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ASSOCIATION OF INDEPENDENT SCHOOLS OF FLORIDAEARLY CHILD ACCREDITATION PROGRAM – ECAP

SELF STUDY

INSTITUTION INFORMATION: Institution Name: Institution Address: City: Zip Code: County: Phone: Fax: Email: Web Site: Type of Program: Traditional Montessori AlternativeYear Program was Founded: Grades/Levels Offered: Program Hours: to Number of Class Days in Year: Accreditation: AISF Accredited Member AISF Provisional Member

Other Date of First AISF Accreditation: Date of Last AISF Accreditation: Program Head: Program Head’s Email:

Date of Self Study:

ENROLLMENT STATISITICS: Total Program Enrollment:

Under 1 year old: 1- 2 year olds: 2- 3 year olds:

Association of Independent Schools of Florida ECAP Self Study (revised 3/4/11)

3 year olds: 4 year olds: Kindergarten: Grades 1 -3: Other:

PROGRAM MISSION STATEMENT:

BRIEF DESCRIPTION OF PROGRAM:

BRIEF DESCRIPTION OF CHILD POPULATION:

PURPOSE OF VISIT (Check one of the following):Seeking provisional membershipSeeking initial accredited membershipSeeking five year re-accreditationOther (please explain):

RESPONSE TO PREVIOUS EVALUATION (For those programs which have previously been through an AISF evaluation, use this space to indicate any concerns or recommendations made by the prior Evaluation Committee, and indicate how you responded to those issues):

VISITATION DATE:


EVALUATION COMMITTEE (Enter the name of each committee member and the school where he/she works): Chairperson: School: Chairperson: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School:


Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School: Member: School:

INTRODUCTION:In order to become accredited by the Association of Independent Schools of

Florida (AISF), a program must be inspected by an AISF Evaluation Committee. Self-evaluation is an intrinsic and vital part of a program’s AISF accreditation process, and each program uses this Self Study form as a tool to assess itself prior to a visit by an Evaluation Committee. In turn, the Committee uses this completed form as a point of reference for its inspection of the program.

This form is based upon current AISF ECAP Standards of Accreditation (revised 1/11/05) and will serve as a basis for the final report submitted by the Evaluation Committee to AISF’s Board of Directors. In addition, programs may use this form between formal AISF evaluations as a baseline by which the programs can measure growth.

As you complete this form, please remember that every program in the AISF has been through this process. Your questions are welcome. You may contact the Chairperson of your Evaluation Committee at any time for clarification. Please take the time to review the AISF Bylaws and Standards for Accreditation thoroughly before beginning the accreditation or re-accreditation process.


DIRECTIONS:This form has been created with Microsoft Word. To complete it, you must fill in

the designated areas. You can navigate to the different input boxes by using only your mouse or by using the tab key.

Please complete this form as directed in each section. The form contains all of the AISF Standards for Accreditation for which you must assign your program a rating (Commendation, Satisfactory, Needs Improvement, Unacceptable, or Not Applicable). Please select the appropriate rating from the drop-down box. “Commendation” is considered the highest rating. Should you select “Needs Improvement” or “Unacceptable” for any rating, you are encouraged to include a plan to bring your program into compliance with the AISF Standard.

In addition to the drop down boxes, there are free response boxes throughout the form. Be as detailed as possible in your responses, but note that the quality of your response is more important than the length of your response. Be as thorough as possible in your answers to give the Evaluation Committee as much insight as possible into your program.

Once you have responded to all the items, you must print hard copies of the Self Study. You will send one completed copy of the Self Study to each member of the Evaluation Committee to be received at least three weeks before the visitation date. You must also send one completed copy of the Self Study to the First Vice President of AISF. Additionally, you must send a digital copy of the completed Self Study to the First Vice President via email or by making a copy on a CD-ROM and send the CD via mail along with the hard copy. If the copies of the Self Study do not reach the Evaluation Committee members on time, the program’s accreditation may be jeopardized.

Each hard copy of the Self Study must be bound in a three-ring binder and must contain an Appendix. Throughout this form, you will be directed to include various information, forms, and materials in an Appendix. The Appendix should be clearly designated and should be tabbed appropriately for maximum organization. In your responses throughout the form, please indicate what information and materials are included in the Appendix, and please indicate in your response the location (or tab number) where such material can be found in the Appendix.


The Evaluation Committee will review your program, but only the AISF Board of Directors may grant, deny, or remove provisional or accredited membership status. All decisions regarding accreditation are made by the Board of Directors.


I. Nature and Purpose of the Association

A. The nature of the Independent Early Childhood Program is to provide educational opportunities unhampered by political considerations. Independent programs, including not-for-profit, non-profit, and for profit programs, add to the variety of educational choices in this country and enrich the quality of educational programs available to our nation’s youth.

B. AISF Early Childhood Programs are varied in their purposes and programs, but they all emphasize educational fundamentals while tailoring their programs to meet the needs, capabilities, and interests of their children. AISF Early Childhood Programs are committed to furthering their stated philosophies and objectives.

C. The purpose of this Association is to improve private education in Florida by monitoring its accredited and provisional members to maintain the accreditation standards, by fostering relations with the public, other programs, and local, state, regional, and national educational authorities and associations, and by promoting in-service education of teachers and administrators.

II. Philosophy and Objectives

A. Each member program shall complete the Association’s self study as required by the Association to:

1. express its basic philosophy

Please select the following description which applies: _____________

DIRECTIONS: Summarize the philosophy (mission statement) of your program and name the documents in which it is published for examination by parents, prospective patrons, and faculty. Please make the documents available to committee members.


Enter text in shaded box below. Box will expand automatically to fit response.

2. state its educational objectives


3. uses best practices

DIRECTIONS: State the general objectives of your program and how your school uses the best practices in the field of education.


B. Programs shall convey and disseminate their philosophies and educational objectives to the public in order to adequately notify the community of such information.


DIRECTIONS: List the documents, publications, and media by which the program has detailed and conveyed the philosophy and educational objectives of the program. Please make these documents and publications available to the Evaluation Committee.


III. Calendar and Class Hours

A. The program’s year shall consist of at least 175 class days or its equivalent.



DIRECTIONS: In the Appendix please insert a copy of your program’s calendar for the current academic year including opening and closing days and holidays. Below state the total number of class days in this program year. (If less than 175 days, explain how the program has the equivalent thereof).


B. A program’s day shall consist of at least 5 ½ hours of net instructional time in grades 1-3 and 3 hours of net instructional time in kindergarten and pre-kindergarten (4 year to kindergarten) classes.


DIRECTIONS: Describe the length of your program’s day and subtract lunch, recess, and class change times. State how many net instructional hours and minutes you have for the academic year. Please place a copy of your overall program’s class schedules immediately following this page.


C. Either the above standards or current standards incorporated in the Florida Compulsory Attendance Law shall be used, whichever requires longer child attendance.


DIRECTIONS: Detail which of the above standards your program uses.



IV. GovernanceRATIONALE

The role of the governing entity is to provide oversight of the early education program and to create general policies that will ensure high-quality care and educational opportunities for the children. The governing entity should empower the administrator, director, or program head to make day-to-day decisions concerning the implementation of the policies and programs being offered by the organization. These policies should be reflective of the mission and philosophy of the early education program. Nationally accepted research provided through a cooperative effort of the American Academy of Pediatrics, American Public Health Association, and the National Resource Center for Health and Safety in Child Care, The Children of the Cost, Quality and Outcomes Study Go to School and The National Research Council in Eager to Learn notes that a well-planned, high-quality early childhood program leads to the success of children in later academic years. This is especially true for young children who are at greater risk of school failure because of poverty, low level maternal education, and other factors that limit opportunities and resources that enhance learning and development (Bowman 2001).

A. The corporate entity having oversight of the program – whether incorporated, franchised, proprietary, religiously affiliated, or otherwise - has clearly articulated bylaws that include the program.


DIRECTIONS: Provide a copy of the corporate entity’s bylaws as applicable to the program.

1. Programs under the auspices of another organizations and/or agency, such as Church, Synagogue, or umbrella corporation are represented by a governance or committee (“the governance”) responsible for the general policies and the financial stability of the program.


DIRECTIONS: Provide details of the organization and/or agency governance or


committee responsible for the general practices and the financial stability of the program.


a. The governance of the program operates in conjunction with and under the appropriate bylaws of the corporation.


b. The governance of the program establishes and maintains written governing policies and procedures that are consistent with the program’s philosophy.


c. The governance of the program has clearly written and defined roles and responsibilities in the program, and new governance members and staff are provided with an orientation when they join the governance.


DIRECTIONS: Include a flow chart in the Appendix illustrating the governing hierarchy, a copy of the written defined responsibilities, and a description of who and how financial stability is attained.

d. The governing entity approves wages, benefits, recruitment procedures, and staff retention and is reviewed at least annually.



e. Written minutes of meetings by the governance of the program are maintained.


DIRECTIONS: Have available for review by the Evaluation Committee the written minutes of the meetings for the last 12 months.

f. The governance ensures an annual evaluation of the administrator/director (hereinafter referred to as “the director”).


DIRECTIONS: Include a blank evaluation form in the Appendix.

g. The program meets all applicable governmental regulations.


DIRECTIONS: Have available for review by the Evaluation Committee all inspection reports for the past 12 months.

