Pennsylvania S Continuous Quality Improvement

Family Child Care Good, Better, Best Pennsylvania’s Continuous Quality Improvement Guide to Best Practices TABLE OF CONTENTS

Introduction to the Family Child Care Good, Better, Best 3

STAR 2 Good, Better, Best...... 5

Staff Qualifications and Professional Development (2)...... 6

Learning Program (2)...... 12

Partnerships with Family and Community (2)...... 16

Leadership and Management (2)...... 23

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PENNSYLVANIA’S CONTINUOUS QUALITY IMPROVEMENT GUIDE TO BEST PRACTICES-FAMILY CHILD CARE GOOD/BETTER/BEST TOOL Keystone STARS: Reaching Higher for Quality Early Learning The Family Child Care Good/Better/Best document was developed from experience in managing the Keystone STARS program, analysis of current research, and insights/suggestions practitioners have shared. This document can assist practitioners in assessing program strengths as well as help identify next steps for improvement. Thoughtful assessment using a variety of sources of evidence can lead to the development of a meaningful continuous quality improvement (CQI) plan. This optional tool supports Family Child Care programs in meeting the targeted standards and understanding the more subtle continuum of quality contained within a standard. The tool allows programs not able to move up to a higher STAR level to consider making incremental improvements within a STAR level or standard. It also allows programs to identify areas where the minimum standard is exceeded and can be used to determine at what point in the spectrum a standard is being met. Understanding the quality continuum of a standard will enable programs to be more focused and specific in quality improvement efforts. Pennsylvania Early Learning Keys to Quality Vision and Mission Vision: All Pennsylvania families will have access to high quality care and education for their children, fostering successful futures in school and in life. Mission: To create a comprehensive quality improvement system in which all early learning programs and practitioners are encouraged and supported to improve child outcomes. Improvements in programming are designed to:  increase the capacity to support children’s learning and development;  increase educational attainment among practitioners;  and enhance professional skills and competencies in support of children’s learning and development.

Guidance on Usage of the FCC GBB This document includes the following sections: 1. Description of Criteria at each level: This section is the quality continuum that a program uses to determine the “Good, Better or Best” level at which a standard is being met. 2. Sources of Evidence: This section describes examples of sources of evidence programs could use to document that a standard is being met. These sources of evidence are not exhaustive; programs may have other documents or unique sources of evidence that verify a standard is being met. 3. Supports Available: This section provides additional resources and tools that are available to assist programs in creating Continuous Quality Improvement (CQI) plans or in meeting a level of the continuum. 4. Reference: This section contains books, articles and other resources that support a standard. There are links that can be copied and pasted into a browser or link up directly to the article or tool. This section is especially useful for staff of early learning programs who want easy to understand resources to share with families and other colleagues. 5. Research: This section contains qualitative as well as quantitative research from peer reviewed journals. Many of these citations will have a cost involved to download the document unless you are a subscriber to the site or journal.

3 of 63 FCC GBB v. 1.1 July 2012 In addition, terminology in the FCC GBB document is aligned with the OCDEL Glossary of Terms which can be accessed at the following link: http://websites.pdesas.org/ocdel/2010/11/22/144850/page.aspx. If you are unfamiliar with any verbiage, it may be found here. Lastly, each section of the FCC GBB document and this cover letter may be downloaded separately at www.pakeys.org under Early Learning Programs/Forms & Tools/Optional Tools/Family Day Care Homes. Each section is listed separately as well as the entire document. Solicitation of Feedback The Family Child Care Good Better Best provides practitioners and other users with the research that supports the targeted standards within the document. OCDEL welcomes feedback from the field. Comments or suggestions related to the Family Child Care Good Better Best can be sent to Katrina Coburn at [email protected]. Acknowledgements The Office of Child Development & Early Learning would like to thank the diverse group of programs, practitioners, Regional Keys staff and early learning stakeholders from across the State who continue to share their vision and constructive ideas in crafting an indicator based quality improvement system to improve care and education for children in Pennsylvania. Their honest discussion of how the PA Early Learning Keys to Quality is working locally and their constructive feedback to proposed improvements continues to be invaluable to this process. OCDEL would also like to recognize the extensive work done on the research component of this document by Michelle Hill of the OCDEL Research Team as well as the work of Lisa Heintzelman on the research and reference sections.

STAR 2 GOOD, BETTER, BEST

4 of 63 FCC GBB v. 1.1 July 2012 5 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Standard: Level II or above on the Career lattice (STAR 2) Good Better Best

Description of criteria at  Provider completes 45 hours or 3 ECE  Provider is enrolled in one of  Provider completes one of the each level credits the following: following:  CDA  Self study portion of CDA  Family Child Care Diploma  1-2 courses in FCC Diploma program or program or  ECE college course  1 3-credit course Source(s) of Evidence  Certificates from completed coursework  Registration confirmation from Higher Ed Institution  Transcripts  Copy of CDA Application Materials Supports Available  Funding opportunities: http://www.pakeys.org/pages/get.aspx?page=Career_Financial  Pennsylvania Career Lattice Self Learning Module: http://www.pakeys.org/pages/get.aspx? page=Career_Requirements  Northampton Family Child Care Diploma information: http://www.northampton.edu/Early-Childhood- Education/Academic-Programs/Family-Child-Care.htm  Pennsylvania ECE Degree Granting Institutions: http://www.pakeys.org/docs/ECE%20Degree-Granting %20Institutions.pdf References  Child Development Associate (CDA): www.cdacouncil.org  Council for Professional Recognition ECE Resource Library: http://www.cdacouncil.org/newsletter/ece-resource- library-and-article-archive  Pierce, D. (2008). The CDA prep guide: The complete review manual for the child development associate credential. St. Paul, MN: Redleaf Press. Research Research shows that providers with higher education levels have higher quality programs. This suggests that the qualifications of providers have important implications for the quality of care teachers provide. Mims, S. U., Scott-Little, C., Lower, J. K., Cassidy, D. J., & Hestenes, L. L. (2008). Education level and stability as it relates to early childhood classroom quality: A survey of early childhood program directors and teachers. Journal of Research in Childhood Education, 23(2), 227-237. Retrieved from http://acei.org/wp- content/uploads/Mimswinter2008.pdf McCormick Center for Early Childhood Leadership. (2010). Research Notes: Head Start administrative practices, director qualifications, and links to classroom quality. Wheeling, IL: National-Louis University, McCormick

