Great Start to Quality Program Quality Indicators Guidance for Child Care Centers

Transcript

1 Great Start to Quality Program Quality Indicators Guidance for Child Care Centers 2019 Michigan Department of Education supports the . Great Start implementation of Funding from the Office of Great Start within the

2 Table of Contents Table of Contents Introduction ________________________________________________ 1 _______________ 2 What Does it Mean to Participate in Great Start to Quality? __________________ 4 Understanding and Using the Guidance Document ______________________________ 4 How Do I Use the Guidance Document? How Is the Guidance Document Organized? ___________________________ 5 _____________________________ 8 Program Quality Indicator Guidance Staff Qualifications and Professional Development _________________ 8 _______________________________ 8 Administrator/Director Qualifications ______________ 12 Possible Points for Administrator/Director Qualifications Lead Provider/Educator/Teacher Qualifications 13 _______________________ Possible Points for Lead Provider/Educator/Teacher Qualifications ______ 18 Assistant Provider/Educator/Teacher Qualifications ___________________ 19 Possible Points for Assistant Provider/Educator/Teacher Qualifications ___ 23 _______________________________________ Professional Development 24 Possible Points for Professional Development ______________________ 27 ________________________________________________ 28 Other Staffing _______________________________ 29 Possible Points for Other Staffing Family And Community Partnerships ____________________________ 30 Family Partnerships and Family Strengthening _______________________ 30 Possible Points for Family Partnerships and Family Strengthening 33 ______ Community Partnerships ________________________________________ 34 Possible Points for Community Partnerships _______________________ 36 Administration And Management ________________________________ 36 Possible Points for Administration and Management _________________ 39 Environment _________________________________________________ 40

3 Table of Contents Environment 40 Physical __________________________________________ Possible Points for Physical Environment __________________________ 40 Ratios ______________________________________________________ 40 ______________________________________ Possible Points for Ratios 41 Health Environment 42 ___________________________________________ oints for Health Environment Possible P 47 ___________________________ Curriculum And Instruction ____________________________________ 48 Curriculum and Instruction ______________________________________ 48 Possible Points for Curriculum and Instruction _____________________ 51 ______________________________________ 51 Screening and Assessment Possible Points for Screening and Assessment 54 _____________________ Consistent Interaction __________________________________________ 55 Possible Points for Consistent Interaction _________________________ 55 Glossary 56 _________________________________________________ Formulas _________________________________________________ 60 Resources ________________________________________________ 62

4 Introduction As an early childhood professional, you are helping children learn, grow and develop. By creating a safe place for the children to learn, explore their world and build relationships, you are setting the foundation for them to be succe ssful in For tools and resources that will benefit you and the school, work and life. children you care for, you can participate in Great Start to Quality. to Quality is Michigan ’s quality rating and improvement system that Great Start supports you, while also helping families find and choose quality programs that There are more than 40 ’s needs. different program quality meet their children A easure the quality of programs. indicators that Great Start to Quality uses to m program quality indicator is a standard used to measure quality of a progr am in a specific area. falls into one of fi ve categories. Each program quality indicator These five categories and their indicators appear on your Self -Assessment Survey when you choose to participate in Great Start to Quality. The categories on your Self- Assessment Survey are: Staff Qualifications and Professional Development • • Family and Community Partnerships Administration and Management • Environment • Curriculum and Instructio • n I f you have any questions or would like more information about Great Start to Guide Great Start , please refer to the Quality to Quality User . licensed program or provider in Michigan, you have access to a local Great As a Resource Centers provide you and the families Start to Quality Resource Center. in your area, including : with many different services and support Trainings • A lending library with educational materials • • Help with starting the Great Start to Quality process from a Quality Improvement Specialist sessment Survey Support and guidance with filling out your Self o -As • Opportunities to work with a Quality Improvement Consultant o Coaching and consultation to help your progr am and the left arrow to return to your previous place in the document** ) ← ( ” Alt “ **Push 1 Page

5 For more information on the Great Start to Quality Resource Centers and what they have to offer please visit: www.greatstarttoquality.org/find-resource-center or call 1 614- 7328. -877- WHAT ICIPATE IN GREAT STA RT TO QUALITY? DOES IT MEAN TO PART Once your program is in good standing with licensing (no longer on an original license) , your program will automatically have a profile on www.greatstarttoquality.org . Your program will appear as an Empty Star on the Great Start to Quality website, meaning you are a licensed program. After you choose to participate in Great Start to Quality you will start the rating process by completing your online Self -Assessment Survey. You can get to your Self- Assessment Survey by logging in to Great Start to Quality ,clicking on the Great Start to Quality STARS platform tab and going to the ment Survey button on the left. You will select the indicators on blue Self -Assess -Assessment Survey that you feel are currently true for your program your Self - After completing your Self and upload documents to support those selections. Survey and uploading supporting documentation, your program’ Assessment s . ed on a scale of 1 through 5 Stars Assessment Survey rating will be calculat Self- In the chart , you can see the range of points needed for each Star rating. Number of Star Points for Rating Star rating 0 15 - 1 2 25 - 16 3 26 - 37 4 - 41 38 50 5 42 - -Assessment Survey, For more details about the scoring of your program ’s Self ram Quality Indicators please see the Great Start to Quality Prog point distribution document - -877 or contact your local Great Start to Quality Resource Center at 1 614-7328 for further guidance and support. Assessment Survey, you may be selected for a Self- After submitting your validation will receive r program . If your program is selected for a validation, you r program its published Star rating after the validation is complete. If you receives -site Program Quality on to the on move will a 4 or 5 Star validation, you and the left arrow to return to your previous place in the document** ) ← ( ” Alt “ **Push 2 Page

6 Assessment (PQA) and you will receive your published Star rating after the PQA(s) is complete. Guide Refer to the User for more information on how you receive your 1 to 5 Star rating, and to understand the validation and PQA process. ← ) to return to your previous place in the document** **Push “ Alt ” and the left arrow ( 3 Page

7 Understanding and Using the Guidance Document HOW E DOCUMENT DO I USE THE GUIDANC ? You can use the guidance document while you read through and select the idance document program’ s Self -Assessment Surv ey. The gu indicators on your will: Help you understand the indicators • • intent (purpose/goal) and importance of each Help you understand the indicator to show you explanations, ideas and suggestions of what to upload Give • are meeting the intent of the indicators hen you are using this eed more information or other resources w If you n document, you can refer to: Glossary for definitions of terms and phrases used frequently in the Early • Childhood field (i.e., clock hour section for indicators that have calculations Formulas • outside time, professional development) conversions, Resource section for outside sources s to • link with more information and guidance you will notice words, phrases and sentences Throughout the guidance document . These links will lead you to are links these blue and underlined; that are additional guidance and/or information to bett er understand the indicators. To get to the additional guidance/information you can: Click on the link and you will automatically be taken to the additional • information ”, “ ” or “ ” Resources Formulas Glossary o If the link takes you to the “ section ” and the left arrow ( “Alt ) to return to your previous Push ←  place in the document after the link Turn to the page number that is • listed This document can also be used t o see the possible number of points you could possible number of earn for meeting the intent (purpose/goal) of an indicator. The Depending on the category and category points are presented as a table. subsection of your Self -Assessment Survey, there are two versions of the possible . s table point ” to return to your previous place in the document** ) **Push “ Alt ← and the left arrow ( 4 Page

8 evelopment, Physical ualifications and Professional D Staff Q • – you will receive Environment, Ratios and Consistent Interaction points based on which indicator you . achieve For example, if 100% of your ass istant teachers have a o Child he intent Development Associate (CDA) credential you would meet t indicator and would receive 2 out of (purpose/goal) of the second the 3 points possible for that section. Family and Community Partnerships, Administration and • Management, Health Environment, Curriculum and Instruction and – you will receive points based on how many Screening and Assessment . indicators you achieve For example, in the Health Environment section o , if you meet the intent (purpose/goal) of 3 indicators you would receive 2 out of the 4 points possible for that section. HOW MENT ORGANIZED? IS THE GUIDANCE DOCU Your Self category -Assessment Survey is divided into 5 categories with 14 s that include the indicators. The tables in this document contain each subsection see example of the indicators ( ). In the tables when you see: Program/Center – it is referring to you and your program • to meet it means that you only need to have one of the options listed • – OR the intent (purpose/goal) of that indicator it means that you nee – And • d to have every part of the indicator to meet the intent (purpose/goal) of that indicator ” to return to your previous place in the document** ) **Push “ Alt ← and the left arrow ( 5 Page

9 Title of the nd Instruction Curriculum a category’s Title of subsection Curriculum and Instruction the Indicator category al priorities for educational and development A statement of The purpose the children. The indicator and Intent (Purpose/Goal) of Indicator you see on importance of Program has a written statement of beliefs about how it will serve your Self - achieving the the children and families involved in the program. Assessment indicator Survey Indicator Description of How to Meet the Your program has evidence of its mission and/or philosophy An statement. explanation This section of the ’s A mission/philosophy statement is about your program • may also indicator and beliefs. reference/link possible the ‘Glossary’, This may include, but is limited to: not • examples ‘Formulas’ or o The purpose and nature of your program you could ‘Resources’ o Your development goals and objectives for the use as children page evidence Your priorities for serving children and families o This is an example of the possible points table you will see after each category ps, Administrator/Director Qualifications, Family Partnershi section (e.g., sub Health Environment, etc.). These tables show how the indicators are scored. ← “ ” and the left arrow **Push ( Alt ) to return to your previous place in the document** Page 6