B. The program:

1. has a written mission or vision statement that clearly articulates the program’s purpose for the care and/or education of young children.



Directions: Report what percentage of the annual budget is reflected by wages and benefits for the staff. Define how wages are set and approved, what benefits are available to whom, and how often the governance reviews wages, benefits, recruitment procedures, and staff retention.

DIRECTIONS: State where the mission statement is located/published. Have all such sources available for review by the Evaluation Committee.

2. has clear admission policies and procedures which are written, nondiscriminatory, and linked to the philosophy, mission, and goals of the program.

a. In an inclusive environment for children with special needs,the program will have individualized program plans. b. Policies regarding the enrollment and termination of children protect children’s rights as outlined in the Americans with Disability Act.


DIRECTIONS: Describe the program’s policies and procedures regarding admission/termination of all the children within the program and where it is published. Include the documents in the Appendix.

3. is accurately described in any informational sources or resources it creates.


DIRECTIONS: State what informational sources the program produces. Have all such sources available for review by the Evaluation Committee.

V. Finances and Related Records

A. Tuition and other revenues shall:1. sustain the educational program and services of the program.


DIRECTIONS: Place in the Appendix the current program tuition and fee schedule.


Please provide the following data in the box below: What percentage of operating costs comes from tuition and fees? What percentage of operating costs comes from supplemental or

supporting programs? What percentage of operating costs comes from gifts (fund-raising)?

What percentage of operating costs comes from other sources?

(explain “other sources” if over 5%).

Enter text in shaded box below. Box will expand automatically to fit response. 2. The program is not undergoing financial reorganization to protect

itself from creditors.


B. The Association may periodically require a program to submit a professionally constructed financial statement.


DIRECTIONS: Please have available for review by the Chairperson or designated committee member the program’s last full year financial statement and/or tax return up to and including the preceding month’s statement. The AISF shall require the Chairperson and/or designee to indicate that the program is operating in a sound business manner and that the program will be able to sustain its academic program and services at least at its current level. If applicable, the Chairperson or designee shall discuss with the designee from the program ways to improve the financial stability. The Chairperson or designee shall report to the Board of Directors what, if anything, needs to be done within the program to improve the financial stability. (Documentation pertaining to the insurance, budget, financial statements, salary schedules, etc. must be available to the Chairperson or his/her designee at the time of the evaluation and will not be taken from the office by


any member of the team.) *Please note: All financial information is kept confidential and only is disclosed on a need-to-know basis to the Board of Directors during the discussion of the Evaluation Committee’s report.

C. An annual budget shall be used as a guide for financial stability.


DIRECTIONS: Provide for the Chairperson or designated committee member a copy of the program’s current budget. If the visit occurs after March, also include a copy of a draft budget for the next program year.

D. A program’s financial affairs shall be under the general review of a professional, certified accountant.


DIRECTIONS: Who is the program’s accountant and firm name and address? How often are the program’s books audited? Are there plans for changes in this procedure?


E. The program shall maintain accident, liability, and comprehensive insurance policies with a minimum liability policy of $500,000 and keep copies of the policies.


DIRECTIONS: Please provide relevant details of the program’s insurance coverage including types of policies maintained and amounts of coverage. Is such coverage adequate for the financial protection of the program and its assets and for the protection of the children enrolled? Please have available for review by the Chairperson or designated committee member current copies of all insurance policies including but not


limited to the main policy, umbrella policy, liability policy, and any health policies for children.


F. The program shall maintain vehicle maintenance files and copies of automotive titles.


DIRECTIONS: Please include in the Appendix a copy of the previous year’s and current year’s vehicle titles. Please have the originals available for the Chairperson or designated committee member for review at the time of the visit. Have all vehicle maintenance files available for review as well. Describe how the program maintains its vehicles including processes of inspection and repair.


G. The program shall maintain and display all licenses and certificates as may be required by any applicable governmental agency.


DIRECTIONS: List all licenses and certificates currently applicable and posted. Describe by office and room number the exact location such licenses are posted and/or filed.


VI. Leadership

RATIONALE


Research suggests that the performance of the program director, particularly as it relates to providing leadership in a program, functioning at the administrative level, and providing high-quality supervision and feedback, predicts program quality (NCEDL). The quality of care and education received by the children, the continuing education and professional growth of the staff, and the confidence the parents will have in the program, is dependent on the knowledge and skills of the early education administrators (CFOC Standards 2002).

A. The director of the program shall be of sound moral character, at least 21 years of age, and have professional training as evidenced by having obtained a minimum of:

1. A bachelor’s degree from an accredited institution with twenty-four credit hours in specialized course work in early childhood education, child development, elementary education, or early childhood special education and 9 credit hours of college course work in administration, leadership, or management;


DIRECTIONS: Provide the details of any bachelor’s degree including the name of the issuing institution, date of issue, any area of specialty, and type of degree.


2. Director’s Credential; and


DIRECTIONS: Provide the details of the Director’s Credential including date of issue.


3. The director has a working understanding of business practices as evidenced by nine credit hours of college course work or the equivalent of one year of on-the-job training in an administrative


position under the supervision of a mentor; and


DIRECTIONS: Name and describe the training and experience qualifying the director for the position. If mentored, provide all relevant information about the mentor including name, years, and type of experience, educational and professional qualifications.


4. Demonstration of an effective academic program; and


5. Submission of a portfolio to the AISF Board of Directors for approval, which is to include educational and professional accomplishments that validates the administrator as fully qualified to perform the duties assigned to him/her; and


DIRECTIONS: Provide information detailing the educational and professional accomplishments of the Director. Include the portfolio in the appendix.


6. Successfully completes a minimum of 6 units (college credits or equivalent) per calendar year until such time the Director completes his/her Bachelor of Arts or Bachelor of Science Degree from an accredited college or university, and



DIRECTIONS: List college courses completed to date towards a Bachelor of Arts or Science degree. At which college/university is the director currently enrolled? What courses is he/she taking? How many credits is he/she taking?


7. The plan to attain a Bachelor of Arts or Science is part of the School Improvement Plan.


B. The director is charged with assuming and/or delegating appropriate qualified personnel with the responsibility of the day-to-day operations of the program, maintaining program policies, guiding the mission, philosophy and objectives of the program and monitoring the program’s compliance with applicable governmental regulations.


DIRECTIONS: List all personnel charged by the Director with the responsibility of the day-to-day operations of the program. Provide the name and title of the person with these responsibilities.


C. The director has experience working directly with children whose ages are represented in the program for which the director has oversight.



DIRECTIONS: List the experience of the director has working with children that are representative of the program’s children . Detail the director’s relevant experience.


D. The director obtains a minimum of thirty documented clock hours during the first year of employment especially as it relates to State requirements. In subsequent years, the director shall obtain at least twenty-four documented clock hours of continuing professional development of which at least twelve hours shall be from outside sources, in such areas as serving on boards of directors for accreditation organizations or schools, participating on or chairing evaluation teams, presenting at or attending AISF Annual Teaching Conferences or workshops, or conducting or development, programming, administration, health and safety, family relations, legal issues, communications, and technology.


DIRECTIONS: How many clock hours of continuous professional development has the director obtained this year and in each of the past two years? Describe how the director obtained those hours.

E. The director designates a qualified person to assume leadership and responsibility of the program in the event of his/her absence.

Please select the following description, which applies: _____________

DIRECTIONS: List all personnel designated by the Director of the program to assume responsibility of the program in the event of the director’s absence. Name the person


designated, and describe his/her qualifications.


The director/administrator or qualified designee is responsible for:

1. hiring staff that supports the philosophy and mission of the program.


2. ensuring that each staff member receives a copy of the employee handbook and is instructed at least annually on the program’s employee policies.


DIRECTIONS: State whether the employees sign acknowledgements of receipt of the handbook. If so, provide a blank copy of the acknowledgement form in the Appendix and have signed forms available for review by the Evaluation Committee. Describe how and when the employees are instructed regarding the employee policies.


3. ensuring that new staff members are provided with an orientation within six months of employment.


DIRECTIONS: Describe how and when new employees are provided with an orientation.



4. building strong relationships and communication among the staff, children and their families, and administration, and for encouraging team spirit among the staff.


5. overseeing the interaction between staff and children, the publishing of discipline policies and procedures for parents/guardians and staff, and assuring that appropriate measures are taken to maintain discipline. Corporal punishment or legally questionable practices are not allowed.


DIRECTIONS: Describe the program’s philosophy regarding child discipline. Describe the discipline policy and state where it is published. Have it available for review by the Evaluation Committee. Identify where in the Staff and Student’s Handbooks it states that corporal punishment or legally questionable practices are not allowed.

6. conducting monthly regularly scheduled staff meetings to consult and collaborate on program planning, to plan for implementation and attaining goals, and plan for individual children and family involvement, and discuss program and working conditions.



Directions: Identify where in the staff handbook and evaluation protocol it shows evidence that respectful relationships exists between administration and staff, as well as between staff personnel.

7. ensuring instructional staff is trained in the use and presentation of the curriculum, either are trained to observe children and record these observations or have aid from trained personnel to observe and record observations, and have opportunities to share input regarding curriculum at least annually.


8. ensuring that a list of qualified, background-checked and screened substitutes is maintained.


DIRECTIONS: Include the list of substitutes in the Appendix and list their qualifications.

9. ensuring that a formal evaluation of new employees takes place no more than six months after employment start date.


