Program administrative staff attends training on the Environment Rating Scales (ERS).

• Evidence in Aspire that at least 1 administrator has attended the relevant training within the previous 15 months, verified with Training Certificate

Program completes an ERS self-assessment using the appropriate scale(s) and writes an improvement plan to address subscale scores below 3.25.

• Completed ERS Score Sheet, including sub-scale average scores.  Score Sheet must show Date of Observation (dated within the previous 15 months of Standard Inventory submission). If applicable, include improvement plan.

Program has an independent ERS assessment and achieves an overall score of 4.25 – 4.99. (30 Points)

Program has an independent ERS assessment using the appropriate scale(s) and achieves an overall score of 5.00 – 5.49. (40 Points)

Program has an independent ERS assessment using the appropriate scale(s) and achieves an overall score of 5.50 or higher. (50 Points)

• Program does not submit evidence for this Standard. If applicable, completed ERS report(s) is automatically sent to QUALITYstarsNY from the observer.

Program has in place a child observation and assessment policy that includes the collection and protection of assessment results and sharing assessment results with families.

• Policy or practice statement that references the type(s) of child data collected; how and when data are collected; how data are held confidential; and how and when data are shared with families

Program collects information at enrollment on children's development including social emotional concerns, dominant language, preferences and any special needs.

• Copies of completed enrollment form(s) from 3 children, with identifying information removed. If information is collected on multiple forms, include an example of each completed form

Program documents the developmental status of each child within 45 days of entering the program using a child development screening tool.

• Copy of completed developmental screening form(s) used to document developmental screening for 3 children, with identifying information removed

Program uses a developmental screening tool that is valid and reliable.

Evidence must include completed forms, from a screening tool below, for 3 children.

• Ages and Stages Questionnaires
• Ages and Stages Questionnaires Social-Emotional
• Battelle Developmental Inventory Screening Test
• Bayley III Screening Test
• Bayley Infant Neurodevelopmental Screener (BIDS)
• Brigance Inventories System II
• Brigance Self-Help and Social-Emotional Scales
• Child Development Inventories (CDI)
• Denver Developmental Screening Test (DDST)
• Developmental Indicators for the Assessment of Early Learning (DIAL)
• Early Screening Inventory
• Infant-Toddler Developmental Assessment
• FirstSTEP Screening Test for Evaluating Preschoolers
• Kent Inventory of Developmental Skills (KIDS)
• Learning Accomplishment Profile-Diagnostic Screens
• Parents’ Evaluation of Developmental Status (PEDS)
• Parents’ Evaluation of Developmental Status-Developmental Milestones (PEDS:DM)
• Pediatric Symptom Checklist
• Preschool and Kindergarten Behavior Scales (PKBS)The Ounce Scale
• Other

Program documents the developmental progress of each child at least quarterly using a child development assessment tool(s).

• 4 completed assessment forms for 1 child. Forms must indicate that assessments were conducted quarterly, within the previous 15 months, with identifying information removed.

Program uses a developmental assessment tool(s) that is valid and reliable.

Evidence must include completed assessments from a tool below for 3 children.

• Creative Curriculum Developmental Continuum Assessment
• Bayley Scale of Infant and Toddler Development
• Brigance Inventories
• Galileo Preschool Assessment Scales
• High Scope Child Observation Record (COR)
• Learning Accomplishment Profile-Diagnostic (English or Spanish)
• Mullen Scales of Early Learning
• Ounce Scale
• Work Sampling System
• Teaching Strategies GOLD
• Other

Program has a plan to ensure that child screenings and assessments are done in a culturally and linguistically appropriate manner, including in the appropriate language.

• Written statement that  references accommodations made to both screen and assess children in their dominant language

All teaching staff receives annual training in child observation and assessment that include recognition of developmental milestones and identifying possible developmental delays and linking child observation and assessment to curriculum implementation.

• Evidence in Aspire that at least 60% of teaching staff have attended the relevant training within the previous 15 months, verified with Training Certificate

Program can document that assessment results are used to inform instruction that addresses the needs of individual children.

