings are available: adaptation that allow children with disabilities and other special needs to fully participate in the program’s activities

2.16 Equipment is modified to accommodate children's special needs or special equipment is provided. If a child is in a wheelchair, there is sufficient space for it to move around. RATING: 3




2.16 Equipment is modified to accommodate children's special needs, or special equipment is provided. If a child is in a wheelchair, there is sufficient space for it to move around. RATING: 2



9.C.03: Meets ADA accessibility requirements (access to buildings, toilets, sinks, drinking fountains, outdoor space and all classroom and therapy areas) RATING: 1 10.D.06, d: Written procedures address the arrival, departure and transportation of children: address specific procedures for children with disabilities RATING: 1



2.A.08, k: Materials and equipment accommodate children’s special needs RATING: 1 4.B.01: Programs use a variety of assessment methods that are sensitive to and informed by family culture, experiences, children's abilities and disabilities, and home language; are meaningful and accurate; and are used in settings familiar to the children

#12 A system of primary caregiving is in place, including structures for assignment, communication and planning although each member of the teaching team is responsive to every child/family. RATING: 2

5.B.04: For all infants and for children with disabilities who have special feeding needs, program staff keep a daily record documenting the type and quantity of food a child consumes and provide families with information RATING: 1 6.A.12: All teaching staff have specialized college-level course work and/or professional development training that prepares them to work with children who have RATING: 1

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special needs

9.A.01, g: The following furnishings are available: adaptation that allow children with disabilities and other special needs to fully participate in the program’s activities RATING: 1 9.A.03, b: Equipment, materials, and furnishings are available that provide access for children with disabilities to the program’s curriculum and activities RATING: 1 9.A.12, d: Indoor space is designed and arranged to provide children with disabilities full access (making adaptation as necessary) to the curriculum and activities in the indoor space RATING: 1 9.B.01, d: Outdoor play areas, designed with equipment that is age and developmentally appropriate and that is located in clearly defined spaces with semiprivate areas where children can play alone or with a friend, accommodate: the program makes adaptations so children with disabilities can fully participate in the outdoor curriculum and activities RATING: 1 9.C.03: Meets ADA accessibility requirements (access to buildings, toilets, sinks, drinking fountains, outdoor space and all classroom and therapy areas) RATING: 1 10.D.06, d: Written procedures address the arrival, departure and transportation of children: address specific procedures for children with disabilities RATING: 1

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Standard Area: Nutrition NOTE: There were no comparable Nutrition standards in the following: Reaching for the Stars, SDE Pre-K Programs, OK Parents as Teachers, Educare.


5.B.03: The program takes steps to ensure food safety in its provision of meals and snacks: staff discard expired foods; complies with corrections by consultants reflect consideration of federal and other applicable food safety standards

Section 28 Food & Nutrition, (a) Meals. Children remaining in the center over a four-hour period are served a balanced meal that provides at least one-third of their total daily nutritional requirements, Section 31 Food service & sanitation (a)(1)(2) Food is protected at all times from any contamination including cross-contamination between raw and cooked foods, toxic substances, or contamination by insects or rodents while being stored, prepared, displayed, dispensed, packaged, or transported.(2) Equipment and utensils used for food storage, preparation, and serving are of approved construction and maintained in a sanitary condition. RATING: 4

5.B.04: For all infant and for children w/disabilities who have special feeding needs, program staff keep daily records and share w/families

Section 25 (b)(1)Care of infants and toddlers When a child has a special dietary need, parents may be requested to supplement the center's food service. Section 25.c (2) and (3) Activities and placement RATING: 2


Section 28, Food & nutrition, (e) Water. Safe drinking water is freely available to children at all times. Children are encouraged to drink water throughout the day. RATING: 4

5.B.08: If program provides food to infants, staff work s w/families to ensure food is based on infants' individual nutritional needs and development

25. Care of infants, toddlers, and two's (b) Feeding: Infants and toddlers are fed in accordance with their needs. Infants and toddlers are fed the infant formula or breast milk and diet prescribed by the child's physician or authorized by the child's parent. Parents may be requested to provide infant formula and baby food. RATING: 2

5.B.09: Program support breastfeeding by: accepting and appropriately serving and storing breast milk, labeling milk with infant’s name and date, providing a comfortable place for breastfeeding, and coordinating feedings with infant’s mother RATING: 1 5.B.10, a: Except for breast milk, staff serve only formula and infant food that comes in factory-sealed containers RATING: 1 5.B.11: Solid foods and fruit juices not offer to children younger than six months, sweetened beverages avoided; 4 oz. of 100% juice limited daily RATING: 1

5.B.12: Staff who are familiar with infant feed him/her when infant seems hungry; feeding is not used in lieu of comfort

Section 25 Care of infants & toddlers, (b) Feeding: Infants and toddlers are fed in accordance with their needs. Infants and toddlers are fed the infant formula or breast milk and diet prescribed by the child's physician or authorized by the child's parent. Parents may be requested to provide infant formula and baby food. RATING: 3

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5.B.13: Cow's milk not served to infant younger than 12 months and it serves only whole milk to children of ages 12 months to 24 months RATING: 1

5.B.14, a: Children younger than four do not receive: hot dogs; whole grapes; nuts; popcorn; raw peas and hard pretzels; spoonfuls of peanut butter; or chunks of raw carrots or meat larger than can be swallowed whole

25. Care of infants, toddlers, and two's (b)(8) Feeding: Children younger than two years of age shall not be fed candies, gum, marshmallows, raw carrots, celery, raw peas, whole grapes, nuts, seeds, popcorn, or chips as these foods may cause choking. If served, peanut butter must be spread thinly. All other foods shall be cut up into small pieces. RATING: 3

5.B.15: Program prepares written menus, posts them for families, and has copies available

Section 5 Organization, (c)(F) Weekly menu of all food provided by the center. RATING: 4


Section 28. Food and nutrition (b) Food service plan. The center's food service plan and sample menu reflecting the required food service are filed with the OKDHS. When all-day care is provided, a breakfast or morning snack, a noon meal, and an afternoon snack are served to children. RATING: 4



1304.23 (e) food safety and sanitation. (1) Grantee and delegate agencies must post evidence of compliance with all applicable Federal, State, Tribal, and local food safety and sanitation laws, including those related to the storage, preparation and service of food and the health of food handlers. In addition, agencies must contract only with food service vendors that are licensed in accordance with State, Tribal or local laws. RATING: 3

5.B.04: For all infant and for children w/disabilities who have special feeding needs, program staff keep daily records and share w/families

Compliance Monitoring 4.5: Healthy Practices and Routines: Meal and snack periods are appropriately scheduled and adjusted to meet the individual needs of children and to feed infants and toddlers “on demand”; 1304.23(b)(1) RATING: 3

5.B.06: Clean sanitary drinking water made available to children RATING: 1


Compliance Monitoring 4.5: Healthy Practices and Routines: Meal and snack periods are appropriately scheduled and adjusted to meet the individual needs of children and to feed infants and toddlers “on demand”; 1304.23(b)(1) RATING: 4

5.B.09: Program support breastfeeding by: accepting and appropriately serving and storing breast milk, labeling milk with infant’s name and date, providing a comfortable place for breastfeeding, and coordinating feedings with infant’s mother

Compliance Monitoring: 4.7 Healthy Practices and Routines: The program ensures that facilities are available for proper refrigerated storage and handling of breast milk and formula; 1304.23(e)(2) RATING: 3

5.B.10, a: Except for breast milk, staff serve only formula and infant food that comes in factory-sealed containers

1304.23 (e) Food safety and sanitation. The program ensures that facilities are available for proper refrigerated storage and handling of breast milk and formula. RATING: 2

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1304.23 (b)(v) nutritional services. Meal and snack periods are appropriately scheduled and adjusted to meet the individual needs of children and to feed infants and toddlers “on demand.” RATING: 2


Compliance Monitoring 4.6:Healthy Practices and Routines: Meal and snack periods are appropriately scheduled and adjusted to meet the individual needs of children and to feed infants and toddlers “on demand”; 1304.26 (b)(1)(vii) RATING: 3

5.B.13: Cow's milk not served to infant younger than 12 months and it serves only whole milk to children of ages 12 months to 24 months

1304.23 (b)(iv) nutritional services. Meal and snack periods are appropriately scheduled and adjusted to meet the individual needs of children and to feed infants and toddlers “on demand.” RATING: 2

5.B.14, a: Children younger than four do not receive: hot dogs; whole grapes; nuts; popcorn; raw peas and hard pretzels; spoonfuls of peanut butter; or chunks of raw carrots or meat larger than can be swallowed whole RATING: 1

5.B.15: Program prepares written menus, posts them for families, and has copies available RATING: 1


1304.23 (b) (1)(2) nutritional services. Meal and snack periods are appropriately scheduled and adjusted to meet the individual needs of children and to feed infants and toddlers “on demand.” RATING: 3



C21: When program prepares food on-site, all required local health and sanitary requirements are met. RATING: 3

5.B.04: For all infant and for children w/disabilities who have special feeding needs, program staff keep daily records and share w/families RATING:1 5.B.06: Clean sanitary drinking water made available to children RATING:1 5.B.08: If program provides food to infants, staff work s w/families to ensure food is based on infants' individual nutritional needs and development RATING: 1 5.B.09: Program support breastfeeding by: accepting and appropriately serving and storing breast milk, labeling milk with infant’s name and date, providing a comfortable place for breastfeeding, and coordinating feedings with infant’s mother RATING:1 5.B.10, a: Except for breast milk, staff serve only formula and infant food that comes in factory-sealed containers RATING:1 5.B.11: Solid foods and fruit juices not offer to children younger than six months, sweetened beverages avoided; 4 oz. of 100% juice limited daily RATING:1

5.B.12: Staff who are familiar with infant feed him/her when infant seems hungry; feeding is not used in lieu of RATING:1

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comfort

5.B.13: Cow's milk not served to infant younger than 12 months and it serves only whole milk to children of ages 12 months to 24 months RATING:1 5.B.14, a: Children younger than four do not receive: hot dogs; whole grapes; nuts; popcorn; raw peas and hard pretzels; spoonfuls of peanut butter; or chunks of raw carrots or meat larger than can be swallowed whole RATING:1

5.B.15: Program prepares written menus, posts them for families, and has copies available RATING:1 5.B.16: Program serves meals and snacks at regularly established times at least two hours apart but not more than three hours apart RATING:1


5.B.03: The program takes steps to ensure food safety in its provision of meals and snacks: staff discard expired foods; complies with corrections by consultants reflect consideration of federal and other applicable food safety standards RATING: 1 5.B.04: For all infant and for children w/disabilities who have special feeding needs, program staff keep daily records and share w/families RATING: 1 5.B.06: Clean sanitary drinking water made available to children RATING: 1 5.B.08: If program provides food to infants, staff work s w/families to ensure food is based on infants' individual nutritional needs and development RATING: 1 5.B.09: Program support breastfeeding by: accepting and appropriately serving and storing breast milk, labeling milk with infant’s name and date, providing a comfortable place for breastfeeding, and coordinating feedings with infant’s mother RATING: 1 5.B.10, a: Except for breast milk, staff serve only formula and infant food that comes in factory-sealed containers RATING: 1 5.B.11: Solid foods and fruit juices not offer to children younger than six months, sweetened beverages avoided; 4 oz. of 100% juice limited daily RATING: 1 5.B.12: Staff who are familiar with infant feed him/her when infant seems hungry; feeding is not used in lieu of comfort RATING: 1 5.B.13: Cow's milk not served to infant younger than 12 months and it serves only whole milk to children of ages 12 months to 24 months RATING: 1 5.B.14, a: Children younger than four do not receive: hot dogs; whole grapes; nuts; popcorn; raw peas and hard pretzels; spoonfuls of peanut butter; or chunks of raw carrots or meat larger than can be swallowed whole

Small objects and foods which frequently cause choking are not accessible to young children. RATING:3


Staff-Parent-Community Partnerships The program offers a parent display/bulletin board which covers at a

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minimum, program description, policy statements, philosophy, schedules and menus. Parents are given information regarding services, assistance with family needs and tuition payment alternatives. RATING: 2


Health Protection and Promotion When planning and preparing meals and snacks, the program shall ensure that the child's daily nutritional needs will be met, keeping in mind the number of meals and snacks the child will be eating at the center and at home. RATING: 2



4.74 Food, including breast milk is stored, prepared, and served to children in a safe and sanitary manner. RATING: 2

5.B.04: For all infant and for children w/disabilities who have special feeding needs, program staff keep daily records and share w/families RATING: 1


4.79 Children are encouraged to drink water and it is available at all times. Cold-water faucets that are used for drinking or cooking are flushed for 30-60 seconds every morning before use or filtered water is used. Hot tap water is never used for cooking or for mixing infant formula. RATING: 2


4.73 The provider serves nutritious and sufficient food following Child and Adult Care Food Program guidelines. If parents bring food, the provider assures that it is nutritious or supplements it. RATING: 2

5.B.09: Program support breastfeeding by: accepting and appropriately serving and storing breast milk, labeling milk with infant’s name and date, providing a comfortable place for breastfeeding, and coordinating feedings with infant’s mother

S4 The provider supports the parent’s choice to breastfeed by offering a place for on-site breastfeeding if needed. RATING: 3

5.B.10, a: Except for breast milk, staff serve only formula and infant food that comes in factory-sealed containers

4.75 If parents bring food, perishable items including baby bottles, are refrigerated immediately. Baby formula is in factory-sealed containers, or powdered formula is used. When parents bring prepared bottles, they are labeled with the child’s name and date of preparation or time it was expressed if mother’s milk is used. RATING: 3


4.84 Solid food is cut into cubes no larger than 1/4 inch for babies and 1/2 inch for toddlers. RATING: 2


4.83 The provider feeds babies when they are hungry. Babies under the age of eight months are held when bottle fed. The provider is attentive and responsive to babies during feeding. RATING: 3

5.B.13: Cow's milk not served to infant younger than 12 months and it serves only whole milk to children of ages 12 months to 24 months RATING: 1

5.B.14, a: Children younger than four do not receive: hot dogs; whole grapes; nuts; popcorn; raw peas and

4.84 Solid food is cut into cubes no larger than 1/4 inch for babies and 1/2 inch for toddlers. RATING: 2

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hard pretzels; spoonfuls of peanut butter; or chunks of raw carrots or meat larger than can be swallowed whole


4.76 A written menu is posted daily or weekly and modified if it is changed - or parents bring food. RATING: 4


4.78 Meals or snacks are available at least every 3 hours. These times are relaxed, with some conversation. RATING: 3

NAEYC ANCHOR CRITERIA NIEER

5.B.03: The program takes steps to ensure food safety in its provision of meals and snacks: staff discard expired foods; complies with corrections by consultants reflect consideration of federal and other applicable food safety standards RATING: 1 5.B.04: For all infant and for children w/disabilities who have special feeding needs, program staff keep daily records and share w/families RATING: 1 5.B.06: Clean sanitary drinking water made available to children RATING: 1 5.B.08: If program provides food to infants, staff work s w/families to ensure food is based on infants' individual nutritional needs and development RATING: 1 5.B.09: Program support breastfeeding by: accepting and appropriately serving and storing breast milk, labeling milk with infant’s name and date, providing a comfortable place for breastfeeding, and coordinating feedings with infant’s mother RATING: 1 5.B.10, a: Except for breast milk, staff serve only formula and infant food that comes in factory-sealed containers RATING: 1 5.B.11: Solid foods and fruit juices not offer to children younger than six months, sweetened beverages avoided; 4 oz. of 100% juice limited daily RATING: 1 5.B.12: Staff who are familiar with infant feed him/her when infant seems hungry; feeding is not used in lieu of comfort RATING: 1 5.B.13: Cow's milk not served to infant younger than 12 months and it serves only whole milk to children of ages 12 months to 24 months RATING: 1 5.B.14, a: Children younger than four do not receive: hot dogs; whole grapes; nuts; popcorn; raw peas and hard pretzels; spoonfuls of peanut butter; or chunks of raw carrots or meat larger than can be swallowed whole RATING: 1

5.B.15: Program prepares written menus, posts them for families, and has copies available RATING: 1 5.B.16: Program serves meals and snacks at regularly established times at least two hours apart but not more than three hours apart Serves at least 1 meal/day RATING: 2

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Standard Area: Health and Safety NOTE: There were no comparable Health and Safety standards in the following: OK Parents as Teachers, NIEER, Educare

NAEYC ANCHOR CRITERIA REACHING FOR THE STARS

5.A.03: At least one certified pediatric first-aid trained staff is present with each group of children; if program includes swimming or when a child in the group has a special health condition that may require CPR, one staff person who is CPR trained is present

Teacher Qualifications: All lead teachers, teachers, assistant teacher must have First Aid/CPR; 90% trained and one certified staff person in attendance at all times that have both First Aid and CPR. RATING: 3

5.A.12: SIDS prevention: infant on back to sleep on a firm surface that meets US Consumer Product Safety standards; pillows, quilts, toys, stuffed animals and other soft items not allowed in cribs for infants younger than 8 months; if thin blanket used, tucked in and reaches only to chest; head remains uncovered

Infants/Toddlers: minimize risk of SIDS puts infants and toddler to sleep on back. Cribs have fir, flat mattresses. Soft bedding, pillow, and toys are not placed near child's face. RATING: 4

9.B.02: Outdoor play area protected by fences or natural barriers to prevent access to streets, pits, water hazards, or wells RATING: 1

9.B.04: At least 75 square feet for outside play space for each child outside RATING: 1 9.B.06: The outdoor play area protects children from injury from falls (by meeting use zone, height , surface cushioning, fall and height requirements); catch points, sharp points, and protruding hardware; entrapment; tripping hazards; and, excessive wind and direct sunlight

Equipment, Enclosures, Coverings, and Surfacing of Outdoor Areas: surface under any playground equipments made of cushioning materials. RATING: 3

9.C.01: There is a minimum of 35 square feet of usable space per child in each of the indoor activity areas RATING: 1 9.C.02: The work environment for staff, including classrooms and staff rooms, is comfortable, clean, in good repair and includes a place for staff breaks, an adult-sized bathroom, a secure place for staff to store their personal belongings, and an administrative area RATING: 1 9.C.03: Facilities meet Americans with Disabilities Act (ADA) accessibility requirements. Accessibility includes access to buildings, toilets, sinks, drinking fountains, outdoor play space, and all classroom and therapy areas RATING: 1 9.C.07: The building, including indoor and outdoor areas, is well maintained, in good repair, safe and in clean condition. Staff correct or avoid unsafe conditions

Maintenance of Playgrounds and Outdoor Areas; Physical Environment. RATING: 3


Maintenance of Playgrounds and Outdoor Areas; Physical Environment. RATING: 2

9.C.10: Equipped first-aid kits are available and maintained. Staff bring kits to the outdoor play area, on field trips and outings away from site

Health Protection & Promotion General: Fully-stocked, accessible first aid kit in building, transportation, field trips. RATING: 4

9.C.16: Program staff identify choking hazards and keep them out of reach of children. RATING: 1

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9.C.17: Bathrooms have barriers to prevent entry by unattended children. RATING: 1

9.D.06: The entire facility is smoke free. RATING: 1 9.D.08: The program maintains facilities so they are free from harmful animals, insect pests, and poisonous plants. If pesticides and herbicides are used they are applied correctly and when children are not present. The program uses Integrated Pest Management (IPM) to control pests and unwanted vegetation RATING: 1 9.D. 09: Toxic substances are stored in original labeled container and locked up away from medication and food. Matches and lighters are not accessible, and flammable materials are stored in a separate building

School/Center Building, Supplies, Equipment, and transportation: Toxic substances. RATING: 4


5.A.03: At least one certified pediatric first-aid trained staff is present with each group of children; if program includes swimming or when a child in the group has a special health condition that may require CPR, one staff person who is CPR trained is present RATING: 1 5.A.12: SIDS prevention: infant on back to sleep on a firm surface that meets US Consumer Product Safety standards; pillows, quilts, toys, stuffed animals and other soft items not allowed in cribs for infants younger than 8 months; if thin blanket used, tucked in and reaches only to chest; head remains uncovered RATING: 1 9.B.02: Outdoor play area protected by fences or natural barriers to prevent access to streets, pits, water hazards, or wells

Rules and Regulations: 4.e. provide a playground that is...safe. Play area is fenced RATING: 3

9.B.04: At least 75 square feet for outside play space for each child outside

Rules and Regulations: 4.e space be based on 34 sq. feet/child. Space is large enough to accommodate children & equipment. RATING: 2

9.B.06: The outdoor play area protects children from injury from falls (by meeting use zone, height , surface cushioning, fall and height requirements); catch points, sharp points, and protruding hardware; entrapment; tripping hazards; and, excessive wind and direct sunlight

Rules and Regulations: 4.e playground area is safe. A balance of sunny & shady areas RATING: 2

9.C.01: There is a minimum of 35 square feet of usable space per child in each of the indoor activity areas

Rules and Regulations: 4.e space requirements based on 35 sq. feet/child RATING: 3

9.C.02: The work environment for staff, including classrooms and staff rooms, is comfortable, clean, in good repair and includes a place for staff breaks, an adult-sized bathroom, a secure place for staff to store their personal belongings, and an administrative area RATING: 1 9.C.03: Facilities meet Americans with Disabilities Act (ADA) accessibility requirements. Accessibility includes access to buildings, toilets, sinks, drinking fountains, outdoor play space, and all classroom and therapy areas RATING: 1 9.C.07: The building, including indoor and outdoor areas, is well maintained, in good repair, safe and in clean condition. Staff correct or avoid unsafe conditions RATING: 1

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9.C.08: Program staff protect children and adults from hazards. Floor coverings are secured to keep staff and children from tripping or slipping. The program excludes baby walkers. RATING: 1 9.C.10: Equipped first-aid kits are available and maintained. Staff bring kits to the outdoor play area, on field trips and outings away from site

Rules and Regulations: Suggested items for outdoor materials RATING: 2

9.C.16: Program staff identify choking hazards and keep them out of reach of children. RATING:1

9.C.17: Bathrooms have barriers to prevent entry by unattended children. RATING:1

9.D.06: The entire facility is smoke free. RATING: 1 9.D.08: The program maintains facilities so they are free from harmful animals, insect pests, and poisonous plants. If pesticides and herbicides are used they are applied correctly and when children are not present. The program uses Integrated Pest Management (IPM) to control pests and unwanted vegetation RATING: 1 9.D. 09: Toxic substances are stored in original labeled container and locked up away from medication and food. Matches and lighters are not accessible, and flammable materials are stored in a separate building RATING: 1