10. ensuring that each staff member has an annual written evaluation.

DIRECTIONS: Include a blank evaluation form in the Appenidx.


DIRECTIONS: Discuss how respectful relationships building and communication opportunities are encouraged. Include dates of staff meetings for the current school year. If applicable, have available to the Evaluation Committee the minutes of the current year’s staff meetings.

DIRECTIONS: Provide a description of curriculum training and the procedure used to allow instructional staff to provide input regarding the curriculum.


a. Written evaluations address the staff member’s on-going professional development.

11. ensuring that discussions of the formal evaluations with each staff member are confidential.


b. Written evaluations address strengths as well as areas needing improvement.


c. Areas needing improvement receive follow up.


12. submits an annual program evaluation to governance based on early childhood/child development theory, research, and best practices, and assists the governance in setting and prioritizing short- and long-range goals for the program.


G. The director meets with the staff annually to evaluate the program and to discuss areas of strengths as well as areas needing improvement. The areas needing improvement are addressed through the school improvement plan or by other follow up.



DIRECTIONS: Provide a description of curriculum training and the procedure used to allow instructional staff to provide input regarding the curriculum.

DIRECTIONS: List the dates the administration of the program has met with the staff to evaluate and discuss the program’s strengths and those areas needing improvement. Describe how the staff provides feedback relating to strengths and weaknesses of the program.


VII. Personnel

RATIONALE

Extensive research has been conducted concerning the effect of early education programs on young children. The education of the staff and the training they have received in the field, as well as child to staff ratios and group sizes and staff turnover, may play a significant role in the quality of an early education program. The longer the amount of time children attend such programs, the more likely both positive and negative consequences can be attributed to the quality of the program (Helburn 1995).

Children in early education programs who are taught and cared for by an educated staff have been shown to be more compliant and socially competent. College-educated early educators are also better equipped in developing age appropriate goals and activities for children (Fiene 2002).

A. The director or qualified designee recruits and hires quality staff with appropriate training and experience to carry out their roles.


B. The program’s hiring procedures include background screening and fingerprinting to obtain a history regarding abuse and any criminal convictions for all employees and of others who have regular contact with the children of the program.


C. The program:

1. has a nondiscriminatory policy regarding its hiring practices.



DIRECTIONS: State where this policy is stated and have the document available for review by the Evaluation Committee.


2. actively seeks a diverse staff that reflects the program’s population and its surrounding community.


3. maintains a confidential personnel file on each employee. The file should contain resume, application, copies of college or university transcripts, background screening and results, fingerprints/clearance, annual staff evaluations, documentation of any grievances, evidence of in-service training, I-9 form, and copy of contract/work agreement if applicable, but not be limited to information required by governmental regulations.


DIRECTIONS: Have all personnel files available for inspection by the Evaluation Committee.


D. Volunteers undergo orientation, background screening, training and works under the supervision of qualified staff.


DIRECTIONS: Describe how the program seeks diverse staff. Include how staff communicates with children whose first language is not English.


DIRECTIONS: Describe the orientation procedures for volunteers and subsequent training procedures after employment and to whom they report. List the agency(ies) which conduct the background screening of all new volunteers.


E. Instructional Staff

1. Instructional personnel of the kindergarten program or above must have one of the following:

a. a Bachelor’s degree from an accredited college or university and a valid teaching credential; or

b. a Bachelor’s degree from an accredited college or university and be enrolled in the Florida Professional Competency Demonstration Program or its current equivalent; or

c. a MACTE or NCME approved Montessori teaching credential; or

d. other appropriate qualifications with experience and/or academic training and/or in-service training appropriate for the position and for the program’s philosophy and program.


2. Instructional personnel of the infant to four year old children (for Montessori programs, this shall apply for the infants to six year olds) must have one of the following:

a. a valid teaching certificate in early childhood education; or


b. a college degree in early childhood education; orc. an Associate of Arts Degree with an emphasis in Early

Childhood; ord. an Associate of Arts Degree with training in Early

Childhood Education; ore. CDA or its equivalent; orf. MACTE or NCME approved Montessori teaching

credential; org. other appropriate credentials.


DIRECTIONS: Please complete the chart below. Please have available for the Evaluation Committee individual employment folders which will include all appropriate documentation (e.g., employment application, current certification, other certification or licenses, college transcripts, and any health testing – if applicable).

3. Early Childhood Specialist (If applicable) must have the following:a. a Bachelor’s degree in early childhood education or child development from an accredited college or university; andb. at least three years of full-time teaching experience with young children; orc. a post graduate degree in early childhood education or child development from an accredited college or university.

CHART INSTRUCTIONAL STAFF CHARACTERISTICS


DIRECTIONS: Include the following on ECAP Chart Pg 25- Job Title, Employment Date, Yrs of Completion in High School & College, Degree(s) Earned, ECE Credential/Certificate, # of ECE College Credits Earned, Professional Development Hrs Earned Last 12 months)

Name of Instructional

Member

Number of

Total Years

of

Experience

in

Education

Total

Years

with

Your

Program Educational and Professional Training

and Qualifications

Responsibilities & Level Working in

Program


DIRECTIONS: If the chart above does not provide enough lines to include all necessary staff members, use the box below to include any additional employees and information.


F. Assistant Teachers/Paraprofessionals must have one of the following:a. a Bachelor’s degree from an accredited college or university

and a valid teaching credential; orb. State/nationally recognized competency credential, two years

of experience working in an early childhood program, and twelve clock hours of early childhood training; or

c. Montessori Teacher Training; or d. other appropriate qualifications with experience and/or

academic training and/or in-service training appropriate for the position and appropriate for the school’s philosophy and

program.

G. Support Staff

1. Support staff such as secretaries, kitchen staff, maintenance, and substitutes must have appropriate qualifications such as training and/or experience to carry out their duties.


DIRECTIONS: Please complete the chart below. Please have available


DIRECTIONS: Assistant Teachers Chart: Include the following: Name, Job Title, Employment Date, Yrs of Completion in High School & College, Degree(s) Earned, ECE Credential/Certificate, # of ECE College Credits Earned, Professional Development Hrs Earned Last 12 months)

for the Evaluation Committee individual employment folders which will include all appropriate documentation (e.g., employment application, current certification, other certification or licenses, college transcripts, and any health testing – if applicable and/or a minimum of two years of experience in their field.)

CHART SUPPORT STAFF CHARACTERISTICS

Name of staff member

Number of

Total Years

of

Experience

in

Education

Total

Years at

Your

Program

Educational and Professional Training

and Qualifications


Program


Name of staff member

Number of

Total Years

of

Experience

in

Education

Total

Years at

Your

Program

Educational and Professional Training

and Qualifications


Program



H. Policies and procedures

1. All instructional staff participate annually in a minimum of thirty documented clock hours during the first year of employment and twenty-four documented clock hours in each subsequent year of continuing professional development of which at least twelve hours shall be from sources outside their early education program; continuing education or professional development relating to child growth and development in the areas such as cognitive learning and social, emotional, and physical development; safety and health issues for young children; family and community relations; classroom and program management; and professional development which may include special needs, technology, serving on accreditation evaluation teams, and presenting at and/or attending the AISF Annual Teaching Conference or workshops.

DIRECTIONS: Please complete the chart below. Please have available for the


Evaluation Committee individual employment folders which will include all appropriate documentation (e.g., employment application, current certification, other certification or licenses, college transcripts, and any health testing – if applicable).

CHART OF INSTRUCTIONAL STAFF CONTINUING EDUCATION


Member Area(s) of Continuing Education

Number of Hours for the

Past 12 Months



Member Area(s) of Continuing Education

Number of Hours for the

Past 12 Months



2. Clear and up-to-date written personnel policies have been developed. These policies include but are not limited to job descriptions, benefits, and resignation and termination procedures.


DIRECTIONS: State where such policies are published and how they are distributed to employees. Have such policies available for review by he Evaluation Committee.



3. Written personnel policies have been communicated with the staff, and receipt of them by the staff has been documented.


DIRECTIONS: Describe the procedure for communicating the personnel policies with the staff and the method used for documenting the receipt and understanding of these policies by the staff.


4. In order to help ensure the care, bonding, and nurturing of the individual child, each group of children has at least one primary teacher/caregiver.


DIRECTIONS: Please complete the chart below.

CHART OF PRIMARY CAREGIVER FOR EACH GROUP

Name of Primary Caregiver Name of Group Number of Children


Name of Primary Caregiver Name of Group Number of Children



5. Staff members maintain a continuous, accurate account of the children in their care.


DIRECTIONS: Describe methods used by staff members to ensure children are accounted for


at all times, such as field trips, including accounting for children boarding and disembarking

transportation vehicles; time on the playground or during transition to and from the classroom,

including trips to the bathroom; and movement to lunch or special activities such as computer lab

or dance.


6. Staff members who are sharing responsibility for a group of children must communicate with one another to ensure smooth operation of the program.


DIRECTIONS: Describe how the children are transitioned from one adult to another.


7. All early care and education personnel are expected to work closely with the administration in the on-going efforts to ensure collaboration and good relations that will promote a high quality educational program.

8. All staff is given the opportunity to complete a survey to evaluate the quality of the program administration at least every five years in conjunction with the evaluation team visit.

VIII. Children’s Data


Directions: Staff surveys are sent to all staff members as part of the evaluation for accreditation. The sealed surveys will be given to the Chairperson or his/her designee at the time of the on-site visit. A summary of the surveys will be included in the final report.

