Provider attends training on the Family Child Care Environment Rating Scale-R (FCCERS-R).

• Training as indicated by Aspire

Provider completes a self-assessment using the FCCERS-R and writes an improvement plan to address subscale scores below 3.25.

• Completed FCCERS-R self-assessment report with written improvement plan.

Provider has an independent FCCERS-R assessment and achieves an overall score of 4.25 – 4.99. Written improvement plan for subscale scores below 3.50. (30 Points)

Provider has an independent FCCERS-R assessment and achieves an overall score of 5.00 – 5.49. Written improvement plan for subscale scores below 4.00. (40 Points)

Provider has an independent FCCERS-R assessment and achieves an overall score of 5.50 or higher. Written improvement plan for subscale scores below 4.50. (50 Points)

• Completed FCCERS-R assessment report with written improvement plan.

Provider collects information at enrollment about the child’s development, including social emotional concerns, dominant language, preferences and any special needs. 

• 2 completed questionnaires (with identifying information removed).

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

• One completed copy of each developmental screening tool used (with identifying information removed)

OR

• Policy and procedures for screening

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

Evidence of use of one of the following tools:

• Ages and Stages Questionnaires, Third Edition (ASQ-3)
• Ages and Stages Questionnaires Social-Emotional
• Battelle Developmental Inventory Screening Test
• Brigance Inventories System II
• Brigance Self-Help and Social-Emotional Scales
• Denver Developmental Screening Test (DDST)
• Developmental Indicators for the Assessment of Early Learning 3^rd Edition (DIAL 3)
• Early Screening Inventory – Revised (ESI-R)
• Learning Accomplishment Profile-Diagnostic Screens
• Parents’ Evaluation of Developmental Status (PEDS)
• Parents’ Evaluation of Developmental Status-Developmental Milestones (PEDS:DM)
• Preschool and Kindergarten Behavior Scales, Second Edition (PKBS-2)
• Other – submit proof that tool is valid and reliable

Provider documents the developmental progress of each child at least quarterly using a child development assessment tool or anecdotal records.

• One completed copy of  assessment tool used (with identifying information removed)

OR 

• Anecdotal records (one per age group, with identifying information removed)

Provider uses a developmental assessment tool that is valid and reliable.

Evidence of use of one of the following tools:

• Ages and Stages Questionnaires
• 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 – submit proof that tool is valid and reliable

Provider and any regular assistants have annual training(s) in child observation and assessment including recognition of developmental milestones, identifying possible developmental delays and linking child observation and assessment to curriculum implementation.

• Training as indicated by Aspire

Provider can document that child observations and assessments are used to inform instruction that guide curriculum implementation and individual child learning.

• 2 samples of weekly or daily lesson plans that include individualized learning goals based on child observations and assessment

AND

• Statement of how provider monitors children’s progress towards learning goals and makes appropriate adaptations

Provider has lesson plans that outline learning goals and contain associated intentional activities.

• 2 samples of weekly or daily lesson plans

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

• Curriculum or curriculum framework

AND

• Documentation of use, such as daily plans or notes to parents

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

Evidence of use 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 (Second Edition), Zero to Three
• Cradling Literacy
• Creative Curriculum
• Create Curriculum for Infants, Toddlers, and Two’s
• Family Childcare Curriculum
• High Scope Curriculum
• The Montessori Approach
• Other – provider MUST also include evidence of the research basis for the curriculum components. Reference(s) to applicable studies and research is encouraged.

The curriculum or curriculum framework aligns with the NYS Early Learning Guidelines and/or the Pre-K Foundation for the Common Core.

• Curriculum or curriculum framework

AND

• Completed curriculum crosswalk

The curriculum or curriculum framework is adapted to be culturally competent by incorporating into the learning environment culturally sensitive books, themes and projects.

• 2 sample lesson plans

OR

• 2 sample activity descriptions

Provider and any assistants receive annual training to implement the curriculum.

• Training as indicated by Aspire

Provider 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 a currently enrolled child with IFSPs or IEPs and how your home implements significant modifications and provides additional supports

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

• Parent/family handbook

OR

• Curriculum

OR

• Daily schedule

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.

• Parent/family handbook

OR

• Evidence of policy

OR

• Daily schedule or plan

OR

• Other

Provider has a policy that details the use of TV/video for children, including that TV/video time 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/movement-based commercial-free programming.