10 Possible Points for Administrator/Director Qualifications irector meet s If you the intent (purpose/goal) of administrator/d r will receive the points for the r program more than one indicator, you Title of the The highest one. category’s indicator subsection Indicator Points you see on your Self - 1 CDA or Montessori credential including a minimum of 18 semester , Assessment hours in Early Childhood Education/Child Development and 960 Survey a Bachelor’s degree or higher in an hours of experience OR unrelated field with a minimum of 18 semester hours in Early Childhood Education/Child Development , and 960 hours of The number of experience. points you will ’ s degree in Early Childhood Education/Child Development Associate 2 earn if you or child - related field , including a minimum of 18 semester hours in meet the Early Childhood Education/Child Development and 480 hours of intent 60 semester hours in a program leading to a OR experience (purpose/goal) bachelor’s degree in Early Childhood Education/Child Development of the indicator or, child -related field with at least 24 semester hours in Early Childhood Education/Child Development and 480 hours of experience. including a ’ degree or higher in a child - related field , Bachelor 3 s minimum of 18 semester hours in Early Childhood Education/Child Development and 480 hours of experience OR a Bachelor’s degree or higher in any field with 30 semester hours in Early Childhood n/Child Development and 480 hours of experience. Educatio ’ Bachelor 4 s degree or higher with a major in Early Childhood Education / Child Development and 2 credits in child care administration. to return to your previous place in the document** ) ← ( and the left arrow ” Alt “ **Push 7 Page

11 Program Quality Indicator Guidance MENT AND STAFF QUALIFICATIONS PROFESSIONAL DEVELOP Administrator/Director Qualifications - versees the whole program O Indicator CDA or Montessori credential including a minimum of 18 semester hours in Early Childhood Education/Child Development and 960 hours of experience OR ’s degree or higher in an unrelated field with a minimum of 18 Bachelor semester hours in Early Childhood Education/Child Development and 960 hours of experience. Intent (Purpose/Goal) of Indicator The administrator/director has received education, has training and experience in, and related to, Early Childhood Education and/or Child Development. Description of How to Meet the Indicator Your administrator/director can meet the intent of this indicator by having at least 6 months of experience working in the field of education AND having at least one of the following: taken at least 18 semester , and has for definition) Glossary • (see A current CDA a hours in Early Childhood Education can provide , or Child Development and copy of the CDA and transcripts. current Association Montessori the A Montessori credential (no expiration) from • International (AMI), American Montessori Society (AMS) or Montessori and has tak Accreditation Council for Teacher Education (MACTE) en at least 18 semester hours in Early Childhood Education or Child Development and can provide a copy of the Montessori c redential and transcripts. ’s degree (or higher) in an unrelated field and has taken at least 18 A Bachelor • semester hours in Early Ch ildhood Education or Child Development and can a copy of completed transcripts including major. provide Administrator/director is a member of MiRegistry and their qualifications have • been verified. ” to return to your previous place in the document** **Push “ Alt ) and the left arrow ( ← 8 Page

12 Administrator/Director Qualifications Indicator - child or s degree in Early Childhood Education/Child Development ’ Associate related field including a minimum of 18 semester hours Early Childhood Education/Child Development and 480 hours of experience OR 60 semester hours in a program leading to a Bac helor ’s degree in Early -related field with at least 24 Childhood Education/Child Development or child semester hours in Early Childhood Education/Child Development and 480 hours of experience. Intent (Purpose/Goal) of Indicator The administrator/director has received education, has training and experience in, and related to, Early Childhood Education and/or Child Development. Description of How to Meet the Indicator by having at least 3 Your administrator/director can meet the intent of this indicator months of experience working in the field of education AND having at least one of the following: • -related field (Elementary Education, Child ’s degree in a child An Associate Guidance/Counseling, Child Psychology, Family Studies, Social Work) and has taken at least 18 semester hours in Early Childhood Education or Child provide a copy of the degree and/or completed Development , and can transcripts including major. • Working on a Bachelor’s degree in Early Childhood Education, Child Development , and have completed at least for definition) -related field (see Glossary or a child 60 semester hours total, with at least 24 semesters hours in Early Childhood provide a copy of their transcripts Education or Child Development, and can including major. • Administrator/director is a member of MiRegistry and their qualifications have been verified. ” to return to your previous place in the document** **Push “ Alt ) and the left arrow ( ← 9 Page

13 Administrator/Director Qualifications Indicator Bachelor related field including a minimum of 18 - s degree or higher in a child ’ semester hours in Early Childhood Education/Child Development and 480 hours of experience OR ’s degree or higher in any field with 30 semester hours in Early Bachelor Childhood Education/Child Development and 480 hours of experience. Intent (Purpose/Goal) of Indicator The administrator/director has received education, has training and experience in, and related to, Early Childhood Education and/or Child Development. Description of How to Meet the Indicator Your administrator/director can meet the intent of this indicator by having at least 3 months of experience working in the field of education AND having at least one of the following: for Glossary related field (see ’s degree (or higher) in a child- A Bachelor • definition), and has taken at least 18 semester hours in Early Childhood provide a copy of their completed Education or, Child Development and can transcripts including major. (or higher • ) in any field and has taken at least 30 semester A Bachelor ’s degree can provide hours in Early Childhood Education or Child Development and a copy of their completed transcripts including major. ector is a member of MiRegistry and their qualifications have • Administrator/dir been verifie d. ( and the left arrow **Push “ Alt ” to return to your previous place in the document** ← ) Page 10

14 Administrator/Director Qualifications Indicator s degree or higher with a major in Early Childhood Education/Child ’ Bachelor Development and 2 credits in child care administration. Intent (Purpose/Goal) of Indicator The administrator/director has received education, has training and experience in, and related to, Early Childhood Education and/or Child Development. Description of How to Meet the Indicator Your administrator/director can meet the intent of this indicator by having a s Bachelor ’ , with a major in Early Childhood for definition) (see or higher) degree ( Glossary Education or Child Development AND having: ation, education administration or At least 2 credits in child care administr • a copy of their completed can business administration and provide transcripts including major. Administrator/director is a member of MiRegistry and their qualifications have • been verified. • The 2 credits in child care administration, education administration, or business ) administration must b e college credits and Continuing Education Units ( CEU not or State Continuing Education Clock Hours (SCECH) . An administration course includes topics such as: • o Creating and implementing a budget o Creating and maintaining policies and procedures o ethical issues in working with children and families Legal and Staff management and facilities management o Licensing rules/regulations o Public and parental relations o Effective leadership/management skills o ” to return to your previous place in the document** **Push “ Alt ) and the left arrow ( ← 11 Page

15 Possible Points for Administrator/Director Qualifications If you irector meets the intent (purpose/goal) of more than r administrator/d one indicator, your program will receive the points for the highest one. Points Indicator CDA or Montessori credential including a minimum of 18 semester hours in 1 Early Childhood Education/Child Development and 960 hours of experience OR a Bachelor’s degree or higher in an unrelated field with a minimum of 18 ducation/Child Development and 960 semester hours in Early Childhood E hours of experience. ’ Associate s degree in Early Childhood Education/Child - Development or child 2 related field including a minimum of 18 semester hours in Early Childhood perience 60 semester OR Education/Child Development and 480 hours of ex hours in a program leading to a bachelor’s degree in Early Childhood -related field with at least 24 semester Education/Child Development or child hours in Early Childhood Education/Child Development and 480 hours of experience. related field including a minimum of 18 - s degree or higher in a child ’ Bachelor 3 nt and 480 semester hours in Early Childhood Education/Child Developme a Bachelor’s degree or higher in any field with 30 hours of experience OR Education/Child Development and 480 semester hours in Early Childhood hours of experience. ’ in Early Childhood Education/ Bachelor Child s degree or higher with a major 4 Development and 2 credits in child care administration. **Push and the left arrow “ Alt ” ( ← ) to return to your previous place in the document** 12 Page

16 Lead Provider/Educator/Teacher Qualifications the classroom(s) versees O - Indicator At least 50% of classrooms have lead providers/educators/teachers with, at a minimum, a CDA OR Montessori credential appropriate to age served. Intent (Purpose/Goal) of Indicator experience in, and related to, The lead teacher has receive d education, has training and Early Childhood Education and/or Child Development. Description of How to Meet the Indicator Your lead teacher(s) can meet the intent of the indicator if: for At least half of your lead teachers Glossary (see t CDA have a curren • can , and definition) CDA. current provide a copy of the • At least half of your lead teachers have a Montessori creden tial (no expiration) from the (AMI), American Montessori Association Montessori International Society (AMS) or Montessori Accreditation Council for Teacher Education can and (MACTE) provide a copy of the Montessori credential. Lead teachers are members of MiRegistry • and their qualifications have been verified. ( and the left arrow **Push “ Alt ” to return to your previous place in the document** ← ) Page 13

17 Lead Provider/Educator/Teacher Qualifications Indicator at a 100% of classrooms have lead providers/educators/teachers with , minimum , a CDA OR Montessori credential appropriate to age served. Intent (Purpose/Goal) of Indicator The lead r has received education, has training and experience in, and related to, teache Early Childhood Education and/or Child Development. Description of How to Meet the Indicator : can mee (s) teacher Your lead t the intent of this indicator if , and for definition) can e a curren t CDA (see s hav Glossary • All lead teacher CDA. current provid e a copy of the s ha the ial (no expiration) from ve a Montessori credent • teacher All lead Association Montessori International (AMI), American Montessori Society (AMS) or Montessori Accreditation Council for Teacher Education (MACTE) can and e a copy of the Montessori credential. provid and their qualifications have been Lead teachers are members of MiRegistry • verified. ” to return to your previous place in the document** ) **Push “ Alt ← and the left arrow ( 14 Page

18 Qualifications Lead Provider/Educator/Teacher Indicator At least 50% of classrooms have lead providers/educators/teachers with at a ’s degree in Early Childhood Education/Child minimum an Associate Development or child -related field OR 60 semester hours in a program leading to a Bachelor’ s degree in Early Childhood Education/Child Development or child -related field with at least 24 semester hours in Early Childhood Education/Child Development. Intent (Purpose/Goal) of Indicator The lead teacher has received education, has training and experience in, and related to, Early Childhood Education and/or Child Development. Description of How to Meet the Indicator Your lead teacher(s) can meet the intent of this indicator if: • At least half of your lead teachers have an Associate ’s degree in Early Childhood , for definition) Glossary Education, Child Development, or child -related field (see cripts and can provide a copy of their degree and/or completed trans including major. At least half of your lead teachers are working in Early Childhood Education, • for definition) , and Glossary -related field (see , or a child Child Development , with at least 24 semesters have completed at least 60 semester hours total provide a hours in Early Childhood Education or Child Development can , and copy of their transcripts including major. Lead teachers are members of MiRegistry • ications have been and their qualif verified. ” to return to your previous place in the document** **Push “ Alt ) and the left arrow ( ← 15 Page