A. Current, complete, confidential, records for each child are kept and are available to authorized personnel. The file will include, but not be limited to, all documentation as required by governmental regulation.


DIRECTIONS: Describe where these files are located and what documentation is included. Have the files available for inspection by the Evaluation Committee.


B. Records

1. Current, complete, confidential, records for each child are kept in a secure location, available to authorized personnel, and shall be kept up to date.


a. Records of previously enrolled children shall be maintained for a minimum of 5 years from the last date of attendance.


d. Cumulative records, at minimum, include grades received, attendance and tardy information, assessment and standardized test results, and dates of entrance and withdrawal.



DIRECTIONS: Describe who is responsible for maintaining records and where current and former children’s records are stored.


2. Accurate daily attendance and tardiness records shall be maintained.


DIRECTIONS: Who is the program’s attendance officer with responsibility for investigating and approving absences? What procedures are followed in taking attendance? If applicable, what is the program’s policy concerning the number of absences that will make a child ineligible for promotion to the next grade level or for graduation?


3. Children’s progress reports shall be issued at least twice a year.


a. Other forms of parent-teacher communication shall be

offered.


b. Records of parent-teacher conferences shall be maintained at least through the current program year.



DIRECTIONS: Place a copy of each type of your report cards and/or progress reports in the Appendix. Describe the program’s frequency and sequence of written reports to parents and differences by age or grade level. How often are parent-teacher conferences required in a year? Where are records maintained of conferences? How long are they maintained? Explain the marking system used at the various grade/age levels of the program.


9. Teacher and children’s schedules shall be maintained in an administrative office.


DIRECTIONS: State where these schedules are located and have them available for the Evaluation Committee.

10. In the event of a program’s closing, records for pre-kindergarten and higher shall be transferred to the Board of Public Instruction (or its equivalent) of the county in which the program is located.


DIRECTIONS: Give the name and address of the place to which the records will be transferred if your program should close.


C. Assessment1. For the pre-kindergarten level, ongoing assessment of children’s


progress takes place and is used to plan activities for individual children and for groups of children. Assessment methods are consistent with the program’s philosophy and methodology.


DIRECTIONS: Describe how often the children are assessed, by whom the results are interpreted, how the results are used to plan activities, and with whom the results are shared.


2. The program recognizes that instructional improvement and the progress of children require the use of multiple tools for assessment and the findings are shared with the parent and/or guardian. The variety of assessment must include at least two tools such as the following:

a. Samples of children’s concrete learning explorations (writing and art projects) and sketches of constructions with blocks or sand.

b. Photographs, audio recordings, and videos of children engaged in play while alone and while in groups in a variety of situations and of children otherwise engaged in interactions with others.

c. Written observations such as time and event samplings of children’s interactions, individual and group activities, and language while alone and in groups.

d. A checklist of developmental levels and behaviors, on which to mark children’s progress and increasing capacities across time.

e. Observations that address multiple areas of children’s development – that is, the seven intelligences, not just cognitive development.


f. Results of screenings and formal assessments, if appropriate.

g. Individual portfolios containing a wide array of records and documentation that aid teachers in using flexibility to adapt lesson plans.

h. Media (especially videos) are used on a limited basis during the structured portion of the day, and are used particularly for the reinforcement of a teaching topic.


DIRECTIONS: Describe at least two of the tools above that are used.

3. National standardized tests shall be administered annually in grades kindergarten and higher.


a. The program shall make the results available in a confidential manner to parents and teachers.


DIRECTIONS: Below please explain how the results of standardized tests are made available to teachers and parents. What are the objectives of the programs standardized testing program? Who is the supervisor of the testing program? What are the supervisor’s professional qualifications? What tests are used for admission to each level of your program? Then, complete the chart that follows.


NAME OF STANDARDIZED TEST

GRADE LEVEL USED


COMMENTS


GRADE LEVEL USED

COMMENTS


GRADE LEVEL USED

COMMENTS


GRADE LEVEL USED

COMMENTS


GRADE LEVEL USED

COMMENTS


GRADE LEVEL USED

COMMENTS


GRADE LEVEL USED

COMMENTS

b. All data shall be dated and recorded in the children’s cumulative records within two months of its availability.


DIRECTIONS: Name the person(s) responsible for posting the data. Who scores the test?



c. Qualified program personnel shall be available to help parents interpret the results of any assessment tools.


DIRECTIONS: Who is responsible for explaining test data to teachers and parents? What are his/her qualifications? When do these conferences occur?


IX. Enrollment and Class SizeRATIONALE

Several research studies suggest that child to staff ratios and group size impacts the health, safety,

and school readiness of young children (Fine 2002, Bowman 2001, CFOC 2002). The Children of the

Cost, Quality, and Outcomes Study Go to School research project found that children in early

education programs with lower ratios and low staff turnover built closer teacher-child relationships

which resulted in better classroom social and thinking skills, language ability, and math skills into

the elementary school years (1999).

A. The program educates children from birth through third grade or at any level(s) therein.


DIRECTIONS: What grade/age levels the program serves? Provide details of current enrollment, including total enrollment and enrollment by grade/age level.


1. There must be at least twenty-five (25) total children enrolled in


the program from birth through third grade or at any level(s) therein.



B. 1. Children shall generally be taught in a class, not tutorial, manner.Please select the following description which applies: _____________

DIRECTIONS: Describe any classes or instances in which instruction takes place in a tutorial manner.


2. In an inclusive environment, children with special needs will have individualized program plans.

a. Policies regarding the enrollment and termination of

children protect children’s rights as outlined in the Americans with Disability Act.

C. The program shall admit children who can benefit from its programs.


DIRECTIONS: Teachers of special needs children have developed individual program plans and access to a referral system. Children are professionally evaluated and their progress is reviewed through a team approach, which includes parents, teachers, and specialists.

DIRECTIONS: Describe the policies of enrollment and termination of special needs children within the program.


DIRECTIONS: Describe how the characteristics (academic, social, and emotional) of the children are consistent with the stated philosophy and objectives of the program. Describe at least two ways you recruit new children.


D. The program shall determine class sizes based on the program’s philosophy and objectives, buildings and grounds, and child needs.

1. The program must adhere to the following guidelines in each class:

Grade Level

Maximum Child: Staff Ratio

Maximum Class Size

Birth – 1 year 4:1 8 max1 year olds 4:1 12 max2 year olds 8:1 16 max3 year olds* 12:1 24 max*4 year olds* 16:1 26 max*Kindergarten* 20:1 28 max*Grades 1 -3 28:1

*When children of mixed ages are grouped together in the same room, cluster, or group, and the mixture includes a child of twenty-three months or younger, then the standard to be applied is the standard applicable to the youngest child. (Example: If one room, cluster or group contains 1 nine month old, 2 twenty-two month olds, and 3 three year olds, then the standard for the nine month year old program would be applied – in this case , a ratio of 4:1.)* When children of mixed ages are grouped together in the same room, cluster, or group, and the mixture does not include a child of twenty-three months or younger, then the standard to be applied is the standard applicable to the age group which makes up the majority of the children in the room, cluster, or group. (Example: If one room, cluster, or group contains 3 two year olds, 6 three year olds, and 5 four year olds, then the standard for the three year old program would be applied.)*Please consider: AISF schools have varied philosophies which may include clustering of age groups. When the school’s philosophy include clustering and


these children are 3 years and above, allowances need to be made for a maximum class size of 36 students for the mixed ages.*Exceptions may be made in physical education, music art, chorus, recess, extracurricular classes, and other similar activities, provided that the class size in these areas is manageable and appropriate for the philosophy and objectives of the program.


DIRECTIONS: Provide the following information: average child/teacher ratio for the program, average classroom enrollment size by grade/age level, child/staff ratio by grade level as presented in the table above. Describe how the program determines class sizes.


X. Educational Media

A. Financial Provisions

1. Money shall be budgeted annually for rental or purchase of educational media.


2. Provisions shall be made in the program budget as appropriate for the annual purchase of current books, newspapers, magazines, pamphlets, or other audio-visual materials.


DIRECTIONS: How much money was spent during the previous academic year for educational media (rental and purchase) other than for textbooks? How much money is budgeted for this academic year for media (rental and purchase) other than textbooks? What types of educational media other than textbooks has the program purchased in the


last year?


B. Library

1. The program must maintain either a centralized or decentralized library. In either case, the library program shall:

a) at minimum receive on site consultation of a librarian or media specialist on an annual basis, with regular supervision of the library program being provided by a specifically designated staff member


DIRECTIONS: State whether the program has a centralized or decentralized library or both. Describe how the library is supervised and indicate who is providing such supervision. Describe the qualifications and training of the staff member who is supervising the library.


b) provide a minimum of ten books per child, the majority of which should be hardbound

1. In no case shall a program be required to have more than 10,000 books in its collection.

2. Books on CD-ROM may be counted towards this requirement.

3. No more than 5 copies of a title shall be counted towards this requirement.

4. For new programs with either a centralized or


decentralized library, the program shall open with at least 4 books per child and add at least 2 books per child per year until the program comes in line with the regular standards in this section.


DIRECTIONS: Please complete the following chart.

Enter text after the symbol .

c. gain a net increase in books each year


DIRECTIONS: Identify the number of library books in the program’s collection for each of the last five academic years including this current academic year. Describe any significant gains or losses within the collection such as upgrading, weeding out old copies, etc.