6 of 63 FCC GBB v. 1.1 July 2012 Tribune Center for Early Childhood Leadership. Retrieved from http://cecl.nl.edu/research/issues/rnw10.pdf STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Standard (Primary and Secondary Staff): Annual professional development plan is developed based on needs identified in the Professional Development Record and documented on the professional development plan in the PDR. (STAR 2) Good Better Best

Description of criteria at  Current annual PD plan signed and  Of total hours required, at  Attained all goals each level dated by owner operator least some are courses identified or exceeded all  Annual training plan is based on PDR and/or a series that builds goals upon a previous  PDR used on a continual course/instruction basis  Partially complete  Plan extends beyond one PDR/annual training plan year defining long-term (some courses goals related to needs in completed), match needs PDR and Career Lattice addressed in PDR  Online FPDP Survey  Staff complete their own annual completed annually per PD plan Regional Key request Source(s) of Evidence  Professional development certificates or copy of PD History from PA Keys Intranet  PDR http://www.pakeys.org/docs/pdr.pdf  Completed Annual Training Plans  Training certificates Supports Available  Technical Assistance to assist in completing the PDR accurately  Online CBK/PDR module (must log in to the intranet): http://www.pakeys.org/private/pqas_cbkpdr.asp  In person CBK/PDR module – see PA Key PD Calendar: http://www.pakeys.org/pages/login.aspx  Self Learning Guide for online FPDP submission http://www.pakeys.org/pages/get.aspx? page=Programs_STARS_PD References  Goffin, S. (2010). Learning how much quality is necessary to get to good results for children. Charlottesville, VA: National Center for Research on Early Childhood Education. Retrieved from http://ncrece.org/wordpress/wp-content/uploads/2010/03/NCRECEInFocusV1I2 Thresholdanalysis.pdf Research Effective professional development requires repeated opportunities for individualized feedback. Research shows that when staff are empowered and supported in developing personal goals and objectives, they are more

7 of 63 FCC GBB v. 1.1 July 2012 motivated to stay with the program. Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 9-16. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13 Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-451. Retrieved from http://www.cds.unc.edu/CCHD/F2009/10- 05/Pianta%20EARCHI_384-mtp-effects.pdf

8 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Standard: 12 annual clock hours of professional development based on the PDR. (STAR 2) Good Better Best

Description of criteria at  12 hours PQAS approved  Some hours are at higher  Some hours are from each level professional development competency levels (C2, credit bearing courses  At least 6 hours match needs in C3)  Involvement in courses PDR  All age groups currently in that are part of a series care are addressed in PD  75% are face-to-face  PD is spread throughout instruction the year  All age groups that  At least 50% face-to-face provider is licensed to instruction if not college provide for are included in courses PD even if not currently in care.

Source(s) of Evidence  Training certificates  Transcripts  Annual Training Plan

Supports Available  Beyond the PDR Professional Development Session  Self Learning Section of the PA Keys Intranet: http://www.pakeys.org/private/profdev/prof_dev_slo_listing.aspx  PD Calendar: http://www.pakeys.org/private/profdev/prof_dev_calendar.asp References  Bowie, L., Garrett, S. B., Kinukawa, A., McKinney, K., Moore, K. A., Redd, Z., Theokas, C., & Wilson, B. (2006). Program implementation: What do we know? Washington, DC: Child Trends. Retrieved from http://www.childtrends.org/Files/Child_Trends-2007_06_01_FR_PrgmImplementation.pdf Research Effective professional development requires repeated opportunities for individualized feedback. Research shows that when staff are empowered and supported in developing personal goals and objectives, they are more motivated to stay with the program. Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 9-16. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13 Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-451. Retrieved from http://www.cds.unc.edu/CCHD/F2009/10- 05/Pianta%20EARCHI_384-mtp-effects.pdf

9 of 63 FCC GBB v. 1.1 July 2012 10 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Standard: 3 annual clock hours in management, professionalism, supervision, leadership, and/or administration. (STAR 2) Good Better Best

Description of criteria at  3 hours in management,  Enrollment in at least one of  Completion of the Family Child each level professionalism, supervision, the STARS Support Series : Care Business Series leadership and /or administration Family Child Care Business  Completion of College Level Series Sessions Small Business Course  Enrollment in for credit Small Business Course at Community College Source(s) of Evidence  Training certificates  Transcripts

Supports Available  STARS Support Series: Family Child Care Business Series: http://www.pakeys.org/pages/get.aspx? page=Programs_STARS_PD

References  Copeland, T. (2009). Family child care business planning guide. St. Paul, MN: Redleaf Press.  Dischler, P. (2005). From babysitter to business owner: Getting the most out of your home child care business. St Paul, MN: Redleaf Press. Research The results of these research studies support providers receiving specialized training in leadership and management in order to improve program quality. Bella, J., & Bloom, P. J. (2003). Zoom: The impact of early childhood leadership training on role perceptions, job performance, and career decisions. Wheeling, IL: The Center for Early Childhood Leadership, National- Louis University. Retrieved from http://cecl.nl.edu/research/reports/zoom_report.pdf McCormick Center for Early Childhood Leadership. (2011). Research Notes: Quality in context – How director’s beliefs, leadership, and management practices relate to observed classroom quality. Wheeling, IL: National-Louis University, McCormick Tribune Center for Early Childhood Leadership. Retrieved from http://cecl.nl.edu/research/issues/rnw11.pdf

11 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Standard(Primary and Secondary Staff): All staff must attend professional development annually on child observation and/or inclusive practices and/or ERS. (STAR 2) Good Better Best