Section 1 Requirements for employees (a) All employees are required to be of good character and possess adequate education, training, and experience to provide them with the skills to perform the essential functions of the job with or without reasonable accommodation. (g)(iv) ensuring that a staff member trained to administer first aid including rescue-breathing and choke-saving measures is present at all times. RATING: 4


Section 25.5. Rest time (c) (1-11) Infant rest schedules correspond as closely as possible to the child's individual needs and the schedule established by the parent. (1) To reduce the risk of Sudden Infant Death Syndrome (SIDS), infants younger than 12 months of age are placed on their back for sleeping unless there is a medical reason the infant should not sleep in this position, as documented by a doctor. RATING: 4


Section 22. Outdoor safety and play equipment (a) play space (2) Space is enclosed by a building or fence at least four feet high with at least one exit which is away from the building. School-age children may play in an unfenced area as part of a scheduled supervised activity if the area is properly protected from traffic and other hazards. RATING: 3


Section 11, (2) Outdoor play space (A) When a center is licensed for less than 24 children, there is a minimum outdoor play space of 75 square feet per child for the total licensed capacity. (B) When a center is licensed for 24 or more children, there is 75 square feet of outdoor

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play space per child for at least one-third of the total number for which the center is licensed, provided that the minimum amount of outdoor space will accommodate 24 children, which is 1800 square feet. RATING: 4


Section 22 Outdoor safety (1) Play space is situated to: (A) permit children to reach it safely; (B) provide a shaded area during scheduled outdoor play times;(C) allow supervision of areas where children cannot be easily seen. (c) Playground safety (1) Children play outdoors daily when weather conditions do not pose a significant health risk. RATING: 4


Section 11. Physical facilities, (1) Indoor play space (A) Centers opened or expanded after July 2, 1970 have a minimum indoor play space, for routine use by children, of 35 square feet of floor area per child. New construction and existing space not previously licensed for child care after January 1, 2005 is required to have 40 square feet of floor area per infant in rooms occupied only by infants. RATING 4

9.C.02: The work environment for staff, including classrooms and staff rooms, is comfortable, clean, in good repair and includes a place for staff breaks, an adult-sized bathroom, a secure place for staff to store their personal belongings, and an administrative area

Section 11 Physical Facilities (d)(1) Indoor play space: offices, teachers’ lounges, work rooms RATING: 2

9.C.03: Facilities meet Americans with Disabilities Act (ADA) accessibility requirements. Accessibility includes access to buildings, toilets, sinks, drinking fountains, outdoor play space, and all classroom and therapy areas RATING: 1

9.C.07: The building, including indoor and outdoor areas, is well maintained, in good repair, safe and in clean condition. Staff correct or avoid unsafe conditions

Section 11, Physical facilities (a) Location and construction. The child care center location is required to be in an area which offers minimum hazards to the health, safety, and welfare of the children. (1) The child care center is in compliance with the building codes applicable with building codes. RATING: 4


Section 11, Physical facilities, (c) (1) Physical environment (D) floors free of broken tile, torn carpet, and holes; RATING: 4


Section 27, Health (h) First aid kits readily available first aid kits are maintained in the center and are taken on each field trip. (1) Each kit is a closed container for storing first aid supplies which is accessible to staff at all times but inaccessible to children. RATING: 4


Section 7.1 Requirements for employees, (g) (1)(iv) ensuring that a staff member trained to administer first aid including rescue-breathing and choke-saving measures is present at all time. RATING: 4

9.C.17: Bathrooms have barriers to prevent entry by unattended children.

Pg 17, Section 11, Physical facilities, (b) Toileting (10), are not required to have doors if used only by preschool children. Doors are not required to be self-closing. Every bathroom door is designed to permit

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opening of the locked door from the outside in an emergency. RATING: 3


Section 5. Organization (c)(1) Notifications(1) The items posted in a prominent place where staff, parents, and others may view them (D) notice prohibiting smoking anywhere in the facility while children are in care. RATING: 4

9.D.08: The program maintains facilities so they are free from harmful animals, insect pests, and poisonous plants. If pesticides and herbicides are used they are applied correctly and when children are not present. The program uses Integrated Pest Management (IPM) to control pests and unwanted vegetation

Section 11. Physical facilities, (5) Hazards (J) SDEs not have any toxic plant in any area accessible to children; (K) ensures pesticides or other toxic chemicals are used in strict compliance with label instruction and are applied when children are not present; (6) Animals (B) Any pet or animal is in good health, SDEs not show evidence of carrying disease, is friendly toward children, and SDEs not present a threat to the health, safety, and well-being of children. RATING: 4

9.D. 09: Toxic substances are stored in original labeled container and locked up away from medication and food. Matches and lighters are not accessible, and flammable materials are stored in a separate building

Section 11. Physical facilities, (5) Hazards is free of hazards; (B) has medication, cleaning materials, detergents, aerosol cans, pesticides, health and beauty aids, poisons, and other toxic materials stored in their original labeled containers. Smaller containers may be used for these products if they are properly labeled with the product name, and warning information is maintained at the facility. RATING: 4


5.A.03: At least one certified pediatric first-aid trained staff is present with each group of children; if program includes swimming or when a child in the group has a special health condition that may require CPR, one staff person who is CPR trained is present RATING: 1 5.A.12: SIDS prevention: infant on back to sleep on a firm surface that meets US Consumer Product Safety standards; pillows, quilts, toys, stuffed animals and other soft items not allowed in cribs for infants younger than 8 months; if thin blanket used, tucked in and reaches only to chest; head remains uncovered

Compliance Monitoring: 3.6 Safe Physical Environments: The program ensures that sleeping arrangements for infants do not use soft bedding materials. Head Start Equipment, toys, materials, furniture; 1304.53(b)(3) RATING: 4


Compliance Monitoring: 3.9 Safe Physical Environments: Outdoor play areas at center-based programs are arranged to prevent children from getting into unsafe and/or unsupervised areas. The program also ensures that children en route to play areas are not exposed to vehicular traffic without supervision; 1304.53(a)(9) RATING: 4


Compliance Monitoring: 3.8: Safe Physical Environments: The program has adequate usable indoor and outdoor space; 1304.53(a)(5); 1306.35 (a)(3) RATING: 4

9.B.06: The outdoor play area protects children from injury from falls (by meeting use zone, height , surface cushioning, fall and height requirements); catch points, sharp points, and protruding hardware; entrapment; tripping hazards; and, excessive wind and direct

Compliance Monitoring 3.10: Safe Physical Environments: The program ensures that facilities, materials, and equipment are well maintained, clean, and in good repair; 1304.53(a)(7); 1304.53(a)(10) RATING: 4

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sunlight


Compliance Monitoring 3.8: Safe Physical Environments: The program has adequate usable indoor and outdoor space; 1304.53(a)(5); 1306.35(a)(3) RATING: 4

9.C.02: The work environment for staff, including classrooms and staff rooms, is comfortable, clean, in good repair and includes a place for staff breaks, an adult-sized bathroom, a secure place for staff to store their personal belongings, and an administrative area RATING: 1 9.C.03: Facilities meet Americans with Disabilities Act (ADA) accessibility requirements. Accessibility includes access to buildings, toilets, sinks, drinking fountains, outdoor play space, and all classroom and therapy areas RATING: 1


Compliance Monitoring: 3.10: Safe Physical Environment: The program ensures that facilities, materials, and equipment are well maintained, clean, and in good repair; 1304.53(a)(7)(10)RATING: 4

9.C.08: Program staff protect children and adults from hazards. Floor coverings are secured to keep staff and children from tripping or slipping. The program excludes baby walkers. RATING: 1


Compliance Monitoring 3.3: Child Health and Safety: First Aid kit; Compliance Monitoring. 6.1: Transportation and Supervision; Precautions are taken to ensure the safety of children; 1304.22(f)(1-2); 1310.10(d)(1-4); 1310.12(b)(1-2) RATING: 4




Compliance Monitoring 3.5: Safe Physical Environments: The program ensures that no hazards are present around children; 1304.53(a)(8) RATING: 4


Compliance Monitoring 3.5 :Safe Physical Environments: The program ensures that sufficient equipment, toys, materials, and furniture are provided, and are age-appropriate, safe, and supportive of the abilities and developmental level of each child; 1304.53(a)(8) RATING: 4


Compliance Monitoring 3.5: Safe Physical Env't: The program ensures that no hazards are present

around children; 1304.53(a)(8); 1304.53(a)(10)(i); 1304.53(a)(10)(x-xii); 1304.53(a)(10)(xiv); 1304.53(a)(10)(xvi); 1306.35(b)(2)(i); 1306.35(b)(2)(vii-viii) RATING: 4


5.A.03: At least one certified pediatric first-aid trained staff is present with each group of children; if program

C7. Staff members receive training on CPR and first aid RATING: 4

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includes swimming or when a child in the group has a special health condition that may require CPR, one staff person who is CPR trained is present 5.A.12: SIDS prevention: infant on back to sleep on a firm surface that meets US Consumer Product Safety standards; pillows, quilts, toys, stuffed animals and other soft items not allowed in cribs for infants younger than 8 months; if thin blanket used, tucked in and reaches only to chest; head remains uncovered RATING: 1 9.B.02: Outdoor play area protected by fences or natural barriers to prevent access to streets, pits, water hazards, or wells RATING: 1

9.B.04: At least 75 square feet for outside play space for each child outside RATING: 1 9.B.06: The outdoor play area protects children from injury from falls (by meeting use zone, height , surface cushioning, fall and height requirements); catch points, sharp points, and protruding hardware; entrapment; tripping hazards; and, excessive wind and direct sunlight

C16: playground meets CPSC (consumer product safety commission) safety guidelines, is maintained RATING: 4 (based on CPSC)

9.C.01: There is a minimum of 35 square feet of usable space per child in each of the indoor activity areas RATING: 1 9.C.02: The work environment for staff, including classrooms and staff rooms, is comfortable, clean, in good repair and includes a place for staff breaks, an adult-sized bathroom, a secure place for staff to store their personal belongings, and an administrative area RATING: 1 9.C.03: Facilities meet Americans with Disabilities Act (ADA) accessibility requirements. Accessibility includes access to buildings, toilets, sinks, drinking fountains, outdoor play space, and all classroom and therapy areas RATING: 1


C13 All areas are well lit ventilated, maintained, effective sanitation procedures are practiced, C14 health consultant, C18 chemicals, cleaning supplies are safely stored, F2 precautions are practice to minimize spread of disease. RATING: 4


F5, safety practices are followed throughout the day, F7 environment is safe & maintained RATING: 3

9.C.10: Equipped first-aid kits are available and maintained. Staff bring kits to the outdoor play area, on field trips and outings away from site RATING: 1



9.D.06: The entire facility is smoke free. RATING: 1 9.D.08: The program maintains facilities so they are free from harmful animals, insect pests, and poisonous plants. If pesticides and herbicides are used they are applied correctly and when children are not present. RATING: 1

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The program uses Integrated Pest Management (IPM) to control pests and unwanted vegetation

9.D. 09: Toxic substances are stored in original labeled container and locked up away from medication and food. Matches and lighters are not accessible, and flammable materials are stored in a separate building C18 toxic materials safely stored RATING: 3



Qualifications of Teachers. The director of a center ensures that at least 90% of the staff involved in the provision of direct care are certified in pediatric first aid that includes rescue breathing and first aid for choking. At least one certified staff person is in attendance at all times and in all places that children are in care. RATING: 4


Staff have training i management of illness including SIDS. To minimize the risk of SIDS the qualified caregiver always puts infants and toddlers to sleep on their back. RATING: 3

9.B.02: Outdoor play area protected by fences or natural barriers to prevent access to streets, pits, water hazards, or wells RATING: 1


Equipment, Enclosures, Coverings, and Surfacing or Playground and Outdoor Areas. The program has adequate space for outdoor play and limits the number of children allowed on the playground at any one time. RATING: 2


Equipment, Enclosures, Coverings, and Surfacing or Playground and Outdoor Areas. All playground areas and equipment, both indoors and out, must adhere to the current Consumer Product Safety Commission standards. Maintenance of Playgrounds and Outdoor Areas. All outdoor activity areas are maintained in a clean and safe condition by removing debris, etc., and other injurious material. RATING: 4

9.C.01: There is a minimum of 35 square feet of usable space per child in each of the indoor activity areas RATING: 1 9.C.02: The work environment for staff, including classrooms and staff rooms, is comfortable, clean, in good repair and includes a place for staff breaks, an adult-sized bathroom, a secure place for staff to store their personal belongings, and an administrative area

The program provides staff with a staff lounge or separate break area and a staff bathroom. RATING: 3

9.C.03: Facilities meet Americans with Disabilities Act (ADA) accessibility requirements. Accessibility includes access to buildings, toilets, sinks, drinking fountains, outdoor play space, and all classroom and therapy areas

The program has a written policy for serving children and adults with special needs in keeping with the provision of the ADA. RATING: 2


Daily cleaning tasks are conducted to ensure a healthy and safe environment and include general classroom areas, bathrooms, dining areas and all equipment. Equipment, Enclosures, Coverings, and Surfacing or Playground and Outdoor Areas. Outdoor play

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equipment is of safe design and in good repair. All playground areas and equipment, both indoors and out, must adhere to the current consumer Product Safety Commission standards. Maintenance of Playgrounds and Outdoor Areas. The overall appearance of the center both inside and outside is clean, well maintained, odor free and attractive. RATING: 3


Maintenance of Playgrounds and Outdoor Areas. All outdoor activity areas are maintained in a clean and safe condition by removing debris and other injurious material. RATING: 2


There shall be a fully-stocked, readily accessible first aid kid in the facility, in every vehicle when children are being transported and for all field trips or any activity away from the center, including walks. RATING:4


9.C.17: Bathrooms have barriers to prevent entry by unattended children. RATING: 1 9.D.06: The entire facility is smoke free. RATING: 1


Toxic Substances. Cleaning materials, detergents, aerosol cans, pesticides, health and beauty aids, poisons, and other toxic materials are stored in their original labeled containers and are used according to the manufacturer’s instructions and the intended purpose. Poisonous or potentially harmful plants are not in areas accessible to children. Maintenance of Playgrounds and Outdoor Areas. All outdoor activity areas are maintained in a clean and safe condition by removing debris and other injurious material. RATING: 3


Toxic Substances. Maintenance of Playgrounds and Outdoor Areas. When not in actual use, such materials with potentially harmful ingredients is prohibited and are kept in a place inaccessible to children and separate from stored medications and food. RATING: 4



5.34 EXCEPT IN EMERGENCIES, ANY PERSON LEFT ALONE WITH CHILDREN: holds a current certificate in first aid and pediatric CPR. RATING: 3


4.27 Babies under the age of 1 are placed on their backs for sleeping. 4.57 Cribs and portable cribs (full size and non-full size) used for babies have a date of manufacture label after June 28, 2011, or a Certificate of Compliance from the manufacturer. 4.58 Sleeping areas for babies do not have any surface that can conform to the face, including a soft pillow, soft mattress, comforter, or stuffed animal. RATING: 3


4.63 A fence or natural barrier encloses the play space, unless traffic is not a hazard. Space under porches is closed off. 4.64 Ponds, wells, tool sheds, and other

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hazards are fenced or closed off. RATING: 4


2.8 Outdoors, the play area has open space for active movement, some play equipment and materials, and places for open-ended explorations. RATING: 2


4.60 Outdoor play equipment is space to avoid safety hazards for active children; 4.61. Play spaced, including neighborhood playground if used, is free of animal feces, broken glass, paint chips, or trash. RATING: 3


2.7 Indoors, there is enough space for children to move freely, approximately 35 square feet of usable space per child. RATING: 4

9.C.02: The work environment for staff, including classrooms and staff rooms, is comfortable, clean, in good repair and includes a place for staff breaks, an adult-sized bathroom, a secure place for staff to store their personal belongings, and an administrative area

1.24 The arrangement of space and use of materials are balanced to meet the needs of both the child care program and the provider's family. RATING: 2

9.C.03: Facilities meet Americans with Disabilities Act (ADA) accessibility requirements. Accessibility includes access to buildings, toilets, sinks, drinking fountains, outdoor play space, and all classroom and therapy areas



2.4 The home SDEs not smell of urine, feces, garbage, pets, tobacco smoke, air deodorizers, mildew, or other fumes. 4.16 Equipment and materials, indoors and outdoors, are safe and in good repair. There are no sharp or rough edges on furniture, toys, or outdoor play equipment. 4.17 The provider has an effective system to check for new safety hazards, indoors and outdoors. RATING: 3


2.20 There are no movable baby walkers. 4.16 Equipment and materials, indoors and outdoors, are safe and in good repair. There are no sharp or rough edges on furniture, toys, or outdoor play equipment. 4.17 The provider has an effective system to check for new safety hazards, indoors and outdoors. RATING: 3


4.7 Checklist for outings. The provider brings: first aid kit. 4.10 The provider has a first-aid kit readily accessible but out of reach of children. RATING: 2


4.25 If there are children under the age of 3, toys or objects less than 1 ¼ inches in diameter and 2 ¼ inches in length are kept out of reach. 4.38 If there are children under the age of 6, every electrical outlet within children's reach is covered with a choke-proof, child-resistant device, in use, or otherwise “child proof.” RATING: 4


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4.70 No one smokes or drinks alcohol in the presence of children. No one smokes in child care areas during child care hours. RATING: 2


Pets (4.96-4.99); Before enrollment parents are informed if there are any pets. They are informed before new pets are brought into the child care area. If there are pets, they are in good health, even-tempered, friendly, and comfortable around children, or they are kept in areas not accessible to children. Pets are free of parasites and fleas. 4.35. There are no toxic plants within children's reach, and the provider teaches children not to pick plants without permission. 4.22 Poisonous items are kept in a locked or out-of-reach location. RATING: 4


4.22Poisonous items are kept in a locked or out-of-reach location. RATING: 4

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Standard Area: Administrative Practices


10.A.02: Program administrator qualifications-BA, specialized courses in ECE/Child Development (24 hours) and administration (9 credits) OR 100 points in Alternative Pathways RATING: 1 10.B.04: The program and facility are licensed to operate or are regulated by the applicable state and local regulatory systems. The program maintains documentation showing that it is considered in good standing by its regulatory bodies, and it can document all certifications, approvals, and corrections of violations and deficiencies

1 Star: Operating on permit or license. Compliance with licensing requirements. RATING:4

10.B.09: The program has plans and policies to attract and maintain a consistently qualified, well-trained staff and reduce staff turnover RATING: 1

10.B.12: Staff-child ratios and group size (NAEYC)** RATING: 1 10.A.01: The program has a well-articulated mission and philosophy of program excellence that guide its operation. The goals and objectives relate to the mission, philosophy, and all program operations and include child and family desired outcomes

2 Star: A policy and procedure manual is maintained on-site for staff and includes the program’s mission or vision statement. RATING: 4

10.E.09: All staff are evaluated at least annually by an appropriate supervisor or, in the case of the program administrator, by the governing body

1+ Star: Administrative: At least annually, the director or supervising staff evaluates employees in writing using the Oklahoma Core Competencies and develops the educational professional development plan with staff. RATING: 4

10.E.01: Personnel policies that include roles/responsibilities, qualifications, specialized training required, nondiscriminatory hiring procedures, policies for staff evaluation, job description, salary scales, benefits, termination, incentives based on professional development. Policies provided to each employee on hiring

1+ Star: Administrative: The center provides an employee handbook for staff and includes information on hiring and firing, job duties and responsibilities, professional development requirements, child abuse reporting and personnel attendance policy. RATING: 3

NAEYC CRITERIA SDE EC PROGRAM for INFANTS and TODDLERS

10.A.02: Program administrator qualifications-BA, specialized courses in ECE/Child Development (24 hours) and administration (9 credits) OR 100 points in Alternative Pathways

10.B.04: The program and facility are licensed to operate or are regulated by the applicable state and local regulatory systems. The program maintains documentation showing that it is considered in good standing by its regulatory bodies, and it can document all certifications, approvals, and corrections of violations and deficiencies Contract: 10 (C) Licensed by OK DHS. 10.B.09: The program has plans and policies to attract and maintain a consistently qualified, well-trained staff and reduce staff turnover

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10.B.12: Staff-child ratios and group size (NAEYC)** 10.A.01: The program has a well-articulated mission

and philosophy of program excellence that guide its operation. The goals and objectives relate to the mission, philosophy, and all program operations and include child and family desired outcomes

Contract: 4. Service Delivery Objectives (A) The Program service delivery objectives help children maximize learning...as evidenced by adherence to the Program Requirements and documented in a written work plan by Provider.