School Year Total Books in Collection


Number of children enrolled: Total number of books in the library Number of hardbound books in the library Number of books on CD-ROM

d. remove outdated materials and materials that are in poor condition at least annually; and


e. have a developmentally appropriate balance of fiction and non-fiction books


DIRECTIONS: Provide the percentage and approximate number of fiction and non-fiction books found in the program’s current collections. Describe the program’s plan for adding to its current collection. Comment on any significant book orders now in process.


2. A centralized library shall

a. be of sufficient size to contain the books and equipment and provide sufficient seating and study

space


DIRECTIONS: Please provide the data as requested in the following table.

Number of children currently enrolled

Seating capacity of library

Is there adequate space for the current collection of books and

equipment?

b. reflect current technologies



DIRECTIONS: Describe how the library reflects current technologies.


c. provide a complete shelf encyclopedia no more than five years from date of copyright with annual supplements; and


DIRECTIONS: Name the encyclopedia(s) in the library collection, explain if they are hardbound or computerized, give the copyright date(s), and identify which receive annual supplements.


d. be organized according to the Dewey Decimal System and provide a charging desk, a computerized or traditional card catalogue, and an adequate system for locating and circulating books


DIRECTIONS: Describe the library’s checkout, circulation, and book location system. Discuss how frequently the children have access to the library, and discuss the rules regarding checking out library materials.


3. A decentralized library system shall provide:


a. appropriate materials and services in various areas of the program;


DIRECTIONS: Explain the decentralized library system used by the program including the location and distribution of the book collections and audio-visual materials.


b. a centrally located and accessible complete shelf encyclopedia no more than five years from date of copyright with annual supplements.


DIRECTIONS: Name the encyclopedia(s) in the library collection, and give the copyright date(s) and identify which receive annual supplements. Indicate where the encyclopedia(s) are located, how they are accessed by classes and children, and if they are hardbound or computerized.


c. a planned library program such as regular visits to the local public library, regular visits from the book mobile or public library outreach program, and /or other appropriate library and book exploration; and



DIRECTIONS: Describe the program. Identify the library used. Who is the program’s contact person in the library? Name the classes and give dates and supportive documentation (include in Appendix) to validate the library visits each class has made for the previous and current academic years. Describe the objectives for each visit.


d. a feasible system for circulating books.


DIRECTIONS: Describe your program’s system for circulating books and other library materials.


XI. Curriculum RATIONALEResearch on cognition and learning, child development, and the social and cultural context of learning has shown that young children are competent learners even at a young age. It is important to note, however, that the “pace of learning will depend on whether and to what extent the child’s inclinations to learn encounter and engage supporting environments” (Bowman, et al. 2001).

Federal-State partnerships in the delivery of quality early education programs are now being formed that impact all pre-kindergarten program. These educational reform initiatives have specifically targeted the need to align expectations of the early education program prior to children entering kindergarten and what is expected of them once they enter the elementary school years.

Initiatives are also being developed to evaluate the success of the early education program by how well the children are prepared to succeed once in the elementary school system.

Finally, initiatives to develop informational pieces to educate teachers, parents, childcare providers, and others are in place to provide ways to prepare children to be ready for school.

Voluntary guidelines are being developed to support early education programs in preparing young children in the areas of literacy, language, pre-reading skills, pre-mathematics, science, and early social studies.

The curriculum is designed to meet the needs of the whole child including social, emotional, physical, intellectual, and the development of character. This includes but is not limited to the multiple intelligences, learning styles, and learning preferences of each child.

The following standards were based on a review of State and Federal pre-kindergarten curricular guidelines.


A. Teaching Strategies

1. The curricular practices provide for a developmentally appropriate balance of active and quiet activities including large-group (teacher- directed), small group (teacher/child-interactive), and individual-choice (child-initiated) activities throughout the day.


2. The length of group times is appropriate for the age and development of the children in the class. In mixed-age groupings, accommodations and flexibility meet the needs of each age group included in the class.


DIRECTIONS: Describe the length of group times for the various ages/levels within the program. If applicable, in mixed age groups, describe how flexibility is incorporated to meet the children’s needs.


3. Staff uses transition activities to move the children from one activity to another throughout the day. Transitional tools may include songs, poems, or other signs that children recognize as signaling a change of activity.


DIRECTIONS: Describe various transition tools which are used throughout the day.



4. Ample developmentally appropriate materials and equipment are provided to support the learning objectives of the program’s scope and sequence. Materials and equipment may include but are not limited to manipulatives, puzzles, building materials, musical instruments, creative art materials, sand and water tables, dolls, and other items, that support the educational objectives.


5. Ample developmentally appropriate opportunities for children to interact independently, in small groups, and in large groups, are provided in order to help meet social/emotional needs of children.


DIRECTIONS: Describe some examples of opportunities that are given to the children to allow them to act independently, in small groups, and in large groups..


6. Classroom activities address the individual needs, strengths, and preferences of the children including those resulting from the application of classroom observations of multiple intelligences, learning styles and learning preferences.


7. Instructional staff initiates interaction with children who are not engaged in order to stimulate and expand the involvement of these children in the classroom offerings.


8. Curricular plans include ensuring children learn about healthy nutrition through experience and instruction, as appropriate to the age or program.


DIRECTIONS: Describe how nutrition is taught in at least two different age levels.


9. Children are made aware of good health practices and are taught appropriate hand-washing techniques as part of the curriculum. Methods may include the use of related daily routines by teachers, teacher example, visits to health facilities or from health care professionals, and other curricular presentations appropriate to the program’s curriculum. Please select the following description which applies: _____________

DIRECTIONS: Describe how children are made aware of good health practices and how they are taught appropriate hand-washing techniques.


DIRECTIONS: Describe three activities that address: (1) the individual needs, strengths, and preferences of the children and (2) result from the application of classroom observations of multiple intelligences, learning styles, and learning preferences.


10. Media (especially videos) are used on a limited basis, and are used particularly for the reinforcement of a teaching topic.

On-site classroom observation verifies whether the standard has been met.

11. The program’s discipline policy is clearly articulated in a written document for the instructional staff to follow. The policy employs interactive procedures such as redirection, reflective listening, adult role modeling, and positive reinforcement. Corporal punishment or legally questionable practices are not allowed.


DIRECTIONS: Provide the details of the discipline policy and state where the written document is located. In lieu of responding with details, you may include a copy of the written policy in the Appendix.


12. Staff prepares the environment and plans the flow of the day in such a way that encourages children to become independent and to accept personal responsibility with initiative at developmentally appropriate levels. For example, routines are clearly established so that children know when to clean and organize the room, when to put on clothing for outside activities, and/or when to transition to different activities.

B. General practice

1. In a written curriculum guide, a scope and sequence including


each age group is developed with specific goals.


DIRECTIONS: State where the written curriculum guide is maintained. Have a copy available for review the Committee.


2. Instructional staff develops written lesson plans for each class/age group that reflect the goals and objectives of the scope and sequence.


DIRECTIONS: Have written lesson plans available in each classroom for review by the Evaluation Committee.

C. Physical development

1. The curriculum is designed to meet the physical needs of each child. The curriculum includes a balance of indoor and outdoor play opportunities to enable the children to develop gross-motor skills.


DIRECTIONS: Describe the opportunities the children have for independent and guided indoor and outdoor play.



2. The curriculum results in lesson plans that provide opportunities for children to develop fine-motor and gross-motor skills.

D. Social/Emotional

1. The curriculum provides opportunities to foster the social/emotional development of children.


DIRECTIONS: Detail two ways in which the curriculum fosters the social/emotional development of children in each of the different age groups: infant/toddler, preschool, prekindergarten, and kindergarten.


XII. Core KnowledgeThe curriculum is designed to meet the needs of the whole child including social, emotional, physical, intellectual, and the development of character. This includes, but is not limited to, the multiple intelligences, learning styles, and learning preferences of each child.

A. The curriculum is designed to meet the needs of the whole child. To do so, the curriculum addresses multiple intelligences, learning styles, and learning preferences and supports the program’s philosophy and mission.


DIRECTIONS: Describe how the program’s mission is supported throughout the curriculum and how the curriculum addresses the intellectual, social, emotional and physical needs of each child and the development of character.



B. Language and Literacy

RATIONALE

Children begin developing language and literacy at birth. As young children express their feelings, ask questions, and share imaginative stories, they are communicating what they know about their world. Between the ages of three and five, children are becoming more aware of print in their environment, however, oral language continues to be their primary means of communicating (Preschool Planning Guide 1998).

1. Developmental experiences

a. Receptive and expressive language experiences appropriate to the development of children are provided throughout the day. Children in the preschool classes are provided with increased exposure to print and active experiences that support the development of listening and speaking concepts and skills.

DIRECTIONS: Describe at least one example of a receptive language experience and one example of an expressive language experience for the children.



b. The preschool classroom is a print-rich environment that contains books, pictures, labeled materials and equipment , and opportunities for name recognition.



c. The instructional staff consciously works to help children develop vocabulary and comprehension. They verbally interact with the children to guide them in the acquisition of new and expanded vocabulary, in anticipating outcomes, and in comprehension of what they have heard. This may include (1) ‘What if?’ type questions to help children anticipate outcomes, (2) recall of a story, and (3) other verbal interactions that help children understand sequence (building memory) and interaction between characters.


