Code | Indicator | Points | Documentation |
---|---|---|---|
CE-1 | Program administrative staff attends training on the Environment Rating Scales (ERS). |
2 |
|
CE-2 | Program completes an ERS self-assessment using the appropriate scale(s) and writes an improvement plan to address subscale scores below 3.25. |
8 |
|
CE-3-5 | 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) |
0 |
|
Code | Indicator | Points | Documentation |
---|---|---|---|
COA-1 | 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. |
2 |
|
COA-2 | Program collects information at enrollment on children's development including social emotional concerns, dominant language, preferences and any special needs. |
2 |
|
COA-3 | Program documents the developmental status of each child within 45 days of entering the program using a child development screening tool. |
2 |
|
COA-4 | Program uses a developmental screening tool that is valid and reliable. |
1 | Evidence must include completed forms, from a screening tool below, for 3 children.
|
COA-5 | Program documents the developmental progress of each child at least quarterly using a child development assessment tool(s). |
2 |
|
COA-6 | Program uses a developmental assessment tool(s) that is valid and reliable. |
1 | Evidence must include completed assessments from a tool below for 3 children.
|
COA-7 | 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. |
2 |
|
COA-8 | 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. |
3 |
|
COA-9 | Program can document that assessment results are used to inform instruction that addresses the needs of individual children. |
3 |
AND
AND
|
COA-10 | Program can document that aggregated assessment results are used to inform program practice. |
2 |
AND
|
Code | Indicator | Points | Documentation |
---|---|---|---|
CPI-1 | Program has a written education philosophy or statement. |
2 |
|
CPI-2 | Program uses a written curriculum or curriculum framework that is developmentally appropriate and addresses the key domains of child development. |
3 |
AND
|
CPI-3 | 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. |
3 | Cover page of one of the following curricula:
|
CPI-4 | 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. |
4 |
AND
|
CPI-5 | 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. |
2 |
|
CPI-6 | All teaching staff receives annual training to implement the curriculum and supervision support is provided to staff to assist with curriculum implementation. |
3 |
|
CPI-7 | 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. |
3 |
|
Code | Indicator | Points | Documentation |
---|---|---|---|
PH-1 | Program provides infants daily opportunities to move freely under adult supervision to explore indoor and outdoor environments, including tummy time when awake. |
1 | Evidence must show daily, supervised exercise opportunities that include free movement on the stomach and other movement indoors and outdoors.
OR
OR
OR
OR
|
PH-2 | 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. |
1 | Evidence must name the specific structured and unstructured physical activities provided and demonstrate that these activities occur both inside and outside.
OR
OR
OR
|
PH-3 | 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. |
2 |
|
PH-4 | 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. |
2 |
OR
AND
|
PH-5 | Program adopts a formal obesity prevention program. |
1 | Evidence must demonstrate adoption of a formal obesity prevention program.
OR
OR
OR
OR
|
PH-6 | Teaching or administrative staff attends training regarding implementation of the obesity prevention program. |
1 |
|
There is substantial evidence that classroom environment features are central to program quality and there is limited evidence that varied and appropriate classroom materials support children's development. There is substantial evidence that the quality of teacher-child interactions contributes to quality in early care and education settings and substantial evidence that children with involved and responsive caregivers fare better on a wide variety of child development measures. There is a substantial amount of evidence that developmentally appropriate curriculum is related to other measures of program quality and substantial evidence that a developmentally appropriate curriculum is related to child outcomes. There is a moderate amount of evidence that developmentally-appropriate assessment is associated with improved child development outcomes.
Code | Indicator | Points | Documentation |
---|---|---|---|
C-1 | Program communicates with parents of infants in writing on a daily basis about care giving routines such as feeding, sleeping, and diapering/toileting. |
3 |
AND
|
C-2 | 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. |
5 | Evidence must include information on the program’s history, admissions policies and parent/family involvement opportunities.
OR
OR
OR
|
C-3 | Program periodically communicates in writing with families about program and child activities and other pertinent information. |
3 |
|
C-4 | Program meets one-on-one with parents about their individual child’s developments at least twice a year. |
3 | 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.
OR
OR
OR
OR
OR
|
C-5 | Program communicates with families in writing about staff member's educational qualifications and professional experience. |
3 | Evidence must clearly show staff qualifications and experiences for at least 1 administrator and 1 teacher.
OR
OR
OR
|
C-6 | Program communicates with families about program activities and policies in a group setting. |
3 | Evidence must demonstrate that program communicates with families in a group setting about activities and policies.
OR
OR
OR
|
C-7 | 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. |
5 | Evidence must show that written information about relevant family resources and supports is accessible to families.
AND
|
Code | Indicator | Points | Documentation |
---|---|---|---|
FIS-1 | Program supports breastfeeding. |
2 |
OR
|
FIS-2 | Program offers family social gatherings that intentionally include other family members, in addition to parents. |
2 | Evidence must show that program offers family social gatherings that include family members beyond just parents
OR
OR
OR
|
FIS-3 | Program provides workshops, training or other events for families on educational topics. |
2 | Evidence must show that program provides educational opportunities to families.