• A child’s assessment results

AND

• Evidence of how instruction is tailored to address assessment results

AND

• Statement of how program uses the assessment results to make appropriate adaptations

Program can document that aggregated assessment results are used to inform program practice.

• Aggregated data report(s)

AND

• Statement or improvement plan of how program uses assessment data to inform program practices

Program has a written education philosophy or statement.

• Education philosophy or statement noting the program’s beliefs about how children learn and how the program supports children's learning and needs

Program uses a written curriculum or curriculum framework that is developmentally appropriate and addresses the key domains of child development.

• Curriculum or curriculum framework that references all key domains of child development

AND

• Evidence of program’s use of curriculum

Program uses a written curriculum or curriculum framework that is evidence-based, meaning research has been conducted regarding the relationship between the curriculum and children’s learning.

Cover page of one of the following curricula:

• Before ABCs: Promoting School Readiness in Infants and Toddlers
• Caring for Infants and Toddlers in Groups: Developmentally Appropriate Practice
• Creative Curriculum
• Create Curriculum for Infants, Toddlers, and Two’s
• High Scope Curriculum
• The Montessori Method
• The Carolina Curriculum
• Zero to Three Cradling Literacy
• Other –  program MUST also include evidence of the research basis for the curriculum components. Reference(s) to applicable studies and research is encouraged.

Program uses a written curriculum or curriculum framework that aligns with the NYS Early Learning Guidelines and/or the Pre-K Foundation for the Common Core.

• Curriculum cover page or curriculum framework

AND

• Completed curriculum crosswalk

Program uses a written curriculum or curriculum framework that is adapted to be culturally competent by incorporating into the classroom curriculum culturally sensitive, books, themes and projects.

• 3 activity/lesson plans indicating use of culturally sensitive books, themes or projects

All teaching staff receives annual training to implement the curriculum and supervision support is provided to staff to assist with curriculum implementation. 

• Evidence in Aspire that at least 60% of teaching staff have attended the relevant training within the previous 15 months, verified with Training Certificate

Program implements appropriate modifications and provides additional supports to enable children with IFSPs or IEPs more effective inclusion in the full range of the program’s activities.

• Statement describing 1 currently enrolled child with an IFSP or IEP and modifications made for the child and/or family by the program, with the child’s name excluded

Program provides infants daily opportunities to move freely under adult supervision to explore indoor and outdoor environments, including tummy time when awake.

Evidence must show daily, supervised exercise opportunities that include free movement on the stomach and other movement indoors and outdoors.

• Parent/family handbook

OR

• Curriculum

OR

• Daily schedules

OR

• Lesson plans or goal statements

OR

• Other

Program provides opportunities for toddlers and/or preschoolers to have at least 15 minutes of developmentally appropriate, structured and unstructured, moderate to vigorous physical activity (both inside and outside) for every hour they are in care. For example, in a 3 hour program, children should have at least 45 minutes of physical activity in total, not necessarily continuously.

Evidence must name the specific structured and unstructured physical activities provided and demonstrate that these activities occur both inside and outside.

• Parent/family handbook

OR

• Policy statement

OR

• Daily schedule or plan

OR

• Other

Program has a policy that details the use of TV/video for children, including that TV/video is never used during nap and meal time or for children birth to age 2. For children ages 2 to 5 there is no more than 30 minutes once a week of high quality educational or movement-based commercial-free programming.

• Policy statement on use of TV/video that references how viewing policies are differentiated by age group

Program promotes the service or consumption of meals and snacks that meet the Child and Adult Care Food Program (CACFP) meal pattern for the ages served.

• If program participates in CACFP, submit evidence of CACFP participation

OR

• If program does not participate in CACFP, submit 1 week of menus for all meals and snacks served using standard OCFS menu planning form

AND 

• Statement of compliance with CACFP minimum meal pattern components for all meals and snacks served

Program adopts a formal obesity prevention program.

Evidence must demonstrate adoption of a formal obesity prevention program.