Description of criteria at  All staff have annual PD on child  Participate in a series or higher  College Level Course in each level observation and/or inclusive practices competency level training on a observation or inclusive  Secondary staff may use ERS for this topic practices for age group(s) standard served

Source(s) of Evidence  Training certificates  Transcripts

Supports Available  In-person Child Observation Modules: http://www.pakeys.org/pages/get.aspx?page=Programs_STARS_PD  Better Kid Care Observing Children’s Progress Course and/or The Art of Observation Course: http://betterkidcare.psu.edu/one_hour.html References  Early Childhood-Head Start Task Force. (2002). Teaching our youngest: A guide for preschool teachers and child care and family providers. Washington, DC: U.S. Department of Education and U.S. Department of Health and Human Services, Early Childhood-Head Start Task Force. Retrieved from http://www2.ed.gov/teachers/how/early/teachingouryoungest/teachingouryoungest.pdf  Watson, A. & McCathren, R. (2009). Including children with special needs: Are you and your program ready? Young Children, 64(2), 20-26. Retrieved from http://www.naeyc.org/files/yc/file/200903/BTJWatson.pdf Research Research shows a direct link between training in early childhood practices and positive changes in teacher knowledge and skills. These improvements enhance early childhood programming and quality, often resulting in improved student learning. Baker-Ericzén, M. J., Mueggenborg, M. G., & Shea, M. M. (2009). Impact of trainings on child care providers’ attitudes and perceived competence toward inclusion: What factors are associated with change? Topics in Early Childhood Special Education, 28(4), 196-208. Dickinson, D. K., & Caswell, L. (2007). Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP). Early Childhood Research Quarterly, 22(2), 243-260.

12 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Standard (Primary and Secondary Staff): All staff must have two hours of health and safety professional development annually. (STAR 2) Good Better Best

Description of criteria at  All staff have 2 hours of  Relevant age/topic course for  Health consultant/health and each level recommended health and safety current group in their care safety specialist assesses annually  Staff also participate in courses facility and creates action plan regarding prevention of child  Family education night (or abuse and neglect, children’s other means) of sharing health social and emotional & safety issues with families competence, or Strengthening  Variety of health & safety PD Families Protective Factors based on PDR plan, illness &  More than one topic on health injury tracking & safety among staff, based on  Best practice is that the event PDRs is at least 2 consecutive hours Source(s) of Evidence  Certificates  Agendas, flyers, minutes of staff meeting  Illness/injury tracking sheets Supports Available  I am Moving, I am Learning in-person Professional Development Sessions  Healthy Child Care Pennsylvania: http://www.ecels-healthychildcarepa.org/  Keystone Color Me Healthy: http://betterkidcare.psu.edu/page11d.html References  Pennsylvania Nutrition Education Network: http://panen.org/keystone-kids-go  Pediatric First Aid for Caregivers and Teachers (American Academy of Pediatrics): http://www.pedfactsonline.com/  Healthy Kids, Healthy Care: First Aid and CPR (National Resource Center for Health and Safety in Child Care): http://healthykids.us/chapters/firstaid_main.htm Research Health and safety are major concerns for children attending early care and education programs in the United States. Strategies to improve quality in child care include meeting health and safety standards as well as providing staff training. Alkon, A., To, K., Mackie, J. F., Wolff, M., & Bernzweig, J. (2010). Health and safety needs in early care and education programs: What do directors, child health records, and national standards tell us? Public Health Nursing, 27(1), 3-16. Dellert, J. C., Gasalberti, D., Sternas, K., Lucarelli, P., & Hall, J. (2006). Outcomes of child care health consultation services for child care providers in New Jersey: A pilot study. Pediatric Nursing, 32(6), 530-536. Retrieved 13 of 63 FCC GBB v. 1.1 July 2012 from http://www.pediatricnursing.net/ce/2008/article12530537.pdf LEARNING PROGRAM Standard: A developmentally appropriate screening of the child is completed and shared with the family within 45 days of program entry. (STAR 2) Good Better Best

Description of criteria at  Developmentally Appropriate  Families are included in completion  Screenings are conducted as each level screening completed within 45 of screening. often as tool recommends or if days from enrollment date and  Formal Procedure for initial there are changes to child’s shared with families at “Getting screening and referrals are located behavior or appearance To Know You”/Family Meeting in the policy and procedure manual  Use of interpreters in home  Screening instrument is reliable  Ongoing observations are language if necessary for and valid. completed in addition to the 45 day written or oral communication  Program has list of community screening that record children’s of results resources available to families for progress in the Key Learning Areas  Sharing of information is possible referrals indicated in the Early Learning or sensitive to the diverse Academic Standards needs/backgrounds of families Source(s) of Evidence  Completed Developmental Screening such as Ages and Stages  Notes from family/teacher conference  Resources for referral Supports Available  Ages & Stages Professional Development: http://www.pakeys.org/private/profdev/prof_dev_calendar.asp  Technical Assistance on developmental screenings and supporting families are available through each Regional Key  An Optional Tool for referring families for services is available on the PA Key website: http://www.pakeys.org/pages/starsDocs.aspx References  PACER Center. (2006). Strategies for success in local early childhood parent outreach activities among diverse cultures (ACTion Sheet: PHP-c132). Minneapolis, MN: PACER Center. Retrieved from http://www.pacer.org/parent/php/php-c132.pdf Research Research shows that the use of a developmental screening instrument increases the detection of developmental delays. In addition, developmental questionnaires completed by parents may be a useful tool for practitioners in early childhood settings. Jee, S.H., Szilagyi, M., Ovenshire, C., Norton, A., Conn, A., Blumkin, A., & Szilagvi, P.G. (2010). Improved detection of developmental delays among young children in foster care. Pediatrics, 125, 282-289. Squires, J., Potter, L., Bricker, D., & Lamorey, S. (1998). Parent-completed developmental questionnaires: Effectiveness with low and middle income parents. Early Childhood Research Quarterly, 13(2), 345–354.