DIRECTIONS: Describe at least one way the staff helps children develop vocabulary and comprehension.


d. Children are given experiences with the form and function of the alphabet through opportunities such as tracing shapes, copying or writing letters, and practicing writing names.


DIRECTIONS: Describe some of the alphabet experiences provided at each age level served.



2. Lesson plans

a. Children begin to develop a phonemic awareness through understanding that words are made up of a combination of sounds. Lesson plans reflect a variety of songs, finger plays, stories, and games that have rhyming words and alliteration to strengthen phonemic awareness. Lesson plans include activities that encourage the awareness of phonemes, such as:

1. Listening for sounds in words;2. Beginning to isolate the syllables of a word using

snapping, clapping, or rhythmic movement;3. Learning to differentiate between sounds that

are the same and different (e.g. environmental sounds, animal sounds, phonemes); and

4. Beginning to recognize when words share phonemes (sounds) and repeat the common phoneme (e.g. , /b/ as in Bob, ball, baby; /t/ as Tom, kite, boat)


C. Mathematical awarenessRATIONALE

Young children begin to develop the concept of numbers through interactions in their environment on a daily basis. They learn through observations and hands-on activities that objects may be manipulated, sorted, ordered, and quantified. They learn about relationships, when engaged in meaningful experiences involving skills that include collecting, counting, building, and comparing. “As they proceed through the daily routine, children experience a variety of ‘math moments.’ (Preschool Planning Guide 1998).

1. The instructional staff plan activities that provide a math-rich environment for children on a daily basis through activities such as sorting and classifying concrete objects, recognizing and


identifying, likenesses and differences, recognizing first, middle, and last, using opposite concepts such as long and short, in and out, up and down, over and under, and top and bottom, and using concepts of quantity such as more than and less than.


3. The instructional staff plan ample opportunities for children that provide experiences with early math concepts such as numbers and numeration through counting; placing objects in one-to-one correspondence; grouping objects by color, shape, or other characteristics; patterning; and recognizing numbers in their environment.


DIRECTIONS: Describe at least two ways in which math skills are developed.


D. ScienceRATIONALE

Preschool children learn about the natural world, including the physical properties of things around them, as they interact with objects, people, and other living things. Children whose early lives are rich in sensory experiences and accompanying verbal labels tend to have greater facility for building up the more complex labels and patterns required for thought and problem solving in later life.

1. The classroom is a sensory-rich environment that includes numerous objects and organisms with which the children can interact. Opportunities are provided throughout the day for children to use their senses for observing and learning about objects, events, and organisms.



2. Instructional staff members help children to perform simple investigations, to make predictions, and to describe their observations.


D. Social StudiesRATIONALE

Preschool children develop an awareness of self as a growing individual. They learn about their own needs, interests and abilities. They begin to learn about similarities and differences between themselves and others, including their peers, their family members, and their community.

1. Instructional staff promote the advancement of social skills and positive dispositions by offering numerous opportunities for children to learn about themselves and others.


2. Instructional staff foster positive communication and interaction as children actively engage in a variety of such learning experiences as taking turns, playing simple small-group games, and performing daily routines. Staff show awareness that certain behaviors are appropriate in one culture but may not be acceptable or desirable in another.


E. Fine arts 1. The curriculum provides developmentally appropriate

opportunities for children in each age group to have a variety of musical experiences – including child-initiated ones – such as singing, listening, rhythmic movements, and playing rhythm


instruments.


DIRECTIONS: Describe the types of musical experiences that are provided and state how often such experiences are provided.


2. The curriculum provides opportunities and experiences for children in each age group for a variety of developmentally appropriate creative arts experiences – including child-initiated ones – such as painting, gluing items together to create art, cutting for design purposes, combining mediums, modeling with clay, and creating one’s own stories, plays, and other dramatic activities.


DIRECTIONS: Describe the types of art experiences that are provided and state how often such experiences are provided.


XIII. Nutrition and Food Services

RATIONALE

One of the basic responsibilities of every parent and caregiver is to provide nourishing food that is clean, safe, and developmentally appropriate for children (Caring for Our Children 2002).

Early food and eating experiences are the foundation for the formation of attitudes about food and eating behavior and consequently of food habits.


Sound food habits build on eating and enjoying a variety of healthful foods. Including culturally acceptable family foods is a dietary goal for feeding infants and young children.

Current research documents that a balanced diet combined with regular and routine age-appropriate physical activity can reduce the risks of chronic diseases later in life that are related to diet (U.S. Dept of Agriculture 2000).

A. Food preparation

1. If food is prepared on the premises, the program must be in compliance with governmental regulations for food storage, preparation, and service. Food may be prepared at an approved facility and transported to the program in approved containers and at approved temperatures.


DIRECTIONS: Describe the details of the food program including how and where food is prepared and stored.


2. The meals and/or snacks provided for the children are appropriate per nutritional guidelines regarding food groups

and quantities offered to children.


DIRECTIONS: Describe what types of meals and snacks are provided and how often.


3. At least two food groups are included for each snack, preferably


one being a protein source, and four food groups for each meal.

4. Lunch areas and kitchen areas shall be clean and well supervised. Lunch areas and kitchen areas must be adequately equipped to met the needs of the program and must comply with all applicable regulations.


DIRECTIONS: Include in the Appendix copies of the health inspections for the past 12 months. If any deficiencies were noted, state when they were rectified.


4. Food brought from home is stored appropriately.


DIRECTIONS: Describe how such food is stored.


B. Parent/guardian information

1. Parents/guardians have access to written menus that are also posted.


DIRECTIONS: Include two months of menus showing the appropriate food groups and quantities offered to each age group participating in the program.


DIRECTIONS: State where the menus are posted and how parents are notified.


2. Nutritional suggestions are provided to parents based on nutritional guidelines.

Directions: Provide copies of the information provided to parents, this should incorporate appropriate number of food group items.

C. Social interaction

1. Mealtime is to be cultivated as a pleasant social time. Staff encourage healthy social interaction, appropriate table manners, and good eating habits.


2. Staff encourages children to serve themselves and assist with cleanup within age-appropriate levels and ability.

D. Infant and toddlers

1. Infants are held when bottle fed until they have developed sufficient independence to hold and drink from the bottle safely. Infants with bottles will never be placed into cribs at any time.



Directions: Staff provides one or two opportunities for children to set the table, serve themselves, or assist with clean-up at an age-appropriate level.

2. Feeding times and amount of food consumed are recorded and made available to parents/guardians of infants on a daily basis.


DIRECTIONS: State where such information is recorded and how it is made available to parents.


XIV. Family and Community RelationsRATIONALE

Parents are a child’s first teacher, and the early education program respects the critical role parents

play in supporting the growth and development of their child. Partnerships with parents are a part

of a quality early education program. A rapport is built between staff and parents, which supports

communication between the home and the early education program.

A. Parent/guardian information

1. Parents/guardians of the children in the program receive information that includes but is not limited to:

a. The philosophy statement regarding the care and education of young children attending the program, enrollment policy, mission, and statement of nondiscrimination; and including what discipline techniques will be used;

b. Policies regarding holidays, illnesses, hours of operation, fees, refunds, enrollment, and dismissal procedures; and

c. An explanation of the program’s day-to-day functioning.



DIRECTIONS: State where such information is located and how it is provided to parents. If possible, include a copy of this information in the Appendix.


2. Parents/guardians are expected to sign a statement acknowledging that they have received the program’s policies as outlined in Standard A(1)(a,b,c) above.


DIRECTIONS: State where these completed forms are maintained. Place a copy in the Appendix.


3. The program has an open-door-policy, which provides access to and observation of the child, such as opportunities for scheduled and unscheduled visits on the premises, according to the policies, philosophy and schedule of the program, as appropriate.


DIRECTIONS: Describe the program’s philosophy and policy with regard to parental access to children and on campus.


B. Communication


1. Administrators and staff communicate with the parents/guardians in a variety of ways on a regular basis, such as daily and /or weekly verbal or written communication, posted information, monthly newsletters, and/or classroom calendar of events.


DIRECTIONS: Describe what methods of communication are used and with what frequency.


2. Conferences with each child’s parents/guardians are offered at least twice per year – and at other times as needed – to discuss the child’s developmental progress, personal care, and education. Conference schedules accommodate working parents/guardians.


DIRECTIONS: State how often conferences are held, when they are held, and how they are scheduled.


3. Parents/guardians of the children in the program receive written communication regarding their children’s developmental progress at least twice per year.


DIRECTIONS: Place examples off all such reports (for each age level) in the Appendix.



C. Parent/guardian education

1. The program director or designee plans and implements parent education and/or training.


DIRECTIONS: Describe at least two examples of such parent education/training.


2. The director is familiar with community services and resources regarding children with specific needs. The program provides this information to parents/guardians.


DIRECTIONS: State what services and resources are available.


3. All parents/guardians are given the opportunity to complete a survey at least every five years in conjunction with the evaluation team visit.


XV. Physical FacilitiesRATIONALE

Programs should provide equipment, materials, and space to facilitate the children’s success in learning, by encouraging teachers to effectively organize the classroom and playground environments in a way that not only promotes the achievement of each child’s educational goals but also increases the number of opportunities for achieving these goals during both child- and teacher-initiated activities (Bowman, et al. 2001).