• Program assessment(s)

OR

• Action plan(s)

OR

• Timeline(s)

OR

• Goal statement(s)

OR

• Other

Teaching or administrative staff attends training regarding implementation of the obesity prevention program.

• Evidence in Aspire that at least 60% of teaching or administrative staff have attended the relevant training within the previous 15 months, verified with Training Certificate

Program communicates with parents of infants in writing on a daily basis about care giving routines such as feeding, sleeping, and diapering/toileting.

• 3 completed copies of form(s) used for communicating with families about care routines that pertain to feeding, sleeping, diapering, and the times of day that these events occur

AND

• Evidence that care routine information is shared with families on a daily basis

Program communicates with families in a comprehensive, written format about the program’s history, philosophy, admissions policies, applicable regulations, parent involvement opportunities, and other policies.

Evidence must include information on the program’s history, admissions policies and parent/family involvement opportunities.

• Parent/family handbook

OR

• Handouts

OR

• Website posting(s)

OR

• Other

Program periodically communicates in writing with families about program and child activities and other pertinent information.

• 3 sources of evidence stating the specific nature of activities shared and clearly indicating that information was communicated on 3 different dates within the previous 15 months

Program meets one-on-one with parents about their individual child’s development at least twice a year.

Evidence for one child that demonstrates that meetings with parent(s) occurred on at least 2 different dates within the 15 months prior to Standards inventory submission.

• Meeting invitation

OR

• Calendar showing schedule of teachers’ conferences

OR

• Conference announcement(s)

OR

• Parent/family handbook

OR

• Sign in sheet(s)

OR

• Other

Program communicates with families in writing about staff member's educational qualifications and professional experience.

Evidence must clearly show staff qualifications and experiences for at least 1 administrator and 1 teacher.

• Parent/family handbook

OR

• Staff member profiles

OR

• Website

OR

• Other

Program communicates with families about program activities and policies in a group setting.

Evidence must demonstrate that program communicates with families in a group setting about activities and policies.

• Announcement

OR

• Agenda

OR

• Sign-in sheet

OR

• Other

Program provides written information about family resources and supports, such as information on child development, oral health, child health insurance, tax credits, and child care financial assistance.

Evidence must show that written information about relevant family resources and supports is accessible to families.

• Reference to the availability of resources

AND

• 3 sample resources/supports offered

Program supports breastfeeding.

• If participating in CACFP, provide a completed CACFP Breastfeeding Friendly Certificate

OR

• If not participating in CACFP, provide the  Completed CACFP Self-Assessment

Program offers family social gatherings that intentionally include other family members, in addition to parents.

Evidence must show that program offers family social gatherings that include family members beyond just parents

• Announcement or invitation

OR

• Calendar showing gathering(s)

OR

• Newsletter

OR

• Other

Program provides workshops, training or other events for families on educational topics.

Evidence must show that program provides educational opportunities to families.

• Announcement or invitation

OR

• Calendar showing gathering(s)

OR

• Newsletter

OR

• Other

Program offers volunteering opportunities for families, such as help with field trips and opportunities to share talents and expertise.

Evidence must show that program offers opportunities for family members to volunteer.

• Policy Statement

OR

• Memo

OR

• Announcement or invitation

OR

• Other

Families complete a program evaluation or survey annually and results are used for program improvement.

• 3 samples of completed surveys or other evaluation tool(s)

AND

• Improvement/implementation plan(s) based on survey/evaluation results

Program provides regular opportunities for parents to participate in program-level decisions.

Evidence must demonstrate that families are given opportunities to participate in program-level decisions.

• Parent Advisory Council member list

OR

• Governing Board member list

OR

• Hiring Board

OR

• Other

Program completes a program assessment using a tool on family responsive practices such as the Center for the Study of Social Policy’s Family Strengthening Self-Assessment tool and results are used for program improvement.