14 of 63 FCC GBB v. 1.1 July 2012 15 of 63 FCC GBB v. 1.1 July 2012 LEARNING PROGRAM Standard: Learning Standards are used as a resource for program planning. (STAR 2) Good Better Best

Description of criteria at each  At least one week of lesson  Some standard codes are  Provider shows documentation level plans are completed reflecting included on lesson plans of understanding of how to link key learning areas  At least one activity addresses Learning Standards to lesson documented observation plan outcomes per child in care.  Many activities are coded  Families are provided with according to at least one examples of activities & the Learning Standard (50%) corresponding Standards they  Most children have a daily are linked to activity designated/ documented to address their need/interest based on observation Source(s) of Evidence  Visual verification  Initials on the lesson plan activities  Specific lessons based on observations Supports Available  Early Learning Standards on the PA Key website: http://www.pakeys.org/pages/get.aspx? page=Career_Standards  STARS Technical Assistance on use of Learning Standards  Sample lesson plans can be found at www.pdesas.org/OCDEL References  Schiller, P., & Willis, C. A. (2008). Using brain-based teaching strategies to create supportive early childhood environments that address learning standards. Young Children, 63(4), 52-55. Retrieved from http://www.naeyc.org/files/yc/file/200807/BTJPrimaryInterest.pdf Research Standards are designed to inform curriculum and instruction, improve program quality, improve children’s school readiness, and provide a basis for instructional assessment. Research shows that standards that define what children should learn can help teachers be more intentional in their teaching and, in turn, help improve child outcomes. Bodrova, E., Leong, D., & Shore, R. (2004). Child outcome standards in pre-K programs: What are standards; what is needed to make them work? (Preschool Policy Matters No. 5). New Brunswick, NJ: National Institute for Early Education Research. Retrieved from http://nieer.org/resources/policybriefs/5.pdf Scott-Little, C., Lesko, J., Martella, J., & Milburn, P. (2007). Early learning standards: Results from a national

16 of 63 FCC GBB v. 1.1 July 2012 survey to document trends in state-level policies and practices. Early Childhood Research and Practice, 91(1). Retrieved from http://ecrp.uiuc.edu/v9n1/little.html LEARNING PROGRAM Standard: FCCERS-R Assessment completed by a STARS ERS assessor. (STAR 2) Good Better Best

Description of criteria at each  Provider participates in a  Provider shows  Provider scores all areas of level formal FCCERS-R Assessment documentation of FCCERS-R FCCERS-R Assessment through 7 done by an ERS Assessor Self Assessment at least  Professional Development is  Provider writes improvement annually. directly related to FCCERS-R plan for all scores below a 3.0  Improvement plan written to Assessment outcomes on the Formal FCCERS-R address those scores below  Improvement plan written to Assessment a 4.0 address those scores below a 5.0

Source(s) of Evidence  ERS report  Improvement Plan Supports Available  STARS Technical Assistance FCCERS-R Professional Development: http://www.pakeys.org/pages/get.aspx?page=Programs_STARS_PD  Top Ten Questions About ERS Assessment: http://www.pakeys.org/uploadedContent/Docs/ERS/ERS-Top %20Ten.pdf  FCCERS-R Reflection Tool: http://www.pakeys.org/uploadedContent/Docs/ERS/FCCERS%20Reflection %20Tool.pdf References  Frank Porter Graham FCCERS Resources: http://www.pakeys.org/pages/get.aspx? page=Programs_STARS_PD  McCormick Center for Early Childhood Leadership. (2008). Research Notes: When quality counts and money matters. Wheeling, IL: National-Louis University, McCormick Tribune Center for Early Childhood Leadership. Retrieved from http://cecl.nl.edu/research/issues/rnsp08.pdf Research Research shows that teachers who utilize Environment Rating Scales (ERS) make significant changes in their classrooms as a result of the rating process, thereby improving the quality of their classrooms. ERS provide a means to identify program strengths and weaknesses and determine a baseline for later evaluation of improvement. Hooks, L., Scott-Little, C, Marshall, B. J., & Brown, G. (2006). Accountability for quality: One state’s experience in improving practice. Early Childhood Education Journal, 33(6), 399-403. Retrieved from http://www.santaclaracares.org/pdfs/Hooks_Accountability%20for%20Quality.pdf Warash, B. G., Markstrom, C. A., & Lucci, B. (2006). The Early Childhood Environment Rating Scale-Revised

17 of 63 FCC GBB v. 1.1 July 2012 as a tool to improve child care centers. Education, 126(2), 240-250. Retrieved from http://www.santaclaracares.org/pdfs/Warash_The%20Early%20Childhood%20Environment %20Rating%20Scale-Revised.pdf

18 of 63 FCC GBB v. 1.1 July 2012 LEARNING PROGRAM Standard: A written Improvement Plan is developed to address any score below a 3.0 on the FCCERS-R. (STAR 2) Good Better Best

Description of criteria at  Improvement plan addresses only  To address lower scores even  Identify resources needed to each level improvements, subscale indicator when no improvement plan is correct the score(s) – consider and includes person(s) responsible required peer mentor provider and target dates.  Plan includes professional  Evidence that improvement development and/or classroom plan is being implemented support  Improvement plan is incorporated into the continuous quality improvement plan Source(s) of Evidence  Written Improvement Plan Supports Available  STARS Technical Assistance  Professional Development on Foundations and FCCERS-R  FCCERS-R PA Position Statements: http://www.pakeys.org/uploadedContent/Docs/ERS/ERS-FCCERS%20Position.pdf  FCCERS-R Reflection Tool: http://www.pakeys.org/uploadedContent/Docs/ERS/FCCERS%20Reflection %20Tool.pdf References  Making Long-lasting Changes with the Environment Rating Scales: http://www.dpi.state.wi.us/ccic/pdf/weekly_articles/making_long-lasting_changes_ERS.pdf  Ackerman, D. (2008). Coaching as Part of a Pilot Quality Rating Scale Initiative: Challenges to—and Supports for—the Change-Making Process. Early Childhood Research & Practice, 10(2). Retrieved from http://www.eric.ed.gov/PDFS/EJ848826.pdf Research Research shows that teachers who utilize Environment Rating Scales (ERS) make significant changes in their classrooms as a result of the rating process, thereby improving the quality of their classrooms. ERS provide a means to identify program strengths and weaknesses and determine a baseline for later evaluation of improvement. (Note: ERS thresholds were developed by a panel of experts, including the assessment developers and leading experts in Pennsylvania.) Hooks, L., Scott-Little, C, Marshall, B. J., & Brown, G. (2006). Accountability for quality: One state’s experience in improving practice. Early Childhood Education Journal, 33(6), 399-403. Retrieved from http://www.santaclaracares.org/pdfs/Hooks_Accountability%20for%20Quality.pdf Warash, B. G., Markstrom, C. A., & Lucci, B. (2006). The Early Childhood Environment Rating Scale-Revised as a tool to improve child care centers. Education, 126(2), 240-250. Retrieved from