A. General Environment

1. Buildings and grounds shall be clean, (including sanitizing the bathrooms and removing trash), well-maintained, and attractive. The facilities are free of mold and offensive odors.


DIRECTIONS: Prepare a map of the buildings and grounds (including room numbers and if possible, teacher names) and place it in the Appendix for use by each committee member.


2. Buildings shall be sufficient in size for groups served.


3. Buildings shall comply with all applicable zoning and structural codes and other governmental regulations.



DIRECTIONS: Parent Assessment Surveys are sent to all parents/guardians as part of the evaluation for accreditation. The sealed surveys will be given to the Chairperson or his/her designee at the time of the on-site visit. A summary of the surveys will be included with the final report.

DIRECTIONS: Please have all Certificates of Occupancy and Certificates of Use available for review by the committee. Describe any areas of concern and any plans for improvement.


4. Grounds shall have proper drainage.


DIRECTIONS: Describe any problem areas and plans for improvement.


5. Buildings shall have adequate lighting, ventilation, heating, and cooling.


DIRECTIONS: Describe present cooling and heating systems in classrooms and other common areas. Describe any areas of concern and any plans for improvement.


6. Buildings and structures shall be safe and of stable construction.


DIRECTIONS: Describe any areas of concern and any plans for additional safety improvements.



7. Adequate, unobstructed exits shall be provided and identified.


DIRECTIONS: Are exit signs properly located and lighted where appropriate? Are fire exits free of obstruction and unlocked from the inside?


8. All equipment and furniture shall be appropriate for the ages being served and sufficiently provide for the children’s needs and the children’s instructional objectives.


DIRECTIONS: Describe the equipment and furniture used by different age groups, and discuss how such equipment and furniture are appropriate for the different ages and their needs.


9. Classes shall have sufficient display areas including bulletin boards and whiteboard/chalkboard (or the equivalent).


10. An inspection of all play area equipment shall be conducted at least 4 times per year.

a) The program shall maintain play area equipment


inspection forms indicating the date of inspection, person conducting the inspection, equipment inspected, and deficiencies found.


DIRECTIONS: In the Appendix, insert a copy of the inspection form used. Have the most current, completed forms available for review by the committee. How many times a year does the program conduct such inspections? How does the program address deficiencies found?


11. Sufficient area shall be provided for organized play appropriate for the children’s age ranges.


DIRECTIONS: Describe the play, physical education, and sports areas used by the program. Are these sufficient for the children enrolled and for the program objectives?


12. There shall be adequate storage space.


DIRECTIONS: Describe the storage space at the facility including storage in classes, general storage, and maintenance storage. Does there appear to be sufficient storage to complement the programs and needs of the program and for the purposes for which the buildings are used? Are all cleaning aids locked and stored away? Are all science chemicals labeled and in a locked cabinet?



13. The program’s main office shall be accessible to children, parents, faculty, and visitors. Its location shall be well marked.


14. The facilities include appropriate administrative office space.


15. Facilities must support the program’s philosophy and educational objectives including, when appropriate, a designated area for staff meetings and breaks.


DIRECTIONS: Describe how the facilities support the philosophy and educational objectives of the program.


16. Equipment must support the program’s philosophy and objectives.


DIRECTIONS: Describe how the equipment supports the philosophy and educational objectives of the program.



B. Classrooms

1. Classrooms are clean and well maintained.


2. Classrooms are suitable for the age or grade level and activities of the children in the program.


3. Floor space meets or exceeds all governmental regulations.


4. The physical environment of the infant classrooms is arranged not only to stimulate learning by accommodating large and small groups of children but also to encourage exploration and experimentation. These classrooms should have features such as a protected space for crawling and playing away from more mobile babies. Shatter-proof and safety-approved mirrors, pull-up bars, and other interactive items are placed on the walls at babies’ eye level.


5. The environment designed for toddlers through three-year-olds facilitates optimal developmentally appropriate learning experiences. Shelving and storage units provide an organized flow to the room and thereby invite children to interact with materials and equipment.


6. Children are provided with individual spaces in which their work and/or personal belongings can be stored.



7. The physical environment includes not only appropriate furnishings, such as tables and chairs, that allow children’s feet to touch the floor, but also appropriate room flooring and soft areas that are comforting to children.


C. Drinking Water

1. Drinking water is adequately available to the children.


DIRECTIONS: Describe how, when, and where drinking water is made available to the children.


D. Lavatory facilities

1. The size and number of lavatory facilities shall be adequate for the size and number of children in attendance. Sinks and toilets are readily accessible to children.


DIRECTIONS: State the number of lavatory facilities available to children in the program and describe the locations of the lavatory facilities.



2. Sinks are located in the areas near the toilets, with soap and paper towels accessible to the children.


3. Supplies shall be adequate.


4. Facilities shall be clean and properly maintained.


E. Infants and toddlers

1. The diapering area is in good repair and is sanitized after each use, and soiled diapers are stored in a sealed container. Gloves as well as running water and soap for hand washing are accessible and utilized by the staff during diapering.


F. Outdoors

1. To accommodate the children’s various play activities, the outdoor physical environment includes seventy-five square feet per child on the playground(s) an any given time.


DIRECTIONS: State the total number of square feet of each playground.



2. The playground is designed and equipped to provide optimal learning experiences for the children. Playground equipment is scaled appropriately, varied and sufficient. Equipment may include items such as climbers, swings, slides, riding toys, equipment for sand and water play, outside easels, and playhouses.


3. Children are supervised at all times and the child-adult ratio (see Article IX) is maintained while the children are on the playground.


4. The program provides adequate protection for the play area, including fencing and a balance of sun and shade.


5. Wood chips, sand, or other cushioning materials of recommended depths are used under equipment such as swings and climbers, as recommended by governmental regulations or national playground safety standards.


6. When inclement weather prevents children from playing outdoors, alternative activities are planned to ensure gross-motor exercise and to foster gross-motor development.



DIRECTIONS: Describe what alternative activities are planned during inclement whether.


XVI. Health and SafetyRATIONALE

The early education program has a responsibility for the health, safety, and general welfare of each child in attendance. The staff should have continuing and required training in emergency first aid and in special medical needs in order to be alert and prepared for emergencies. Staff members need to be safety conscious with a view toward prevention (Caring for Our Children 2002).

A. Facility

1. The facilities are cleaned on a daily basis.


2. Hot water heaters are set for 110oF or less if the heated water is accessible to children.


3. Electrical outlets in the wall are covered to prevent children from being shocked by electricity.


4. The program is inspected by governmental authorities as applicable for licensing (i.e. fire department, health department, food services, etc.). Inspection documentations are on file. If the program is exempt from licensing, voluntary inspection as been sought, and recomen-dations for improvement have been followed.



DIRECTIONS: What actions have been taken as a result of such inspections?


B. Health

1. Children’s records

a. Children in attendance are in compliance with the requirements of governmental regulations regarding immunizations, physical examinations, and communicable diseases. Up-to-date, complete, and confidential health records for each child enrolled in the program are maintained in a safe and secure area and are available to authorized personnel. These files may include information such as the child’s life history, developmental milestones, screening or assessment results, typical behaviors, and interests.


2. Special health conditions and emergency information.

a. Staff are alerted to special health conditions of children and are equipped, when applicable, to handle such concerns.


DIRECTIONS: Describe the methods by which staff are alerted to special health considerations.



b. Current emergency information is maintained for each child enrolled in the program, including parent/guardian contact information, people authorize to take the child off the premises, allergies, and other important health information.


3. Attendance

a. A written policy regarding the attendance of children who are ill, have been diagnosed with a contagious disease, or have been found to have a communicable condition has been developed and made available to parent/guardians. An isolation area is made available for ill or contagious children while they wait for someone to take them home.


DIRECTIONS: Provide the details of the policy and state how it has been made available to parents/guardians.


4. Medicines – administration, log, and storage

a. A written policy that complies with the governmental regulations for administering and storing medications has been developed and made available to the parents/guardians of the children in the program.



DIRECTIONS: Provide the details of the policy and state how it has been made available to parents/guardians.


b. A detailed medical log is maintained that includes a record of all medications given to children, the time the medication was given, and the person administering the medication.


DIRECTIONS: In the Appendix, include a blank medical log. Describe who is responsible for administering medications and for completing the log.


5. Blood-borne pathogens

a. The program has developed policies and procedures to protect the staff and children from blood-borne pathogens by including a blood-borne exposure control plan and by providing annual in-service training to the staff regarding protective procedures. As a result, the staff use “universal precautions” when encountering children’s body fluids.



DIRECTIONS: Explain where the exposure control plan is maintained. State who is responsible for supervising the exposure control plan. State when and how and how the annual in-service training is provided.


6. General policies

a. The program makes screening information for developmental and health issues available to the children at least annually.

b. Children and adults wash their hands after toileting, before eating or handling food, and as otherwise necessary to prevent the spread of disease.


DIRECTIONS: Describe how children are instructed in hand washing techniques.


c. Parents/guardians are encouraged to provide a change of clothing (for children age four and younger) to be kept on the program’s premises. The program maintains a supply of generic clothing in varying sizes


DIRECTIONS: Describe how the program makes visual, auditory, speech, and other health and developmental screening information available to the children at least annually.

to ensure children are provided with a change of clothing in case of an emergency.