• Program assessment tool, at least 50% completed

AND

• 1 improvement/action plan based on assessment results

Program completes a self-assessment of cultural competence using a tool, such as the National Association for the Education of Young Children Pathways to Cultural Competence Checklist, the Self-Assessment Checklist for Personnel Providing Services and Supports In Early Intervention and Early Childhood Settings from the National Center on Cultural Competence, or other tool. The results are used for program improvement.

• Completed NAEYC Pathways self-assessment checklist

OR

• Completed NCCC self-assessment checklist

AND

• Completed improvement plan based on assessment results

Program staff greets children and parents in the home languages of the children and parents.

• List of home language(s) spoken other than English

AND

• Policy/philosophy statement indicating how staff greet children in their home language(s)

Program staff is trained to address the needs of children whose home language is not English.

• Evidence in Aspire that at least 60% of teaching staff have attended the relevant training within the previous 15 months

Program employs at least one staff member who speaks the home language(s) of the children.

• List of home languages of children/families

AND

• Resume(s) of current staff showing language fluency

OR

• Evidence of bi-lingual CDA

OR

• Staff transcripts

OR

• Program Information Report (Head Start)

OR

• Other

Program has a written policy and/or procedures for transitioning children into the program, which includes providing information on separation and attachment to families.

Evidence must reference ways in which the program supports families when starting the program, including providing information on separation and attachment.

• Policy statement

OR

• Procedures

Program has a written policy and/or procedures to support children and families during transitions within the program (i.e. moving from the threes class to the fours class or when a teacher leaves and a new one is hired).

Evidence must reference ways in which the program supports families transitioning within the program.

• Policy statement

OR

• Procedures

Program supports children and families transitioning out of the program including when children transition to another educational setting (e.g., other center, kindergarten).

Evidence must reference ways in which the program supports families in transitioning their program and into another.

• Policy statement

OR

• Procedures

OR

• Information from parent/family handbook

OR

• Sample of information given to families (e.g. kindergarten registration)

OR

• Evidence of meetings or other supports

Program promotes the quality and continuity of teacher-child relationships through teacher training, teacher scheduling or other policies such as ensuring no more than one transition within the child’s first two years.

Evidence must demonstrate how program promotes the quality and continuity of child-teacher relationships.

• Policy

OR

• Information from parent/family handbook

OR

• Sample written transition plan

OR

• Staffing schedule

OR

• Other

Administrator has undergraduate degree to manage a high quality program

One of the following is indicated and verified in Aspire:

Bachelor's degree in:

• Early Childhood Education (ECE) (12 points)
• ECE-related field with 24 or more ECE credits (12 points)
• ECE-related field with 18-23 ECE credits (10 points)
• ECE-related field with 0-17 ECE credits (8 points)
• Field unrelated to ECE (6 points)

Associate's degree in:

• ECE (6 points)
• ECE-related field with 12 or more ECE credits (6 points)
• ECE-related field with 9-11 ECE credits (4 points)
• ECE-related field with 0-8 ECE credits (2 points)

Administrator has graduate-level degree or college credits in ECE-related leadership, administration or management to manage a high quality program.

One of the following is indicated and verified in Aspire:

Master's degree or higher in:

• ECE (8 points)
• ECE-related field with 15 or more ECE credits (8 points)
• ECE-related field with 5-14 ECE credits (6 points)
• ECE-related field with 0-4 ECE credits (4 points)
• Field unrelated to ECE (2 points)

College credits in ECE-related leadership, administration or management:

• 9 or more credits (4 points)
• 6-8 credits (1 point)

Administrator has relevant certificate or credential in management, supervision, leadership, and/or administration to manage a high quality program.

One of the following is indicated and verified in Aspire:

• CPAC
• NYS School Building Leader Certificate
• School Administrator/Supervisor Certificate

At least 3 years of experience in supervision or management in an early care or education program.

As indicated in Aspire employee profile.

• 3 years of experience in supervision or management in an ECE program

First Aid/CPR training

As indicated in Aspire, verified with training or certification card.

• First Aid and CPR training or certificate cards obtained within the last two years

Teaching staff has undergraduate education to provide developmentally appropriate and high quality care.