10.A.02: Program administrator qualifications-BA, specialized courses in ECE/Child Development (24 hours) and administration (9 credits) OR 100 points in Alternative Pathways RATING: 1 10.B.04: The program and facility are licensed to operate or are regulated by the applicable state and local regulatory systems. The program maintains documentation showing that it is considered in good standing by its regulatory bodies, and it can document all certifications, approvals, and corrections of violations and deficiencies RATING: 1 10.B.09: The program has plans and policies to attract and maintain a consistently qualified, well-trained staff and reduce staff turnover RATING: 1

10.B.12: Staff-child ratios and group size (NAEYC)**

Rules and Regulations: 1. The number of children in a group shall not exceed twenty (20). The adult-child ratio shall not exceed 1:10. Any enrollment that exceeds ten (10) shall require the employment of a teacher assistant. RATING: 4

10.A.01: The program has a well-articulated mission and philosophy of program excellence that guide its operation. The goals and objectives relate to the mission, philosophy, and all program operations and include child and family desired outcomes RATING:1 10.E.09: All staff are evaluated at least annually by an appropriate supervisor or, in the case of the program administrator, by the governing body RATING: 1 10.E.01: Personnel policies that include roles/responsibilities, qualifications, specialized training required, nondiscriminatory hiring procedures, policies for staff evaluation, job description, salary scales, benefits, termination, incentives based on professional development. Policies provided to each employee on hiring RATING: 1

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NAEYC CRITERIA OK PARENTS AS TEACHERS


10.B.12: Staff-child ratios and group size (NAEYC)** RATING: 1 10.A.01: The program has a well-articulated mission and philosophy of program excellence that guide its operation. The goals and objectives relate to the mission, philosophy, and all program operations and include child and family desired outcomes RATING: 1


Each month, parent educators working more than .5FTE participate in a minimum of two hours of individual reflective supervision and a minimum of two hours of staff meetings. RATING: 2

10.E.01: Personnel policies that include roles/responsibilities, qualifications, specialized training required, nondiscriminatory hiring procedures, policies for staff evaluation, job description, salary scales, benefits, termination, incentives based on professional development. Policies provided to each employee on hiring RATING: 1



Section 7.1(f)(1): Bronze level, 6 approved credit hours in ECE/CD OR a minimum of 90 formal clock hours in each of the seven ECE/CD Core Knowledge Areas OR Recognized ECE/ED Credential or Certificate AND 3 approved credit hours in Business or related courses OR a minimum of 40 formal clock hours in each of any 3 Management Core Knowledge Areas OR Recognized Admin/Mngt Credential or Certificate RATING: 2

10.B.04: The program and facility are licensed to operate or are regulated by the applicable state and local regulatory systems. The program maintains documentation showing that it is considered in good standing by its regulatory bodies, and it can document all certifications, approvals, and corrections of violations and deficiencies RATING: n/a 10.B.09: The program has plans and policies to attract and maintain a consistently qualified, well-trained staff and reduce staff turnover RATING: 1

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10.B.12: Staff-child ratios and group size (NAEYC)** Appendix L-4 details child care center staff ratio requirements. RATING: 2

10.A.01: The program has a well-articulated mission and philosophy of program excellence that guide its operation. The goals and objectives relate to the mission, philosophy, and all program operations and include child and family desired outcomes RATING: 1


Section 5.1 (b) When there are more than four staff persons, the child carecenter is required to provide written personnel policy to staff that includes: (1) essential job functions, qualifications, and lines of authority; and (2) staff performance evaluation and termination procedure. RATING: 2


Section 5.1 (b) When there are more than four staff persons, the child carecenter is required to provide written personnel policy to staff that includes: (1) essential job functions, qualifications, and lines of authority; and (2) staff performance evaluation and termination procedure. RATING: 2


10.A.02: Program administrator qualifications-BA, specialized courses in ECE/Child Development (24 hours) and administration (9 credits) OR 100 points in Alternative Pathways RATING: 1

10.B.04: The program and facility are licensed to operate or are regulated by the applicable state and local regulatory systems. The program maintains documentation showing that it is considered in good standing by its regulatory bodies, and it can document all certifications, approvals, and corrections of violations and deficiencies

Compliance Monitoring 2.1: Child Health & Safety: The program, in collaboration with each child’s parent, performs or obtains the required linguistically and age-appropriate screenings to identify concerns regarding children within 45 calendar days (30 days for programs operating shorter durations) of their entry into the program, obtains guidance on how to use the screening results, and uses multiple sources of information to make appropriate referrals;1306.30(c); 1306.35(d) RATING: 4


10.B.12: Staff-child ratios and group size (NAEYC)**

Compliance Monitoring 5.1 and 5.2: Child Health & Safety: The program ensures appropriate class and group sizes based on the predominant age of the children. The program ensures that no more than eight children are placed in an infant and toddler space, and no more than four children are assigned to each teacher; 1306.20(g)(1-2); 1306.32(a)(2-6); 1304.52(g)(4)RATING: 4


10.E.09: All staff are evaluated at least annually by an appropriate supervisor or, in the case of the program

Compliance Monitoring 3.1: Human Resources: The program has established an organizational structure

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administrator, by the governing body that supports accomplishments of program goals, functions and responsibilities, mechanisms for staff supervision and support; 1304.52(a)(1-2) RATING: 2


Compliance Monitoring 3.2: Human Resources: The program develops and implements written standards of conduct that are available to all staff and contain provisions for appropriate penalties when violations occur; 1304.52(i)(1)RATING: 2


10.A.02: Program administrator qualifications-BA, specialized courses in ECE/Child Development (24 hours) and administration (9 credits) OR 100 points in Alternative Pathways A.8. Director Qualifications RATING: 2 10.B.04: The program and facility are licensed to operate or are regulated by the applicable state and local regulatory systems. The program maintains documentation showing that it is considered in good standing by its regulatory bodies, and it can document all certifications, approvals, and corrections of violations and deficiencies

C1. Program maintains compliance with licensing standards. RATING: 4


10.B.12: Staff-child ratios and group size (NAEYC)** C23. and C24, Staff-Child Ratios and Group Sizes RATING: 3

10.A.01: The program has a well-articulated mission and philosophy of program excellence that guide its operation. The goals and objectives relate to the mission, philosophy, and all program operations and include child and family desired outcomes

A1. Written mission statement, philosophy and goals that reflect program's beliefs about how children learn, describes the environments, and include goals for children. RATING: 4


A11. Each employee's job performance is evaluated RATING: 3


A5. Written personnel policies that state the conditions and expectations of employment and inform employees of their rights, responsibilities, and privileges. RATING: 3



Quals of Admin/Directors: undergrad degree in ECE, CD, and others; 12 credits in ECE/CD; course in EC admin; a course in business admin. RATING: 3

10.B.04: The program and facility are licensed to operate or are regulated by the applicable state and local regulatory systems. The program maintains documentation showing that it is considered in good standing by its regulatory bodies, and it can document

Program Admin. & Staff Relations: The program shall hold a license in good standing with a stage agency responsible for licensing child care centers and EC programs. RATING: 4

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all certifications, approvals, and corrections of violations and deficiencies

10.B.09: The program has plans and policies to attract and maintain a consistently qualified, well-trained staff and reduce staff turnover

Program Administration and Staff Relations: program has a staff retention plan that includes career ladder planning, staff development plan, bonuses, promotions, training opportunities, benefits, and dues to professional organizations. RATING: 4

10.B.12: Staff-child ratios and group size (NAEYC)** Teacher/Child Interactions and Care RATING: 4 10.A.01: The program has a well-articulated mission and philosophy of program excellence that guide its operation. The goals and objectives relate to the mission, philosophy, and all program operations and include child and family desired outcomes

Curriculum: The program has a written statement of its philosophy and goals for children. This statement is in the staff handbook, parent handbook and orientation materials. RATING: 4


Program Administration and Staff Relations: at least once each year every staff person is formally reviewed by a supervisor. RATING: 4


Program Administration and Staff relations: The program has a staff handbook which is developed using staff input or a human resources consultant service to assure compliance with current law. Handbook reviewed annually. RATING: 3


10.A.02: Program administrator qualifications-BA, specialized courses in ECE/Child Development (24 hours) and administration (9 credits) OR 100 points in Alternative Pathways RATING: 1 10.B.04: The program and facility are licensed to operate or are regulated by the applicable state and local regulatory systems. The program maintains documentation showing that it is considered in good standing by its regulatory bodies, and it can document all certifications, approvals, and corrections of violations and deficiencies

5.4. Provider is licensed, registered, or certified and in compliance with all state regulations. RATING: 4


10.B.12: Staff-child ratios and group size (NAEYC)** RATING: 1 10.A.01: The program has a well-articulated mission and philosophy of program excellence that guide its operation. The goals and objectives relate to the mission, philosophy, and all program operations and include child and family desired outcomes RATING: 1 10.E.09: All staff are evaluated at least annually by an appropriate supervisor or, in the case of the program administrator, by the governing body

5.30: The providers offer an annual review of the assistant’s job performance. RATING: 4

10.E.01: Personnel policies that include roles/responsibilities, qualifications, specialized training required, nondiscriminatory hiring procedures, policies for staff evaluation, job description, salary scales, benefits, termination,

5.30: The assistant, unless a family member, has a written job description defining responsibilities RATING: 2

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incentives based on professional development. Policies provided to each employee on hiring



10.B.12: Staff-child ratios and group size (NAEYC)** Maximum Class size: 20 or lower and Staff-Child Ratio 1:10 or better RATING: 3

10.A.01: The program has a well-articulated mission and philosophy of program excellence that guide its operation. The goals and objectives relate to the mission, philosophy, and all program operations and include child and family desired outcomes RATING: 1 10.E.09: All staff are evaluated at least annually by an appropriate supervisor or, in the case of the program administrator, by the governing body RATING: 1 10.E.01: Personnel policies that include roles/responsibilities, qualifications, specialized training required, nondiscriminatory hiring procedures, policies for staff evaluation, job description, salary scales, benefits, termination, incentives based on professional development. Policies provided to each employee on hiring RATING: 1



#33.1 Master Teachers have Bachelor's degrees in ECE or related field & at least 5 years of EC classroom and/or supervisory experience & have completed ELN Core Training for Master Teachers within 1 year of employment. RATING: 2

10.B.04: The program and facility are licensed to operate or are regulated by the applicable state and local regulatory systems. The program maintains documentation showing that it is considered in good standing by its regulatory bodies, and it can document all certifications, approvals, and corrections of violations and deficiencies RATING: 1 10.B.09: The program has plans and policies to attract and maintain a consistently qualified, well-trained staff and reduce staff turnover RATING: 1

10.B.12: Staff-child ratios and group size (NAEYC)** #10 I/T classrooms have 3 fulltime, qualified staff for the majority of the program day and no more than 8

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children in a classroom. #11 3-5 year old rooms have 3 fulltime, qualified staff for the majority of the program day and no more than 17 children in a classroom. RATING: 4



#4-9 Implement Reflective Practice & Supervision throughout the program. The monitoring system for the goal of implementation and integration of reflective practice and supervision includes documentation and collecting data on progress toward this integration goal, with review and discussion by leadership, management and direct staff. RATING: 3

10.E.01: Personnel policies that include roles/responsibilities, qualifications, specialized training required, nondiscriminatory hiring procedures, policies for staff evaluation, job description, salary scales, benefits, termination, incentives based on professional development. Policies provided to each employee on hiring RATING: 1

*Bachelors degree or higher in ECE, CD, EC Special Ed., or Elem. Ed. (70 points); Bachelors degree or higher in educational leadership, management, or related field but lacking 24 credit hours in development and learning of children birth-K (65 points); Bachelors or higher in social work or psychology lacking 24 credit hours in development and learning of children birth-K and 9 hours in leadership, management (60 points); Associates degree in ECE-CD (55 points); Bachelors or higher in other field (50 points); 5 years of experiences as a program admin. that includes leading a program thru NAEYC accreditation and maintaining accreditation for at least 2 years (50 points); 3 years of experiences as a program admin. in NAEYC accredited program and lead program thru accreditation at least 12 months before site visit (40 points); 3 years experience as program admin. in NAEYC accredited program where accreditation has been maintained (30 points); 5 years exp. as program admin. in non-NAEYC accredited program (25 points); 3 years experience as program admin. in non-accredited program (15 points); college credits or training hours related to management and EC knowledge or skills (4 points or 1 point for four contact hours of training in past 5 years); administrator credentials recognized by NAEYC (35 points) ** NAEYC Ratios and Group Size Chart Age Group Group Size

6 8 10 12 14 16 18 20 22 24

Infants Birth to 15 mo

1:3 1:4


1:3 1:4 1:4 1:4


1:4 1:5 1:6

Preschool 2.5-3 year olds

1:6 1:7 1:8 1:9


1:8 1:9 1:10


1:8 1:9 1:10

Kindergarten 1:10 1:11 1:12

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Standard Area: Personnel Practices NOTE: There were no comparable Personnel standards in the following: Reaching for the Stars, NAC.


6.A.01: Staff demonstrate ability to: interact with children w/o physical punishment; recognize health & safety hazards; provide variety of experience for learning; provide social experiences; adapt and respond to changing and challenging conditions; communicate with children; communicate with families

6.A.05: Teachers: Associates degree or equivalent; 75% have bachelors in ECE, CD, Elem. ED., or EC Special Ed. Training encompasses child development and learning of children birth through kindergarten; family and community relationships; observing, documenting, and assessing young children; teaching and learning; and professional practices and development

Contract (5): Ass't teachers must hold associates degree in CD or related filed and classroom aide must have a CDA credential

6.A.06: Ass't Teachers/Aides: HS diploma or GED and 50% have CDA credential; 100% who do not have CDA are enrolled in program leading to a CDA and are demonstrating progress

Contract (5): Ass't teachers must hold associates degree in CD or related filed and classroom aide must have a CDA credential


6.A.01: Staff demonstrate ability to: interact with children w/o physical punishment; recognize health & safety hazards; provide variety of experience for learning; provide social experiences; adapt and respond to changing and challenging conditions; communicate with children; communicate with families RATING:1 6.A.05: Teachers: Associates degree or equivalent; 75% have bachelors in ECE, CD, Elem. ED., or EC Special Ed. Training encompasses child development and learning of children birth through kindergarten; family and community relationships; observing, documenting, and assessing young children; teaching and learning; and professional practices and development

Rules and Regulations 8. The program shall require that any teacher employed by a public school to teach in such early childhood program shall be certified in early childhood education. RATING: 2

6.A.06: Ass't Teachers/Aides: HS diploma or GED AND 50% have CDA credential; 100% who do not have CDA are enrolled in program leading to a CDA and are demonstrating progress

Rules and Regulations 8. The program shall require that any teacher employed by a public school to teach in such early childhood program shall be certified in early childhood education. RATING: 2

NAEYC ANCHOR CRITERIA OK PARENTS AS TEACHERS

6.A.01: Staff demonstrate ability to: interact with children w/o physical punishment; recognize health & safety hazards; provide variety of experience for learning; provide social experiences; adapt and respond to changing and challenging conditions; communicate with children; communicate with families RATING: 1 6.A.05: Teachers: Associates degree or equivalent; 75% have bachelors in ECE, CD, Elem. ED., or EC Special Ed. Training encompasses child development and learning of children birth through kindergarten; family and community relationships; observing, documenting, and

#2 Minimum qualifications for parent educators: HS diploma or GED and two years’ previous supervised work experience with young children and/or parents. RATING: 2

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assessing young children; teaching and learning; and professional practices and development


#2 Minimum qualifications for parent educators: HS diploma or GED and two years’ previous supervised work experience with young children and/or parents. RATING: 2



Section 26, Behavior & Guidance: Discipline is required to be constructive and educational and appropriate to the child's age and circumstances. Section 10 Parent Staff communication: A verbal or written system is used by staff to share day-to-day happenings, change sin a child's physical or emotional state...Section 7.1 All employees are required to be of good character and possess adequate education, training, and experience to provide them with the skills to perform the essential functions of the job with or without reasonable accommodation…RATING: 4

6.A.05: Teachers: Associates degree or equivalent; 75% have bachelors in ECE, CD, Elem. ED., or EC Special Ed. Training encompasses child development and learning of children birth through kindergarten; family and community relationships; observing, documenting, and assessing young children; teaching and learning; and professional practices and development RATING: 1 6.A.06: Ass't Teachers/Aides: HS diploma or GED AND 50% have CDA credential; 100% who do not have CDA are enrolled in program leading to a CDA and are demonstrating progress RATING: 1



Compliance Monitoring 3.2: Human Resources: The program develops and implements written standards of conduct that are available to all staff and contain provisions for appropriate penalties when violations occur;1304.52(i). RATING: 3


HS Act 648A(a)(2)(A) Head Start Teachers. The program hires teachers who have the required qualifications, training, and experience. RATING: 3


HS Act 648A (a)(2)(A)(ii)(I) Head Start Teachers. The program hires teachers who have the required qualifications, training, and experience. RATING: 4


6.A.01: Staff demonstrate ability to: interact with children w/o physical punishment; recognize health & safety hazards; provide variety of experience for learning; provide social experiences; adapt and

Continuing Education: Staff shall be offered regular training in administration, behavior management, first aid, medication administration, child abuse reporting and compliance, health, safety, child development,

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respond to changing and challenging conditions; communicate with children; communicate with families

nutrition, evaluation, whole language, curriculum, parent involvement, and communication skills. RATING: 4


21 years; First Aid/CPR; Bachelors OR 12 credit hours in ECE + one year exp. OR comp-based credential + 2 years exp. (Lead teachers) RATING: 3


18 years; First Aid/CPR; national comp-based credentials + one year exp OR 6 credits in ECE/CD + six months experience OR 3 credits in ECE/CD + one year Exp (Teachers) 18 years; First Aid/CPR (ASS'T Teachers). RATING: 2



1.1 Provider cares about, respects, and is committed to helping each child develop to his or her full potential. 1.5 Provider observes behavior and uses information to respond. 1.15 The provider tries to maintain open and easy communication with each family. 5.2 The provider is intentional and reflective in her work, thinking about what occurs with the children and their families, considering any puzzling events or concerns. RATING: 3

6.A.05: Teachers: Associates degree or equivalent; 75% have bachelors in ECE, CD, Elem. ED., or EC Special Ed. Training encompasses child development and learning of children birth through kindergarten; family and community relationships; observing, documenting, and assessing young children; teaching and learning; and professional practices and development RATING: 1 6.A.06: Ass't Teachers/Aides: HS diploma or GED AND 50% have CDA credential; 100% who do not have CDA are enrolled in program leading to a CDA and are demonstrating progress RATING: 1


6.A.01: Staff demonstrate ability to: interact with children w/o physical punishment; recognize health & safety hazards; provide variety of experience for learning; provide social experiences; adapt and respond to changing and challenging conditions; communicate with children; communicate with families RATING: 1 6.A.05: Teachers: Associates degree or equivalent; 75% have bachelors in ECE, CD, Elem. ED., or EC Special Ed. Training encompasses child development and learning of children birth through kindergarten; family and community relationships; observing, documenting, and assessing young children; teaching and learning; and professional practices and development

Teachers have BA, specialized training in Pre-K. RATING: 3

6.A.06: Ass't Teachers/Aides: HS diploma or GED AND 50% have CDA credential; 100% who do not have CDA are enrolled in program leading to a CDA and are Assistants have CDA or equivalent. RATING: 3

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demonstrating progress


6.A.01: Staff demonstrate ability to: interact with children w/o physical punishment; recognize health & safety hazards; provide variety of experience for learning; provide social experiences; adapt and respond to changing and challenging conditions; communicate with children; communicate with families RATING: 1 6.A.05: Teachers: Associates degree or equivalent; 75% have bachelors in ECE, CD, Elem. ED., or EC Special Ed. Training encompasses child development and learning of children birth through kindergarten; family and community relationships; observing, documenting, and assessing young children; teaching and learning; and professional practices and development

#33. Master Teachers have a Masters degree. #37 Lead teachers have Bachelors degree. RATING: 3


#40 Assistant teachers have Associates degree or equiv. #41 Teacher Aides have H.S. diploma or equivalent & courses or credential in child development, ECE, or child care. RATING: 2

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Standard Area: Professional Development


REACHING FOR THE STARS

6.B.01: All teaching staff evaluate and improve their own performance based on ongoing reflection and feedback from supervisors, peers and families. They add to their knowledge and increase their ability to put knowledge into practice. They develop an annual individualized professional development plan with their supervisor and use it to inform their continuous professional development

1+ Star PD: Director and staff have an educational professional development plan---Plan is written, individualized, reviewed annually, and updated as needed. May include potential professional development career goals and/or identified training topics. RATING: 4

(Reaching for Stars OAC 340:110-1-8.7(a)): Director: 2 college credits or 30 hours of job related PD annually RATING: n/a

(Reaching for Stars OAC 340:110-1-8.7(b)): Staff: 2 college credits or 20 hours of job related PD annually RATING: n/a


SDE EC PROGRAM FOR INFANTS AND TODDLERS

6.B.01: All teaching staff evaluate and improve their own performance based on ongoing reflection and feedback from supervisors, peers and families. They add to their knowledge and increase their ability to put knowledge into practice. They develop an annual individualized professional development plan with their supervisor and use it to inform their continuous professional development Contract: 9. Training and PD (A-G)

(Reaching for Stars OAC 340:110-1-8.7(a)): Director: 2 college credits or 30 hours of job related PD annually

(Reaching for Stars OAC 340:110-1-8.7(b)): Staff: 2 college credits or 20 hours of job related PD annually Contract: 9. Training and PD (A+B)


SDE PRE-K PROGRAMS

6.B.01: All teaching staff evaluate and improve their own performance based on ongoing reflection and feedback from supervisors, peers and families. They add to their knowledge and increase their ability to put knowledge into practice. They develop an annual individualized professional development plan with their supervisor and use it to inform their continuous professional development RATING:1

(Reaching for Stars OAC 340:110-1-8.7(a)): Director: 2 college credits or 30 hours of job related PD annually RATING:1

(Reaching for Stars OAC 340:110-1-8.7(b)): Staff: 2 college credits or 20 hours of job related PD annually

Rules and Regulations 2. The school district shall ensure the teacher assistant is provided professional development in early childhood education. RATING: 2



6.B.01: All teaching staff evaluate and improve their own performance based on ongoing reflection and feedback from supervisors, peers and families. They add to their knowledge and increase their ability to put knowledge into practice. They develop an annual RATING: 1

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individualized professional development plan with their supervisor and use it to inform their continuous professional development

(Reaching for Stars OAC 340:110-1-8.7(a)): Director: 2 college credits or 30 hours of job related PD annually RATING: 1


Contract: #8 Parent educators obtain competency-based professional development and renew certification with the national office annually. #7All new parent educators attend Foundational and Model Implementation Trainings; new supervisors attend the Model Implementation Training. RATING: 2



6.B.01: All teaching staff evaluate and improve their own performance based on ongoing reflection and feedback from supervisors, peers and families. They add to their knowledge and increase their ability to put knowledge into practice. They develop an annual individualized professional development plan with their supervisor and use it to inform their continuous professional development RATING:1


Section 7.1(h4a) The director is required to obtain 20 clock hours per employment year of Tier I or higher training, such as professional conferences or from an accredited college, university, or vocational program, in accordance with Appendix L-1. RATING: 2


Section 7.1 (h4b) Each person who is counted toward meeting the staff-child ratio is required to obtain 12 clock hours per employment year of Tier I training, in accordance with Appendix L-1, that is relevant to job responsibilities and includes infection control. Formal training is from a source such as professional conferences or from an accredited college, university, or technical school. RATING: 2


HEAD START


Compliance Monitoring 4.3: Quality Teaching and Learning: The program ensures that all full-time Head Start employees who provide direct education services to children have a professional development plan that is evaluated regularly to assess its impact on teacher and staff effectiveness; HS Act 648A(f) RATING: 4