• Parent/family handbook

OR

• Policy statement

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

• If provider is in CACFP provide evidence of CACFP participation such as CACFP billing, CACFP reimbursement checks, correspondence from CACFP Sponsor or CACFP contract

OR

• If provider is not in CACFP provide a statement of how menus or meal/snack log meet the equivalent meal patterns

Provider implements 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

Provider attends training regarding implementation of the obesity prevention program.

• Training as indicated by Aspire

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

• Form used for communication

AND

• Evidence of use (e.g. referenced in paid employee job descriptions or parent/family handbook)

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

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

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

• 2 copies of evidence, such as newsletters, e-newsletters, e-mails, website postings, etc.

Provider meets one-on-one with parents about their individual child’s developments 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 previous 15 months.

• Meeting invitation

OR

• Calendar showing schedule of teachers’ conferences

OR

• Conference announcement(s)

OR

• Parent/family handbook

OR

• Sign in sheet(s)

OR

• Other

Provider shares information with parents about the provider’s, and any assistant’s, educational qualifications and professional experience.

• Handbook with staff qualification information

OR

• Staff member profiles

OR

• Website

OR

• Other

Provider 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

Provider supports breastfeeding.

• If participating in CACFP provide CACFP Breastfeeding Friendly Certificate

OR

• If not participating in CACFP provide a completed CACFP Self-Assessment

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

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

• Announcement or invitation

OR

• Calendar showing gathering(s)

OR

• Newsletter

OR

• Other

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

Evidence must show that provider 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.

• 2 samples of completed surveys or other evaluation tools

AND

• Improvement implementation plan based on survey responses

Provider completes a self-assessment on family-responsive practices using a tool, 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

Provider and any assistants complete a self-assessment of cultural competence using a tool, such as the National Association for the Education of Young Children Pathways to Cultural Competence Toolkit, the Self-Assessment Checklist for Personnel Providing Services and Supports In Early Intervention and Early Childhood Settings the Checklist for Promoting Cultural & Linguistic Competency for ECE Personnel from the National Center on Cultural Competence, or some other tool. The results are used for program improvement.

• Completed self-assessment

OR

• Self-assessment reports

OR

• Provider improvement plan

Provider and any assistants greet 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)

Provider has access to at least one English speaker who also speaks those languages who can assist with translation or other requests (e.g., another parent, community volunteer, or neighbor).

• Policy statement

OR

• Resumes showing language fluency

OR

• Statement from person(s) who speaks the dominant language

Provider obtains training to address the needs of English language learners.

• Evidence in Aspire that at least the provider has attended the relevant training within the previous 15 months

Provider has a written policy and procedures to support children and families transitioning into the home childcare setting, which includes providing information on separation and attachment.

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

• Policy statement

OR

• Procedures

Provider has a written policy and procedures to support children and families transitioning out of the home child care setting including when children transition to another care or educational setting (e.g., other family home, kindergarten).

Evidence must reference ways in which the program supports families in transitioning out of their family child care home and into another program.

• 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

15 clock hours in management, leadership, and/or administration (or for Group FCC in supervision) (2 Points)

-OR-

3 to 5 credits in management, leadership, and/or administration (or for Group FCC in supervision) (6 Points)

-OR-

6 to 8 credits in management, leadership, and/or administration (or for Group FCC in supervision) (9 Points)

-OR-

9 or more credits (13.5 CEUs) in management, leadership, and/or administration (or for Group FCC in supervision) (12 Points)

• As indicated in Aspire, verified with transcript

At least 3 years of experience in an administrative position in an early care and education program

• As indicated in Aspire employment tab

Child Development Associate (CDA) credential with Infant-Toddler specialization

-OR-

Child Development Associate (CDA) credential with Family Child Care specialization

-OR-

Child Development Associate (CDA) credential with Preschool specialization

• As indicated in Aspire, verified with certificate

Montessori, Infant/Toddler Credential

-OR-

Montessori, Early Childhood Credential

-OR-

Montessori, International Credential

• As indicated in Aspire, verified with certificate

NYS Infant-Toddler Credential

-OR-

NYS Family Child Care Credential

• As indicated in Aspire, verified with certificate

No higher education degree but at least 9 college credits in ECE (28 Points)

-OR-

No higher education degree but at least 18 college credits in ECE (35 Points)