19 Lead Provider/Educator/Teacher Qualifications Indicator 100% of classrooms have lead providers/educators/teachers with at least an - ’s degree in Early Childhood Education/Child Development Associate or child related field including a minimum of 18 semester hours in Early Childhood Education/Child Development OR s degree in Early 60 semester hours in a program leading to a Bachelor’ Childhood Education/ Child Development or child -related field with at least 24 semester hours in Early Childhood Education/Child Development. Intent (Purpose/Goal) of Indicator lead teacher has received education, has training and experience in, and related to, The Early Childhood Education and/or Child Development. Description of How to Meet the Indicator Your lead teacher(s) can meet the intent of this indicator if: teachers have an Associate • All lead , ’s degree in Early Childhood Education or Child Development and can provide a copy of their degree and/or completed transcripts including major. Glossary related field (see All lead teachers have an Associate ’s degree in a child- • , and have for definition) taken at least 18 semester hours in Early Childhood can provide a copy of the degree Education or Child Development and and/or completed transcripts including major. • in Early Childhood All lead teachers are working on a Bachelor’s degree for Education, Child Development or a child Glossary -related field (see , and have completed at least 60 semester hours total , with at least definition) 24 semesters hours in Early Childhood Education or Child Development , and can provide a copy of their transcripts including major. Lead teachers are members of MiRegistry and their qualifications have been • verified. ” **Push to return to your previous place in the document** “ Alt ) and the left arrow ( ← 16 Page

20 Qualifications Lead Provider/Educator/Teacher Indicator At least 50% of classrooms have lead providers/educators/teachers with at s degree in Early Childhood Education/Child Development or least a Bachelor’ child -related field. Intent (Purpose/Goal) of Indicator received education, has training and experience in, and related to, The lead teacher has Early Childhood Education and/or Child Development. Description of How to Meet the Indicator Your lead teacher(s) can meet the intent of this indicator if: At least half of your lead teachers have a Bachelor’s degree (or higher) in Early • for Glossary -related field (see Childhood Education, Child Development or child definition) ed a copy of their degree and/or complet , and can provide transcripts including major. • and their qualifications have been Lead teachers are members of MiRegistry verified. Lead Provider/Educator/Teacher Qualifications Indicator 100% of classrooms have lead providers/educators/teachers with at least a Bachelor - ’s degree in Early Childhood Education/Child Development or child related field. Intent (Purpose/Goal) of Indicator and experience in, and related to, The lead teacher has received education, has training Early Childhood Education and/or Child Development. Description of How to Meet the Indicator Your lead teacher(s) can meet the intent of this indicator if: • All lead teachers have a Bachelor ’s degree (or higher) in Early Childhood , for definition) Education, Child Development or child -related field (see Glossary and provide can a copy of their degree and/or completed transcripts luding major. inc MiRegistry Lead teachers are members of • and their qualifications have been verified. ” to return to your previous place in the document** **Push ) “ Alt ← and the left arrow ( 17 Page

21 Possible Points for Lead Provider/Educator/Teacher Qualifications If your lead teacher(s) meets the intent (purpose/goal) of more than one your program will receive the points for the highest one. indicator, Points Indicator have lead providers/educators/ 1 at a At least 50% of classrooms teachers with , , a CDA or Montessori credential appropriate to age served. minimum ducators/ 2 at a providers/e 100% of classrooms have lead , teachers with , a CDA or Montessori credential appropriate to age served. minimum 2 teachers with at a have lead providers/educators/ At least 50% of classrooms minimum an Associate ’s degree in Early Childhood Education/Child Development or child -related field OR 60 semester hours in a program leading to a Bachelor’s degree in Early Childhood Education/Child Development or child -related field wi th at least 24 semester hours in Early Childhood Education/Child Development. teachers with at least an 100% of classrooms 3 have lead providers/educators/ Associate ’s degree in Early Childhood Education/Child Development or child - related field including a rs in Early Childhood minimum of 18 semester hou Child Development field Education/ 60 semester hours in a program leading OR to a Bachelor’s degree in Early Childhood Education/Child Development or ly Childhood -related field with at least 24 semester hours in Ear child Education/Child Development. At least 50% of classrooms have lead providers/educators/teachers with at 3 least a Bachelor’s degree in Early Childhood Education/Child Development or -related field. child teachers with at least a providers/educators/ s have lead 100% of classroom 4 Bachelor ’s degree in Early Childhood Education/Child Development or child - related field. Alt ” and the left arrow ( ) to return to your previous place in the document** **Push ← “ 18 Page

22 Assistant Provider/Educator/Teacher Qualifications S - upports the lead teacher(s) Indicator Montessori credential or At least 50% of assistants have at a minimum a CDA appropriate to age served OR 100% of assistants have completed at least one post -secondary course in Early Childhood Education/Child Development OR 20 hours of community/academic training aligned with the Core Knowledge Core Competencies. Intent (Purpose/Goal) of Indicator The assistant has received education, has training and experience in, or related teacher to, Early Childhood Education and/or Child Development. Description of How to Meet the Indicator Your assistant teacher (s) can meet the intent of this indicator if: for At least half of the assistant s have a curren teacher t CDA (see Glossary • CDA current provide a copy of the , and definition) can . At least half of the lead credential (no expiration) teacher • s have a Montessori Association Montessori International (AMI), American Montessori from the , Montessori Accreditation Council for Teacher Education Society (AMS) or a copy of the Montessori credential. provide can and (MACTE) at least one college course in Early • teacher s have completed All of the assistant provide a copy of their , and Childhood Education or Child Development can . transcripts • All of the assistant s have taken at least 20 hours of training at any time teacher professional development logs can in their life and , provide a copy of their inc lude: ong as they as l Staff name o Training topic o Length of training o • Assistant teachers are members of MiRegistry and their qualifications have been verified. ” **Push “ Alt to return to your previous place in the document** ) and the left arrow ( ← 19 Page

23 Assistant Provider/Educator/Teacher Qualifications Indicator 100% of assistants have at a minimum a CDA OR Montessori credential appropriate to age served. Intent (Purpose/Goal) of Indicator The assistant teacher has received education, has training and experience in, or related to, Early Childhood Education and/or Child Development. Description of How to Meet the Indicator teacher Your assistant can meet the intent of this indicator if: (s) can , and for definition) Glossary (see teacher All assistant • s have a current CDA CDA. current a copy of the provide the teacher All assistant • s have a Montessori credential (no expiration) from American Montessori Society (AMS) Association Montessori International (AMI), can , and or Montessori Accreditation Council for Teacher Education (MACTE) provide a copy of the Montessori credential. • Assistant teachers are members of MiRegistry and their qualifications have been verified. ” to return to your previous place in the document** **Push “ Alt ) and the left arrow ( ← 20 Page

24 Assistant Provider/Educator/Teacher Qualifications Indicator s degree in Early ’ At least 50% of assistants have at a minimum an Associate Childhood Education/ Child Development OR A child -related field including a minimum of 18 semester hours in Early Childhood Education/Child Development OR 60 semester hours in a program leading to a Bachelor’ s degree in Early Childhood Education/Child Development or child -related field with at l east 24 semester hours in Early Childhoo d Education/Child Development. Intent (Purpose/Goal) of Indicator The assistant teacher has received education, has training and experience in, or related to, Early Childhood Education and/or Child Development. Description of How to Meet the Indicator Your assistant (s) can meet the intent of this indicator if: teacher your At least half of • (or higher) in ’s degree s have an Associate teacher assistant for definition ), Child Development (see Glossary Early Childhood Education or and can provide a copy of their degree and/or completed transcripts including major. (or higher) ’s degree teacher assistant s have an Associate At least half of in • your ), and have taken at least 18 for definition a child Glossary (see -related field semester hours in Early Childhood Education or Child Development and can including provide a copy of the degree and/or completed transcripts . major working on a Bachelor’s degree in teacher assistant • At least half of s are your -related field (see Early Childhood Education, Child Development or a child for definition) , and have completed at least 60 semester hours total , Glossary with at least 2 4 semesters hours in Early Childhood Education or Child including major. , and can provide a copy of their transcripts Development Assistant teachers are members of MiRegistry • and their qualifications have been verified. ” to return to your previous place in the document** **Push “ Alt ) and the left arrow ( ← 21 Page

25 Assistant Provider/Educator/Teacher Qualifications Indicator ’ 100% of assistants have at a minimum an Associate s degree in Early Childhood Education/Child Development OR mester hours in Early A child -related field including a minimum of 18 se Education/Child Development Childhood OR 60 semester hours in a program leading to a Bachelor’ s degree in Early Childhood Education/Child Development or child -related field with at least 24 semester hours in Early Childhood Education/Child Development. (Purpose/Goal) of Indicator Intent teacher The assistant has received education, has training and experience in, or related to, Early Childhood Education and/or Child Development. Description of How to Meet the Indicator teacher can meet the intent of this indicator if: (s) Your assistant (or higher) ’s degree teacher All assistant • s have an Associate in Early Childhood , and provide a for definition) can (see Glossary Education or Child Development copy o f their degree and/or completed transcripts including major. ’s degree s have an Associate All assistant teacher -related in a child (or higher) • , and have taken at least 18 semester hours in for definition) Glossary field (see provide a copy of the can Early Childhood Education or Child Development and degree and/or completed transcripts including major. teacher s are working on a Bachelor’s degree in Early Childhood • All assistant for Ed ucation, Child Development or a child -related field (see Glossary , and have completed at least 60 semester hours total definition) , with at least can , and 24 semesters hours in Early Childhood Education or Child Development including major. provide a copy of their transcripts Assistant teachers are members of MiRegistry and their qualifications have • been verified. ” **Push “ to return to your previous place in the document** Alt ) and the left arrow ( ← 22 Page