648A (a) (5) Teacher in-service requirement is 15 hours. RATING: 3


NAC

6.B.01: All teaching staff evaluate and improve their own performance based on ongoing reflection and feedback from supervisors, peers and families. They

A12. A written annual plan for PD is prepared for each employee. RATING: 4

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add to their knowledge and increase their ability to put knowledge into practice. They develop an annual individualized professional development plan with their supervisor and use it to inform their continuous professional development


A8: Director Qualifications; A10: Annual training required. RATING: 2

(Reaching for Stars OAC 340:110-1-8.7(b)): Staff: 2 college credits or 20 hours of job related PD annually A10: Annual training required. RATING:2


NECPA


Program Admin and Staff Relations: At least once each year every staff person is formally reviewed by a supervisor….It may include a self evaluation. RATING: 2


30hrs continuing education in first year of employment and 24 hrs continuing education on individual competency needs after each year thereafter. RATING: 4


30hrs continuing education in first year of employment and 24 hrs continuing education on individual competency needs after each year thereafter. RATING: 4


NAFCC

6.B.01: All teaching staff evaluate and improve their own performance based on ongoing reflection and feedback from supervisors, peers and families. They add to their knowledge and increase their ability to put knowledge into practice. They develop an annual individualized professional development plan with their supervisor and use it to inform their continuous professional development RATING: 1


5.6-5.8 The provider seeks continuing training and education and is open to new ideas about family child care. The provider keeps up-to-date with topics related to program quality. When needed, she consults with experts to gain specific information, such as how to work with children and families with special needs. The provider is actively involved with other providers or a related professional group, if available. RATING: 2

(Reaching for Stars OAC 340:110-1-8.7(b)): Staff: 2 college credits or 20 hours of job related PD annually RATING: 1


NIEER

6.B.01: All teaching staff evaluate and improve their own performance based on ongoing reflection and feedback from supervisors, peers and families. They add to their knowledge and increase their ability to put RATING: 1

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knowledge into practice. They develop an annual individualized professional development plan with their supervisor and use it to inform their continuous professional development


(Reaching for Stars OAC 340:110-1-8.7(b)): Staff: 2 college credits or 20 hours of job related PD annually At least 15 hrs/year of teacher in-service. RATING: 3


EDUCARE


#4-9 Implement Reflective Practice & Supervision throughout the program. The monitoring system for the goal of implementation and integration of reflective practice and supervision includes documentation and collecting data on progress toward this integration goal, with review and discussion by leadership, management and direct staff. Staff have completed appropriate level of ELN Reflective Supervision training within one year of employment. RATING: 3


#32 In order to expand the staff's knowledge & skills beyond their own areas of expertise & thus to promote an interdisciplinary perspective, program staff receive training & consultation from professionals with specialized information. RATING: 2


#32 In order to expand the staff's knowledge & skills beyond their own areas of expertise & thus to promote an interdisciplinary perspective, program staff receive training & consultation from professionals with specialized information. RATING: 2

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Standard Area: Learning Environment

NOTE: There were no comparable Learning Environment standards in the following: OK Parents as Teachers, NIEER


2.E.01-.02: Children have opportunities to experience song, rhymes, routine games and books through individualized play, daily opportunities to hear and respond to various types of books, access to durable books for independent exploration. Toddlers have access to experiences that help them understand that pictures can represent real things

1+ Star Learning Environment: All children are read to at least 15 minutes daily; space arranged for children 2 years of age and older is arranged in a minimum of 6 well-defined and equipped interest areas in each classroom and includes:…book reading. RATING: 2

2.E.04: Children have opportunities to be read books in an engaging manner in group or individualized settings at least twice a day in full-day programs and at least once daily in half-day programs; be read to regularly in individualized ways including one-to-one or in small groups of two to six children; explore books independently in quiet areas; have access to various types of books; read same book on repeated occasions; retell and reenact events in books; be assisted in linking books to other aspects of the curriculum; identify the parts of books and differentiate print from pictures

1+ Star Learning Environment: All children are read to at least 15 minutes daily; space arranged for children 2 years of age and older is arranged in a minimum of 6 well-defined and equipped interest areas in each classroom and includes:…book reading. RATING: 3

2.F.02: Varied opportunities and materials to build understanding of numbers, number names, and their relationships to quantities and symbols

2 Star Learning Environment: Children 2 years old and older have space with a minimum of eight interest areas: art, block building, book reading, dramatic play, manipulative play, math, music/movement and science/nature. RATING: 2

3.A.01: Teaching staff, program staff or both work as a team to implement daily teaching and learning activities, included IFSPs, IEPs and other individual plans as needed RATING: 1 3.C.02 & 04: Children supervised by sight and sound at all times; K children doing tasks in safe environment are allowed out of sight for a short period of time RATING:1 3.C.03: When infants and toddlers/twos are sleeping, mirrors, video, or sound monitors may be used to augment supervision in sleeping areas, but such monitors may not be relied on in lieu of direct visual and auditory supervision; sides of ribs up and locked; staff aware of both sleeping children and children who are awake for whom they are responsible RATING: 1 3.D.09: Teaching staff help children follow a predictable but flexible daily routine by providing time and support for transitions

2 Star Learning Environment: Daily schedule allows children time to complete tasks...balance and variety of activities...RATING: 3

4.B.05: Staff developed assessment methods are regularly reviewed, valid and appropriate, aligned w/curriculum goals, accurately depict children's abilities and progress, provide meaningful results, guide curriculum development and daily planning RATING: 1

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4.D.03: Teachers interact w/children to assess strengths and needs to inform curriculum development and individualization RATING: 1 4.E.01: Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process RATING: 1 2.H.01: The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming

1+ Star Learning Environment: TV and other screen time not used for children younger than 2 years. RATING: 2

3.A.04: Teachers organize space and select materials in all content and developmental areas to stimulate exploration, experimentation, discovery and conceptual learning RATING: n/a 2.C.04: Children have varied opportunities and are provided w/equipment to engage in large motor experiences that stimulate variety of skills; enhance sensory motor integration; develop controlled movement; enable children with varying abilities to have large-motor experiences similar to those of their peers; range from familiar to new and challenging; help them learn physical games with rules and structure RATING: 1

NAEYC ANCHOR CRITERIA SDE EC PROGRAM FOR INFANTS AND TODDLERS



2.F.02: Varied opportunities and materials to build understanding of numbers, number names, and their relationships to quantities and symbols 3.A.01: Teaching staff, program staff or both work as a team to implement daily teaching and learning activities, included IFSPs, IEPs and other individual plans as needed

Provider Agreement: Staffing (C) Provider must staff two teachers for every classroom...

3.C.02 & 04: Children supervised by sight and sound at all times; K children doing tasks in safe environment are allowed out of sight for a short period of time

3.C.03: When infants and toddlers/twos are sleeping, mirrors, video, or sound monitors may be used to

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augment supervision in sleeping areas, but such monitors may not be relied on in lieu of direct visual and auditory supervision; sides of ribs up and locked; staff aware of both sleeping children and children who are awake for whom they are responsible 3.D.09: Teaching staff help children follow a predictable but flexible daily routine by providing time and support for transitions 4.B.05: Staff developed assessment methods are regularly reviewed, valid and appropriate, aligned w/curriculum goals, accurately depict children's abilities and progress, provide meaningful results, guide curriculum development and daily planning

Provider Agreement: Curriculum Tools/ Collection of Data/Program Evaluation/Release: (A) providers may use any of the following tools for classroom curriculum/assessment/data collection....

4.D.03: Teachers interact w/children to assess strengths and needs to inform curriculum development and individualization 4.E.01: Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process

2.H.01: The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming

Provider Agreement: Service Delivery objectives (B): children should develop skills in the following domains....cognition and general knowledge. Language development, social and emotional development, and physical well-being and motor development and approaches to learning....

3.A.04: Teachers organize space and select materials in all content and developmental areas to stimulate exploration, experimentation, discovery and conceptual learning 2.C.04: Children have varied opportunities and are provided w/equipment to engage in large motor experiences that stimulate variety of skills; enhance sensory motor integration; develop controlled movement; enable children with varying abilities to have large-motor experiences similar to those of their peers; range from familiar to new and challenging; help them learn physical games with rules and structure



Rules and Regulations: Early Childhood Learning Environment: The Library Center should be a comfortable place where students can relax and enjoy a good book, fostering a love of reading. It is a place where students can interact with each other as they read with a partner or discuss books they have read. The Listening Center is for listening and recording. Let students record an original story or book. Programs should: Provide a literacy-rich environment arranged in all learning centers or learning areas. RATING: 3

2.E.04: Children have opportunities to be read books in an engaging manner in group or individualized settings at least twice a day in full-day programs and at least once daily in half-day programs; be read to regularly in individualized ways including one-to-one or in small

Rules and Regulations: Early Childhood Learning Environment: The Library Center should be a comfortable place where students can relax and enjoy a good book, fostering a love of reading. It is a place where students can interact with each other as they

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groups of two to six children; explore books independently in quiet areas; have access to various types of books; read same book on repeated occasions; retell and reenact events in books; be assisted in linking books to other aspects of the curriculum; identify the parts of books and differentiate print from pictures

read with a partner or discuss books they have read. Relate the activities to children’s past experiences and prior knowledge. Programs should: Provide a literacy-rich environment arranged in all learning centers or learning areas. RATING: 2


Rules and Regulations: Early Childhood Learning Environment: Math Center. It is easy to get students involved with numbers, measuring, and problem-solving when the Math Center is equipped with a wide variety of concrete materials. This provides a solid foundation for exploring beginning math concepts, practicing new skills, and applying skills they have mastered. Block center: develop concepts of number, size, shape, length, height, weight, area, part-to-whole relationships, problem solving one-to-one correspondence, sequencing, cause-effect relationships, fractions, adding, subtracting, testing ideas, estimating and measuring. RATING: 3

3.A.01: Teaching staff, program staff or both work as a team to implement daily teaching and learning activities, included IFSPs, IEPs and other individual plans as needed RATING:1 3.C.02 & 04: Children supervised by sight and sound at all times; K children doing tasks in safe environment are allowed out of sight for a short period of time RATING: 1 3.C.03: When infants and toddlers/twos are sleeping, mirrors, video, or sound monitors may be used to augment supervision in sleeping areas, but such monitors may not be relied on in lieu of direct visual and auditory supervision; sides of ribs up and locked; staff aware of both sleeping children and children who are awake for whom they are responsible RATING:1

3.D.09: Teaching staff help children follow a predictable but flexible daily routine by providing time and support for transitions

Rules and Regulations: Early Childhood Learning Environment: Allow for smooth transitions between activities or classrooms, with the teacher capitalizing on these transitions as learning moments. Follow the daily schedule as closely as possible. Flexibility means shortening or lengthening a part of the day—not changing the schedule entirely. Always prepare children before “special” changes occur. RATING: 4

4.B.05: Staff developed assessment methods are regularly reviewed, valid and appropriate, aligned w/curriculum goals, accurately depict children's abilities and progress, provide meaningful results, guide curriculum development and daily planning


4.D.03: Teachers interact w/children to assess strengths and needs to inform curriculum development and individualization


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4.E.01: Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process RATING:1


Rules and Regulations: Early Childhood Learning Environment: When planning where to set up centers, take a close look at your classroom. Three basic settings are needed: a place for the whole class to work together, a place for students to work independently, and a place for teacher-directed small group work. Materials in learning centers are selected and arranged to foster involvement, independence, decision making, and responsibility. RATING: 3


Rules and Regulations: Early Childhood Learning Environment: Block Center enhances physical skills: develop large muscles as they carry blocks from place to place. Outdoor environment enhances large motor skills. RATING: 3

2.C.04: Children have varied opportunities and are provided w/equipment to engage in large motor experiences that stimulate variety of skills; enhance sensory motor integration; develop controlled movement; enable children with varying abilities to have large-motor experiences similar to those of their peers; range from familiar to new and challenging; help them learn physical games with rules and structure RATING:1



Section 25. Care of infants, toddlers, and two's (e)(3) Language development is encouraged by staff members through individual interaction with each child e.g., singing, talking, reacting to the child's sounds, naming objects, describing events, reading stories and playing musical games 25.1 Care of preschool children: Staff shall plan and provide experiences that meet children's needs and stimulate learning in all developmental areas, including physical, social, emotional, and cognitive, regardless of gender…The center has a variety of learning areas, for example, areas for dramatic play, blocks, books, art, and science. RATING: 3


Section 25.1. Care of preschool children Staff shall plan and provide experiences that meet children's needs and stimulate learning in all developmental areas, including physical, social, emotional, and cognitive, regardless of gender…The center has a variety of learning areas, for example, areas for dramatic play, blocks, books, art, and science. 25.2 Care of school-age children (c)(1) The program is designed to provide a balance of activities that includes…more than one option for an activity, including individual, small group, or large group, for children most of the day and a variety of developmentally and age-appropriate activities and materials. RATING: 2

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25.1. Care of preschool children (a)The center…(1) has current weekly lesson plan appropriate for the developmental needs of each group of children (3) has a variety of learning areas for example, areas for dramatic play, blocks, books, art, and science. 25.2 Care of school-age children. The program is designed to provide a balance of activities that includes:(c)(1)(E) a variety of developmentally and age-appropriate activities and materials. RATING:2

3.A.01: Teaching staff, program staff or both work as a team to implement daily teaching and learning activities, included IFSPs, IEPs and other individual plans as needed RATING:1


Section 9.1 Supervision of children: All children are required to be adequately supervised at all times, as defined in Section 2."Supervision of children" means the function of observing, overseeing, and guiding a child or group of children. This includes awareness of and responsibility for the ongoing activity of each child and being near enough to intervene if needed. It requires physical presence, knowledge of activity requirements and children's needs, and accountability for their care. RATING:4

3.C.03: When infants and toddlers/twos are sleeping, mirrors, video, or sound monitors may be used to augment supervision in sleeping areas, but such monitors may not be relied on in lieu of direct visual and auditory supervision; sides of ribs up and locked; staff aware of both sleeping children and children who are awake for whom they are responsible

Pg 32, Section 25.5 Rest Time. Crib railings are fully raised and secured when the child is in the crib. Section 9.1 Supervision of children: All children are required to be adequately supervised at all times, as defined in Section 2."Supervision of children" means the function of observing, overseeing, and guiding a child or group of children. This includes awareness of and responsibility for the ongoing activity of each child and being near enough to intervene if needed. It requires physical presence, knowledge of activity requirements and children's needs, and accountability for their care. RATING: 4


Section 25.1. Care for Preschool Children (b) Schedule: to ensure a flexible program, a variety of activities are chosen that includes time for indoor and outdoor play, rest periods, and meals. A daily schedule is accessible and follow with reasonable regularity RATING:3



Section 6.b.3: Records. The center is required to maintain readily available attendance records including child's arrival time and departure time for a minimum of 120 days. RATING: 3

4.E.01: Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process RATING:1

2.H.01: The use of passive media such as television, film, videotapes, and audiotapes is limited to

Section 25.1 Care of preschool children (a)(3) The center has a variety of learning areas, for example,

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developmentally appropriate programming areas for dramatic play, blocks, books, art, and science....RATING: 2


Appendix L5 Section I-VI, Child Care Center Minimum Indoor Equipment Requirements for infants, toddlers, twos, threes, fours and fives, school age. RATING: 4

2.C.04: Children have varied opportunities and are provided w/equipment to engage in large motor experiences that stimulate variety of skills; enhance sensory motor integration; develop controlled movement; enable children with varying abilities to have large-motor experiences similar to those of their peers; range from familiar to new and challenging; help them learn physical games with rules and structure

Appendix L5 Minimum indoor equipment requirements for large muscle motor development for infants, toddlers, twos, threes, fours and fives, school age. RATING: 3



Compliance Monitoring 2.1: School Readiness:The program implements a curriculum that promotes young children's school readiness in the developmental areas presented in the Head Start Child Development and Early Learning Framework and, as appropriate, aligned with State early learning standards; HS Act 642(f)(3)(E);1304.21 (4) RATING: 2

2.E.04: Children have opportunities to be read books in an engaging manner in group or individualized settings at least twice a day in full-day programs and at least once daily in half-day programs; be read to regularly in individualized ways including one-to-one or in small groups of two to six children; explore books independently in quiet areas; have access to various types of books; read same book on repeated occasions; retell and reenact events in books; be assisted in linking books to other aspects of the curriculum; identify the parts of books and differentiate print from pictures RATING: 1


Compliance Monitoring 2.1: School Readiness: The program implements a curriculum that promotes young children's school readiness in the developmental areas presented in the Head Start Child Development and Early Learning Framework and, as appropriate, aligned with State early learning standards; HS Act 642(f)(3)(E); 1304.21 (4) RATING: 2

3.A.01: Teaching staff, program staff or both work as a team to implement daily teaching and learning activities, included IFSPs, IEPs and other individual plans as needed

1306.20(c) Grantees operating center-based program options must employ two paid staff persons (a teacher and a teacher aide or two teachers) for each class. Whenever possible, there should be a third person in the classroom who is a volunteer. RATING: 3


1304.52 (i)(1)(iii) Standards of conduct: No child will be left alone or unsupervised while under their care. RATING: 3

3.C.03: When infants and toddlers/twos are sleeping, mirrors, video, or sound monitors may be used to augment supervision in sleeping areas, but such monitors may not be relied on in lieu of direct visual RATING: 1

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and auditory supervision; sides of ribs up and locked; staff aware of both sleeping children and children who are awake for whom they are responsible 3.D.09: Teaching staff help children follow a predictable but flexible daily routine by providing time and support for transitions RATING: 1


Compliance Monitoring 1.2: School Readiness:The program has a system and processes in place in order to track, use, and report progress on school readiness goals; 1307.2(b)(2) Compliance Monitoring 2.1: Curriculum Selection & Implementation: The program selects and implements a curriculum that is evidence-based and is linked to ongoing assessment, with developmental and learning goals and measurable objectives; HS Act 624(f)(3)(C) RATING: 3


Compliance Monitoring 3.1: Individualizing: The program uses information from ongoing observations, and evaluations, as well as insight from parents to determine how best to respond to each child’s individual characteristics, strengths, and needs; 1304.20(f)(1)RATING: 3

4.E.01: Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process

Compliance Monitoring 2.2: Parent-Child Relationship: Program staff share observations with parents regarding their children’s behavior and development and encourage parents to share concerns and observations about their children’s mental health, identify appropriate responses to their children’s behavior, and discuss how to strengthen and nurture supportive environments and relationships in the home and at the program; 1304.24(a)(1)(i-iv) Compliance Monitoring 3.1: Individualizing 3.1:The program uses information from ongoing observations, and evaluations, as well as insight from parents to determine how best to respond to each child’s individual characteristics, strengths, and needs; 1304.20(f)(1)RATING: 4

2.H.01: The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming RATING: 1


1304.53 (b)(1) Head Start equipment, toys, materials and furniture. Grantee and delegate agencies must provide and arrange sufficient equipment, toys, materials, and furniture to meet the needs and facilitate the participation of children and adults. RATING: 3


1304.21(a)(5) child development and education approach for all children. In center-based settings, grantee and delegate agencies must promote each child's physical development by providing sufficient time, indoor and outdoor space, equipment, materials and adult guidance for active play and movement that support the development of gross motor skills. RATING: 3

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D10. Language is promoted through daily opportunities for communicating, listening, and understanding. RATING: 3


D11. Reading is promoted through daily experiences with books, print, and phonology. RATING: 3


D13. Math concepts are promoted through daily hands-on experience with number, pattern, shape, measurement, classification and comparison. RATING: 3

3.A.01: Teaching staff, program staff or both work as a team to implement daily teaching and learning activities, included IFSPs, IEPs and other individual plans as needed RATING:1 3.C.02 & 04: Children supervised by sight and sound at all times; K children doing tasks in safe environment are allowed out of sight for a short period of time RATING:1 3.C.03: When infants and toddlers/twos are sleeping, mirrors, video, or sound monitors may be used to augment supervision in sleeping areas, but such monitors may not be relied on in lieu of direct visual and auditory supervision; sides of ribs up and locked; staff aware of both sleeping children and children who are awake for whom they are responsible RATING:1 3.D.09: Teaching staff help children follow a predictable but flexible daily routine by providing time and support for transitions

D6. The daily schedule provides a predictable routine that is responsive to the children; D7. Transitions are planned and smoothly implemented. RATING: 3



D2. Written observations are made on each child's actions, abilities, and knowledge as the child engages in the classroom and in routine outdoor settings; D3. Written assessment is made of each child's growth and development. RATING: 2

4.E.01: Families have ongoing opportunities to share the results of observations from home to contribute to RATING:1

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the assessment process 2.H.01: The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming

D8. The arrangement of the classroom encourages children to become engaged and promotes child-centered learning experiences. RATING: 3


D18. Gross motor skills are promoted through daily opportunities for physical activities. RATING: 3

2.C.04: Children have varied opportunities and are provided w/equipment to engage in large motor experiences that stimulate variety of skills; enhance sensory motor integration; develop controlled movement; enable children with varying abilities to have large-motor experiences similar to those of their peers; range from familiar to new and challenging; help them learn physical games with rules and structure D20. Technology use supports learning. RATING: 2



Developmental Program: language development promoted through a variety of songs, stories, books and games....Infants and Toddlers: Child's awareness of self is fostered through the use of mirrors, photographs, and other appropriate materials. RATING: 3


Developmental Program: The program provides separate areas for children to read...Children's language development is promoted through a variety of songs, stories, books and games…RATING: 2


Developmental Program: Program provides toddlers and preschoolers with learning centers, including math and numbers. RATING: 2

3.A.01: Teaching staff, program staff or both work as a team to implement daily teaching and learning activities, included IFSPs, IEPs and other individual plans as needed RATING: 1 3.C.02 & 04: Children supervised by sight and sound at all times; K children doing tasks in safe environment are allowed out of sight for a short period of time

Activities for Healthy Development: Supervision: Children shall always be within sight and sound of qualified caregiver. RATING: 4

3.C.03: When infants and toddlers/twos are sleeping, mirrors, video, or sound monitors may be used to augment supervision in sleeping areas, but such monitors may not be relied on in lieu of direct visual and auditory supervision; sides of ribs up and locked; staff aware of both sleeping children and children who are awake for whom they are responsible RATING: 1

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Developmental Program: Simple, consistent patters are followed in making transitions from one activity to another; staff fosters the children's sense of trust and confidence by developing a daily routines which the children learn and can count on. RATING: 3


Curriculum: Curriculum plan and developmental program are reviewed annually by staff, admin., and parents. RATING: 2


Curriculum: Teachers assess each child's developmental program annually. The written assessment is used in teacher/parent conferences to keep parents abreast of the child's milestones and to plan for future learning opportunities for the individual child. RATING: 3

4.E.01: Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process RATING: 1 2.H.01: The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming

Developmental Program: Television is limited to educational programs suitable for development of child and used only on an occasional basis. RATING: 2


Developmental Program: Program provides toddlers and preschoolers with at least the following age-appropriate learning centers: table top games, dramatic play, arts and crafts, large muscle, science and nature, block building fine motor, math and numbers, language arts, music/movement, nutrition and woodworking. RATING: 3


Developmental Program: Program provides an indoor area for gross motor activities on days when child cannot go outside; Curriculum: A balance of large and small muscle activity is provided in daily schedule. RATING: 3



Language and communication (3.59-3.63) The provider encourages children to express their thoughts and feelings and listens with interest and respect. The provider takes time every day for meaningful conversation with each child. The provider takes an interest in and responds positively to babies' vocalizations and imitates their sounds. The provider encourages children to listen to and respond to each other. The provider adjusts communication to match the understanding of each child. RATING: 4

2.E.04: Children have opportunities to be read books in an engaging manner in group or individualized settings at least twice a day in full-day programs and at least once daily in half-day programs; be read to regularly in individualized ways including one-to-one or in small

3.64 The provider reads to children for at least 15 minutes during each half day, or all the children are able to read...Children who can read independently spend at least ½ hour in each ½ day engaged in literacy activities. 3.65 Children have access to books every day.