19 of 63 FCC GBB v. 1.1 July 2012 http://www.santaclaracares.org/pdfs/Warash_The%20Early%20Childhood%20Environment%20Rating %20Scale-Revised.pdf PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: At a minimum of once per year, written information on topics including health and human services, wellness, nutrition and fitness, and/or child development is given and explained to families and staff. (STAR 2) Good Better Best

Description of criteria at  Explanation describing the purpose  Information is shared twice per  Three or more communications each level for sharing this information year via newsletter, family occur throughout the year  Once per year information area, bulletin board  Information on local resource  Staff are informed individually or as a or other venue. fairs distributed to families on group about the topic that is an ongoing basis. currently being distributed by the  Written plan regarding the program. method for explaining and giving information to families and staff Source(s) of Evidence  Date handout given or sent to each family  Copies of newsletter  Samples of information distributed  Written distribution plan Supports Available  ECELS HealthLink e-newsletter: http://www.ecels-healthychildcarepa.org/ References  Caring for Our Children and Model Child Care Health Policies: http://nrckids.org/CFOC/  James, D. W., & Partee, G. No more islands: Family involvement in 27 school and youth programs. Washington, DC: American Youth Policy Forum. Retrieved from http://www.aypf.org/publications/nomoreisle/index.htm  Riojas-Cortez, M., B.B. Flores, & E.R. Clark. (2003). Los niños aprenden en casa: Valuing and connecting home cultural knowledge with an early childhood program. Young Children, 58(6), 78–83. Retrieved from http://www.naeyc.org/files/yc/file/200311/ValuingHomeCulture.pdf Research Early childhood practitioners can help parents take responsibility for their children’s learning outcomes by providing materials and ideas for activities that parents can do at home and in the community with their children. Gupta, R. S., Shuman, S., Taveras, E. M., Kulldorff, M., & Finkelstein, J. A. (2005). Opportunities for health promotion education in child care. Pediatrics, 116(4), 499-505. Retrieved from http://pediatrics.aappublications.org/cgi/reprint/116/4/e499 Harvard Family Research Project. (2006). Family involvement makes a difference: Evidence that family involvement promotes school success for every child of every age. Cambridge, Massachusetts: Harvard Family Research Project, Harvard Graduate School of Education. Retrieved from 20 of 63 FCC GBB v. 1.1 July 2012 http://www.hfrp.org/family-involvement/publications-resources/family-involvement-in-early-childhood- education

21 of 63 FCC GBB v. 1.1 July 2012 PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: If applicable to the child, provider requests from families copies of children’s IEP or IFSP, written plans, and/or special needs assessments completed by professional to inform developmentally appropriate practice. (STAR 2) Good Better Best

Description of criteria at  Asked of all families as a part of  Requested annually from  Request is inclusive of all each level enrollment process families special needs updated annually  Paragraph in Family Handbook or  Written request from families at  Part of transition practice sign off sheet requesting IEP/IFSP enrollment  Families make practitioner aware of changes to IEP/IFSP as they occur Source(s) of Evidence  Family Handbook  Documentation of request  Sign-off sheet

Supports Available  Optional tool – IEP/IFSP info sheet available from Key or online at http://www.pakeys.org/pages/starsDocs.aspx  Tool: “An Early Education Provider’s Guide to Early Intervention Services in Pennsylvania”: http://www.pattan.net/files/EI/EI-ProviderGuide.pdf

References  Watson, A. & McCathren, R. (2009). Including children with special needs: Are you and your program ready? Young Children, 64(2), 20-26. Retrieved from http://www.naeyc.org/files/yc/file/200903/BTJWatson.pdf Research Research shows that when practitioners individualize their instruction for children within the context of typical activities in inclusive classrooms, children make progress on targeted skills. These positive outcomes require a combination of knowledge of developmentally appropriate practices in addition to inclusive attitudes and skills. Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children’s IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20(4), 208-223. Retrieved from https://depts.washington.edu/pdacent/Publications/Schwartz/Horn.pdf Mogharreban, C. C. & Bruns, D. A. (2009). Moving to inclusive pre-kindergarten classrooms: Lessons from the field. Early Childhood Education Journal, 36(5), 407-414.

22 of 63 FCC GBB v. 1.1 July 2012 PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: A written method whereby families and providers can exchange observations, concerns and comments. (STAR 2) Good Better Best

Description of criteria at  A consistent, written format for  A written procedure to share  Info from family via face to face each level exchanging information with families information conversation  Confidentiality is observed  Individual notebooks per child,  Includes photos sent back and forth (used daily  Copies maintained and used as for each child) one source of child observation  Much positive information is  Procedure is part of Policies and shared Procedure Manual Source(s) of Evidence  Notebooks  Forms (samples of each age group)  Family Handbook  Policy and Procedure Manual Supports Available  STARS TA  Strengthening Families Initiative: http://www.strengtheningfamilies.net/  SAS Resources for Partnering with Families: http://websites.pdesas.org/ocdel/2010/8/2/79689/page.aspx