26 Possible Points for Assistant Provider/Educator/Teacher Qualifications If your assistant teacher(s) meets the intent (purpose/goal) of more than one indicator, your program will receive the points for the highest one. Points Indicator 1 At least 50% of assistants have at a minimum a CDA or Montessori credential appropriate to age served OR 100% of assistants have completed at least one post -secondary course in Early Childhood Education/Child Development OR 20 hours of community/academic training aligned with the Core Knowledge Core Competencies . ential 100% of assistants have at a minimum a CDA or Montessori cred 2 appropriate to age served. ’ At least 50% of assistants have at a minimum an Associate s degree in Early 2 Childhood Education/ Child D evelopment or a child -related field including a minimum of 18 semester hours in Early Childhood Education/Child De velopment OR 60 semester hours in a program leading to a Bachelor’s -related field degree in Early Childhood Education/Child Development or child with at least 24 semester hours in Early Childhood Education/Child Development. ’ minimum an Associate 100% of assistants have at a 3 s degree in Early Childhood Education/Child Development or a child -related field including a minimum of 18 semester hours in Early Childhood Education/Child Development OR 60 semester hours in a program leading to a Bachelor’s in Early Childhood Education/Child Development or child degree -related field at least 24 semester hours in Early Childhood Education/Child with Development. Alt to return to your previous place in the document** ) ← ( and the left arrow ” “ **Push Page 23

27 Professional Development b and assistant(s) , those in positions of administrator(s), lead(s) - To by e completed Indicator essional staff complete at least 24 clock hours of prof Director and all program development annually. Intent (Purpose/Goal) of Indicator Staff participates in a variety of ongoing professional development trainings that exceed the number of hours licensing requires each year. These trainings support the staff member s’ knowledge in providing quality care for children in developmentally appropriate ways. Description of How to Meet the Indicator and , • Your program has evidence that your administrator/director, lead teacher s assistant teacher s have completed 24 hours of professional development within 12 months from the month you submitted your Self -Assessment Survey. the last Self if your -Assessment Survey in For example, o program submitted their professional evidence of the provide would need to , you 2018 April each staff member trainings taken by development showing 24 fessional development from April 2017 to April 2018 . hours of pro not • Evidence may include, but is limited to: o Training logs including: name, date of hire, title of, date of, and length of training o Training certificates including name, date of and length of training Sign o -in sheets with training agendas Current transcripts o o MiRegistry Learning Records the 24 clock hours. count toward CPR and First Aid hours do • not • Professional development training must align with what is accepted by licensing. clock/training hours, please To professional development calculate number of : this list use 60 minutes = 1 hour o 1 semester o hour = 1 credit = 15 hours 1 term hour = 10 hours o o 1 CEU = 10 hours 1 SCECH = 1 hour o to • , use the chart staff member was hired in the last year (12 months) If a determine the number of clock hours they need for professional development need to have a not hired less than 90 days ago does . A staff member (PD) certain number of professional development hours completed. ” to return to your previous place in the document** ) **Push “ Alt ← and the left arrow ( 24 Page

28 Months Since 12 11 10 9 8 7 6 4 0-3 5 Hire Date Number of PD 18 22 20 16 24 0-7 8 10 12 14 hours needed ← ( to return to your previous place in the document** and the left arrow ” Alt “ **Push ) 25 Page

29 Professional Development Indicator Annual professional development training attended by all staff includes at least 3 hours focused on cultural competence OR inclusive practices, related to serving children with special needs or disabilities, as well as teaching diverse e children and their families. children and supporting divers Intent (Purpose/Goal) of Indicator in a variety of ongoing professional development trainings that exceed Staff participates the number of hours licensing requires each year. This supports the staff s’ knowledge in cultural compete nce or inclusive practices member culture, diversity, spec ial needs, inclusion, etc.). (e.g., Description of How to Meet the Indicator teacher s and • Your program has evidence that your administrator/director, lead , assistant teacher s have completed at least 3 hours of professional development focused on cultural competence or inclusive practices within the past 12 months , . Self -Assessment Survey from the month , you submitted your mitted their -Assessment Survey in For example, if your Self • program sub provide would need to evidence of the training(s) 8, you 201 November taken by each staff member on cultural competence that was focused or inclusive practices from November 201 7 to November 2018. professional development , but are The 3 hours of limited to: may include not • Serving children with special needs or disabilities Teaching diverse children • rse children and their families Supporting dive • Evidence may include, but is not limited to: • including: name, date of hire, title of, date of, and length of Training logs o training Training certificates including name, date of and length of training o -in sheets with training agendas Sign o o Current transcripts o MiRegistry Learning Records count toward the 3 clock hours. not CPR and First Aid hours do • Professional development training must align with what is accepted by licensing. • If a staff member was hired less than 90 days ago then they do not need to have completed 3 hours of professional development focused on cultural competence or inclusive practice. converting credits, CEUs, semester hours, term hours, SCECHs, and Formulas See minutes to clock hours. ” to return to your previous place in the document** **Push ) “ Alt ← and the left arrow ( 26 Page

30 Possible Points for Professional Development Indicator Points fessional Director and all program staff complete at least 24 clock hours of pro 2 development annually. Annual professional development training attended by all staff includes at least 1 3 hours focused on cultural competence OR inclusive practices, related to teaching diverse serving children with special needs or disabilities, as well as, children and their families. children and supporting diverse and the left arrow ) ← ( ” Alt “ **Push to return to your previous place in the document** 27 Page

31 Other Staffing Indicator has a graduate degree in Early Childhood or Child Development or a Director related field OR Program works at least monthly with an Early Childhood Specialist with a graduate degree in Early Childhood or Child D evelopment or a related field. (Purpose/Goal) of Indicator Intent Programs receive ongoing (at least monthly) , individualized coaching and consultation from the Director or an Early Childhood Specialist to improve the quality of care etc. through: observations, action plans, meeting notes, emails, Description of How to Meet the Indicator Your program can meet the intent of this indicator by having at least one of the following: Your administrator/director has a Master’s degree (or higher) in Early Childhood • for definition) , Glossary -related field (see Education, Child Development or a child and can provide a copy of degree and/or completed transcripts including major. • (or s degree Evidence that your Early Childhood Specialist has their Master’ higher) in Early Childhood Education, Child Development or child -related field (see provide evidence of monthly meetings for can and , for definition) Glossary coaching and consultation. • Evidence showing you are currently working on a monthly basis with a through your local Great Start to Quality Quality Improvement Consultant Resource Center. ment Consultant in the future o Planning to work with a Quality Improve does not meet the intent of this indicator. Working with a Quality Improvement Specialist does not meet the intent o of this indicator because they do not provide ongoing consultation and -Assessment Survey. coaching after you submit your Self • Head Start programs may have an Education Manager, Education Director or Coach they work with monthly , that could meet the intent of this indicator. ” to return to your previous place in the document** **Push “ Alt ) and the left arrow ( ← 28 Page

32 Other Staffing Indicator Center develops Quality Improvement Plan designed to improve quality in staff qualifications and progress is monitored by a Quality Improvement Consultant. Intent (Purpose/Goal) of Indicator The program has a written plan designed to identify and work on staff qualifications, and the plan is monitored to ensure that progress is being made. Indicator Description of How to Meet the : Your program has evidence of a written Quality Improvement Plan that includes • , how your staff will increase qualifications) Goal(s) for your program (i.e. What you will • steps of how your goal(s) will be need to reach your goal(s) (e.g., completed , resources needed, etc. ) • Target date/follow -up. (e.g., when y our goal(s) will be completed, how progress ) will be monitored , etc. Who is monitoring the progress of your plan • A Quality Improvement Plan is a docu ment that states your program ’s goals for improving staff qualifications, how you plan to reach those goals and the steps you will be taking to achieve/complete your goals. • Quality Improvement Plans from somewhere other than Great Start to Quality will me clearly explains how et the intent of this indicator if your plan your program is working to improve staff qualifications. Evidence showing you intend to develop a Quality Improvement Plan in the • future does not meet the intent of this indicator. Prof essionals other than Quality Improvement Consultants ( e.g., Early Childhood • , may support you in achieving the goals on Specialists, Area Supervisors, etc.) your Quality Improvement Plan by monitoring the progress, if they have a graduate degree (Master ’s degree or higher) in Early Childhood Education, Child for definition). -related field (see Development or a child Glossary Directors with a graduate degree may support you in achieving the goals on • your Quality Improvement Plan. Possible Points for Other Staffing Points Indicator Director has a graduate degree in Early Childhood or Child Development or a 1 related field, or program works at le ast monthly with an Early Childhood evelopment or a Childhood or Child D Specialist with a graduate degree in Early related field. Center develops Quality Improvement P lan designed to improve quality in staff 1 onsultant. a Quality Improvement C qualifications and progress is monitored by to return to your previous place in the document** ) ← ( and the left arrow **Push Alt “ ” Page 29

33 FAMILY AND COMMUNITY PARTNERSH IPS Partnerships and Family Strengthening Family Indicator Center provides parenting education opportunities. Intent (Purpose/Goal) of Indicator offer parents with opportunities to engage in family education, enrichment, Programs , and other programs or groups development . The opportunities family support, child through their program or community agencies designed to help families and are offered support children ’s learning, growth , and development. Description of How to Meet the Indicator program has Your evidence showing how families are given the chance to get parenting education information and/or informat ion on the different areas of child development. This may include, but is • not limited to: Handouts o o and workshops available at the program or in the Classes, trainings, community Meetings for families o • Topics may include , but are not limited to : ’s learning o How to support children o Support for positive guidance techniques o Wellness o Health Nutrition o Family Partnerships and Family Strengthening Indicator Classroom staff engages in infor mal communication with parents. Intent (Purpose/Goal) of Indicator Staff and families interact informally with one another to share information about the ir child ’s day which may include their activities, experiences, tempe rament, health, etc. Description of How to Meet the Indicator Your program has evidence showing how the teachers communicate with families about their child ’s day during pick up, drop off , and throughout the day. limited to: • Informal communication may include, but is not o Phone calls o Texting Emails o Daily sheets o o Incident/Accident reports **Push to return to your previous place in the document** ) ← and the left arrow ” Alt “ ( 30 Page