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groups of two to six children; explore books independently in quiet areas; have access to various types of books; read same book on repeated occasions; retell and reenact events in books; be assisted in linking books to other aspects of the curriculum; identify the parts of books and differentiate print from pictures

RATING: 3


3.67. Children learn math and science concepts in the context of everyday activities such as setting the table, preparing food, sorting the mail, cooking, gardening, and playing games, AS they are able, they match, sort, arrange things in sequence, count things, measure, and recognize and create patterns. RATING: 4


5.28 The provider and the assistant share observations of children and families and plan some activities together. RATING: 2


S1: Children under age of 3 are in the provider’s line of sight at all times... S2: Children age 3 and older may be out of the provider's line of sight for short periods of time as long as the provider is close by and listens carefully to assure all children are safe. S3: Children under the age of 6 are never inside to outside by themselves...RATING: 3

3.C.03: When infants and toddlers/twos are sleeping, mirrors, video, or sound monitors may be used to augment supervision in sleeping areas, but such monitors may not be relied on in lieu of direct visual and auditory supervision; sides of ribs up and locked; staff aware of both sleeping children and children who are awake for whom they are responsible

4.2 When children are sleeping provider can hear them (monitors are permitted) and visually checks on babies under the age of 8 months every 15 minutes (visual monitors are not permitted as a substitute for a visual check). RATING: 4


3.17 The provider usually maintains a consistent sequence of daily events, while the flow of activities is adapted to the individual and developmental needs of each child and the changing group. 3.18 Activities and transitions are generally smooth and unhurried; children can usually finish activities at their own pace. They seem to know what is expected of them. RATING: 4


3.4 The provider gathers information about children’s interests and needs through observation and conversations with parents. She uses this information to set goals that support the children’s development. 5.21 The provider has some way of keeping observational notes about insights into children's interests, accomplishments, concerns, and some of the delightful things they say and do. These records are used for program planning and parent conversations. RATING:2


3.4 The provider gathers information about children’s interests and needs through observation and conversations with parents. She uses this information to set goals that support the children’s development. 5.21 The provider has some way of keeping

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observational notes about insights into children's interests, accomplishments, concerns, and some of the delightful things they say and do. These records are used for program planning and parent conversations. RATING:3

4.E.01: Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process

3.4 The provider gathers information about children’s interests and needs through observation and conversations with parents. She uses this information to set goals that support the children’s development. RATING:4


3.79 If screen media is used, the provider assures the content is appropriate for the ages of the children. Screen media is free from violent, sexually explicit, stereotyped content (including cartoons) and advertising. RATING: 4


Physical Development (3.52-3.54, D1) Children are engaged in large motor activities for at least 30 minutes in each half day either indoors or outdoors. These activities may occur at one time or may be accumulated during each half day. Children have daily opportunities for small-motor activities, such as grasping, scribbling, cutting with scissors, buttoning, tying shoes, using art materials, or playing with manipulatives. Children, especially babies and toddlers, have rich experiences using their senses- seeing, hearing, tasting, smelling, and touching. RATING: 4


Physical Development (3.52) Children are engaged in large motor activities for at least 30 minutes in each half day either indoors or outdoors. These activities may occur at one time or may be accumulated during each half day. RATING: 3



#50: Intentional emphasis on language & literacy development is evident in the curriculum & planning of the program and in all work with families. RATING: 2

2.E.04: Children have opportunities to be read books in an engaging manner in group or individualized settings at least twice a day in full-day programs and at least once daily in half-day programs; be read to regularly in individualized ways including one-to-one or in small groups of two to six children; explore books independently in quiet areas; have access to various types of books; read same book on repeated occasions; retell and reenact events in books; be assisted in linking books to other aspects of the curriculum; identify the parts of books and differentiate print from

#50: Intentional emphasis on language & literacy development is evident in the curriculum & planning of the program and in all work with families. RATING: 2

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pictures 2.F.02: Varied opportunities and materials to build understanding of numbers, number names, and their relationships to quantities and symbols

#51: Intentional emphasis on foundational math skills & development is evident in the program and in all work with families. RATING: 2


#34 Master Teachers cultivate a culture of reflection, inquiry & improvement & set corresponding routines for regular teacher collaboration to improve teaching & learning practices & children's learning, development & school readiness. #38. RATING: 3

3.C.02 & 04: Children supervised by sight and sound at all times; K children doing tasks in safe environment are allowed out of sight for a short period of time RATING: 1 3.C.03: When infants and toddlers/twos are sleeping, mirrors, video, or sound monitors may be used to augment supervision in sleeping areas, but such monitors may not be relied on in lieu of direct visual and auditory supervision; sides of ribs up and locked; staff aware of both sleeping children and children who are awake for whom they are responsible RATING: 1 3.D.09: Teaching staff help children follow a predictable but flexible daily routine by providing time and support for transitions RATING: 1 4.B.05: Staff developed assessment methods are regularly reviewed, valid and appropriate, aligned w/curriculum goals, accurately depict children's abilities and progress, provide meaningful results, guide curriculum development and daily planning #3, #38 RATING: 3 4.D.03: Teachers interact w/children to assess strengths and needs to inform curriculum development and individualization #3, #12, #38 RATING: 3 4.E.01: Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process RATING: 1 2.H.01: The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming RATING: 1


#50.1: Materials specific to language & literacy development are incorporated in the classroom environments & staff are trained & coached on using those materials appropriately to help build skills & knowledge. RATING: 2

2.C.04: Children have varied opportunities and are provided w/equipment to engage in large motor experiences that stimulate variety of skills; enhance sensory motor integration; develop controlled movement; enable children with varying abilities to have large-motor experiences similar to those of their peers; range from familiar to new and challenging; help them learn physical games with rules and structure RATING: 1

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Standard Area: Family Engagement

NOTE: There were no comparable Learning Environment standards in the following: NIEER


1.A.01: Teachers work in partnership with families, establishing and maintaining regular, ongoing, two-way communication

1+ Star Family Engagement: Facility staff have established and maintains a system for sharing and communicating with families the happenings, activities, and issues regarding their child's physical and emotional state. RATING: 3

1.A.03: Teachers communicate with families on on-going basis to learn about children’s individual needs and ensure a smooth transition between home and program

1+ Star Family Engagement: established and maintains a system for sharing and communication with families; Center has at least 2 methods of keeping families informed of their program: Bulletin Board, Handbook, Newsletter, Email/Listserv, Website (specific to each facility location). RATING: 3

4.E.02: Family members are provided information, either verbally or in writing, about their child’s development and learning on at least a quarterly basis, with written reports at least two times a year

2 Star Family Engagement: individual parent conferences document at least twice annually with a written report. RATING: 3

7.A.09: Use of informal and formal methods to communicate with families about program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children’s learning. Staff use a variety of methods such as new family orientations, small group meetings, individual conversations, and written questionnaires, which help staff get input from families about curriculum activities throughout the year RATING: 1 7.A.11: Families may visit any area of the facility at any time during the program’s regular hours of operation as specified by the procedures of the facility

1+ Star Family Engagement: families are welcome into center at all times RATING: 4

7.A.13: The program’s governing or advisory groups include families as members and active participants. Staff or other families in the program encourage and support family members in taking on leadership roles

1+ Star Family Engagement: Families participate in program and policy development through board involvement, planning meetings, or questionnaires RATING: 3

7.B.02: The program compiles and provides program information to families in a language the family can understand. This information includes program policies and operating procedures RATING: 1 7.B.05-.06: Program staff communicate with families on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff communicate through established alternative means

1+ Star Family Engagement: Facility staff have established and maintains a system for sharing and communicating with families the happenings, activities, and issues regarding their child's physical and emotional state. RATING: 3

7.A.12: The program facilitates opportunities for families to meet with one another on a formal and informal basis, work together on projects to support the program, and learn from and provide support for each other

1+ Star Family Engagement: Two family meetings w/guest speakers or special events are held each year RATING: 3

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7.A.14: Program staff and families work together to plan events. Families’ schedules and availability are considered as part of this planning RATING: 1 7.C.05: Program staff provide families with information about programs and services from other organizations. Staff support and encourage families’ efforts to negotiate health, mental health, assessment, and educational services for their children

2 Star Family Engagement: The program maintains a current list of available community resources, including health care, education, nutrition and counseling. The program assists families in locating and connecting with these services as needed. RATING: 3

Compliance Monitoring 3.1, Family & Community Engagement: Program teaching staff plan, schedule, and facilitate no fewer than two home visits per program year to discuss child's development and progress RATING: 1



Provider Agreement: Family Support: The program shall provide family support workers to support the child and families served.


Provider Agreement: Family Support: The program shall provide family support workers to support the child and families served

4.E.02: Family members are provided information, either verbally or in writing, about their child’s development and learning on at least a quarterly basis, with written reports at least two times a year 7.A.09: Use of informal and formal methods to communicate with families about program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children’s learning. Staff use a variety of methods such as new family orientations, small group meetings, individual conversations, and written questionnaires, which help staff get input from families about curriculum activities throughout the year

Provider Agreement: Family Support: The program shall provide family support workers to support the child and families served

7.A.11: Families may visit any area of the facility at any time during the program’s regular hours of operation as specified by the procedures of the facility 7.A.13: The program’s governing or advisory groups include families as members and active participants. Staff or other families in the program encourage and support family members in taking on leadership roles 7.B.02: The program compiles and provides program information to families in a language the family can understand. This information includes program policies and operating procedures 7.B.05-.06: Program staff communicate with families on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff communicate through established alternative means

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7.A.12: The program facilitates opportunities for families to meet with one another on a formal and informal basis, work together on projects to support the program, and learn from and provide support for each other 7.A.14: Program staff and families work together to plan events. Families’ schedules and availability are considered as part of this planning

7.C.05: Program staff provide families with information about programs and services from other organizations. Staff support and encourage families’ efforts to negotiate health, mental health, assessment, and educational services for their children

Contract: 5. Community Relationships (A-C) In building family partnerships and ensuring that enrolled families have access to community resources that will meet their needs, Provider will work collaboratively with families to identify and access, directly or through referrals, services and resources that are responsive to each family's interests and goals

Compliance Monitoring 3.1 Family & Community Engagement: Program teaching staff plan, schedule, and facilitate no fewer than two home visits per program year to discuss child's development and progress


1.A.01: Teachers work in partnership with families, establishing and maintaining regular, ongoing, two-way communication RATING: 1 1.A.03: Teachers communicate with families on on-going basis to learn about children’s individual needs and ensure a smooth transition between home and program RATING: 1 4.E.02: Family members are provided information, either verbally or in writing, about their child’s development and learning on at least a quarterly basis, with written reports at least two times a year RATING: 1 7.A.09: Use of informal and formal methods to communicate with families about program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children’s learning. Staff use a variety of methods such as new family orientations, small group meetings, individual conversations, and written questionnaires, which help staff get input from families about curriculum activities throughout the year

Rules and Regulations 3. The program shall encourage family involvement to support the child's education experience. RATING: 2

7.A.11: Families may visit any area of the facility at any time during the program’s regular hours of operation as specified by the procedures of the facility RATING: 1 7.A.13: The program’s governing or advisory groups include families as members and active participants. Staff or other families in the program encourage and support family members in taking on leadership roles RATING: 1 7.B.02: The program compiles and provides program information to families in a language the family can understand. This information includes program policies and operating procedures RATING: 1

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7.B.05-.06: Program staff communicate with families on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff communicate through established alternative means RATING: 1 7.A.12: The program facilitates opportunities for families to meet with one another on a formal and informal basis, work together on projects to support the program, and learn from and provide support for each other RATING: 1 7.A.14: Program staff and families work together to plan events. Families’ schedules and availability are considered as part of this planning RATING: 1 7.C.05: Program staff provide families with information about programs and services from other organizations. Staff support and encourage families’ efforts to negotiate health, mental health, assessment, and educational services for their children RATING: 1 Compliance Monitoring 3.1 Family & Community Engagement: Program teaching staff plan, schedule, and facilitate no fewer than two home visits per program year to discuss child's development and progress RATING: 1

NAEYC ANCHOR CRITERIA OK PARENTS AS TEACHERS


#12 Families with 1 or fewer high needs characteristics receive at least 12 personal visits annually and families with 2 or more high needs characteristics receive at least 24 personal visits annually. RATING: 2




#10 Parent educators develop and document goals with each family they serve. RATING: 2

7.A.09: Use of informal and formal methods to communicate with families about program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children’s learning. Staff use a variety of methods such as new family orientations, small group meetings, individual conversations, and written questionnaires, which help staff get input from families about curriculum activities throughout the year

#11 Parent educators use the foundational visit plans and planning guide from the curriculum to design and deliver personal visits to families. RATING: 2

7.A.11: Families may visit any area of the facility at any time during the program’s regular hours of operation as specified by the procedures of the facility RATING: 1

7.A.13: The program’s governing or advisory groups include families as members and active participants. RATING: 1

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Staff or other families in the program encourage and support family members in taking on leadership roles

7.B.02: The program compiles and provides program information to families in a language the family can understand. This information includes program policies and operating procedures RATING: 1 7.B.05-.06: Program staff communicate with families on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff communicate through established alternative means RATING: 1 7.A.12: The program facilitates opportunities for families to meet with one another on a formal and informal basis, work together on projects to support the program, and learn from and provide support for each other RATING: 1 7.A.14: Program staff and families work together to plan events. Families’ schedules and availability are considered as part of this planning RATING: 1 7.C.05: Program staff provide families with information about programs and services from other organizations. Staff support and encourage families’ efforts to negotiate health, mental health, assessment, and educational services for their children

#16 Parent educators connect families to resources that help them reach their goals and address their needs. RATING: 4

Compliance Monitoring 3.1 Family & Community Engagement: Program teaching staff plan, schedule, and facilitate no fewer than two home visits per program year to discuss child's development and progress




Section 10. Parent-staff communication (c) verbal or written system is used by staff to share day-to-day happenings, changes in a child' physical or emotional state....RATING: 3


Section10. Parent-staff communication (c) verbal or written system is used by staff to share day-to-day happenings, changes in a child' physical or emotional state.... RATING: 3


Section 10(c)Verbal or written system is used by staff to share day-to-day happenings, changes in a child' physical or emotional state....(d)each center is required to provide at least four of the options listed in (1) through (6)…(2) Conference are held at least once a year and at other times as needed to discuss children's progress, accomplishments and difficulties. RATING:2

7.A.09: Use of informal and formal methods to communicate with families about program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children’s learning. Staff use a variety of

Section 10. Parent-staff communication (d)(5) Parents are informed of the center's program through a parents' bulletin board, regular newsletters, or parent handbook RATING: 2

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methods such as new family orientations, small group meetings, individual conversations, and written questionnaires, which help staff get input from families about curriculum activities throughout the year

7.A.11: Families may visit any area of the facility at any time during the program’s regular hours of operation as specified by the procedures of the facility

Section 10. Parent-staff communication (a) parents of enrolled children are permitted reasonable access to all parts of the child care center during hours of operation unless restricted under provision of Section 7.1(c)(3) RATING: 3

7.A.13: The program’s governing or advisory groups include families as members and active participants. Staff or other families in the program encourage and support family members in taking on leadership roles RATING: 1 7.B.02: The program compiles and provides program information to families in a language the family can understand. This information includes program policies and operating procedures RATING:1 7.B.05-.06: Program staff communicate with families on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff communicate through established alternative means

Section 10. Parent-staff communication (d)(5) Parents are informed of the center's program through a parents' bulletin board, regular newsletter, or parent handbook RATING: 2


Section 10. Parent-staff communication (d)(4) Parent meetings are held, with guest speakers or special events, for example, open house, family pot-luck dinners, or children's programs. RATING: 2

7.A.14: Program staff and families work together to plan events. Families’ schedules and availability are considered as part of this planning RATING:1 7.C.05: Program staff provide families with information about programs and services from other organizations. Staff support and encourage families’ efforts to negotiate health, mental health, assessment, and educational services for their children RATING: 1 Compliance Monitoring 3.1 Family & Community Engagement: Program teaching staff plan, schedule, and facilitate no fewer than two home visits per program year to discuss child's development and progress RATING:1



1304.51 (c)(1-2) Communication with families. Grantee and delegate agencies must ensure that effective two-way comprehensive communications between staff and parents are carried out on a regular basis throughout the program year. Communication with parents must be carried out in the parents' primary or preferred language or through an interpreter, to the extent feasible. RATING: 4

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1304.20 (e) Involving parents. In conducting the process, as described in Sec. Sec. 1304.20 (a), (b), and (c), and in making all possible efforts to ensure that each child is enrolled in and receiving appropriate health care services, grantee and delegate agencies must: 1304.21 (c)(1)(i); 1304.40 (e) (h); 1304.41 (C). RATING: 4


Compliance Monitoring 3.1: Parents as Their Child's Educators: Program teaching staff plan, schedule, and facilitate no fewer than two staff-parent conferences and no fewer than two home visits per program year to discuss each child’s development and progress; 1304.40(i)(2); 1304.40(e)(5) RATING: 4


1304.21 (a)(2)(i); 1304.24 (1)(ii-iv) Parents must be: Invited to become integrally involved in the development of the program's curriculum and approach to child development and education; Mental health services: Sharing staff observations of their child and discussing and anticipating with parents their child's behavior and development, including separation and attachment issues; Discussing and identifying with parents appropriate responses to their child's behaviors; Discussing how to strengthen nurturing, supportive environments and relationships in the home and at the program. RATING: 3


Compliance Monitoring 1.1: Partnerships w/Families: The program is open to parents during all program hours, welcoming them as visitors and encouraging them to observe their children as often as possible. Participation in program activities is voluntary and not required as a condition of a child’s enrollment; 1304.40(d)(2) RATING: 4


Compliance Monitoring 1.2: Structure and Participation: The program has established a Policy Council, elected by parents of currently enrolled children, whose membership is composed of a majority of parents of children currently enrolled in the program as well as members of the community served by the Head Start agency; HS Act 642(c)(2)(B)(i, ii) RATING: 4

7.B.02: The program compiles and provides program information to families in a language the family can understand. This information includes program policies and operating procedures

1304.51(c)(2) communication w/families; Communication with parents must be carried out in the parents' primary or preferred language or through an interpreter, to the extent feasible. 1306.20(f) program staffing: Classroom staff and home visitors must be able to communicate with the families they serve either directly or through a translator. They should also be familiar with the ethnic background of these families. RATING: 4

7.B.05-.06: Program staff communicate with families on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared caregiving issues, and other information that affects the well-being and development of their children. Where RATING: 1

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in-person communication is not possible, program staff communicate through established alternative means


1304.40 (a)(4) Family partnerships: A variety of opportunities must be created by grantee and delegate agencies for interaction with parents throughout the year. 1304.40 (g)(2) parent involvement in community advocacy: Parents must be provided regular opportunities to work together, and with other community members, on activities that they have helped develop and in which they have expressed an interest. RATING: 4

7.A.14: Program staff and families work together to plan events. Families’ schedules and availability are considered as part of this planning

1304.40 (a)(5) Family partnerships. Meetings and interactions with families must be respectful of each family's diversity and cultural and ethnic background. RATING: 2


Compliance Monitoring 1.4: Partnerships w/Families: The program works collaboratively with families to provide, directly or through referrals, resources and services that are responsive to families’ needs, goals, and interests and conducts follow-up to determine the effectiveness of services received; 1304.40(b)(1-2) RATING: 4

Compliance Monitoring 3.1 Family & Community Engagement: Program teaching staff plan, schedule, and facilitate no fewer than two home visits per program year to discuss child's development and progress RATING: n/a



B4. The program has methods for communicating important information to parents on a regular basis. RATING: 2


B5. Staff members maintain on-going communication with parents regarding decision about the child's successful experience in group care. RATING: 2

4.E.02: Family members are provided information, either verbally or in writing, about their child’s development and learning on at least a quarterly basis, with written reports at least two times a year B7. Parent-Teacher conferences are held. RATING: 2 7.A.09: Use of informal and formal methods to communicate with families about program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children’s learning. Staff use a variety of methods such as new family orientations, small group meetings, individual conversations, and written questionnaires, which help staff get input from families about curriculum activities throughout the year

B8. Program provides parents with better opportunities to better understand children's growth and development and effective strategies for learning RATING: 2


B3. Parents are permitted access to the program and their child's classroom during all hours of operation RATING: 4

7.A.13: The program’s governing or advisory groups include families as members and active participants.