TSQ 2-4 awards points once per teacher for their highest applicable degree type. The final points awarded are based on the average for all teaching staff.

As indicated in Aspire, verified with transcript.

Bachelor's degree in:
• ECE (34 points)
• ECE-related field with at least 24 ECE credits (34 points)
• ECE-related field with 18-23 ECE credits (32 points)
• ECE-related field with 0-17 ECE credits (30 points)
• Field unrelated to ECE with at least 18 ECE credits (27 points)

Associate's degree in:

• ECE (28 points)
• ECE-related field with 12 or more ECE credits (28 points)
• ECE-related field with 9-11 ECE credits (27 points)
• ECE-related field with 0-8 ECE credits (26 points)
• Field unrelated to ECE with 12 or more ECE credits (24 points)

Teaching staff has undergraduate education to provide developmentally appropriate and high quality care.

TSQ 2 awards points once per teacher for their highest applicable degree type. The final points awarded are based on the average for all teaching staff.

As indicated in Aspire, verified with transcript.

Bachelor's degree in:
• ECE (34 points)
• ECE-related field with at least 24 ECE credits (34 points)
• ECE-related field with 18-23 ECE credits (32 points)
• ECE-related field with 0-17 ECE credits (30 points)
• Field unrelated to ECE with at least 18 ECE credits (27 points)

Associate's degree in:

• ECE (28 points)
• ECE-related field with 12 or more ECE credits (28 points)
• ECE-related field with 9-11 ECE credits (27 points)
• ECE-related field with 0-8 ECE credits (26 points)
• Field unrelated to ECE with 12 or more ECE credits (24 points)

Teaching staff has graduate level or higher education to provide developmentally appropriate and high quality care.

TSQ 3 awards points once per teacher for their highest applicable degree type. The final points awarded are based on the average for all teaching staff.

As indicated in Aspire, verified with transcript

Master's degree or higher in:

• ECE (8 points)
• ECE-related field with 15 or more ECE credits (8 points)
• ECE-related field with 5-14 ECE credits (6 points)
• ECE-related field with 0-4 ECE credits (4 points)

Teaching staff has relevant credential(s) and/or ECE college credits apart from their completed degrees to provide developmentally appropriate and high quality care.

TSQ 4 awards full points to staff that DO NOT hold higher education degrees and conditional points to staff that do hold higher education degrees. Points are only awarded once for the highest applicable category, regardless of the number of credits or certifications earned.

As indicated in Aspire, verified with transcript, certificate, or credential.

• NYS Infant Toddler Care & Education Credential (ITCEC) (6 points with college degree; 26 points without college degree)
• American or International Montessori Infant/Toddler or Early Childhood Credential (4 points with college degree; 23 points without college degree)
• Child Development Associate (CDA) with Infant-Toddler or Preschool specialization (2 points with college degree; 20 points without college degree)
• 12 ECE college credits in ECE/Child Development (0 points with college degree;12 points without college degree)

TSQ-5: (4 Points) Teaching staff has relevant early childhood credentials or teaching certificates.

TSQ-6: (2 Points) Teaching staff has relevant, specialized certificates or teaching credentials.

TSQ-5: (4 Points) One of the following credential is indicated in Aspire staff profile and verified with certificate:

• NYS Early Childhood Teacher (B-Gr 2) Certificate
• B-2 Extension
• NYS Students with Disabilities (B-Gr 2) Certificate
• NYS Teacher (N-6) Certificate

AND/OR

TSQ-6: (2 Points) One of the following credential is indicated in Aspire staff profile and verified with certificate:

• NYS Literacy B-Gr 6
• NYS PreK-6
• NYS Bilingual
• National Board Teacher Certification

At least 3 years of experience teaching in an early childhood education program.

As indicated in Aspire employment tab

• At least 3 years of experience teaching in an ECE program documented in Aspire

The overall retention rate for teaching staff is 80% or above.

Calculated automatically based on employment information in Aspire

Program conducts a program management self-assessment using a tool, such as the Program Administration Scale (PAS), the National Association for the Education of Young Children (NAEYC) self-study or Head Start Monitoring Protocol or another administrative/management assessment tool.