34 Family Partnerships and Family Strengthening Indicator Center teacher conferences, parent/ provides form al communication (i.e., home visits) to inform parents of chi ldren ’s developmental progress. Intent (Purpose/Goal) of Indicator Staff interact formally with families through conferences and/or home visits to support ’s development. an on going relationship by sharing information about the child Description of How to Meet the Indicator Formal communication a time that your teachers schedule to meet with is parents/familie s to talk about their child ’s growth, learning , and development. Your program has evidence showing conferences and/or home visits are offered to the or classroom all . children, no matter the child families of ’s age • limited to: not This may include, but is o Conference/home visit policy Conference/home o visit forms o Conference/home visit schedules Family Partnerships and Family Strengthening Indicator Communication, education, and informational materials and opportunities for families are delivered in a way that meets their diverse needs (e.g. , literacy level, language, c ultural appropriateness, etc.). Intent (Purpose/Goal) of Indicator Parents/guardians are provided information about their child in ways that meet the individual n eeds of the parents/guardians. Description of How to Meet the Indicator you and your teachers communicate with evidence showing how Your program has families in a way that meets their individual needs/preferences. • For example, how you communicate with families that: o than you Speak a different language phone , calls email, text, unicating (e.g., o Prefer a specific way of comm ) etc. separ a different family structure (e.g., ated parents, single parents, Have o , etc. ) grandparents not This may include, but is • limited to: o Materials in different languages separated parents you communicate with Policy on how o Examples of different ways you communicate with parents o ” to return to your previous place in the document** ) **Push “ Alt ← and the left arrow ( Page 31

35 Family Partnerships and Family Strengthening Indicator Center offers opportunities for parents to par ticipate in program governance. Intent (Purpose/Goal) of Indicator Parents take part in the decision making process to plan, develop, implement , and evalu ate how the program functions. Description of How to Meet the Indicator Your program has evidence showing parents (who have children enrolled in the ) are given the chance to be part of making decisions that affect the program center/program. not • This may include, but is limited to: o Attend/serve on a parent advisory board o Attend/serve on a policy making committee o Parent surveys  changes were made based on the surveys Evidence showing how Family Partnerships and Family Strengthening Indicator provides opportunities for parents to participate in education in side Center and outside the classroom. Intent (Purpose/Goal) of Indicator Parents are provided various opportunities both inside the classroom and at home or ’s education as they prefer and/or outside of the classroom to participate in their child are able to do so. Description of How to Meet the Indicator evidence showing how parents can participate in s ’ their child Your program has education . • This may include, but is limited to: not o How parents volunteer in the classroom o Sending home activities How parents can share talents, hobbies, etc. in the classroom o o Activities for parents to do with childr en in newsletters ” ) to return to your previous place in the document** **Push ← ( and the left arrow Alt “ Page 32

36 and Family Strengthening Possible Points for Family Partnerships Points are Achieved Points How : below listed of the indicators at least 3 (purpose/goal) M eeting the intent of 2 Center provides parenting education opportunities. • • Classroom staff engages in informal communication with parents. Center provides formal communication (i.e., parent/teacher • ’s developmental conferences, home visits) to inform parents of children progress. • Communication, education, and informational materials and opportunities for families are delivered in a way that meets their diverse needs (e.g., literacy level, language, cultural appropriateness, etc.). • pate in program Center offers opportunities for parents to partici governance. • Center provides opportunities for parents to participate in education inside and outside the classroom. : of below listed of the indicators Meeting the intent (purpose/goal) all 6 4 Center provides parenting education opportunities. • • Classroom staff engages in informal communication with parents. • Center provides formal communication (i.e., parent/teacher ’s developmental conferences, home visits) to inform parents of children progress. Communication, education and informational materials and • opportunities for families are delivered in a way that meets their diverse needs (e.g., literacy level, language, cultural appropriateness, etc.). ate in program Center offers opportunities for parents to particip • governance. • Center provides opportunities for parents to participate in education inside and outside the classroom. ” to return to your previous place in the document** **Push “ Alt ) ← and the left arrow ( 33 Page

37 Community Partnerships Indicator opriate comprehensive Partnerships to provide or connect families to appr services. Intent (Purpose/Goal) of Indicator The program connects families with public and/or private community services/resources By connecting and educational programs to meet the needs of children and families. families, programs are able to help share informat ion about available services and increase awareness of availab le resources in the community. Description of How to Meet the Indicator Your program has evidence showing how you and your teachers help refer families to, and access services they need. limited to: not These services may include, but are • o -site services: On  Hearing Dental  Vision  On o Early o Michigan Department of Health and Human Services (MDHHS) Utility assistance o Food pantries o ” to return to your previous place in the document** **Push “ Alt ) and the left arrow ( ← Page 34

38 Community Partnerships I ndicator Partnerships that take basic steps to facilitate children ’ s transition betwe en and schools. and among programs, agencies Intent (Purpose/Goal) of Indicator The program has a plan to work together with programs in the community to facilitate the children ’s transition int o and out of their program (e.g., to kindergarten) , and from one classroom to another within the center. Description of How to Meet the Indicator ion Your program has evidence showing how you and your teachers help children transit and from one classroom to the next. into and out of the program • limited to: not This may include, but is Transition policies /plans o o Transition letters to families o Kindergarten information for families • These t ransition plans are in place for all children (no matter their age) and not limited to those going to kindergarten. a transition plan for , o For example, there is to toddlers infants moving up , and for preschoolers going to kindergarten. toddlers moving to preschool Community Partnerships Indicator Participation in community associations. Intent (Purpose/Goal) of Indicator Program is affiliated with a local, state and/or national professional organization that enhances their early childhood or business practices. Description of How to Meet the Indicator Your evidence showing how i program has , is currently participating t or a staff member with a professional organization ’s early childhood or to enhance your program business practices. A professional organization is a group of individuals who are given the chance to • meet in person. These meetings are where you can share and discuss information and ideas about early childhood or business practices. • not limited to: Evidence may include, but is o Meeting agendas o Meeting minutes National Association for t he Education of Certificate of membership (e.g., o NAEYC Young Children [ ], National Head Start Association [ NHSA ], , 50% of staff have a career pathway in MiRegistry, HighScope etc. ) • Participation in social media, online discussion groups, the food program, etc. does not meet the intent of this indicator. ” ) to return to your previous place in the document** **Push ← ( and the left arrow Alt “ Page 35

39 Possible Points for Community Partnerships How Points are Achieved Points : 2 Meeting the intent (purpose/goal) of at least 2 below listed of the indicators • Partnerships to provide or connect families to appropriate comprehensive services. • Partnerships that take basic steps to facilitate children ’s transition between and among programs, agencies and schools. • Participation in community associations. below listed of the indicators all 3 of (purpose/goal) the intent Meeting 4 : • Partnerships to provide or connect families to appropriate comprehensive services. ’s transition • Partnerships that take basic steps to facilitate children agencies between and among programs, and schools. Participation in community associations. • ADMIN AND MANAGEMENT ISTRATION Indicator Written personnel policies and procedures. Intent (Purpose/Goal) of Indicator Staff has access to written policies and procedures to support their assigned roles and responsibilities. Description of How to Meet the Indicator staff which may include, but showing the expectations of evidence Your program has are not limited to: • descriptions Job Guidelines • • Protocols This may include, but is not limited to: • Staff/employee handbook or its table of contents • Policy manual or its table of contents manual or its table of contents • Procedure Alt to return to your previous place in the document** ) ← **Push “ ( ” and the left arrow Page 36

40 Administration and Management Indicator development plans professional Evidence of staff evaluations and individual for each staff member. Intent (Purpose/Goal) of Indicator Staff members are evaluated, given feedback , and create individual development goals. Description of How to Meet the Indicator Your program has evidence showing that staff (director, leads , and assistants) are evaluated. limited to: not This may include, but is • Evaluation policies o o Evaluation steps/plans o Example of evaluation tool and professional development plans/goals o Creating goals policy All staff are evaluated and create individual professional development • plans/goals. Administration and Management Indicator A documented, graduated salary scale for staff that takes into account education and experience. Intent (Purpose/Goal) of Indicator Program has a written salary scale that takes into account the staff ’ s education and experience. Description of How to Meet the Indicator evidence of a written salary scale. Your program has • scale should show how education and experience are used to The salary determine a staff member ’s wage/salary. • The salary scale needs to be used at all times, and not only when a staff member is being evaluated. **Push “ Alt ” to return to your previous place in the document** ) ← ( and the left arrow Page 37

41 Administration and Management Indicator A flexible benefit plan that may include health, tuition assistance, etc. for staff. Intent (Purpose/Goal) of Indicator Program offers benefits to staff. Description of How to Meet the Indicator Your program has evidence that full time staff are offered benefits. • This may include limited to: is not , but Health /dental/vision insurance o o Tuition assistance o Child care discounts Payouts for not parti o cipating in insurance programs • Benefits do not have to be offered to part time staff. Management Administration and Indicator Paid leave time for full time employees which may include holiday, vacation, educational leave, and/or sick time. Intent (Purpose/Goal) of Indicator Program offers paid time off to staff. Description that full time staff are offered paid time off. Your program has evidence not • limited to: This may include, but is o Paid personal time Paid sick time o o Paid vacation time o Paid holidays Paid days off do not have to be offered to part time staff. • and the left arrow to return to your previous place in the document** ) ← ( **Push ” Alt “ 38 Page