B11. Parents have opportunities to influence the program. RATING: 2

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Staff or other families in the program encourage and support family members in taking on leadership roles

7.B.02: The program compiles and provides program information to families in a language the family can understand. This information includes program policies and operating procedures RATING:1 7.B.05-.06: Program staff communicate with families on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff communicate through established alternative means RATING:1 7.A.12: The program facilitates opportunities for families to meet with one another on a formal and informal basis, work together on projects to support the program, and learn from and provide support for each other RATING: 1 7.A.14: Program staff and families work together to plan events. Families’ schedules and availability are considered as part of this planning RATING: 1 7.C.05: Program staff provide families with information about programs and services from other organizations. Staff support and encourage families’ efforts to negotiate health, mental health, assessment, and educational services for their children

B9. Program develops partnerships with community agencies to connect families to resources and enrich the curriculum. RATING: 3

Compliance Monitoring 3.1 Family & Community Engagement: Program teaching staff plan, schedule, and facilitate no fewer than two home visits per program year to discuss child's development and progress RATING:1



Staff-Parent-Community Partnerships: staff makes an effort to speak daily w/each child's parents in order to briefly discuss the child's day and to report any unusual occurrences or special success. RATING: 3




Staff-Parent-Community Partnerships: parent-teacher conferences are held at least twice a year and other times as needed...Records of these conference are kept, documenting discussions of the child's development and health and any referrals made. RATING: 3

7.A.09: Use of informal and formal methods to communicate with families about program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children’s learning. Staff use a variety of methods such as new family orientations, small group meetings, individual conversations, and written

Staff-parent-Community Partnerships: Parents are informed in writing about the program, curriculum, child abuse reporting requirements, conflict resolution policy.....RATING: 3

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questionnaires, which help staff get input from families about curriculum activities throughout the year


Staff-Parent-Community Relations: Parents are welcome visitors in the program at all times..... RATING: 3

7.A.13: The program’s governing or advisory groups include families as members and active participants. Staff or other families in the program encourage and support family members in taking on leadership roles RATING: 1 7.B.02: The program compiles and provides program information to families in a language the family can understand. This information includes program policies and operating procedures

Staff-parent-Community Relationships: provide provides education opportunities in the primary language of the families being served in a culturally sensitive manner. RATING: 2

7.B.05-.06: Program staff communicate with families on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff communicate through established alternative means


7.A.12: The program facilitates opportunities for families to meet with one another on a formal and informal basis, work together on projects to support the program, and learn from and provide support for each other RATING: 1 7.A.14: Program staff and families work together to plan events. Families’ schedules and availability are considered as part of this planning RATING: 1 7.C.05: Program staff provide families with information about programs and services from other organizations. Staff support and encourage families’ efforts to negotiate health, mental health, assessment, and educational services for their children

Staff-Parent-Community Relations: Parents are given information regarding social services within the community including health care services, assistance with basic and emergency family needs. RATING: 4

Compliance Monitoring 3.1 Family & Community Engagement: Program teaching staff plan, schedule, and facilitate no fewer than two home visits per program year to discuss child's development and progress RATING: 1



1.9 The provider encourages parents to visit any time their children are present. She is available to parents by telephone when children are present, or regularly checks for phone messages. 1.14 The provider keeps parents informed, by conversation or in writing about what their children do. This happens daily for babies and at least weekly for older children. RATING: 4


1.9 The provider encourages parents to visit any time their children are present. She is available to parents by telephone when children are present, or regularly checks for phone messages. 1.14 The provider keeps parents informed, by conversation or in writing about what their children do. This happens daily for babies

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and at least weekly for older children. RATING: 4


1.16 In addition to ongoing conversations, the provider has a conference with each child's parent(s) at least once per year. Together they review the child's progress and needs and set goals for the child. RATING: 2


1.14 The provider keeps parents informed, by conversation or in writing about what their children do. This happens daily for babies and at least weekly for older children. RATING: 2


1.9 The provider encourages parents to visit any time their children are present. RATING: 3

7.A.13: The program’s governing or advisory groups include families as members and active participants. Staff or other families in the program encourage and support family members in taking on leadership roles RATING: 1 7.B.02: The program compiles and provides program information to families in a language the family can understand. This information includes program policies and operating procedures

1.17 If parents do not speak the language of the provider, the provider finds an effective way to communicate with them. RATING: 3

7.B.05-.06: Program staff communicate with families on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff communicate through established alternative means

1.14 The provider keeps parents informed, by conversation or in writing about what their children do. This happens daily for babies and at least weekly for older children. RATING: 4


1.27 The provider and/or parents plan occasional activities where the child care families can get together. RATING: 3


1.19 The provider offers a variety of ways for parents to participate in the program’s activities. Consideration is given to the parents’ interests and time availability. Although participation is encouraged, it is never required. RATING:4


5.12 The provider has information about community resources that offer services to parents and children. These resources may include but are not limited to health, mental health, nutrition/fitness, child care resource and referral, special needs, care for infants including breast feeding supports, and child care subsidies. RATING: 4

Compliance Monitoring 3.1 Family & Community Engagement: Program teaching staff plan, schedule, RATING: 1

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and facilitate no fewer than two home visits per program year to discuss child's development and progress



#2 Families are knowledgeable about & engaged as partners in Educare's system of continuous improvement & data use. #12.4: Primary caregiver communicates with the family daily either through face-to-face, daily notes, a communication notebook/form, pictures, through other teachers, phone calls & technology. #21-23. RATING: 4


#2 Families are knowledgeable about & engaged as partners in Educare's system of continuous improvement & data use. #12.4: Primary caregiver communicates with the family daily either through face-to-face, daily notes, a communication notebook/form, pictures, through other teachers, phone calls & technology. #21. RATING: 4


#12.5: ALL primary caregivers are responsible for developing individualized plans for the child and the family, including ongoing assessment, with the supervision and support of the Lead Teacher. RATING: 3


#2 Families are knowledgeable about & engaged as partners in Educare's system of continuous improvement & data use. #12.4: Primary caregiver communicates with the family daily either through face-to-face, daily notes, a communication notebook/form, pictures, through other teachers, phone calls & technology. #26 The Educare model is communicated to families during recruitment, enrollment and shared governance platforms. RATING: 4

7.A.11: Families may visit any area of the facility at any time during the program’s regular hours of operation as specified by the procedures of the facility RATING: 1


#2.3 A committee with open membership for family members & members from the RPP, as well as teachers, family support, disabilities/mental health/health shares program data, engages in data dialogues & reviews program goals that have been established. This may be part of the Head Start Policy Council structure or another group. #28. RATING: 3

7.B.02: The program compiles and provides program information to families in a language the family can understand. This information includes program policies and operating procedures RATING: 1 7.B.05-.06: Program staff communicate with families on a daily basis regarding infants and toddlers/twos and a weekly basis for older children; report on activities and developmental milestones, shared caregiving issues, and other information that affects the well-being and development of their children. Where

#12.4: Primary caregiver communicates with the family daily either through face-to-face, daily notes, a communication notebook/form, pictures, through other teachers, phone calls & technology. RATING: 4

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in-person communication is not possible, program staff communicate through established alternative means


#27.5: Specific strategies are implemented & program design & management structures are in place to support the development of positive peer relationships within & among families…#28. RATING: 4


#19 Family support staff conduct a full range of activities with families, adapting to the schedules and life settings of family members. RATING: 4


#25 The program cultivates relationships with appropriate & effective referral agencies & individuals to enable family support and/or responsible staff to refer families to receive needed services not provided by the program. RATING: 4

Compliance Monitoring 3.1 Family & Community Engagement: Program teaching staff plan, schedule, and facilitate no fewer than two home visits per program year to discuss child's development and progress RATING: 1

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Standard Area: Child Health

There were no comparable Child Health standards in the following: Reaching for the Stars, NAC.


SDE EC PROGRAM FOR INFANTS AND TODDLERS

Compliance Monitoring 1.1 Child H&S: Engages and assists parents in obtaining from health care professional a determination of whether child is up-to-date on a schedule of primary and preventative health care and dental care

Compliance Monitoring 1.2 Child H& S: Program ensures that each child with a known, observable, or suspected health, dental or developmental problem receives follow-up (testing, exam, treatment) and a follow-up plan is implemented

Provider Agreement: Community Relationships (D) After providing access or referral, providers must follow-up w/each family to determine whether referrals met the families' expectations and circumstances…

Compliance Monitoring 1.3 Child H& S: Program involves parents immediately if a child health or developmental problem is suspected or identified and informs them immediately in cases of emergencies involving their children Compliance Monitoring 1.4 Child H& S: Programs informs parents of health and developmental procedures and obtains their authorization, maintains documentation of consent, and explains results

Compliance Monitoring 1.5 Child H& S: Program has procedures for tracking provision of health services Compliance Monitoring 1.6 Child H& S: EHS program helps pregnant women access through referrals early and regular comprehensive pre-natal and post-partum care Compliance Monitoring 1.7 Child H& S: Program ensures that a health staff member visits each newborn within two weeks after birth to ensure mother and child well-being Compliance Monitoring 2.1 Child H& S: Program in collaboration with parent performs or obtains required linguistically and age-appropriate screenings to identify concerns w/in 45 days of entry into program Compliance Monitoring 2.2 Child H& S: Coordinated screening, assessment, and referral process for all children suspected of having a disability in partnership w/LEA and/or Part C agency, results in timely referrals for further evaluation Compliance Monitoring 2.3 Child H& S: Program in partnership with LEA or Part C works to inform or engage parents in all plans for screenings and referrals for evaluation


SDE PRE-K PROGRAM

Compliance Monitoring 1.1 Child H&S: Engages and assists parents in obtaining from health care professional a determination of whether child is up-to- RATING:1

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date on a schedule of primary and preventative health care and dental care Compliance Monitoring 1.2 Child H& S: Program ensures that each child with a known, observable, or suspected health, dental or developmental problem receives follow-up (testing, exam, treatment) and a follow-up plan is implemented RATING:1 Compliance Monitoring 1.3 Child H& S: Program involves parents immediately if a child health or developmental problem is suspected or identified and informs them immediately in cases of emergencies involving their children RATING:1 Compliance Monitoring 1.4 Child H& S: Programs informs parents of health and developmental procedures and obtains their authorization, maintains documentation of consent, and explains results RATING:1

Compliance Monitoring 1.5 Child H& S: Program has procedures for tracking provision of health services RATING:1 Compliance Monitoring 1.6 Child H& S: EHS program helps pregnant women access through referrals early and regular comprehensive pre-natal and post-partum care RATING:1 Compliance Monitoring 1.7 Child H& S: Program ensures that a health staff member visits each newborn within two weeks after birth to ensure mother and child well-being RATING:1

Compliance Monitoring 2.1 Child H& S: Program in collaboration with parent performs or obtains required linguistically and age-appropriate screenings to identify concerns w/in 45 days of entry into program

Rules and Regulations 9. A vision and hearing screening shall be provided for all pre-kindergarten students. Programs should: Provide an on-going process of collecting information from multiple sources about a child’s needs, which may include observation, portfolios, screenings, etc., to determine an individual’s strengths and weaknesses in order to plan his/her educational services. RATING: 2

Compliance Monitoring 2.2 Child H& S: Coordinated screening, assessment, and referral process for all children suspected of having a disability in partnership w/LEA and/or Part C agency, results in timely referrals for further evaluation RATING:1 Compliance Monitoring 2.3 Child H& S: Program in partnership with LEA or Part C works to inform or engage parents in all plans for screenings and referrals for evaluation RATING:1




#15 Screening takes place within 90 days of enrollment for children 4 months or older and then at least annually thereafter (infants enrolled prior to 4 months of age are screened prior to 7 months of age). A complete screening includes developmental screening using PAT approved screening tools, along with hearing and vision screening, and completion of a health record. Developmental domains that require screening include language, intellectual, social-emotional and motor

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development. RATING: 2

Compliance Monitoring 1.2 Child H& S: Program ensures that each child with a known, observable, or suspected health, dental or developmental problem receives follow-up (testing, exam, treatment) and a follow-up plan is implemented RATING: 1 Compliance Monitoring 1.3 Child H& S: Program involves parents immediately if a child health or developmental problem is suspected or identified and informs them immediately in cases of emergencies involving their children RATING: 1 Compliance Monitoring 1.4 Child H& S: Programs informs parents of health and developmental procedures and obtains their authorization, maintains documentation of consent, and explains results RATING: 1

Compliance Monitoring 1.5 Child H& S: Program has procedures for tracking provision of health services RATING: 1 Compliance Monitoring 1.6 Child H& S: EHS program helps pregnant women access through referrals early and regular comprehensive pre-natal and post-partum care RATING: 1 Compliance Monitoring 1.7 Child H& S: Program ensures that a health staff member visits each newborn within two weeks after birth to ensure mother and child well-being RATING: 1


#15 Screening takes place within 90 days of enrollment for children 4 months or older and then at least annually thereafter (infants enrolled prior to 4 months of age are screened prior to 7 months of age). A complete screening includes developmental screening using PAT approved screening tools, along with hearing and vision screening3, and completion of a health record. Developmental domains that require screening include language, intellectual, social-emotional and motor development. RATING: 3

Compliance Monitoring 2.2 Child H& S: Coordinated screening, assessment, and referral process for all children suspected of having a disability in partnership w/LEA and/or Part C agency, results in timely referrals for further evaluation

#15 Screening takes place within 90 days of enrollment for children 4 months or older and then at least annually thereafter (infants enrolled prior to 4 months of age are screened prior to 7 months of age). A complete screening includes developmental screening using PAT approved screening tools, along with hearing and vision screening, and completion of a health record. Developmental domains that require screening include language, intellectual, social-emotional and motor development. RATING: 3

Compliance Monitoring 2.3 Child H& S: Program in partnership with LEA or Part C works to inform or engage parents in all plans for screenings and referrals for evaluation RATING: 1



Compliance Monitoring 1.1 Child H&S: Engages and assists parents in obtaining from health care RATING: 1

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professional a determination of whether child is up-to-date on a schedule of primary and preventative health care and dental care Compliance Monitoring 1.2 Child H& S: Program ensures that each child with a known, observable, or suspected health, dental or developmental problem receives follow-up (testing, exam, treatment) and a follow-up plan is implemented RATING: 1

Compliance Monitoring 1.3 Child H& S: Program involves parents immediately if a child health or developmental problem is suspected or identified and informs them immediately in cases of emergencies involving their children

Section 10. Parent-staff communication(c)A verbal or written system is used by staff to share …changes in a child's physical or emotional state, or information regarding any known cuts, burns, or injuries that may require an evaluation by a physician; Section 6. Records (b) (I) individual medical emergency plan; (K) name, address, and telephone number of a physician to call in an emergency RATING: 3

Compliance Monitoring 1.4 Child H& S: Programs informs parents of health and developmental procedures and obtains their authorization, maintains documentation of consent, and explains results

Section 10. Parent-staff communication(c)A verbal or written system is used by staff to share …changes in a child's physical or emotional state, or information regarding any known cuts, burns, or injuries that may require an evaluation by a physician; Section 6. Records (b) (G) individual special needs to the extent voluntarily disclosed by the parent (H) parent permission, if given, to consult with appropriate health and child development professionals. RATING: 3

Compliance Monitoring 1.5 Child H& S: Program has procedures for tracking provision of health services RATING: 1 Compliance Monitoring 1.6 Child H& S: EHS program helps pregnant women access through referrals early and regular comprehensive pre-natal and post-partum care RATING: 1 Compliance Monitoring 1.7 Child H& S: Program ensures that a health staff member visits each newborn within two weeks after birth to ensure mother and child well-being RATING: 1


#15 Screening takes place within 90 days of enrollment for children 4 months or older and then at least annually thereafter (infants enrolled prior to 4 months of age are screened prior to 7 months of age). A complete screening includes developmental screening using PAT approved screening tools, along with hearing and vision screening3, and completion of a health record. Developmental domains that require screening include language, intellectual, social-emotional and motor development. RATING: 3


#15 Screening takes place within 90 days of enrollment for children 4 months or older and then at least annually thereafter (infants enrolled prior to 4 months of age are screened prior to 7 months of age). A complete screening includes developmental screening using PAT approved screening tools, along with hearing and vision screening, and completion of a health record. Developmental domains that require screening include language, intellectual, social-emotional and motor

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development. RATING: 3



NAEYC ACCREDITATION STANDARDS


5.A. 01: The program maintains current health records for each child...when a child is overdue for any routines health service, parents ...current child health records include. RATING: 3

Compliance Monitoring 1.2 Child H& S: Program ensures that each child with a known, observable, or suspected health, dental or developmental problem receives follow-up (testing, exam, treatment) and a follow-up plan is implemented RATING: 1 Compliance Monitoring 1.3 Child H& S: Program involves parents immediately if a child health or developmental problem is suspected or identified and informs them immediately in cases of emergencies involving their children RATING: 1 Compliance Monitoring 1.4 Child H& S: Programs informs parents of health and developmental procedures and obtains their authorization, maintains documentation of consent, and explains results

4.C.01: All children receive developmental screening that includes. RATING: 2

Compliance Monitoring 1.5 Child H& S: Program has procedures for tracking provision of health services RATING: 1 Compliance Monitoring 1.6 Child H& S: EHS program helps pregnant women access through referrals early and regular comprehensive pre-natal and post-partum care RATING: 1 Compliance Monitoring 1.7 Child H& S: Program ensures that a health staff member visits each newborn within two weeks after birth to ensure mother and child well-being RATING: 1 Compliance Monitoring 2.1 Child H& S: Program in collaboration with parent performs or obtains required linguistically and age-appropriate screenings to identify concerns w/in 45 days of entry into program

4.C.01: All children receive developmental screening that includes. RATING: 3

Compliance Monitoring 2.2 Child H& S: Coordinated screening, assessment, and referral process for all children suspected of having a disability in partnership w/LEA and/or Part C agency, results in timely referrals for further evaluation RATING:1 Compliance Monitoring 2.3 Child H& S: Program in partnership with LEA or Part C works to inform or engage parents in all plans for screenings and referrals for evaluation RATING: 1


NECPA

Compliance Monitoring 1.1 Child H&S: Engages and Health Protection and Promotion Policy: the program

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assists parents in obtaining from health care professional a determination of whether child is up-to-date on a schedule of primary and preventative health care and dental care

shall have policies in writing on the routine health care of children including daily health screenings. RATING: 2


Health Protection and Promotion: Screening- program offers or refers for regular age appropriate, vision, speech and language, hearing and developmental screenings for children, either on-site or through referral to a community health agency. RATING: 2

Compliance Monitoring 1.3 Child H& S: Program involves parents immediately if a child health or developmental problem is suspected or identified and informs them immediately in cases of emergencies involving their children RATING: 1 Compliance Monitoring 1.4 Child H& S: Programs informs parents of health and developmental procedures and obtains their authorization, maintains documentation of consent, and explains results RATING: 1

Compliance Monitoring 1.5 Child H& S: Program has procedures for tracking provision of health services

Health Protection and Promotion: The program designates one staff member as the person responsible for keeping health and social service records current…The program maintains children’s health records, including examinations and screenings. RATING: 4

Compliance Monitoring 1.6 Child H& S: EHS program helps pregnant women access through referrals early and regular comprehensive pre-natal and post-partum care RATING: 1 Compliance Monitoring 1.7 Child H& S: Program ensures that a health staff member visits each newborn within two weeks after birth to ensure mother and child well-being RATING: 1 Compliance Monitoring 2.1 Child H& S: Program in collaboration with parent performs or obtains required linguistically and age-appropriate screenings to identify concerns w/in 45 days of entry into program RATING: 1 Compliance Monitoring 2.2 Child H& S: Coordinated screening, assessment, and referral process for all children suspected of having a disability in partnership w/LEA and/or Part C agency, results in timely referrals for further evaluation

Health Protection and Promotion- The program offers or refers for regular, age appropriate, vision, speech and language, hearing and developmental screenings for children. RATING: 2



NAFCC


4.87 Upon enrollment, the provider compares child's immunization record to national standards and encourages parents to schedule any missing immunizations - or parent's written objection is on record. 5.23 The provider keeps updated medical information for each child including: permission to treat emergencies, signed by parent(s); child’s allergies;

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chronic illness and other known health problems; immunizations (or written documentation of parent’s objection). RATING: 3


4.69 If a child has been diagnosed as having a special need, the provider understands the condition, follows all prescribed treatments, and works with parents and other specialists as needed. RATING: 2

Compliance Monitoring 1.3 Child H& S: Program involves parents immediately if a child health or developmental problem is suspected or identified and informs them immediately in cases of emergencies involving their children

5.18 If a child receives an injury beyond a minor scrape or bruise, the provider contacts a parent as soon as possible. Parent is given a written accident report within 24 hours which includes a description of the accident, action taken, outcome, and how the child responded. RATING: 2

Compliance Monitoring 1.4 Child H& S: Programs informs parents of health and developmental procedures and obtains their authorization, maintains documentation of consent, and explains results

5.19 The provider gives written policies to parents covering, but not limited to: substitute care arrangement; persons authorized to pick up child; illness; medication administration; emergencies; guidance and discipline; developmentally appropriate learning activities; the use of screen media; parent participation and conference...RATING: 2

Compliance Monitoring 1.5 Child H& S: Program has procedures for tracking provision of health services

5.23 The provider keeps updated medical information for each child including: permission to treat emergencies, signed by parent(s); child’s allergies; chronic illness and other known health problems; immunizations (or written documentation of parent’s objection). RATING: 3

Compliance Monitoring 1.6 Child H& S: EHS program helps pregnant women access through referrals early and regular comprehensive pre-natal and post-partum care RATING: 1 Compliance Monitoring 1.7 Child H& S: Program ensures that a health staff member visits each newborn within two weeks after birth to ensure mother and child well-being RATING: 1 Compliance Monitoring 2.1 Child H& S: Program in collaboration with parent performs or obtains required linguistically and age-appropriate screenings to identify concerns w/in 45 days of entry into program RATING: 1 Compliance Monitoring 2.2 Child H& S: Coordinated screening, assessment, and referral process for all children suspected of having a disability in partnership w/LEA and/or Part C agency, results in timely referrals for further evaluation RATING: 1 Compliance Monitoring 2.3 Child H& S: Program in partnership with LEA or Part C works to inform or engage parents in all plans for screenings and referrals for evaluation RATING: 1


NIEER

Compliance Monitoring 1.1 Child H&S: Engages and assists parents in obtaining from health care professional a determination of whether child is up-to-date on a schedule of primary and preventative health

Screening/referrals and support services: vision, hearing, health and at least one support service. RATING: 2

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care and dental care

Compliance Monitoring 1.2 Child H& S: Program ensures that each child with a known, observable, or suspected health, dental or developmental problem receives follow-up (testing, exam, treatment) and a follow-up plan is implemented RATING: 1 Compliance Monitoring 1.3 Child H& S: Program involves parents immediately if a child health or developmental problem is suspected or identified and informs them immediately in cases of emergencies involving their children RATING: 1 Compliance Monitoring 1.4 Child H& S: Programs informs parents of health and developmental procedures and obtains their authorization, maintains documentation of consent, and explains results RATING: 1







EDUCARE

Compliance Monitoring 1.1 Child H&S: Engages and assists parents in obtaining from health care professional a determination of whether child is up-to-date on a schedule of primary and preventative health care and dental care RATING: 1 Compliance Monitoring 1.2 Child H& S: Program ensures that each child with a known, observable, or suspected health, dental or developmental problem receives follow-up (testing, exam, treatment) and a follow-up plan is implemented RATING: 1 Compliance Monitoring 1.3 Child H& S: Program involves parents immediately if a child health or developmental problem is suspected or identified and RATING: 1

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informs them immediately in cases of emergencies involving their children

Compliance Monitoring 1.4 Child H& S: Programs informs parents of health and developmental procedures and obtains their authorization, maintains documentation of consent, and explains results RATING: 1


#24.1: When a child is suspected of having a disability or special need, family support staff partner with education staff to communicate their concerns and observations with families of children 0-5. RATING: 2

Compliance Monitoring 2.2 Child H& S: Coordinated screening, assessment, and referral process for all children suspected of having a disability in partnership w/LEA and/or Part C agency, results in timely referrals for further evaluation RATING: 1 Compliance Monitoring 2.3 Child H& S: Program in partnership with LEA or Part C works to inform or engage parents in all plans for screenings and referrals for evaluation RATING: 1

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Standard Area: Program Evaluation

There were no comparable Learning Environment standards in the following: SDE Pre-K and NIEER.