OR
OR
OR
|
FIS-4 | Program offers volunteering opportunities for families, such as help with field trips and opportunities to share talents and expertise. |
2 | Evidence must show that program offers opportunities for family members to volunteer.
OR
OR
OR
|
FIS-5 | Families complete a program evaluation or survey annually and results are used for program improvement. |
4 |
AND
|
FIS-6 | Program provides regular opportunities for parents to participate in program-level decisions. |
4 | Evidence must demonstrate that families are given opportunities to participate in program-level decisions.
OR
OR
OR
|
FIS-7 | 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. |
3 |
AND
|
FIS-8 | 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. |
3 |
OR
AND
|
FIS-9 | Program staff greets children and parents in the home languages of the children and parents. |
2 |
AND
|
FIS-10 | Program staff is trained to address the needs of children whose home language is not English. |
4 |
|
FIS-11 | Program employs at least one staff member who speaks the home language(s) of the children. |
4 |
AND
OR
OR
OR
OR
|
Code | Indicator | Points | Documentation |
---|---|---|---|
T-1 | Program has a written policy and/or procedures for transitioning children into the program, which includes providing information on separation and attachment to families. |
3 | Evidence must reference ways in which the program supports families when starting the program, including providing information on separation and attachment.
OR
|
T-2 | 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). |
3 | Evidence must reference ways in which the program supports families transitioning within the program.
OR
|
T-3 | Program supports children and families transitioning out of the program including when children transition to another educational setting (e.g., other center, kindergarten). |
3 | Evidence must reference ways in which the program supports families in transitioning their program and into another.
OR
OR
OR
OR
|
T-4 | 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. |
6 | Evidence must demonstrate how program promotes the quality and continuity of child-teacher relationships.
OR
OR
OR
OR
|
There is substantial evidence that parent involvement and parent-provider communication is important for high quality early childhood education. There is substantial evidence that parent-involvement is related to child development outcomes. Parent-provider communication in the parent's dominant language is necessary for optimum results.
Code | Indicator | Max Points | Documentation |
---|---|---|---|
AQ-1 | Administrator has undergraduate degree to manage a high quality program |
12 | One of the following is indicated and verified in Aspire: Bachelor's degree in:
Associate's degree in:
|
AQ-2 | Administrator has graduate-level degree or college credits in ECE-related leadership, administration or management to manage a high quality program. |
8 | One of the following is indicated and verified in Aspire: Master's degree or higher in:
College credits in ECE-related leadership, administration or management:
|
AQ-3 | Administrator has relevant certificate or credential in management, supervision, leadership, and/or administration to manage a high quality program. |
4 | One of the following is indicated and verified in Aspire:
|
Code | Indicator | Max Points | Documentation |
---|---|---|---|
AE-1 | At least 3 years of experience in supervision or management in an early care or education program. |
3 | As indicated in Aspire employee profile.
|
Code | Indicator | Max Points | Documentation |
---|---|---|---|
TSQ-1 | First Aid/CPR training |
1 | As indicated in Aspire, verified with training or certification card.
|
TSQ-2-4 | 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. |
34 | As indicated in Aspire, verified with transcript.
Associate's degree in:
|
TSQ-2 | 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. |
34 | As indicated in Aspire, verified with transcript.
Associate's degree in:
|
TSQ-3 | 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. |
8 | As indicated in Aspire, verified with transcript Master's degree or higher in:
|
TSQ-4 | 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. |
26 | As indicated in Aspire, verified with transcript, certificate, or credential.
|
TSQ-5-6 | 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. |
6 |
TSQ-5: (4 Points) One of the following credential is indicated in Aspire staff profile and verified with certificate:
AND/OR TSQ-6: (2 Points) One of the following credential is indicated in Aspire staff profile and verified with certificate:
|
Code | Indicator | Max Points | Documentation |
---|---|---|---|
TSE-1 | At least 3 years of experience teaching in an early childhood education program. |
4 | As indicated in Aspire employment tab
|
Code | Indicator | Max Points | Documentation |
---|---|---|---|
R-1 | The overall retention rate for teaching staff is 80% or above. |
4 | Calculated automatically based on employment information in Aspire |
There is substantial evidence that teacher education and training are related to other measures of program quality and child outcomes. Similarly, research shows that director professional development is related to other measures of program quality and some, though limited, evidence suggests that director professional development is related to child outcomes. While there is limited and conflicting evidence that staff experience is related to other measures of program quality or child development outcomes, staff experience is valued by consumers.
Note: A program can earn points in both the administrator and the teaching staff categories. Points are earned for the degrees and coursework completed AND for each of several credentials AND for experience. For nearly all Standards in the Qualifications & Experience category, teaching staff points are weighted by part-time or full-time status and averaged (to account for programs with different numbers of staff). Documentation pertaining to professional qualifications and experiences are collected and verified through The Aspire Registry.