42 Possible Points for Administration and Management How Points are Achieved Points 2 Meeting the intent (purpose/goal) of 1 of the indicators listed below : • Written personnel policies and procedures. • Evidence of staff evaluations and individual professional development plans for each staff member. • A documented, graduated salary scale for staff that takes into account education and experience. • A flexible benefit plan that may include health, tuition assistance, etc. for staff. • Paid leave time for full time employees which may include holiday, vacation, educational leave, and/or sick time. at least 3 of (purpose/goal) Meeting the intent of the indicators 4 : below listed • Written personnel policies and procedures. Evidence of staff evaluations and individual professional development • each staff member. plans for • A documented, graduated salary scale for staff that takes into account education and experience. • A flexible benefit plan that may include health, tuition assistance, etc. for staff. • Paid leave time for full time employees which may inclu de holiday, vacation, educational leave, and/or sick time. below listed of the indicators at least 4 of 6 (purpose/goal) : Meeting the intent • Written personnel policies and procedures. • Evidence of staff evaluations and individual professional development plans for each staff member. A documented, graduated salary scale for staff that takes into account • education and experience. • A flexible benefit plan that may include health, tuition assistance, etc. for staff. Paid leave time for full time employees which may include holiday, • vacation, educational leave, and/or sick time. ( **Push “ Alt ” and the left arrow ← ) to return to your previous place in the document** Page 39

43 ENVIRONMENT Physical Environment Indicator is in a physical location that is free of Center environmental risks (e.g. , lead, mercury, asbestos and indoor air pollutants.) Intent (Purpose/Goal) of Indicator ing Program facility is safe and secure and complies with the child care licens requirements of Michigan. Description of How to Meet the Indicator Your program is in good standing with licensing. This is verified by Great • Start to Quality staff during the rating process. No additional evidence is required. • Possible Points for Physical Environment Indicator Points , 2 Center lead, environmental risks (e.g. of is in a physical location that is free mercury, asb estos and indoor air pollutants.) Ratios Indicator child Center teacher : demonstrates that it has smaller group size and better io than required by licensing. rat Intent (Purpose/Goal) of Indicator Program creates an optimum educational environment by having more classroom staff and less children than required by licensing. Description of How to Meet the Indicator all evidence showing Your program has and classrooms always maintain better ratios smaller group sizes than required by licensing. not , but is may include This • limited to : o group and will never exceed a certain ratio Policies stating the classrooms size Classroom assignments stating maximum ratio and group size o o and Attendance or sign -in sheets s howing the maximum ratio group size your • , and toddler room is only allowed to have 11 children For example, if always has 4 teachers in the classroom then your program has: o Smaller group sizes (licensing maximum for group size is 12) o Smaller ratios (licensing ratio is 1 teacher to 4 children) , please ratios and group sizes For more information or further guidance on licensing . site visit the licensing **Push to return to your previous place in the document** ) ← ( “ ” Alt and the left arrow Page 40

44 Possible Points for Ratios Points Indicator 2 Center demonstrates that it has smaller group size and better teacher: child rat io than required by licensing. Alt ← to return to your previous place in the document** ( and the left arrow ” ) “ **Push Page 41

45 Health Environment Indicator Center is participating in the Child and Adult Care Food Program (CACFP) in and good standing has a written nutrition plan; OR Follow seasonal menu guidelines that meet the CACFP meal pattern have a written nutrition plan; and requirements OR – follow seasonal menu guidelines that For programs that serve a snack only meet CACFP meal pattern requirements; OR – provide nutrition information to For programs that do not provide food families if fa milies provide meals from home. /Goal) of Indicator Intent (Purpose ce and Program addresses the nutritional health of children by providing food servi nutritional education. Description of How to Meet the Indicator ” to return to your previous place in the document** **Push ) “ Alt ← and the left arrow ( 42 Page

46 Your program can meet the intent of this indicator by having one of the following: have a and currently participating with CACFP Evidence showing you are • written nutrition plan follow seasonal menus that meet CACFP meal Evidence showing you • requirements and have a written nutrition plan • follows seasonal menu guidelines that Evidence showing your program meet CACFP requirements if you only serve snack • Evidence showing how your program provides nutrition information to families if they provide meals from home Your program has evidence of a written nutrition plan. A wr itten nutrition plan needs to address how it helps families and staff understand: • The purpose of the nutrition plan Why it is important to children, families, and staff • The tools and resources being used in the program and how they are being used. For example, Child and Adult Care Food Program, MyPlate, National Farm to Preschool, dieticians, families, curriculum/materials, trainings • How the plan meets the needs of children, families, and staff • How this information will be shared with children, families, and staff A written plan is required when the program is participating with CACFP OR Following CACFP meal pattern guidelines. Nutrition plans are not required when the program ONLY serves snack (following seasonal CACFP meal pattern e program does NOT provide food. guidelines) OR if th ← and the left arrow “ Alt ” ( **Push ) to return to your previous place in the document** 43 Page

47 Health Environment Indicator 30 minutes of every 3 hours dedicated to active outdoor time, with appropriate indoor physical activities available when weather prohibits outdoor play. Intent (Purpose/Goal) of Indicator Program has outside time each day during which the children engage in a v ariety of physical activities. Description of How to Meet the Indicator classroom has evidence that every Your program has 30 minutes of outside time for open. it is every 3 hours This indicator needs to be met by • all classrooms. • Indoor physical activities should be available if weather does not allow outside play. To calculate the amount of outside time needed use the following formula: • Total number of class minutes multiplied by .166 = the minimum number o of minutes required for outdoor time  For example, if your program is in operation for 12.5 hours have a total of 125 minutes of every classroom would need to n their daily schedules outside time incorporated i for further guidance on calculating outside time Formulas See o • uired All children should be going outside daily (weather permitting) , for the req unless it goes against parent requests/needs. amount of time o For example, if a parent has a doctor’s note saying their child cannot go or the other children are going outside f outside, then as long as all program would be meeting the intent of required amount of time your the indicator. ” to return to your previous place in the document** **Push “ Alt ) and the left arrow ( ← 44 Page

48 Health Environment Indicator Provisions for reviewing and updating health records according to the most recent Early, Periodic Screening, Diagnosis and Treatment (EPSDT) schedule rs and older children toddle for infants, and reviewing and updating records for annually. Intent (Purpose/Goal) of Indicator to review and update children ’ s health Program establis hes and follows a written plan records (health appraisals and immunization records), to ensure that children receive recommended treatment and preventative services. Description of How to Meet the Indicator written health plan. Your program has evidence of a A written health plan needs to address how it helps families understand: The purpose of the health plan • Why it is important to children, families, and staff • • The program ’s process for updating and tracking immunization records and health appraisals - ’s well -to -date on their child How staff encourage parents to stay up • child checks and immunizations or The ways the program provides information on local pediatricians • health care centers, immunization recommendations, developmental milestones, and/or health screenings Resources: • Child ’s Health • Child Visits – C.S. Mott Children’s Hospital Michigan Medicine for Your Child from Birth Through Immunizations and Developmental Milestones • 6 Years Old Immunizations and Developmental Milestones For Your Child from Birth Through • - Spanish 6 Years Old • Michigan Care Improvement Registry ” to return to your previous place in the document** **Push “ Alt ) and the left arrow ( ← 45 Page

49 Health Environment Indicator A process for observing each child ’ s health and development on a daily basis and communicating observations to the child ’s family, other provider/educators and to specialized staff, with recommendations for family to seek medical opinions as necessary. Intent (Purpose/Goal) of Indicator e Program establishes and follows a written policy to address daily health and health car emergencies for the children. Description of How to Meet the Indicator Your program has a information about share of how you and your teachers evidence ’s daily health, observations , and concerns with parents. child • This may include, but is not limited to: o An illness policy o An injury policy o Daily health checks Health Environment Indicator A regular oral care routine, including tooth brushing and/or gum wiping (for infa nts) at least once per day. Intent (Purpose/Goal) of Indicator Program has an oral care routine in place to supp ort all children ’ s oral health. Description of How to Meet the Indicator Your program children. all evidence of an oral care routine for has • include s: The oral care routine o How infants ’ gums are wiped daily o How toddlers ’ teeth are brushed daily How older children ’s teeth are brushed daily o . importance of oral care You can find more information on the ” to return to your previous place in the document** **Push ) ← ( and the left arrow Alt “ Page 46

50 Possible Points for Health Environment How Points are Achieved Points at least 2 of of the indicators 2 : below listed Meeting the intent (purpose/goal) the CACFP in good standing and has a written Center is participating in • nutrition plan; OR follow seasonal menu guidelines that meet the CACFP meal pattern requirements and have a written nutrition plan; OR -follow seasonal menu guidelines for programs that serve a snack only et CACFP meal pattern requirements; OR for programs that do that me not provide food -provide nutrition information to families if families provide meals from home. 30 minutes of every 3 hours dedicated to active outdoor time, with • ities available when weather prohibits appropriate indoor physical activ outdoor play. Provisions for reviewing and updating health records according to the • most recent Early, Periodic Screening, Diagnosis and Treatment (EPSDT) schedule for infants, and reviewing and updating records for toddlers and older children annually. A process for observing each child’s health and development on a daily • amily, other basis and communicating observations to the child’s f provider/educators and to specialized staff, with recommendations for family to seek medical opinions as necessary. • A regular oral care routine, including tooth brushing and/or gum wiping (for infants) at least once per day. listed at least 4 of (purpose/goal) : below of the indicators Meeting the intent 4 • Center is participating in the CACFP in good standing and has a written nutrition plan; OR follow seasonal menu guidelines that meet the CACFP meal pattern requirements and have a written nutrition plan; OR -follow seasonal menu guidelines at serve a snack only for programs th that meet CACFP meal pattern requirements; OR for programs that do -provide nutrition information to families if families not provide food provide meals from home. o active outdoor time, with • 30 minutes of every 3 hours dedicated t appropriate indoor physical activities available when weather prohibits outdoor play. Provisions for reviewing and updating health records according to the • most recent Early, Periodic Screening, Diagnosis and Treatment (EPSDT) s chedule for infants, and reviewing and updating records for toddlers and older children annually. • A process for observing each child’s health and development on a daily basis and communicating observations to the child’s family, other provider/educators, and to specialized staff, with recommendations for family to seek medical opinions as necessary. • A regular oral care routine, including tooth brushing and/or gum wiping (for infants) at least once per day. ( and the left arrow ” Alt ) **Push “ ← to return to your previous place in the document** Page 47