10.F.02: Annual evaluation includes gather evidence on the following areas of program functioning: policies and procedures; program quality; children's progress and learning, family involvement and satisfaction, community awareness and satisfaction, community awareness and satisfaction; report of results is shared w/families staff, and boards. Results used for continuing successful activities and for changing those that need improvement

1+ Star Program Evaluation: parents and staff are surveyed annually to id program's effectiveness in meeting the needs of children, parents, and staff. 2 Star Program Evaluation: The program goals are established within the first year of obtaining Two Star status and updated annually based on information gathered from the completed health and safety checklists, parent and staff surveys, equipment inventory, and an assessment tool approved by OCCS. RATING: 3

10.D.01: Program has written policies to promote wellness and to safeguard health and safety of children and adults (a) occupational hazards such as infectious diseases; (b) reporting requirements related to illness, medication administration, and inclusion/exclusion, (c) supervision of children, (d) care for ill children, (e) providing adequate nutrition, (f) sleeping and napping arrangements, (g) sanitation and hygiene, (h) maintenance of facility and equipment, (i) prohibition of smoking, firearms, and other significant hazards, (j) resource and referrals for wellness of staff RATING: 1 10.F.03: Program established goals for continuous improvement and innovation using information from annual program evaluation; used to plan PD and program quality-improvement activities as well as operations and policies

2 Star Program Evaluation: program has written plan for meeting goals that includes PD and educational needs of staff as well as facility policy and procedures. RATING: 3

10.F.04: Offers opportunities for families and staff to make decision to improve programming. Staff and families meet at least annually to consult on program planning and ongoing program operations

2 Star Program Evaluation: staff participates in program evaluation and the established goals are shared with staff. RATING: 2

NAEYC ANCHOR CRITERIA SDE EC PROGRAM FOR INFANTS AND TODDLERS


Contract: 11. Assessment Tools/ Collection of Data/ Program Evaluation/Release (B)

10.D.01: Program has written policies to promote wellness and to safeguard health and safety of children and adults (a) occupational hazards such as infectious diseases; (b) reporting requirements related to illness, medication administration, and inclusion/exclusion, (c) supervision of children, (d) care for ill children, (e) providing adequate nutrition, (f) sleeping and napping arrangements, (g) sanitation and hygiene, (h)

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maintenance of facility and equipment, (i) prohibition of smoking, firearms, and other significant hazards, (j) resource and referrals for wellness of staff 10.F.03: Program established goals for continuous improvement and innovation using information from annual program evaluation; used to plan PD and program quality-improvement activities as well as operations and policies 10.F.04: Offers opportunities for families and staff to make decision to improve programming. Staff and families meet at least annually to consult on program planning and ongoing program operations

NAEYC CRITERIA OK PARENTS AS TEACHERS


#17 At least annually, the affiliate gathers and summarizes feedback from families about the services they’ve received, using the results for program improvement. RATING: 3

10.D.01: Program has written policies to promote wellness and to safeguard health and safety of children and adults (a) occupational hazards such as infectious diseases; (b) reporting requirements related to illness, medication administration, and inclusion/exclusion, (c) supervision of children, (d) care for ill children, (e) providing adequate nutrition, (f) sleeping and napping arrangements, (g) sanitation and hygiene, (h) maintenance of facility and equipment, (i) prohibition of smoking, firearms, and other significant hazards, (j) resource and referrals for wellness of staff RATING: 1 10.F.03: Program established goals for continuous improvement and innovation using information from annual program evaluation; used to plan PD and program quality-improvement activities as well as operations and policies

#18 The affiliate annually reports data on service delivery and program implementation through the Affiliate Performance Report; affiliates use data in an ongoing way for purposes of continuous quality improvement. RATING: 3


#17 At least annually, the affiliate gathers and summarizes feedback from families about the services they’ve received, using the results for program improvement. RATING: 4


10.F.02: Annual evaluation includes gather evidence on the following areas of program functioning: policies and procedures; program quality; children's progress and learning, family involvement and satisfaction, community awareness and satisfaction, community awareness and satisfaction; report of results is shared w/families staff, and boards. Results used for continuing successful activities and for changing those that need improvement RATING:1

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10.D.01: Program has written policies to promote wellness and to safeguard health and safety of children and adults (a) occupational hazards such as infectious diseases; (b) reporting requirements related to illness, medication administration, and inclusion/exclusion, (c) supervision of children, (d) care for ill children, (e) providing adequate nutrition, (f) sleeping and napping arrangements, (g) sanitation and hygiene, (h) maintenance of facility and equipment, (i) prohibition of smoking, firearms, and other significant hazards, (j) resource and referrals for wellness of staff

5.1 Policy and procedure (a) (1-6). A written statement of the child care center's policy and procedure is available to staff and parents and includes…RATING: 2

10.F.03: Program established goals for continuous improvement and innovation using information from annual program evaluation; used to plan PD and program quality-improvement activities as well as operations and policies RATING: 1 10.F.04: Offers opportunities for families and staff to make decision to improve programming. Staff and families meet at least annually to consult on program planning and ongoing program operations RATING:1



Compliance Monitoring 1.2: Program Planning: At least annually, the program conducts a Self-Assessment of program effectiveness that assesses progress in meeting local program goals and objectives, evaluates program compliance with Federal requirements, and results in improvement plans that are approved by the governing body and submitted to the OHS; HS Act 641A(g)(1)(2)(B) RATING: 3


1304.22 (b)(1) Grantee and delegate agencies must temporarily exclude a child with a short-term injury or an acute or short-term contagious illness, that cannot be readily accommodated, from program participation in center-based activities or group experiences, but only for that generally short-term period when keeping the child in care poses a significant risk to the health or safety of the child or anyone in contact with the child. 1304.53 (a)(6) Facilities owned or operated by Early Head Start and Head Start grantee or delegate agencies must meet the licensing requirements of 45 CFR 1306.30.641A (a)(1); 48 (f). RATING: 4

10.F.03: Program established goals for continuous improvement and innovation using information from annual program evaluation; used to plan PD and program quality-improvement activities as well as operations and policies

Compliance Monitoring 1.1: Program Planning: The program…routinely engages in a process of systematic planning that utilizes the results of the Community Assessment, Self-Assessment, and other information to develop long- and short-term goals for improvement and written plans for service implementation. Ongoing Monitoring 2.1, 641A(g)(3). The program established and implements procedures for the ongoing monitoring of its operations and services to ensure compliance with Federal regulations and progress towards program goals. Reporting to Governing Body and Policy

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Council 3.1 642(d)(2)(A-I) Governing body and Policy Council members regularly receive and use information or reports about program planning, policies, and program operations; 1304.51(a)(1) 1304.51(a)(1)(i-iii) RATING: 4


Compliance Monitoring 2.3 and 2.4: Program Governance: Roles, Responsibilities and Training: The governing body exercises fiscal and legal responsibility and oversight and reviews and approves all major program policies. The Policy Council approves and submits decisions about identified program activities to the governing body; 642 (c)(1) (E); 642 (c)(2)(A)(D). RATING: 4



Program Evaluation: At least annually, directors, parents, program staff and other ancillary professionals shall be involved in a written evaluation of the program's effectiveness in meeting the needs of the children and parents. This evaluation should then be used to modify the program as necessary. This assessment is programmatic and is not an assessment of the individual's child's progress. RATING: 2


Program Admin. and Staff Relations: Program has following policies in writing and these policies are updated annually...health and safety including exposure control plan, attendance policy for sick children, medication administration, abuse/neglect reporting...RATING: 3


Program Evaluation: At least annually, directors, parents, program staff and other ancillary professionals shall be involved in a written evaluation of the program's effectiveness in meeting the needs of the children and parents. This evaluation should then be used to modify the program as necessary. This assessment is programmatic and is not an assessment of the individual's child's progress. RATING: 2


Curriculum: The curriculum plan and developmental program are reviewed annually…to be sure the plan is meeting the needs of every child. Results of this review are used to modify the program or curriculum plan is necessary. Parents are involved in the annual assessment of the program...RATING:4


10.F.02: Annual evaluation includes gather evidence on the following areas of program functioning: policies and procedures; program quality; children's progress and learning, family involvement and satisfaction, RATING: 1

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community awareness and satisfaction, community awareness and satisfaction; report of results is shared w/families staff, and boards. Results used for continuing successful activities and for changing those that need improvement 10.D.01: Program has written policies to promote wellness and to safeguard health and safety of children and adults (a) occupational hazards such as infectious diseases; (b) reporting requirements related to illness, medication administration, and inclusion/exclusion, (c) supervision of children, (d) care for ill children, (e) providing adequate nutrition, (f) sleeping and napping arrangements, (g) sanitation and hygiene, (h) maintenance of facility and equipment, (i) prohibition of smoking, firearms, and other significant hazards, (j) resource and referrals for wellness of staff

5.19 The provider gives written policies to parents covering, but not limited to: substitute care arrangement; persons authorized to pick up child; illness; medication administration; emergencies; guidance and discipline; developmentally appropriate learning activities; the use of screen media; parent participation and conference. If relevant, transportation, field trips, and religious activities and teaching are also included in written policies. RATING: 4

10.F.03: Program established goals for continuous improvement and innovation using information from annual program evaluation; used to plan PD and program quality-improvement activities as well as operations and policies RATING: 1 10.F.04: Offers opportunities for families and staff to make decision to improve programming. Staff and families meet at least annually to consult on program planning and ongoing program operations

1.12 The provider individualizes the child care program, within reason, to respond to a parent's specific requests, preferences, and values. RATING: 2


10.F.02: Annual evaluation includes gather evidence on the following areas of program functioning: policies and procedures; program quality; children's progress and learning, family involvement and satisfaction, community awareness and satisfaction, community awareness and satisfaction; report of results is shared w/families staff, and boards. Results used for continuing successful activities and for changing those that need improvement #1-3. RATING: 3 10.D.01: Program has written policies to promote wellness and to safeguard health and safety of children and adults (a) occupational hazards such as infectious diseases; (b) reporting requirements related to illness, medication administration, and inclusion/exclusion, (c) supervision of children, (d) care for ill children, (e) providing adequate nutrition, (f) sleeping and napping arrangements, (g) sanitation and hygiene, (h) maintenance of facility and equipment, (i) prohibition of smoking, firearms, and other significant hazards, (j) resource and referrals for wellness of staff RATING: 1


1.4 The RPP multidisciplinary team partners with the LEP to engage supervisors & their stakeholder groups (i.e., teaching teams, family support, disabilities/mental health /health, interdisciplinary teams & families) in monthly data dialogues on all available data to inform their weekly practice-level decision making (i.e., education: lesson planning, individualization &

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intervention planning; families: family goals, intervention planning, professional development, research priorities). #3 RATING: 4


#2.4 The committee, in partnership with leadership, identifies potential additional data analyses or research priorities, helps prioritize goals for program improvement, & collaborates in the design of strategies to strengthen the role of families in the program's continuous improvement process. #3 RATING: 4

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Appendix A: Additional Cross-walked Standards

Disclaimer: The following cross-walked standards were not completed by Oldham Innovative

Research (OIR). Children First and Start Right were cross-walked and rated internally by members of

the QuASA team and do not represent the work of OIR. This information is not reflected in the final

report or within the Comparability Rubrics.

Standard Area: Eligibility, Recruitment, Selection, Enrollment & Attendance (ERSEA)

Head Start Compliance Monitoring

ANCHOR CRITERIA

Children First

(NFP)

Start Right

(HFA)

Compliance Monitoring 1.1 Recruitment and

Enrollment: Program develops and implements

a process that is designed to recruit families

eligible for HS services

Element 1: Client participates

voluntarily. Program practice--

monitor refusal rate, retention

rates, offer technical assistance

to programs that are not

reaching goals

Critical element 3: Offer

services voluntarily and use

positive outreach efforts to build

family trust. Program standard

is to monitor refusal rates, offer

technical assistance to programs

with high refusal rates

Compliance Monitoring 1.2 Recruitment and

Enrollment: Program has established and

implemented outreach and enrollment policies

and procedures to ensure needs are met (poverty,

public assistance, homeless, foster care)

Element 4: Client is enrolled in

the program early in her

pregnancy and receives her first

home visit by no later than the

end of week 28 of pregnancy.

RATING: 4

Critical element 2: Use a

standardized assessment

tool…assess the presence of

various factors associated with

increased risk for child

maltreatment or other poor

childhood outcomes…

RATING: 4

Comp Measure 1.3 Recruitment and

Enrollment: Migrant program give priority to

children whose pursuit of agricultural work

requires them to relocate frequently RATING:1 RATING:1

Comp Measure 2.1 Eligibility: Program staff

verified child's eligibility and included in child's

file Intake process.

Intake process and mandatory

referral to Children First to

minimize cross-enrollment

Compliance Monitoring 2.2 Eligibility: Program enrolls children who are categorically

eligible (poverty, public assistance, homeless,

foster care)

Elements 2-3: Client is a first-

time mother, meets low-income

criteria at intake. RATING: 4

RFP asks programs to recruit

DV victims, military families,

but no categorical eligibility

Compliance Monitoring 2.3 Eligibility: American Indian/Alaska Native programs ensure

that children who meet the requirements are

enrolled before enrolling over-income children

(income-eligible living on reservation, income-

eligible who wish to enroll native to the

reservation, families who wish to enroll if the

non-reservation area is not served by another HS

program)

Compliance Monitoring 3.1 Enrollment:

Program enrollment at least 10% of children

w/disabilities RATING: 1 RATING: 1

Compliance Monitoring 3.2 Enrollment:

Program enrolled 100% of its funded enrollment

Minimum standard of 25 per

nurse; monitored and reviewed

Contractors propose # visits and

clients, discourage waiting lists.

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Head Start Compliance Monitoring

ANCHOR CRITERIA

Children First

(NFP)

Start Right

(HFA) and maintained an active and ranked waiting list

at all times with ongoing activities and

community outreach to identify underserved

populations to ensure eligible children enter as

vacancies occur

by local administrator Contractors must meet # goals

as part of renewal review.

Compliance Monitoring 3.3 Enrollment: Program has documentation to support monthly

enrollment data RATING: 4 RATING: 4

Compliance Monitoring 4.1 Attendance and

Participation: When monthly ADA falls below

85% the causes of absenteeism are analyzed and

program initiates appropriate family supports as

needed

Monitoring visits at family

level, make client inactive if not

attending 90 days and cannot

contact. RATING: 2

Monitoring % visits completed

at family level but sites make

decisions about non-

participating families.

RATING: 2

Compliance Monitoring 4.2 Attendance and

Participation: Program ensures the no child's

enrollment or participation in HS is contingent on

payment of fee

No fees are charged.

RATING: 4

No fees are charged.

RATING: 4

Standard Area: Transportation

NAEYC ANCHOR CRITERIA Children First

(NFP)

Start Right

(HFA) 10.D.07: Transportation services managed;

vehicles are licensed and insured (certification

available) in accordance with federal and state

laws (no longer assessed by NAEYC; still a

standard of best practice) RATING: 1

Contractors may have but are

not required to have local

policies governing

transportation of families.

RATING: 1

10.D.06: Written procedures address all aspects

of the arrival, departure, and transportation of

children. The procedures a. facilitate family-staff

interaction; b. ensure that all children transported

during the program day are accounted for before,

during, and after transport; c. ensure the safety of

all children as pedestrians and as passengers; d.

address specific procedures for children with

disabilities; e. address special circumstances in

picking up children at the end of the day RATING: 1

Contractors may have but are

not required to have local

policies governing

transportation of families.

RATING: 1

Standard Area: Mental Health


(NFP)

Start Right

(HFA) 1.B.09-10: Teaching staff never use physical

punishment, psychological abuse or coercion,

threats or derogatory remarks, and neither

withhold nor threaten to withhold food as a form

of discipline

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(NFP)

Start Right

(HFA) 1.D.01: To counter bias and discrimination,

teaching staff: treat all children with equal

respect and consideration; initiate activities and

discussions that build positive self-identity and

teach the valuing of differences; intervene when

children tease or reject others; provide models

and visual images of adult roles, differing

abilities, and ethnic or cultural backgrounds that

counter stereotypical limitations; and avoid

stereotypes in language references

2.B.04: Children have varied opportunities to

develop a sense of competence and positive

attitudes toward learning, such as persistence,

engagement, curiosity, and mastery

3.B.04: Teaching staff are active in identifying

and countering any teaching practices,

curriculum approaches, or materials that are

degrading with respect to gender, sexual

orientation, age, language, ability, race, religion,

family structure, background, or culture

Critical element 5: Services

should be culturally

competent…materials used

should reflect the cultural,

linguistic, geographic, rational

and ethnic diversity of the

population served. RATING: 3

10.B.13: Program organized and staff to

minimize transitions (day-to-day group

transitions, day-to-day teaching staff transitions,

and day-to-day and annual classroom transitions)

and every attempt is made to maintain continuity

of relationships between teaching staff and

children and among groups of children RATING: 1 RATING: 1

Standard Area: Community Partnerships

NAEYC or Reaching for the Stars

ANCHOR CRITERIA

Children First

(NFP)

Start Right

(HFA)

8.A.01: Staff maintain a current list of child and

family support services available in the

community based on patter of needs they observe

among families and based on family request.

They share the list with families and assist them

in locating, contacting, and using community

resources that support children’s and families’

well-being and development

Element #16 A Nurse-Family

Partnership Implementing

Agency is located in and

operated by an organization

known in the community for

being a successful provider of

prevention services to low-

income families. Lead nurse

manual specifies maintenance of

list and referral to appropriate

services. RATING: 3

Monitoring tool: Maintain

community resources binder.

RATING: 2

(Reaching for the Stars OAC 340:110-1-

8.9(a)): Center provides family resource area.

Includes items such as books, pamphlets, and

articles on children and family issues accessible

and available to families RATING: 1 RATING: 1

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Standard Area: Disabilities


(NFP)

Start Right

(HFA)

2.A.08, a-d: Materials and equipment used to

implement the curriculum reflect the lives of

children and families as well as the diversity

found in society, including diversity of gender,

age, language and abilities

Element 10: Nurse home

visitors…apply the Nurse-

Family Partnership visit

guidelines, individualizing them

to the strengths and challenges

of each family and apportioning

time across defined program

domains. RATING: 3

Parents as Teachers Curriculum

includes diversity/disability

topics. RATING: 2.

2.A.08, k: Materials and equipment

accommodate children’s special needs

Meld supplemental curriculum

for children with learning

disabilities.

4.B.01: Programs use a variety of assessment

methods that are sensitive to and informed by

family culture, experiences, children's abilities

and disabilities, and home language; are

meaningful and accurate; and are used in settings

familiar to the children

ASQ and ASQ SE on program-

determined schedule plus

optional additional. Child well-

being scale.

ASQ and ASQ SE completed

on recommended schedule.

Child well-being scale

completed by visitor. Family

stress checklist (KEMPE),

relationship assessment

5.B.04: For all infants and for children with

disabilities who have special feeding needs,

program staff keep a daily record documenting

the type and quantity of food a child consumes

and provide families with information RATING: 1 RATING: 1

6.A.12: All teaching staff have specialized

college-level course work and/or professional

development training that prepares them to work

with children who have special needs RATING: 1

Training includes a special

needs element, but it is not

intensive. RATING: 2

9.A.01, g: The following furnishings are

available: adaptation that allow children with

disabilities and other special needs to fully

participate in the program’s activities RATING: 1 RATING: 1

9.A.03, b: Equipment, materials, and furnishings

are available that provide access for children with

disabilities to the program’s curriculum and

activities

Parents as Teachers Curriculum

includes diversity/disability

topics. RATING: 2.

9.A.12, d: Indoor space is designed and arranged

to provide children with disabilities full access

(making adaptation as necessary) to the

curriculum and activities in the indoor space RATING: 1 RATING: 1

9.B.01, d: Outdoor play areas, designed with

equipment that is age and developmentally

appropriate and that is located in clearly defined

spaces with semiprivate areas where children can

play alone or with a friend, accommodate: the

program makes adaptations so children with

disabilities can fully participate in the outdoor

curriculum and activities RATING: 1 RATING: 1

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(NFP)

Start Right

(HFA) 9.C.03: Meets ADA accessibility requirements

(access to buildings, toilets, sinks, drinking

fountains, outdoor space and all classroom and

therapy areas) RATING: 1 RATING: 1

10.D.06, d: Written procedures address the

arrival, departure and transportation of children:

address specific procedures for children with

disabilities RATING: 1 RATING: 1

Standard Area: Nutrition


(NFP)

Start Right

(HFA) 5.B.03: The program takes steps to ensure food

safety in its provision of meals and snacks: staff

discard expired foods; complies with corrections

by consultants reflect consideration of federal

and other applicable food safety standards

Parent education program

includes food safety and

nutrition elements. RATING: 2

Part of parent education

program. Collect home safety

form with food-related items.