References  Knopf, H. and Swick, K. (2008). Using our understanding of families to strengthen family involvement. Early Childhood Education Journal, 35(5), 419-427. Retrieved from http://www.theresadehoyos.com/bakerhill_files_Summer/Knopf.pdf  Zellman, G., & Perlman, M. (2006). Parent Involvement in Child Care Settings: Conceptual and Measurement Issues. Early Child Development and Care, 176(5), 521–538. Retrieved from http://www.qualistar.org/pdf/Parent_involvement_in_child_care_settings- conceptual_and_measurement_issues.pdf Research Research shows that parents who maintain direct and regular contact with the early educational setting have children who demonstrate positive engagement with peers, adults, and learning. Parental engagement has also been linked to school readiness skills, including young children’s academic performance and achievement. McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. Owen, M. T., Ware, A. M. & Barfoot, B. (2000) Caregiver–mother partnership behavior and the quality of caregiver–child and mother–child interactions, Early Childhood Research Quarterly, 15(3), 413–428. 23 of 63 FCC GBB v. 1.1 July 2012 24 of 63 FCC GBB v. 1.1 July 2012 PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: A minimum of one family conference is offered per year to discuss the child’s progress and behavioral, social and physical needs. (STAR 2) Good Better Best

Description of criteria at  One offering per year via a dated  Mid –year telephone conference  Conference combines other each level conference notice – signed by the to supplement in person topics: one-on-one transition family acknowledging receipt conference meeting, referral to special  A written report of the child’s  Multiple family conference services progress is provided to the familes opportunities offered  Family input using a pre- whether the conference is attended conference form they fill out or not  Quarterly reminders that conferences can be scheduled at any time  Monthly offerings Source(s) of Evidence  Newsletter offering conferences contained in child’s file  Sign-up sheet from front door  Dated phone log with related notes  Report signed off on  Sign-off sheet of acceptance/declination of dates with dates as to when offered Supports Available  Creating an Effective Parent Teacher Conference: http://websites.pdesas.org/ocdel/2010/11/24/145741/page.aspx References  Knopf, H. and Swick, K. (2008). Using our understanding of families to strengthen family involvement. Early Childhood Education Journal, 35(5), 419-427. Retrieved from http://www.theresadehoyos.com/bakerhill_files_Summer/Knopf.pdf  McCormick Center for Early Childhood Leadership. (2010). Research Notes: A window on early childhood administrative practices. Wheeling, IL: National-Louis University, McCormick Tribune Center for Early Childhood Leadership. Retrieved from http://cecl.nl.edu/research/issues/rnsp10.pdf Research Research shows that parents who maintain direct and regular contact with the early educational setting have children who demonstrate positive engagement with peers, adults, and learning. Parental engagement has also been linked to school readiness skills, including young children’s academic performance and achievement. McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. Owen, M. T., Ware, A. M. & Barfoot, B. (2000) Caregiver–mother partnership behavior and the quality of

25 of 63 FCC GBB v. 1.1 July 2012 caregiver–child and mother–child interactions, Early Childhood Research Quarterly, 15(3), 413–428. PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: Families are provided with information/application for publicly funded child care/health insurance programs, and tax credit information. (STAR 2) Good Better Best

Description of criteria at  Families are provided with  Provider understands programs  Information is provided to each level information/application for publicly enough to assist families in families when community funded child care/health insurance accessing resources when they resource fairs and assistance programs, and tax credit information need help options are available related to  Confidentiality is maintained child care/health insurance  Information provided in families programs and tax credit information primary language

Source(s) of Evidence  Sample of packet given to families

Supports Available  For Families Resources on OCDEL SAS: http://websites.pdesas.org/ocdel/2010/12/21/152370/page.aspx

References  CHIPS: http://www.chipcoverspakids.com/  Earned Income Tax: http://www.irs.gov/individuals/article/0,,id=96406,00.html

Research Children are often uninsured because their families lack basic information about the availability of coverage. In addition, research shows that health promotion through child care providers improves the health behaviors of children and their families. Gupta, R. S., Shuman, S., Taveras, E. M., Kulldorff, M., & Finkelstein, J. A. (2005). Opportunities for health promotion education in child care. Pediatrics, 116(4), 499-505. Retrieved from http://pediatrics.aappublications.org/cgi/reprint/116/4/e499 Holahan, J., Dubay, L., & Kenney, G. M. (2003). Which children are still uninsured and why? The Future of Children, 13(1), 54-79. Retrieved from http://www.princeton.edu/futureofchildren/publications/docs/13_01_03.pdf

26 of 63 FCC GBB v. 1.1 July 2012 27 of 63 FCC GBB v. 1.1 July 2012 PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: Program transfers child records, at the request of the family, when the child transitions to another educational setting. (STAR 2) Good Better Best

Description of criteria at each  Written policy that states  Staff are informed of  Information regarding level that records can be transferred policy transfer of records is provided and mechanism for transfer in  Communication modality is as a matter of course to the Policy and Procedure adapted to meet the needs of families of pre-k children or manual and Family Handbook the family (i.e. visual children being withdrawn with  Records are transferred at impairments or limited language appropriate notice and written written request, which specifies ability) permission which types of records may be  Offered in all languages of transferred (for example, families in program/community medical, IEP/IFSP, incident reports, observations, assessments, family notes, etc.) Source(s) of Evidence  Family Handbook  Policy and Procedure Manual  Form for written requests Supports Available  TA on policy and procedures  Regional Key References  McIntyre, L., Eckert, T. L., Fiese, B. H., DiGennaro, F. D., & Wildenger, L. K. (2007). Transition to kindergarten: Family experiences and involvement. Early Childhood Education Journal, 35(1), 83-88.  National Early Childhood Transition Center: http://www.hdi.uky.edu/SF/NECTC/Home.aspx Research Transition practices that enhance informational linkages, such as transferring child’s records, are one way to promote stability and support that may facilitate kindergarten adjustment. LoCasale-Crouch, J., Mashburn, A. J., Downer, J. T., & Pianta, R. C. (2008). Pre-kindergarten teachers’ use of transition practices and children’s adjustment to kindergarten. Early Childhood Research Quarterly, 23(1), 124-139. Retrieved from http://www.pakeys.org/uploadedContent/Docs/ELinPA/Transition %20Toolkit/ Prekindergarten%20teachers%20use%20of%20transition%20practices.pdf Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S., Gercke, N., & Higgins, T. (2001). Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning’s Kindergarten Transition Intervention. Early Childhood Research Quarterly, 16(1), 117– 132.