51 CURRICULUM AND INSTRUCTION Curriculum and Instruction Indicator A statement of educational and development al priorities for the children. Intent (Purpose/Goal) of Indicator Program has a written statement of beliefs about how it will serve the children and fami lies involved in the program. Description of How to Meet the Indicator Your program has evidence of its mission and/or philosophy statement. ’s beliefs. • A mission/philosophy statemen t is about your program • limited to : This may include, but is not program your The purpose and nature of o children al goals and objectives for the Your development o Your priorities for serving children and families o Curriculum and Instruction Indicator A routine daily schedule that is predictable yet flexible; include time for s transition; includes indoor and outdoor activities and is responsive to each child ’s need to be active or resting. Intent (Purpose/Goal) of Indicator Program creates and consistently implements a daily routine that meets the individual needs of all age groups of children. Description of How to Meet the Indicator daily schedule. current s every classroom Your program has evidence of ’ • The daily schedules include: Indoor activities o Outside time o Rest time o o Transitions ” to return to your previous place in the document** **Push “ Alt ) ← and the left arrow ( 48 Page

52 Curriculum and Instruction Indicator An approved curriculum. Intent (Purpose/Goal) of Indicator Program uses a comprehensive and documented curriculum model or educational approach to guide teaching practices. Description of How to Meet the Indicator use of , age appropriate a comprehensive Your program has the evidence showing curriculum (an educational approach to working with and teaching children ), that is on ’s approved curriculum list Great Start to Quality . the individual needs of children in all A comprehensive curriculum addresses • developmental areas. curriculum The • ages. all classrooms and with children of all should be used in (s) Curriculum and Instruction Indicator A written plan for integrating policies, procedures and practices that reflects a monstrates cultural respect and valuing of children ’s culture and de competence. Intent (Purpose/Goal) of Indicator Program has a written plan that may include policies, procedures and/or practices to make sure that all children feel included and valued regardless of gender, ability, ethn icity, language or background. Description of How to Meet the Indicator r Your program has evidence of a itten cultural competence plan. w A written cultural competence plan needs to address how it helps families and staff understand: The purpose of the cultural competence plan • • Why it is important to children, families, and staff • The tools and resources being used in the program and how they are ediate being used. For example, specialists/consultants from Interm School District (ISD), MSU Extension, local Resource Center, or community partners, families, curriculum/materials, trainings How the plan meets the needs of children, families, and staff • • How this information will be shared with children, families, and staff and the left arrow to return to your previous place in the document** ) ← ( **Push ” Alt “ 49 Page

53 Curriculum and Instruction Indicator ng children with special needs. A written plan for servi Intent (Purpose/Goal) of Indicator Program has a written plan that may include policies and practices, to support the inclusion of children with special health care/developmental needs and makes sure that the chi ld’s special needs are met. Description special needs plan. written Your program has evidence of a A written special needs plan needs to address how it helps families and staff understand: The purpose of the special needs plan • Why it is important to children, families, and staff • The tools and resources being used in the program and how they are • being used. For example, specialists/consultants from Early On, Build Intermediate School District (ISD), Education Service Agency (ESA) Up, families, or community partners, curriculum/materials, screening tools, assessment tools, trainings • How the plan meets the needs of children, families, and staff • e shared with children, families, and staff How this information will b ” **Push “ to return to your previous place in the document** Alt ) and the left arrow ( ← 50 Page

54 Possible Points for Curriculum and Instruction How Achieved Points Points are at least 2 of (purpose/goal) Meeting the intent 2 : below listed of the indicators • A statement of educational and developmental priorities for the children. • A routine daily schedule that is predictable yet flexible; includes time for transition; includes indoor and outdoor activities and is responsive to each child ’s need to be active or resting. • An approved curriculum. • A written p lan for integrating policies, procedures and practices that reflects a respect and valuing of children ’s culture and demonstrates cultural competence. A written plan for serving children with special needs. • Meeting the intent 4 : below listed of the indicators 3 at least of (purpose/goal) • A statement of educational and developmental priorities for the children. • A routine daily schedule that is predictable yet flexible; includes time for transition; includes indoor and outdoor activities and is responsive to each child ’s need to be active or resting. An approved curriculum. • A written plan for integrating policies, procedures and practices that • ’s culture and demonstrates reflects a respect and valuing of children cultural competence. • children with special needs. A written plan for serving Screening and Assessment Indicator Staff discusses anecdotal notes/observations as a basis for wo rking/teaching with each child. Intent (Purpose/Goal) of Indicator /observations Program records and discusses anecdotal notes as the basis for planning for individua l children of all age groups. Description of How to Meet the Indicator Your program has evidence showing notes/observations are taken on children in every planning for each child. classroom as a tool for working with and Anecdotal notes (a brief record of an event in a child ’s day ) or observations may • limited to: not include, but are What a child says (i.e. , a direct quote) o o How a child is actively engaged in an experience with the classroom/environment a child has reached o A developmental milestone Progress a child has made in a developmental area o and the left arrow “ Alt ” **Push ( ← ) to return to your previous place in the document** Page 51

55 Screening and Assessment Indicator Complete annual develop mental screening on each child. Intent (Purpose/Goal) of Indicator Program uses a valid and reliable developmental screening tool to identify concerns and to support children ’s development and learning for all age groups. Description of How to Meet the Indicator use (a tool the evidence showing Your program has screening tool age appropriate an of used to check for any concerns about a child’s development) that is on Great Start to . list screenings ’s approved Quality not • limited to: Evidence of using a screening tool may include, but is ’s screening policy o Your program o Copies of the screening tool How the tool is reviewed with parents/guardians o • The screening tool must be completed at least once a year on children. all Screening and Assessment Indicator tool at least two times a year. Uses an approved child assessment Intent (Purpose/Goal) of Indicator Provider uses a valid and reliable assessment tool for all age groups at least two times a year to measure the progress children have made and to support ’s ren the child development and learning. Description of How to Meet the Indicator You have evidence showing you use an age appropriate (a tool used to assessment tool get and track ongoing information on a child , that is on and development) ’s growth . list ’s approved assessment Great Start to Quality • Evidence of using an assessment tool may include, but is not limited to: Your assessment policy o o Copies of the assessment tool o How assessment results are shared with parents/guardians ren. • The assessments must be completed at least two times a year on all child to return to your previous place in the document** “ ” and the left arrow **Push ← ) Alt ( Page 52

56 Screening and Assessment Indicator - teacher confere nces at least two Uses child assessment results in parent times a year. Intent (Purpose/Goal) of Indicator Provider uses the information they get from the children ’ s assessments to communicate children ’s progress, growth and development with their parents at least two times a y e a r. Description of How to Meet the Indicator s assessment results with parents. ’ You have evidence showing you share children • limited to: not Evidence of this may include, but is Conference forms o o Assessment results for families o Policies on what is shared during conferences • The assessment results must be shared with parents at conferences at least two times a year. • using an approved assessment tool, then you will not meet the If you are not intent of this indicator. Screening and Assessment Indicator Uses assessment to inform individual, small group, and whole gro up instruction and interaction. Indicator Intent (Purpose/Goal) of Program uses children ’ s assessments to plan activities for the children ’ s daily experiences and to support the children ’s on going development and learning. Description of how you and/or your teachers use assessment results evidence Your program has and notes to plan for children. all Evidence of this may include, but is • limited to: not o Planning forms o Planning procedures/policies o Curriculum objectives , • The assessment results are used to plan for individual children, small groups and large groups. • If your program is not using an approved assessment tool, then you will not meet the intent of this indicator. ” to return to your previous place in the document** ) ← ( and the left arrow **Push Alt “ Page 53

57 Assessment Possible Points for Screening and Points are Achieved Points How : below listed of the indicators 2 Meeting the intent (purpose/goal) of at least 2 • Staff discusses anecdotal notes/observations as a basis for working/teaching with each child. Complete annual developmental screening on each child. • l at least two times a year. • Uses an approved child assessment too Uses child assessment results in parent -teacher conferences at least • two times a year. and whole group Uses assessment to inform individual, small group • instruction and interaction. : below listed of the indicators 4 least at of Meeting the intent (purpose/goal) 4 Staff discusses anecdotal notes/observations as a basis for • working/teaching with each child. • Complete annual developmental screening on each child. • Uses an approved child assessment tool at least two times a year. -teacher conferences at least Uses child assessment results in parent • two times a year. • Uses assessment to and whole group inform individual, small group instruction and interaction. 6 : of the indicators listed below 5 all of (purpose/goal) Meeting the intent • Staff discusses anecdotal notes/observations as a basis for working/teaching with each child. • Complete annual developmental screening on each child. • Uses an approved child assessment tool at least two times a year. Uses chi • ld assessment results in parent -teacher conferences at least two times a year. Uses assessment to • and whole group inform individual, small group instruction and interaction. ) “ Alt ” and the left arrow to return to your previous place in the document** ( ← **Push Page 54