RATING: 2

5.B.04: For all infant and for children

w/disabilities who have special feeding needs,

program staff keep daily records and share

w/families RATING: 1 RATING: 1

5.B.06: Clean sanitary drinking water made

available to children RATING: 1 RATING: 1

5.B.08: If program provides food to infants, staff

work s w/families to ensure food is based on

infants' individual nutritional needs and

development RATING: 1

Provides formula to families in

extreme need through a referral

process. RATING: 3

5.B.09: Program support breastfeeding by:

accepting and appropriately serving and storing

breast milk, labeling milk with infant’s name and

date, providing a comfortable place for

breastfeeding, and coordinating feedings with

infant’s mother

Logic model: Promote

breastfeeding, increase

breastfeeding initiation and

duration. RATING: 4

Logic model: Promote

breastfeeding. Seek to have

75% of mothers enrolled

prenatally to initiate

breastfeeding. Regularly

measure and report.

RATING: 4

5.B.10, a: Except for breast milk, staff serve only

formula and infant food that comes in factory-

sealed containers RATING: 1 RATING: 1

5.B.11: Solid foods and fruit juices not offer to

children younger than six months, sweetened

beverages avoided; 4 oz. of 100% juice limited

daily RATING: 1

Measure this in the evaluation

process. RATING: 2

5.B.12: Staff who are familiar with infant feed

him/her when infant seems hungry; feeding is not

used in lieu of comfort RATING: 1

Parent education program

includes food safety and

nutrition elements. RATING: 2

5.B.13: Cow's milk not served to infant younger

than 12 months and it serves only whole milk

to children of ages 12 months to 24 months RATING: 1 RATING: 1

5.B.14, a: Children younger than four do not

receive: hot dogs; whole grapes; nuts; popcorn; RATING: 1 RATING: 1

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(HFA) raw peas and hard pretzels; spoonfuls of peanut

butter; or chunks of raw carrots or meat larger

than can be swallowed whole

5.B.15: Program prepares written menus, posts

them for families, and has copies available RATING: 1 RATING: 1

5.B.16: Program serves meals and snacks at

regularly established times at least two hours

apart but not more than three hours apart RATING: 1 RATING: 1

Standard Area: Health and Safety


(NFP)

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(HFA) 5.A.03: At least one certified pediatric first-aid

trained staff is present with each group of

children; if program includes swimming or when

a child in the group has a special health condition

that may require CPR, one staff person who is

CPR trained is present

Nurses are pediatric first-aid

trained, have annual CPR

training. RATING: 4 RATING: 1

5.A.12: SIDS prevention: infant on back to sleep

on a firm surface that meets US Consumer

Product Safety standards; pillows, quilts, toys,

stuffed animals and other soft items not allowed

in cribs for infants younger than 8 months; if thin

blanket used, tucked in and reaches only to chest;

head remains uncovered

Curriculum includes safe sleep

discussion and safe sleep

practices are reported on home

safety evaluation. RATING: 3

Curriculum includes safe sleep

discussion and safe sleep

practices are reported on home

safety evaluation. RATING: 3

9.B.02: Outdoor play area protected by fences or

natural barriers to prevent access to streets, pits,

water hazards, or wells RATING: 1 RATING: 1

9.B.04: At least 75 square feet for outside play

space for each child outside RATING: 1 RATING: 1

9.B.06: The outdoor play area protects children

from injury from falls (by meeting use zone,

height , surface cushioning, fall and height

requirements); catch points, sharp points, and

protruding hardware; entrapment; tripping

hazards; and, excessive wind and direct sunlight RATING: 1 RATING: 1

9.C.01: There is a minimum of 35 square feet of

usable space per child in each of the indoor

activity areas RATING: 1 RATING: 1

9.C.02: The work environment for staff,

including classrooms and staff rooms, is

comfortable, clean, in good repair and includes a

place for staff breaks, an adult-sized bathroom, a

secure place for staff to store their personal

belongings, and an administrative area RATING: 1 RATING: 1

9.C.03: Facilities meet Americans with

Disabilities Act (ADA) accessibility

requirements. Accessibility includes

access to buildings, toilets, sinks, drinking RATING: 1 RATING: 1

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(HFA) fountains, outdoor play space, and all classroom

and therapy areas

9.C.07: The building, including indoor and

outdoor areas, is well maintained, in good repair,

safe and in clean condition. Staff correct or avoid

unsafe conditions RATING: 1 RATING: 1

9.C.08: Program staff protect children and adults

from hazards. Floor coverings are secured to

keep staff and children from tripping or slipping.

The program excludes baby walkers. RATING: 1 RATING: 1

9.C.10: Equipped first-aid kits are available and

maintained. Staff bring kits to the outdoor play

area, on field trips and outings away from site RATING: 1 RATING: 1

9.C.16: Program staff identify choking hazards

and keep them out of reach of children. RATING: 1 RATING: 1

9.C.17: Bathrooms have barriers to prevent entry

by unattended children. RATING: 1 RATING: 1

9.D.06: The entire facility is smoke free. RATING: 1 RATING: 1

9.D.08: The program maintains facilities so they

are free from harmful animals, insect pests, and

poisonous plants. If pesticides and herbicides are

used they are applied correctly and when children

are not present. The program uses Integrated

Pest Management (IPM) to control pests and

unwanted vegetation RATING: 1 RATING: 1

9.D. 09: Toxic substances are stored in original

labeled container and locked up away from

medication and food. Matches and lighters are

not accessible, and flammable materials are

stored in a separate building RATING: 1 RATING: 1

Standard Area: Administrative Practices


(NFP)

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(HFA)

10.A.02: Program administrator qualifications-

BA, specialized courses in ECE/Child

Development (24 hours) and administration (9

credits) OR 100 points in Alternative Pathways

State requirement: Nurse

supervisors are licensed

registered professional nurses

hired to Office of Personnel

Management standards.

RATING: 3

Preferred characteristics include

education and training that meet

intent of program, early

childhood experience.

Contractors can require degree.

RATING: 2

10.B.04: The program and facility are licensed to

operate or are regulated by the applicable state

and local regulatory systems. The program

maintains documentation showing that it is

considered in good standing by its regulatory

bodies, and it can document all certifications,

approvals, and corrections of violations and

deficiencies

Nurse supervisors and visitors

required to maintain license in

good standing. RATING: 4

Monitoring tool requires that if

a staff member is licensed the

license must be maintained in

good standing. RATING: 2

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(HFA) 10.B.09: The program has plans and policies to

attract and maintain a consistently qualified,

well-trained staff and reduce staff turnover RATING: 1 RATING: 1

10.B.12: Staff-child ratios and group size

(NAEYC)**

Minimum 25 families per nurse,

no maximum. RATING: 2

Critical Element # 8: Services

should be provided by staff

with limited caseloads to assure

that home visitors have an

adequate amount of time to

spend….for many communities

no more than 15 families per

home visitor…for some

communities the number may

need to be significantly lower,

e.g. less than 10. State practice

has ideal weighted caseload per

support worker. RATING: 3

10.A.01: The program has a well-articulated

mission and philosophy of program excellence

that guide its operation. The goals and objectives

relate to the mission, philosophy, and all program

operations and include child and family desired

outcomes

Element 11: Nurse home visitors

apply the theoretical framework

that underpins the program,

emphasizing self-efficacy,

human ecology, and attachment

theories, through current clinical

methods. RATING: 4

Contractors required to state a

mission statement as part of

contracting process.

RATING: 2

10.E.09: All staff are evaluated at least annually

by an appropriate supervisor or, in the case of the

program administrator, by the governing body

Yes, per state policy. In FY 14

will start NFP self-assessment

and supervisor assessment.

Supervisor shadow visit 2/year.

RATING: 3

State requires supervisor-

shadowed home visit 2x/year or

more. Contractors may have

formal evaluation policies.

RATING: 2

10.E.01: Personnel policies that include

roles/responsibilities, qualifications, specialized

training required, nondiscriminatory hiring

procedures, policies for staff evaluation, job

description, salary scales, benefits, termination,

incentives based on professional development.

Policies provided to each employee on hiring

State personnel policies govern

all aspects. RATING: 4

Job descriptions are required of

contractors. RATING: 2

Standard Area: Personnel Practices


(NFP)

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(HFA)

6.A.01: Staff demonstrate ability to: interact with

children w/o physical punishment; recognize

health & safety hazards; provide variety of

experience for learning; provide social

experiences; adapt and respond to changing and

challenging conditions; communicate with

children; communicate with families

Element 10: Nurse home

visitors…apply the Nurse-

Family Partnership visit

guidelines, individualizing them

to the strengths and challenges

of each family and apportioning

time across defined program

domains. RATING: 4

Critical element # 9: Service

providers should be selected

because of their personal

characteristics…their

willingness to work in or their

experience working with

culturally diverse communities,

and their skills to do the job.

RATING: 4

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(HFA) 6.A.05: Teachers: Associates degree or

equivalent; 75% have bachelors in ECE, CD,

Elem. ED., or EC Special Ed. Training

encompasses child development and learning of

children birth through kindergarten; family and

community relationships; observing,

documenting, and assessing young children;

teaching and learning; and professional practices

and development

Nurse home visitors are

registered professional nurses.

RATING: 3 RATING: 1

6.A.06: Ass't Teachers/Aides: HS diploma or

GED and 50% have CDA credential; 100% who

do not have CDA are enrolled in program leading

to a CDA and are demonstrating progress RATING: 1 RATING: 1

Standard Area: Professional Development

NAEYC or Reaching for the Stars

ANCHOR CRITERIA

Children First

(NFP)

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(HFA) 6.B.01: All teaching staff evaluate and improve

their own performance based on ongoing

reflection and feedback from supervisors, peers

and families. They add to their knowledge and

increase their ability to put knowledge into

practice. They develop an annual individualized

professional development plan with their

supervisor and use it to inform their continuous

professional development

Requires 12 hours of continuing

education after one year of

service. RATING: 2.

Requires 24 hours of ongoing

training after completion of

initial training. RATING: 2

(Reaching for Stars OAC 340:110-1-8.7(a)): Director: 2 college credits or 30 hours of job

related PD annually

Agency requires ongoing

supervisory professional

development for nurse

supervisors. RATING: 2 RATING:1

(Reaching for Stars OAC 340:110-1-8.7(b)): Staff: 2 college credits or 20 hours of job related

PD annually

Requires 12 hours of continuing

education after one year of

service. RATING: 2.

Requires 24 hours of ongoing

training after completion of

initial training. RATING: 2

Standard Area: Learning Environment


(NFP)

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(HFA) 2.E.01-.02: Children have opportunities to

experience song, rhymes, routine games and

books through individualized play, daily

opportunities to hear and respond to various

types of books, access to durable books for

independent exploration. Toddlers have access to

experiences that help them understand that

pictures can represent real things RATING: 1 RATING: 1

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(HFA) 2.E.04: Children have opportunities to be read

books in an engaging manner in group or

individualized settings at least twice a day in full-

day programs and at least once daily in half-day

programs; be read to regularly in individualized

ways including one-to-one or in small groups of

two to six children; explore books independently

in quiet areas; have access to various types of

books; read same book on repeated occasions;

retell and reenact events in books; be assisted in

linking books to other aspects of the curriculum;

identify the parts of books and differentiate print

from pictures RATING: 1 RATING: 1

2.F.02: Varied opportunities and materials to

build understanding of numbers, number names,

and their relationships to quantities and symbols

3.A.01: Teaching staff, program staff or both

work as a team to implement daily teaching and

learning activities, included IFSPs, IEPs and

other individual plans as needed RATING: 1 RATING: 1

3.C.02 & 04: Children supervised by sight and

sound at all times; K children doing tasks in safe

environment are allowed out of sight for a short

period of time RATING: 1 RATING: 1

3.C.03: When infants and toddlers/twos are

sleeping, mirrors, video, or sound monitors may

be used to augment supervision in sleeping areas,

but such monitors may not be relied on in lieu of

direct visual and auditory supervision; sides of

ribs up and locked; staff aware of both sleeping

children and children who are awake for whom

they are responsible RATING: 1 RATING: 1

3.D.09: Teaching staff help children follow a

predictable but flexible daily routine by

providing time and support for transitions RATING: 1 RATING: 1

4.B.05: Staff developed assessment methods are

regularly reviewed, valid and appropriate,

aligned w/curriculum goals, accurately depict

children's abilities and progress, provide

meaningful results, guide curriculum

development and daily planning

4.D.03: Teachers interact w/children to assess

strengths and needs to inform curriculum

development and individualization

4.E.01: Families have ongoing opportunities to

share the results of observations from home to

contribute to the assessment process

2.H.01: The use of passive media such as

television, film, videotapes, and audiotapes is

limited to developmentally appropriate

programming

3.A.04: Teachers organize space and select

materials in all content and developmental areas

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(HFA) to stimulate exploration, experimentation,

discovery and conceptual learning

2.C.04: Children have varied opportunities and

are provided w/equipment to engage in large

motor experiences that stimulate variety of skills;

enhance sensory motor integration; develop

controlled movement; enable children with

varying abilities to have large-motor experiences

similar to those of their peers; range from

familiar to new and challenging; help them learn

physical games with rules and structure

Standard Area: Family Engagement


(NFP)

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(HFA)

1.A.01: Teachers work in partnership with

families, establishing and maintaining regular,

ongoing, two-way communication

Weekly visits for first 6 months,

reduced through levels based on

family readiness. RATING: 4

Critical element #6: Services

should focus on supporting the

parent as well as supporting

parent-child interaction and

child development. Weekly

visits for first 6 months,



1.A.03: Teachers communicate with families on

on-going basis to learn about children’s

individual needs and ensure a smooth transition

between home and program

Weekly visits for first 6 months,



Critical element #6: Services

should focus on supporting the

parent as well as supporting

parent-child interaction and

child development. Weekly

visits for first 6 months,



4.E.02: Family members are provided

information, either verbally or in writing, about

their child’s development and learning on at least

a quarterly basis, with written reports at least two

times a year

Parents discuss Ages and Stages

Questionnaire quarterly.

RATING: 4

Parents receive PAT handout

weekly and discuss Ages and

Stages Questionnaire on

recommended schedule (every

2-3 months). RATING: 4

7.A.09: Use of informal and formal methods to

communicate with families about program

philosophy and curriculum objectives, including

educational goals and effective strategies that can

be used by families to promote their children’s

learning. Staff use a variety of methods such as

new family orientations, small group meetings,

individual conversations, and written

questionnaires, which help staff get input from

families about curriculum activities throughout

the year

Conducted at each visit.

RATING: 4

Conducted at each visit.

RATING: 4

7.A.11: Families may visit any area of the facility

at any time during the program’s regular hours of

operation as specified by the procedures of the

facility RATING: 1 RATING: 1

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(HFA) 7.A.13: The program’s governing or advisory

groups include families as members and active

participants. Staff or other families in the

program encourage and support family members

in taking on leadership roles RATING: 1

Interagency Task Force

advises/oversees state program.

Local sites require advisory

board but no parent required.

RATING: 1

7.B.02: The program compiles and provides

program information to families in a language the

family can understand. This information includes

program policies and operating procedures

Materials in English and Spanish

but not policies/procedures.

RATING: 2

Brochure and community

partner brochure English and

Spanish other languages needed

by site. Policies and procedures

excluded. RATING: 2

7.B.05-.06: Program staff communicate with

families on a daily basis regarding infants and

toddlers/twos and a weekly basis for older

children; report on activities and developmental

milestones, shared caregiving issues, and other

information that affects the well-being and

development of their children. Where in-person

communication is not possible, program staff

communicate through established alternative

means RATING: 1 RATING: 1

7.A.12: The program facilitates opportunities for

families to meet with one another on a formal

and informal basis, work together on projects to

support the program, and learn from and provide

support for each other RATING: 1 RATING: 1

7.A.14: Program staff and families work together

to plan events. Families’ schedules and

availability are considered as part of this

planning RATING: 1 RATING: 1

7.C.05: Program staff provide families with

information about programs and services from

other organizations. Staff support and encourage

families’ efforts to negotiate health, mental

health, assessment, and educational services for

their children

Element #16 A Nurse-Family

Partnership Implementing

Agency is located in and

operated by an organization

known in the community for

being a successful provider of

prevention services to low-

income families. Lead nurse

manual specifies maintenance of

list and referral to appropriate

services. RATING: 4

Monitoring tool: Maintain

community resources binder.

Critical element #7: At a

minimum, all families should

be linked to a medical provider

to assure optimal

health…..RATING: 4

Compliance Monitoring 3.1, Family &

Community Engagement: Program teaching

staff plan, schedule, and facilitate no fewer than

two home visits per program year to discuss

child's development and progress

Element 7: Client is visited

throughout her pregnancy and

the first two years of her child's

life. RATING: 4

Critical element #4: Offer

services intensively (i.e. at least

once a week) with well-defined

criteria for increasing or

decreasing frequency of

service….RATING: 4

Standard Area: Child Health

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(HFA)

Compliance Monitoring 1.1 Child H&S:

Engages and assists parents in obtaining from

health care professional a determination of

whether child is up-to-date on a schedule of

primary and preventative health care and dental

care

Nurse visitors monitor EPSDT

schedule, help locate primary

care physicians. RATING: 4

Critical element #7: At a

minimum, all families should

be linked to a medical provider

to assure optimal

health….Practice: Visitors

monitory immunization

schedule, completion of well

child checks. .RATING: 4

Compliance Monitoring 1.2 Child H& S:

Program ensures that each child with a known,

observable, or suspected health, dental or

developmental problem receives follow-up

(testing, exam, treatment) and a follow-up plan is

implemented

At each visit nurse visitors

assess child health, refer as

necessary, follow up on referrals.

Nurse visitors document

referrals, results, whether

condition is resolved.

RATING: 4

Visitors assess child health,

refer to medical professionals

as necessary, follow up on

referrals. Document referrals,

results, whether condition is

resolved. RATING: 4


Program involves parents immediately if a child

health or developmental problem is suspected or

identified and informs them immediately in cases

of emergencies involving their children RATING: 1 RATING: 1


Programs informs parents of health and

developmental procedures and obtains their

authorization, maintains documentation of

consent, and explains results

Participants complete medical

and data release at intake, nurses

regularly update parents on

health and development through

Ages and Stages Questionnaire

and other means. RATING: 4

Participants complete health

and data release at intake.

Visitor obtains signed release

for information for referrals to

IDEA and other health

programs., Program tracks and

monitors referrals. RATING: 4


Program has procedures for tracking provision of

health services

Participants complete medical

and data release at intake, nurses

regularly update parents on

health and development through


and other means. RATING: 4

Participants complete health

and data release at intake.

Visitor obtains signed release

for information for referrals to

IDEA and other health

programs. Program tracks and

monitors referrals. RATING: 4

Compliance Monitoring 1.6 Child H& S: EHS

program helps pregnant women access through

referrals early and regular comprehensive pre-

natal and post-partum care

Nurses visit participants

regularly during pregnancy and

monitor # of prenatal visits

completed. Nurses complete

weekly postpartum visits.

RATING: 4

Visitors monitor # of prenatal

visits completed, postpartum

visits. RATING: 4


Program ensures that a health staff member visits

each newborn within two weeks after birth to

ensure mother and child well-being

Nurses visit in the home in the

first week after birth and weekly

thereafter. RATING: 4

If family is enrolled prenatally,

the first visit is within week of

birth, often in hospital.

RATING: 3


Program in collaboration with parent performs or

obtains required linguistically and age-

appropriate screenings to identify concerns w/in

45 days of entry into program

Nurses complete regular health

screenings weekly in post-

partum period. RATING: 4

Visitors complete health

assessment at birth or on entry

to program and every 6 months

thereafter. RATING: 2


Coordinated screening, assessment, and referral

process for all children suspected of having a

disability in partnership w/LEA and/or Part C

Nurse visitors complete Ages

and Stages questionnaires

quarterly and refer as indicated.

Nurses also refer children based

Visitors make referrals based

on Ages and Stages

Questionnaires conducted on

recommended schedule.

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(HFA) agency, results in timely referrals for further

evaluation

on automatic criteria (e.g.

premature). RATING 4

RATING: 4


Program in partnership with LEA or Part C

works to inform or engage parents in all plans for

screenings and referrals for evaluation

Quarterly Ages and Stages

Questionnaire and ASQ-SE

discussed with parents.

RATING: 4


and ASQ-SE completed on

recommended schedule and

discussed with family.

RATING: 4

Standard Area: Program Evaluation


(NFP)

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(HFA) 10.F.02: Annual evaluation includes gather

evidence on the following areas of program

functioning: policies and procedures; program

quality; children's progress and learning, family

involvement and satisfaction, community

awareness and satisfaction, community

awareness and satisfaction; report of results is

shared w/families staff, and boards. Results used

for continuing successful activities and for

changing those that need improvement RATING:1 RATING:1

10.D.01: Program has written policies to promote

wellness and to safeguard health and safety of

children and adults (a) occupational hazards such

as infectious diseases; (b) reporting requirements

related to illness, medication administration, and

inclusion/exclusion, (c) supervision of children,

(d) care for ill children, (e) providing adequate

nutrition, (f) sleeping and napping arrangements,

(g) sanitation and hygiene, (h) maintenance of

facility and equipment, (i) prohibition of

smoking, firearms, and other significant hazards,

(j) resource and referrals for wellness of staff

Visitors work with families to

develop individual family care

plan every 6 months.

RATING: 4

Visitors work with families to

develop support plans every 6

months. RATING: 4

10.F.03: Program established goals for

continuous improvement and innovation using

information from annual program evaluation;

used to plan PD and program quality-

improvement activities as well as operations and

policies

Program has multiple standards

for child and adult health and

safety, requirements for

reporting suspected abuse and

neglect. RATING: 4

Contract requires child abuse

prevention reporting, multiple

standards for health and safety.

RATING: 4

10.F.04: Offers opportunities for families and

staff to make decision to improve programming.

Staff and families meet at least annually to

consult on program planning and ongoing

program operations

Site visits and plan of

improvement where needed.

Annual review of attrition,

retention, recruitment,

productivity. Participating with

OPM in quality improvement

processes geared to specific site

and need. RATING: 4

Assess contractors annually,

annual report for renewal with

site visits, recommendations

and measures for improvement.

Plan of improvement where

required.

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