-OR-

Associates degree in ECE, or Associates degree in a related field and 9 ECE credits, or any Associates degree and at least 24 credits in ECE (38 Points)

-OR-

Bachelor’s degree in ECE, or Bachelor’s degree in a related field and 9 ECE credits, or any Bachelor’s degree and at least 24 credits in ECE. (45 Points)

-OR-

Master’s degree or higher in ECE, or Master’s degree in a related field and 9 ECE credits or any Master’s degree or higher and at least 24 credits in ECE (48 Points)

• As indicated in Aspire, verified with transcript

NYS Early Childhood Teacher (Birth – Grade 2) Certificate

-OR-

NYS Students with Disabilities (Birth – Grade 2) Certificate

-OR-

NYC Teacher (N-6) Certificate

• As indicated in Aspire, verified with certificate

Family Development Credential

• As indicated in Aspire, verified with certificate

At least 3 years of experience in any teaching position in an early care and education program

• As indicated in Aspire employment tab

Provider has been a registered or licensed (group) family day care operator continuously for 5 or more years.

• License status as indicated in Aspire

Provider conducts a self-assessment using a tool, such as the Business Administration Scale (BAS) or the self-study for National Association for Family Child Care Accreditation (NAFCC).

Completed Business Administration Scale (BAS) Item Summary Form and completed BAS Profile

OR

• NAFCC Candidacy Report

OR

• NAFCC Annual Accreditation Assessment

Provider demonstrates progress on a plan aligned to the 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 premium is current to date.

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

• Insurance declaration page

OR

• Proof of payment

OR

• Other

Local, state and federal taxes are paid 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

Provider has a current-year operating budget showing revenues and expenses.

• Current operating budget showing revenues and expenses

Provider records income and expenses at least monthly and reviews income and expense statements, comparing actual revenues and expenses to budget quarterly.

• Quarterly financial reports

Provider has a system of record keeping that tracks incomes and expenses for tax purposes and individual cost of care.

• Evidence of record keeping system

Provider calculates cost of care, has goals for her own compensation, and uses both to set tuition rates.

• Cost of care calculation sheet or printout

There is an independent preparation of taxes by someone with accounting or bookkeeping expertise.

• Bill/invoice from tax preparer

AND

• Tax form with preparer’s signature

Provider uses technology to manage finances and enrollment, e.g., uses Minute Menu for CACFP or automated time and attendance.

• Enrollment or financial monitoring report(s)

OR

• Minute Menu reports

Provider 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

Provider uses substitutes no more than 20% of the time (e.g., no more than one day per week).

• Policy statement noting use of substitutes

Provider maintains confidentiality regarding children and family information and communicates this confidentiality policy to any family members, employees and substitutes.

• Confidentiality policy

The provider and any paid employees have professional development plans that match the Core Body of Knowledge: New York State’s Core Competencies for Early Childhood Educators competency areas.

Evidence must be provided for at least the provider and one paid assistant (if applicable) and have been completed within the previous 15 months.

• Core Body of Knowledge Professional Development Plans for provider and any assistant(s)

OR

• Other Professional Development Plan

AND

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

Provider offers 5 days of time off (sick and/or personal) for self and any paid, full-time employees.

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

• Employee handbook detailing benefits

OR

• Compensation package

OR

• Employee policy

OR

• Other

Provider offers holidays for self and any paid, full-time employees.

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

• Employee handbook detailing benefits

OR

• Compensation package

OR

• Employee policy

OR

• Other

Provider offers professional development days for self and any paid, full-time employees

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

• Employee handbook detailing benefits

OR

• Compensation package

OR

• Employee policy

OR

• Other

Provider offers for self and any paid, full-time employees:

(3 POINTS PER BENEFIT OPTION, UP TO 9 POINTS MAXIMUM)

• 5 days of time off (sick and/or personal);
• holidays;
• professional development days

• Employee handbook detailing benefits

OR

• Compensation package

OR

• Employee policy

OR

• Other

Provider and any paid, full-time employees have health insurance.

• Health insurance card

OR

• Health insurance policy

OR

• Health care bill

Provider spends at least one hour per week in program planning using appropriate resources such as printed materials, the internet, and curriculum-based planning tools.

• Weekly schedule

OR

• Planning sheet

OR

• Staff schedule