• Completed PAS Item Summary Form and completed PAS Profile

OR

• NAEYC Candidacy Report

OR

• NAEYC Annual Accreditation Assessment

OR

• Head Start Monitoring Protocol with an additional summary cover sheet

OR

• Head Start Assessment tool with an additional summary cover sheet

OR

• Other self-assessment tool, including the full tool

AND

• An additional summary cover sheet

Program demonstrates progress on a plan aligned to the administrative/management self-assessment.

• Plan indicating progress made in at least 3 areas identified as needing improvement with concrete steps to make improvements in each area

Liability insurance is current to date.

Evidence must reference program’s liability insurance and be in effect at least 1 month past the submission date.

• Insurance declaration page

OR

• Proof of payment

OR

• Other

Payroll and payroll taxes are paid on time.

Evidence of paid payroll taxes must be dated within the previous 15 months.

• Voided check to appropriate state/federal entity indicating payment

OR

• Report from a payroll management company

OR

• Other

State and federal taxes are paid or IRS Form 990 is filed on time.

Evidence must demonstrate that state and federal income taxes were paid within the previous 15 months.

• IRS Form 990

OR

• Proof of tax payment

Program has a current-year operating budget related to the early care and education program showing revenues and expenses.

• Current program/operating budget showing revenues and expenses

Program generates at least quarterly income and expense statements, comparing actual revenues and expenses to budget.

Evidence must be dated within the previous 15 months.

• Quarterly (4) financial reports comparing actual and projected income and expenses

OR

• Policy statement that program has a system to generate income and expense statements

Program has written fiscal policies and procedures that detail the management of funds and payroll.

• Fiscal policies and procedures outlining management of income, expenses and payroll

There is an independent review of accounting records (reconciliation of bank statements to the general ledger) by someone with accounting or bookkeeping expertise who is not an employee of the organization.

Evidence must be dated within the previous 15 months.

• Evidence of financial review comparing accounting records against bank accounts

AND

• Statement regarding the reviewer’s relationship to program

Program has established procedures to market and fill open child care slots/vacancies.

• Procedures used to market and fill openings

AND

• A sample of 1 tool used for marketing

Program has written job descriptions for all positions.

• Job descriptions, including job title and list of responsibilities, for at least 1 administrator and 1 teacher

Employees are given access to an employee handbook when hired.

• Employee handbook with signed employee receipts from at least 1 administrator and 1 teacher

OR

• Hiring procedures referencing the sharing of employee handbook with new hires 

Program provides new employees with an orientation that includes:

• Review of  job description
• Discussion/Review of regulations applicable to the program
• Review of evacuation and emergency procedures

• Review of educational plan/curricula

Evidence must indicate that the all of the orientation topics listed are reviewed during staff orientation.

• Staff orientation checklist

OR

• Description of orientation process

Program has a written employee confidentiality policy that dictates how child, family and employee information are kept confidential.

• Confidentiality policy describing how employees maintain confidential information on children, families, and other employees

All program staff participates in at least 4 staff meetings during operational months.

Evidence must be dated within the previous 15 months and indicate that all-program staff meetings occur at least 4 times throughout the program year.

• Dated staff meeting attendance lists

OR

• Program calendar indicating staff meetings

OR

• Dated meeting notes

OR

• Dated meeting agendas

OR

• Other

Written notes are taken at program staff meetings and then shared with staff.

Evidence must be dated within the previous 15 months.

• Staff meeting notes from 2 meetings

AND

• Email, memo, or statement referencing the sharing of notes

Program philosophy and staff recruitment strategies demonstrate commitment to diversity and having staff reflect its community.

Evidence must reference program’s commitment to staff diversity and its intention to hire staff that reflects its community.

• Philosophy or policy statement including commitment to diversity

OR

• Staff recruitment strategy statement

All employees have formal, written performance assessments annually.