58 Consistent Interaction Indicator Child Care/Preschool Center can demonstrate that it structures and schedules staff such that each child has a consistent team of provider/educators and peers over a week, and over a calendar year. Intent (Purpose/Goal) of Indicator consistent staffing that allows for Program makes sure that each classroom has responsive caregiving, and each child’s classroom assignments over a week and a calendar year remain the same. Description of How to Meet the Indicator Your program has of consistent staffing and classroom assignments for a week evidence and a year. This means: • Teachers have consistent schedules in their assigned classrooms every o week Children are in a classroom for at least one year o • limited to: not Evidence of this may include, but is o Ratio policies Transition polices o o Staff schedules and classroom policies Primary caregiving assignments • For example, you could have evidence of: A weekly staff schedule that is consistent for every classroom o 0-12 at least 12 months (e.g., ’s age range being Every classroom o , etc. -24 months, 2 to 3 years ) months, 12 Possible Points for Consistent Interaction Points Indicator can demonstrate that it structures and schedules Center Child Care/Preschool 2 staff such that each child ha s a consistent team of provider /educators and week, and over a calendar year. peers over a ← and the left arrow ( to return to your previous place in the document** ) **Push “ Alt ” 55 Page

59 Glossary : A record of an event in a child ’s day that accurately describes Anecdotal note what a child said or did while interacting with another person or their environment. : A tool used to gather ongoing and extensive information on a Assessment tool ’s development, growth and learning to help keep track of where they are child Great Start to Quality developmentally and the areas they need to improve. ( ) Approved Assessment tools Associate ’s degree: A degree typically received in two years from a junior college, college or university (often 60 to 72 completed credit hours). ’s degree: m a college or cally received in four years fro Bachelor A degree typi university (often at least 120 completed credit hou rs). A nationally recognized Child Development Associate (CDA) credential: credential awarded by the Council for Professional Recognition demonstrating your ability to work with children birth to five years of age. -related field : Licensing Child -related field for early childhood defines a child programs as elementary education, child guidance/counseling, child psychology, family studies, and social work. ’s growth and children : Covers all developmental areas of Comprehensive learning; including social -emotional, cognitive, language, creative, and physical development. Continuing Education Unit (CEU) : A nationally recognized unit of measure for education/training experiences that provide professional development opportunities, but are not academic credit from a college or university . A set of professional Core Knowledge Core Competencies (CKCC): development and program standards focused on the knowledge, skil ls , and -quality high characteristics essential for all early childhood educators to provide , and the community. care for children, families : refers to an ability to interact effectively with people of Cultural competence different cultures. Cultural competence comprises four components: ” to return to your previous place in the document** ) **Push “ Alt ← and the left arrow ( Page 56

60 Awareness of one's own cultural worldview • • Attitude towards cultural differences Knowledge of different cultural practices and worldviews • Cross -cultural Skills. Developing cultural competence results in an ability to • understand, communicate with, and effectively interact with people across culture s. (Martin, M. Vaughn, B., 2007) alues. Culture can be Is made up of things, customs, beliefs, and v Culture: thought of in terms of concrete: Items and objects we see, hold, and use, as well as specific activities • . Items such as clothing, artwork, and food, and activities such as dance are ’s culture. tangible symbols of a person Experiences in how people live out their lives as well as what they believe • . Family roles, child -rearing patterns, and what values they hold dear communication styles, and holiday traditions are ways in which culture ur daily lives. influences how we as individuals live o . Culture shapes Worldviews and beliefs about human nature and humanity • how we see ourselves (our identity), how we learn, and how we interact with others (York, 78). : An educational approach to working with and teaching children that Curriculum is backed by research and evidence, and uses effective and intentional experiences and activities that are appropriate for the age and development of ) Great Start to Quality Approved Curriculum tools the children in the program. ( : Any activity or tool that, dependent on the age ppropriate Developmentally A of the child, is able to meet their needs and abilities. (Developmental milestones ) Is a continuous approach to working with children, parents, families, Diversity: and colleagues every day for children in the program to: • Learn about their backgrounds and the background of people who are different from them ” to return to your previous place in the document** ) **Push “ Alt ← and the left arrow ( Page 57

61 communities represented See themselves, their families, and their • throughout the program Continually be exposed to activities, materials, and concrete experiences • that to overcome stereotypes Learn to enjoy, appreciate, and seek out differences to reduce harassment • and intolerance • m, e are usually a whole variety of ways to solve a probles Discover ther wer a question (Wardle, 2003a) complete a task, or ans : A Early, Periodic Screening, Diagnosis and Treatment (EPSDT) schedule schedule and part of the health care requirements for each state that helps to make sure all children are screened, have their health checked periodically depending on their age and receive the necessary immunizations and care, and that they are given the tests and treatments necessary to prevent and help with delays and overall health care. Evidence -Based : Research, evaluations and implementation of a curriculum able child leads to meaningful and measur been done to show how it have outcomes. : A scheduled time to meet with parents/families to Formal communication discuss their child ’s growth, learning and development, and discuss plans, concerns and next steps to help the child continue to grow and develop. Care Professional when a child Health appraisal : A form completed by a Health ams information of the physical, goes to the doctor that gives providers/progr ’s health appraisal form (Michigan intellectual and emotional needs of the child. ) es with parents How a provider/program communicat Informal communication: . and families about a child ’s day A degree typically received in one to two years after Master ’s d egree: ’s degree. completing a Bachelor Plan: A detailed, written procedure for doing or achieving something. d information that are : Obtaining results an Reliable the same no matter who is the study, where it is done at or when conducting is being used. ” to return to your previous place in the document** ) **Push “ Alt ← and the left arrow ( 58 Page

62 Screening tool : A tool used to check for any concerns in regards to the child’ s Great Start to Quality Approved Screening ( development, growth and learning ). tools Semester hour : The number of credits received for completing a college class (not the number of hours spent in a class or the clock hours of a class). State Continuing Education Clock Hours (SCECH) Approved trainings, : -services and workshops that the Michigan Department of conferences, in teaching al of certain certificates (e.g., towards renew Education counts as credits certificates). s overall curriculum that is : An addition to a program’ Supplemental curriculum . used to help children work on a certain developmental area or skill Term hour : Licensing defines a term hour as the equivalent of 10 hours of training, and being similar to a quarter hour. This can be converted to a semester hour/credit by multiplying the number of term hours by 0.66. Valid : Obtaining results based on what the tool was designed to measure. ” to return to your previous place in the document** ) **Push “ Alt ← and the left arrow ( 59 Page

63 Formulas Calculating Outside Time: o calculate the amount of The formula(s) used t in outside time to meet the intent of the 30 minutes for every 3 hours indicator Health Environment . Total number of class minutes multiplied by .166 = the minimum number Formula 1 nutes required for outdoor time of mi Example: if you are in operation for 12.5 hours, you would need to have a total of 125 minutes of outside time incorporated in the daily schedule 12.5 hours X 60 minutes = 750 total class minutes 750 X .166 = 125 mi nutes of outside time required One hour in operation = 10 minutes of outside time Formula 2 Half hour in operation = 5 minutes of outside time 15 minutes in operatio n = 2.5 minutes of outside time Example: a program in operation for 10.5 hours would need to have a total of 105 minutes of outside time incorporated in the daily schedule for each classroom 10 hours X 10 minutes = 100 minutes ½ hour = 5 minutes 100 + 5 =105 minutes required of outside time o change the number of credits, CEUs, etc. to How t Clock Hour Conversions: hours Professional Development for clock number of . o 60 minutes = 1 hour o 1 semester hour = 15 hours o 1 term hour = 10 hours o 1 CEU = 10 hours 1 SCECH = 1 hour o 1 credit = 1 semester hour = 15 hours o ” to return to your previous place in the document** ) **Push “ Alt ← and the left arrow ( Page 60

64 : The number of c lock hours of professional Professional Development required for staff hired within the last year (12 months). development training 7 12 11 10 9 8 6 Months Since Hire Date 0 - 3 4 5 Number of PD hours 24 18 16 14 12 10 8 0-7 20 22 needed **Push Alt ” “ ( ← ) to return to your previous place in the document** and the left arrow Page 61

65 Resources Developmental milestones for children ages 2 months to 5 years: http://www.cdc.gov/ncbddd/actearly/milestones/index.html Early Childhood Standards of Quality for Infant and Toddler Programs: https://www.michigan.gov/documents/mde/ECSQ_IT_approved_422341_7.pdf Early Childhood Standards of Quality for Prekindergarten: https://www.michigan.gov/documents/mde/ECSQ_OK_Approved_422339_7.pdf Great Start to Quality list of Approved Screening, Assessment, and Curriculum tools: http://www.greatstarttoquality.org/sites/default/files/Great%20Start%20to%20Q 0Approved%20Screening%2C%20Assessment%2C%20and%20Cur uality%20- %2 riculum.pdf Great Start to Quality Program Quality Indicators: ://www.greatstarttoquality.org/sites/default/files/Great%20Start%20to%20Q http uality%20Program%20Quality%20Indicators.pdf ’ information: Great Start to Quality Resource Centers -center http://www.greatstarttoquality.org/find -resource -614 -7328 -877 or call 1 Great Start to Quality Log In Page : https://stage.worklifesystems.com/program/4 Great Start to Quality User Guide: http://www.greatstarttoquality.org/sites/default/files/GSQ%20User%20Guide.pdf Great Start to Quality website: http://www.greatstarttoquality.org Immunization and Development Milestone schedule from EPSDT through the Center for Disease Control in English: -tracker.pdf http://www.cdc.gov/vaccines/parents/downloads/milestones ” to return to your previous place in the document** ) **Push “ Alt ← and the left arrow ( Page 62

66 Immunization and Development Milestone schedule from EPSDT through the Center for Disease Control in Spanish: -sp.pdf -0-6yrs -ver http://www.cdc.gov/vaccines/parents/downloads/parent -sch Information on the importance of oral ca re and oral health for children: -kids-teeth/ http://2min2x.org/about Licensing Rules for Child Care Centers: https://www.michigan.gov/documents/dhs/Child_Care_Center_Rules_419095_7. pdf MiRegisty http://www.MiRegistry.org The State of Michigan approved health appraisal form : -3305_09_10_336837_7.pdf https://www.michigan.gov/documents/dhs/BCAL ” to return to your previous place in the document** ) **Push “ Alt ← and the left arrow ( 63 Page

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