Code | Indicator | Points | Documentation |
---|---|---|---|
ASA-1 | 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. |
5 |
OR
OR
OR
OR
OR
AND
|
ASA-2 | Program demonstrates progress on a plan aligned to the administrative/management self-assessment. |
5 |
|
Code | Indicator | Points | Documentation |
---|---|---|---|
FAS-1 | Liability insurance is current to date. |
2 | Evidence must reference program’s liability insurance and be in effect at least 1 month past the submission date.
OR
OR
|
FAS-2 | Payroll and payroll taxes are paid on time. |
2 | Evidence of paid payroll taxes must be dated within the previous 15 months.
OR
OR
|
FAS-3 | State and federal taxes are paid or IRS Form 990 is filed on time. |
2 | Evidence must demonstrate that state and federal income taxes were paid within the previous 15 months.
OR
|
FAS-4 | Program has a current-year operating budget related to the early care and education program showing revenues and expenses. |
4 |
|
FAS-5 | Program generates at least quarterly income and expense statements, comparing actual revenues and expenses to budget. |
4 | Evidence must be dated within the previous 15 months.
OR
|
FAS-6 | Program has written fiscal policies and procedures that detail the management of funds and payroll. |
5 |
|
FAS-7 | 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. |
5 | Evidence must be dated within the previous 15 months.
AND
|
FAS-8 | Program has established procedures to market and fill open child care slots/vacancies. |
3 |
AND
|
Code | Indicator | Points | Documentation |
---|---|---|---|
PP-1 | Program has written job descriptions for all positions. |
1 |
|
PP-2 | Employees are given access to an employee handbook when hired. |
2 |
OR
|
PP-3 | Program provides new employees with an orientation that includes:
|
2 | Evidence must indicate that the all of the orientation topics listed are reviewed during staff orientation.
OR
|
PP-4 | Program has a written employee confidentiality policy that dictates how child, family and employee information are kept confidential. |
2 |
|
PP-5 | All program staff participates in at least 4 staff meetings during operational months. |
2 | 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.
OR
OR
OR
OR
|
PP-6 | Written notes are taken at program staff meetings and then shared with staff. |
2 | Evidence must be dated within the previous 15 months.
AND
|
PP-7 | Program philosophy and staff recruitment strategies demonstrate commitment to diversity and having staff reflect its community. |
2 | Evidence must reference program’s commitment to staff diversity and its intention to hire staff that reflects its community.
OR
|
PP-8 | All employees have formal, written performance assessments annually. |
4 |
AND
|
PP-9 | 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. |
5 | Evidence must be provided for 1 teaching staff position and have been completed within the previous 15 months.
OR
AND
|
PP-10 | Performance assessment, including observations and feedback, informs individual professional development plans. |
5 |
AND
|
Code | Indicator | Points | Documentation |
---|---|---|---|
SCB-1 | Program has an up-to-date written wage scale that is based on position, education, training, and years of relevant experience. |
1 |
|
SCB-2 | Program offers full-time staff a compensation package with benefit options: (2 POINTS PER BENEFIT OPTION, UP TO 8 POINTS MAXIMUM)
|
8 |
OR
OR
OR
|
SCB-2a | Program offers full-time staff a compensation package with benefit with paid holidays. |
2 | Evidence must show that policies refer to all full-time staff.
OR
OR
OR
|
SCB-2b | Program offers full-time staff a compensation package with benefit with paid time off. |
2 | Evidence must show that policies refer to all full-time staff.
OR
OR
OR
|
SCB-2c | Program offers full-time staff a compensation package with benefit with health insurance. |
2 | Evidence must show that policies refer to all full-time staff.
OR
OR
OR
|
SCB-2d | Program offers full-time staff a compensation package with benefit with professional development days. |
2 | Evidence must show that policies refer to all full-time staff.
OR
OR
OR
|
SCB-3 | Program offers full-time staff a compensation package with at least 3 of the following benefit options:
|
3 | Evidence must indicate that the program offers at least 3 of the listed benefit options for full time staff.
|
SCB-4 | Program offers part-time staff a pro-rated compensation package that includes, at a minimum, paid time off. |
1 | Evidence must reference some or all of the listed benefit options for part-time staff.
OR
OR
OR
|
Code | Indicator | Points | Documentation |
---|---|---|---|
SP-1 | Program has a written general plan to cover planned and unplanned absences. |
3 |
|
SP-2 | Program provides lead teachers with at least 1 hour of paid planning time per week. |
4 | Evidence must indicate that at least 1 hour of paid planning time each week is provided for lead teachers.
OR
OR
|
SP-3 | Program provides at least 1 hour every other week of paid planning time for classroom staff to plan together (away from children). |
4 | 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.
OR
OR
OR
|
SP-4 | Staff has access to computers and the Internet during planning time. |
2 | Evidence must demonstrate that all teaching staff has internet access during planning time.
OR
OR
OR
|
There is some evidence that implementation of progr am policies and procedures is related to other measures of quality and child development outcomes.
Note: For multi-site organizations, this section may need to be completed by staff in the central office. Documentation must apply to the applicant site.