• Statement indicating all staff (including direct and non-direct care staff) are formally assessed at least 1x/program year

AND

• 2 completed performance assessments for 1 administrative staff position and 1 teaching staff position within the previous 15 months

Teaching staff have individual professional development plans that match the Core Body of Knowledge: New York State’s Core Competencies for Early Childhood Educators (CBK) competency areas.

Evidence must be provided for 1 teaching staff position and have been completed within the previous 15 months.

• CBK Professional Development Planning Tool Plan or Paula Jorde Bloom Staff Development Action Plan

OR

• Other pre-approved professional development plan that refers to at least 2 CBK areas

AND

• Statement of how Plan(s) refer to the CBK competencies

Performance assessment, including observations and feedback, informs individual professional development plans.

• Completed performance assessment for 1 teaching staff position that includes observation(s), assessment criteria and comments/feedback

AND

• Professional development plan with at least 2 goal statements highlighted with link to performance assessments clearly demonstrated

Program has an up-to-date written wage scale that is based on position, education, training, and years of relevant experience.

• Wage scale that is based upon position, education, training and years of relevant experience

Program offers full-time staff a compensation package with benefit options: (2 POINTS PER BENEFIT OPTION, UP TO 8 POINTS MAXIMUM)

• paid holidays
• paid time off (sick, vacation, personal)
• health insurance
• professional development days

• Employee handbook detailing benefits

OR

• Compensation package

OR

• Employee policy

OR

• Other

Program offers full-time staff a compensation package with benefit with paid holidays.

Evidence must show that policies refer to all full-time staff.

• Employee handbook detailing benefits

OR

• Compensation package

OR

• Employee policy

OR

• Other

Program offers full-time staff a compensation package with benefit with paid time off.

Evidence must show that policies refer to all full-time staff.

• Employee handbook detailing benefits

OR

• Compensation package

OR

• Employee policy

OR

• Other

Program offers full-time staff a compensation package with benefit with health insurance.

Evidence must show that policies refer to all full-time staff.

• Employee handbook detailing benefits

OR

• Compensation package

OR

• Employee policy

OR

• Other

Program offers full-time staff a compensation package with benefit with professional development days.

Evidence must show that policies refer to all full-time staff.

• Employee handbook detailing benefits

OR

• Compensation package

OR

• Employee policy

OR

• Other

Program offers full-time staff a compensation package with at least 3 of the following benefit options:

• family and medical leave (beyond what is required by law)
• flexible scheduling
• retirement
• life insurance
• flexible spending account
• dependent care assistance plan
• tuition discounts for employee’s children
• tuition reimbursement for education
• employee assistance program
• dental insurance

Evidence must indicate that the program offers at least 3 of the listed benefit options for full time staff.

• family and medical leave (beyond what is required by law)
• flexible scheduling
• retirement
• life insurance
• flexible spending account
• dependent care assistance plan
• tuition discounts for employee’s children
• tuition reimbursement for education
• employee assistance program
• dental insurance

Program offers part-time staff a pro-rated compensation package that includes, at a minimum, paid time off.

Evidence must reference some or all of the listed benefit options for part-time staff.

• Employee handbook detailing benefits

OR

• Compensation package

OR

• Employee policy

OR

• Other

Program has a written general plan to cover planned and unplanned absences.

• Plan for absences, both planned and unplanned

Program provides lead teachers with at least 1 hour of paid planning time per week.

Evidence must indicate that at least 1 hour of paid planning time each week is provided for lead teachers.

• Staffing plan

OR

• Policy statement

OR

• Other

Program provides at least 1 hour every other week of paid planning time for classroom staff to plan together (away from children).

Evidence must indicate that paid planning time is provided for classroom staff time to plan together (away from children) for at least 1 hour every other week.

• Policy statement

OR

• Staffing plan

OR

• Evidence of staff meeting

OR

• Other

Staff has access to computers and the Internet during planning time.

Evidence must demonstrate that all teaching staff has internet access during planning time.

• Staff handbook

OR

• Policy statement

OR

• Staff e-mails

OR

• Other