DIRECTIONS: State where such clothing is maintained or stored.


d. Children’s bedding is washed at a minimum of twice a week for infant and toddlers and a minimum of once per week for preschoolers and when soiled, and it is used by only one child between washings.


DIRECTIONS: State who is responsible for cleaning/changing the bedding. Describe the policy regarding cleaning/changing the bedding.


e. While attending the program, children’s bedding will be stored in individual containers.


C. Safety

1. Arrivals and departures

a. Safe arrival and departure procedures have been developed that ensure all children in the program are


accounted for throughout the day and released only to authorized adults. Children are supervised by sight at all times, and transition of children from one teacher to another or from one area to another is accounted for to ensure the supervision and whereabouts of children at all times.


DIRECTIONS: Describe the program’s arrival and departure procedures.


2. First Aid – Cardio Pulmonary Resuscitation (CPR)

a. At least one staff member with first aid certification – and infant/child and adult CPR certification when applicable – is present on the premises at all times during operational hours.


DIRECTIONS: Provide the names of all staff members with CPR certification. State whether infant and/or adult CPR certification is applicable for your program, and if so, state which staff members have such certifications.


b. The program maintains adequate first aid supplies and a universal precaution kit that are conveniently available. A detailed medical log is maintained regarding the use of these items.



DIRECTIONS: State the locations where such supplies are kept, and describe what first aid supplies are available. Describe how first aid supplies and a universal precaution kit are made available to staff members, where these items are located, and how a detailed medical log is maintained regarding the use of these items.


3. Accident reports

a. Written notices of accidents are kept on file, and copies are given to the parents/guardians of the children in the program.


DIRECTIONS: In the Appendix, include a blank copy of the accident notice.


4. Chemicals, medicines, and other “dangerous if swallowed” materials

a. All Chemicals, medicines, and other “dangerous if swallowed” materials are stored in their original containers and documented according to governmental regulations. All potentially dangerous products are stored in a locked area.



5. Child abuse training, reporting, prevention

a. The staff is trained to recognize signs of child abuse and neglect. They know the laws and procedures for reporting to the appropriate agency. All communication regarding reports are kept in a confidential file.


DIRECTIONS: Describe how staff are trained to recognize signs of child abuse/child neglect, how such abuse and neglect are reported, and how the information is kept confidential. Include a copy of any requirements of civil authorities.


b. Significant changes in a child’s pattern of behavior and/or physical condition are reported to the parent(s)/ guardian(s), if appropriate, documented, placed in the child’s file, and/or reported to the appropriate civil authority as mandated by law.


DIRECTIONS: Describe some types of “significant changes” in behavior and physical conditions that would be reported to parents and/or governmental agencies and documented.


c. Abuse prevention is practiced by means such as having


viewing windows or a camera system to allow for visual access into the classrooms, having bathroom doors that allow for adequate monitoring of children, and having random walk-throughs.


DIRECTIONS: Describe what mechanisms are in place to aid in abuse prevention.


6. Crisis and emergency policies and procedures

a. Emergency phone numbers and/or 911, and the child abuse hotline are posted by readily accessible telephones in order to allow for quick reference in contacting the fire department, police department, poison center, and rescue squad.


DIRECTIONS: State where such telephones are located.


b. A plan is in place to contact parents/guardians in case of an emergency closing, and the parents/guardians have been made aware of the plan.

Please select the following description, which applies: _____________

DIRECTIONS: Provide the details of the plan, and state how the information is conveyed to parents/guardians.



7. Emergency crisis plans and drills

a. Emergency evacuation plans with alternative evacuation routes must be posted in each classroom by the exit.


b. Emergency evacuation drills must be conducted at least monthly. The program shall maintain records of such drills indicating the dates of the drills, the time taken to evacuate, attendance taken and any deficiencies found.


DIRECTIONS: State the location where such records are maintained.


c. Other crisis plans shall be devised as are appropriate for the program.


DIRECTIONS: State what other crisis plans have been developed. State where such plans are detailed.



d. Crisis plans shall be communicated to the staff, parents, and children as may be appropriate for the program.


DIRECTIONS: State how and to whom such plans have been communicated.


e. Crisis drills shall be conducted as may be appropriate for the program.


f. The program shall maintain records of such drills.


DIRECTIONS: State where such records are maintained.


8. Fire Control System

a. There shall be a manual and/or automatic fire alarm system that can be heard throughout the building(s).


DIRECTIONS: Describe the fire alarm system presently installed. If your system has been inspected by the fire department, please indicate so below and include a copy of the current inspection report in the Appendix.



b. Fire extinguishers and smoke detectors are provided and checked as mandated by governmental regulations.


c. Staff is trained in the use of fire extinguishers.

9. Vehicles

a. The program shall maintain vehicle maintenance files and copies of automotive titles.


DIRECTIONS: State the number of vehicles owned and describe the purposes for which the vehicles are used. State the location of vehicle maintenance files and automotive titles.


b. Appropriate safety precautions are taken when children are being transported, such as using age-appropriate restraint devices and equipping the vehicle with a first aid kit.



DIRECTIONS: Describe the location of fire extinguishers and smoke detectors, their maintenance, and the training of staff regarding the use of fire extinguishers.

DIRECTIONS: Describe the safety procedures taken when transporting children.


c. All drivers shall maintain appropriate qualification needed as required by civil authorities.

d. All requirements of civil authorities shall be met and documented.

10. Field trips

a. The program has written field trip policies and procedures that are implemented to ensure the supervision of all children at all times and thus promote the safety of the children. The policies and procedures must include that permission is obtained from parents/guardians and that roll checks are logged before the trip, at regular intervals during the trip, and upon return to the program’s facilities.


DIRECTIONS: State where such policies are written and maintained. Include any associated forms (such as field trip permission forms) in the Appendix.


11. Cleaning and sanitizing


DIRECTIONS: Provide documentation on all program vehicles and their drivers, verifying that all requirements of civil authorities and all specific vehicle transportation requirements are being met.

a. The program has an established plan for safely maintaining and sanitizing toys, equipment, and furniture regularly (infants: daily; toddlers: semiweekly; preschoolers: weekly) in order to sustain a healthy and safe environment for the children.


DIRECTIONS: Describe how often such equipment is checked and cleaned. Detail which cleaning agents are used and which staff members are responsible to check and clean such equipment.


XVII. Improvement

A. Each program shall continually work to improve learning and/or program performance. Such improvement must focus on the developmental aspects of the children in order to improve cognitive, social, emotional, and/or physical growth. This commitment to improvement shall include a planning process to integrate and unify the program’s efforts toward improvement and to build the program’s capacity to sustain improvement.


B. In order to achieve such goals for improvement, each program must:

1. select a team of individuals including administrators, teachers, non-instructional staff, and parents who will plan together for program improvement;



DIRECTIONS: List the names and positions/titles for each person on the school improvement team. Describe how the team was selected and who was involved in the selection process. What were the goals in selecting these particular individuals?


2. clearly identify the priorities for improving learning and/or program performance;


DIRECTIONS: State the priorities set out by the team for improving learning and/or program performance. Describe how the team selected these priorities and the reasons for selecting these as the priorities. Discuss any areas of improvement that were brought up by the team not selected as a priority for improvement. Be as detailed as possible in the information you provide.


3. have written goals related to the priority areas that reflect growth in those areas, and each written goal must show what level of achievement or proficiency is expected;


DIRECTIONS: Detail the program’s goals for each of the priority areas selected by the team and provide the details of the program’s expectations for improvement in each priority area. Discuss the level of achievement or proficiency that is expected for each priority area. Be as detailed as possible in the information you provide.



4. indicate what assessment measures are being used to evaluate the current level of performance in each of the priority areas and indicate the current levels of performance for each priority area;


DIRECTIONS: Describe how the program is currently measuring performance in the priority areas and detail the assessment measures being used. Describe the current levels of performance in each of the established priority areas. Also, describe what assessment measures will be used to determine the progress towards the stated goals. Be as detailed as possible in the information you provide.


5. describe what growth is expected in each priority area and describe the strategies and/or materials to be used to attain this growth;


DIRECTIONS: Describe what type of growth the program hopes and expects to see in each priority area. (You have already provided in paragraph 3 the goals and expectations for levels of proficiency. Now you should provide more general information on the type of growth that is expected with a broader discussion on how the children and/or program should improve.) Also, describe the strategic tools and materials that will be used or implemented to attain the expected growth. Be as detailed as possible in the information you provide.


6. provide a timeline to attain its goals



DIRECTIONS: Provide a detailed timeline to attain the goals as set forth by the team. Describe when the program expects to achieve each of the goals and provide a time for any other expected benchmarks on the way to achieving such goals.


7. shall monitor and review the program’s progress in reaching its goals for improvement


DIRECTIONS: At minimum the program shall adequately respond in the AISF annual report with regard to its school improvement plan. Describe if the program monitors and/or reviews its school improvement plan more frequently. If so, state who is involved in the review process. Describe any success and failures in reaching the program’s goals for improvement. Describe how the school improvement plan has changed over the last five years and any modifications made to the plan. Provide the reasons for any such change to plan.

If the program has not previously had a school improvement plan or if the program has only recently adopted its first plan, please indicate the program’s plans for monitoring and reviewing the plan and the program’s progress in reaching its stated goals.


XVIII. Variances


DIRECTIONS: If your program is requesting one or more variances along with this Self Study, please refer to the applicable section of the accreditation standards, and use the space below to provide all necessary information.



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