28 of 63 FCC GBB v. 1.1 July 2012 29 of 63 FCC GBB v. 1.1 July 2012 PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: Program includes age-appropriate activities for children to prepare for transition. (STAR 2) Good Better Best

Description of criteria at  Sample activities on  Plan of activities for the transition in  Comprehensive transition plan that each level lesson plans the next educational setting has activities, family information and  Share information with families about provider reflects and evaluates on a transition between ages periodic basis  Communication modality is adapted to  Meeting or visiting with transitional meet the needs of the family/child setting is facilitated by the provider (i.e. visual impairments or limited  Activities geared to specific needs of language ability) individual children Source(s) of Evidence  Lesson plans  Sample activities  Sample of transitional notices  Comprehensive transition plan

Supports Available  Transitioning Across the Continuum of Early Learning (TACEL): http://www.pakeys.org/uploadedContent/Docs/Early%20Learning%20Programs/CQI/Transition.pdf  SAS Transition Page: http://websites.pdesas.org/ocdel/2010/12/13/151021/page.aspx  OCDEL Transition Tool Kit: http://www.pakeys.org/pages/get.aspx?page=TransitionToolKit

References  Kraft-Sayre, M. E., & Pianta, R.C. (2000). Enhancing the transition to kindergarten. Charlottesville, VA: University of Virginia, National Center for Early Development & Learning. Retrieved from http://www.cpirc.org/vertical/Sites/%7B95025A21-DD4C-45C2-AE37-D35CA63B7AD9%7D/uploads/ %7BB2FC278E-5FC7-47FA-9039-E69743ABAF64%7D.PDF Research Research shows that kindergarten transition practices are associated with beginning of the year kindergarten teachers’ perceptions of children’s social and behavioral competencies. Transition practices also have a positive effect on students’ academic achievement, as well as parent-initiated school involvement, during the kindergarten year. LoCasale-Crouch, J., Mashburn, A. J., Downer, J. T., & Pianta, R. C. (2008). Pre-kindergarten teachers’ use of transition practices and children’s adjustment to kindergarten. Early Childhood Research Quarterly, 23(1), 124-139. Retrieved from http://www.pakeys.org/uploadedContent/Docs/ELinPA/Transition %20Toolkit/Prekindergarten%20teachers%20use%20of%20transition%20practices.pdf Schulting, A. B., Malone, P. S., & Dodge, K. A. (2005). The effect of school-based kindergarten transition policies

30 of 63 FCC GBB v. 1.1 July 2012 and practices on child academic outcomes. Developmental Psychology, 41(6), 860–871.

31 of 63 FCC GBB v. 1.1 July 2012 LEADERSHIP AND MANAGEMENT Standard: A financial record keeping system for revenue and expenses is in place. (STAR 2) Good Better Best

Description of criteria at  Notebook/Binder/Electronic  Separates personal and business  Organizes records with taxes in each level  Business income and expense finances mind and uses time-space ledger that includes revenue  Simple filing system used for percentages for business use of and expense information for documentation home current fiscal year  Practitioner uses a computer  Uses IRS Employer  Separates personal and program(i.e. online banking or self Identification Number (EIN) as business finances developed spreadsheets) or a published tax identification number print resource such as Redleaf Press’  Simple filing system used for  Written procedures for business Calendar Keeper documentation record-keeping system  Practitioner reviews revenue and  Uses monthly ledger expenses on a monthly basis and information to develop an reconciles financial statements (i.e. annual income statement checking, credit) Source(s) of Evidence  Filing system with print or electronic financial documentation  Completed financial review form  Time-space percentage calculation  EIN  Annual income statement Supports Available  STARS Technical Assistance  STARS Support Series: Family Child Care Business Series: http://www.pakeys.org/pages/get.aspx? page=Programs_STARS_PD References  Bush, J. (2005). Dollars & sense: Planning for profit in your child care business. Florence, KY: Wadsworth Publishing. (also available in Spanish: Dolares y sentido)  Copeland, Tom. (1995). The Basic Guide to Family Child Care Record Keeping (5th ed). St. Paul, MN: Redleaf Press.  Talan, T. N. & Bloom, P. J. (2005). Business administration scale for family child care. New York, NY: Teachers College Press. Research Research shows that providers with high-quality classrooms feel at ease financially and are more likely to emphasize the importance of good financial planning and management. McCormick Center for Early Childhood Leadership. (2011). Research Notes: Quality in context – How director’s beliefs, leadership, and management practices relate to observed classroom quality. Wheeling, IL:

32 of 63 FCC GBB v. 1.1 July 2012 National-Louis University, McCormick Tribune Center for Early Childhood Leadership. Retrieved from http://cecl.nl.edu/research/issues/rnw11.pdf LEADERSHIP AND MANAGEMENT Standard: Provider has a signed copy of an established professional Code of Ethics. (STAR 2) Good Better Best

Description of criteria at  A written code of ethics exists and is  NAEYC or other organizational  Reviewed bi-annually with any each level signed by all staff code with sign-off from staff staff that they have read and  Ethics statement posted at site understand it (statement of and Statement of Commitment commitment) shared with families  Ethics statement posted on site  Using NAEYC or other  If school age children in organization’s code as a guide program, refers to National to build their own code Afterschool Association’s (NAA)Code of Ethics

Source(s) of Evidence  Code of Ethics  Dated and signed Statement of Commitment  Documentation of review with dates Supports Available  STARS Technical Assistance References  NAEYC Code of Ethical Conduct: www.naeyc.org (recently adopted by NAFCC )  National Afterschool Association: www.naaweb.org

Research Research shows that the existence of a code of conduct is associated with significantly lower levels of self- reported unethical behavior in the workplace. In addition, codes are likely to be more useful when their contents are more clearly understood. McCabe, D. L., Trevino, L. K., & Butterfield, K. D. (1996). The influence of collegiate and corporate codes of conduct on ethics-related behavior in the workplace. Business Ethics Quarterly, 6(4), 461-476. Wotruba, T. R., Chonko, L. B., & Loe, T. W. (2001). The impact of ethics code familiarity on manager behavior. Journal of Business Ethics, 33(1), 59-69. Retrieved from http://www.dsef.org/press/pdfs/The_impact_of_ethics_code_familiarity_on_manager_behavior.pdf

33 of 63 FCC GBB v. 1.1 July 2012 LEADERSHIP AND MANAGEMENT Standard: Complete and provide the professional development plan in the PDR. (STAR 2) Good Better Best Description of criteria at  Current written, signed and dated  Completion of PD linked to the  The PD Plan is used on an each level professional development (PD) plan current plan which matches ongoing basis as a resource based on PDR is used to guide needs and interests of PDR throughout the year indicating Professional Development selections assessment completion of increased  Annual PD plan includes STARS  Planning for professional competency level PD required content and hours (ex. Health development is intentional with  Evidence of progress in meeting and Safety, 2 hours) short-term and long-term goals goals considered and college  Practitioner reflects on coursework options are professional development plan investigated as part of planning frequently and modifies plan when necessary so that the plan supports career growth Source(s) of Evidence  Current annual professional development plan/Previous annual professional development plan for comparison  Current PDR  PD certificates/proof of successful completion, college/university transcripts, and/or credential information Supports Available  CDA Assessment Fee Voucher: www.pakeys.org/pages/get.aspz?page=Career_Financial  Pennsylvania ECE Degree Granting Institutions: www.pakeys.org/docs/ECE%20Degree-Granting%20Institutions.pdf  Pennsylvania Higher Education Assistance Agency (financial aid): www.pheaa.org References  Bredekemp, S. (2004). The Results Are In: CDA Credential is Essential to Early Childhood Professionals. Washington D.C. : Council for Professional Recognition.  Washington, V. (2008). Role, relevance, reinvention: Higher education in the field of early care and education. Boston: Wheelock College. Retrieved from http://nbcdi.org/wp-content/uploads/2010/07/Role_Relevance_Reinvention.pdf  Whitebook, M. (2003). Early Education Quality: Higher Teacher Qualifications for Better Learning Environments. A Review of the Literature. Berkeley, CA: Institute of Industrial Relations, University of Berkeley, CA. Research Effective professional development requires repeated opportunities for individualized feedback. Research shows that when staff are empowered and supported in developing personal goals and objectives, they are more motivated to stay with the program. Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 9-16. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13 Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-451. Retrieved from http://www.cds.unc.edu/CCHD/F2009/10-05/Pianta 34 of 63 FCC GBB v. 1.1 July 2012 %20EARCHI_384-mtp-effects.pdf

35 of 63 FCC GBB v. 1.1 July 2012 LEADERSHIP AND MANAGEMENT Standard: System of site safety review including strategies for supervising children and corresponding plan of action are instituted. (STAR 2) Good Better Best Description of criteria at each  Written system of site safety  Written system of site safety review  Written system of site safety level review and written and completed written corresponding review includes prioritized (low, corresponding plan of action plans of action organized (ex. binder) medium, high) action steps and in use and conducted according to tool’s associated costs (low, medium,  “The Healthy and Safety instructions and no less than quarterly high) Checklist” in Model Health  System includes resources needed for  Plans are shared with families Care Policies or a similar tool plan to be successful, expected for feedback and input is used as part of the system completion dates, and recorded follow-  Practitioner articulates,  Teaches simple safety up analyzes, and applies current precautions and rules to  Adapts the review and plan to theory, research and policies on children and enforces rules maximize inclusive practices safety when reviewing safety consistently as part of the status safety plan of action Source(s) of Evidence  Written system of site safety review with written corresponding action plan  Tool used for site safety review  Safety rules part of curriculum  Action plans containing resource information, follow up, prioritization and cost estimates  Mechanism for sharing safety planning with families in program Supports Available  STARS TA  ECELS  Aronson, S. S. (2002). Model Health Care Policies, Appendix Q, Health and Safety Checklist. Media, PA: Healthy Child Care Pennsylvania. Retrieved from http://www.ecels-healthychildcarepa.org/content/MHP4thEd%20Total.pdf  Safe Kids Pennsylvania, The Center for Schools and Communities, Camp Hill, PA (717) 763-1890, References  SafetyLit, online source for injury prevention literature: www.safetylit.org  United States Consumer Product Safety Commission: www.cpsc.gov Research Research shows that safe play environments in ECE programs are critical for children’s physical development and promoting healthy lifestyles in order to prevent obesity later in life. In addition, injury-control efforts in the child-care setting may provide opportunities to educate parents and children about preventive measures in their homes. Benjamin, S. E., Ammerman, A., Sommers, J., Dodds, J., Neelon, B., & Ward, D. S. (2007). Nutrition and

36 of 63 FCC GBB v. 1.1 July 2012 physical activity self-assessment for child care (NAP SACC): Results from a pilot intervention. Journal of Nutrition Education and Behavior, 39(3), 142–149. Rivara, F. P. & Sacks, J. J. (1994). Injuries in child day care: an overview. Pediatrics, 94(6):1031-1033. LEADERSHIP AND MANAGEMENT Standard: List of all staff by positions, salary, and tenure. (STAR 2) Good Better Best

Description of criteria at  Written list developed for all staff (as  Written list kept current  Written list expanded to each level defined by program) that includes include other relevant position, salary scale, and tenure information used in planning  Salaries in personnel policies professional development and recognition

Source(s) of Evidence  Current list includes all staff positions  List contains place for date  Description of what list is used for, including recognition

Supports Available  STARS Technical Assistance  STARS Staff Record Grid: http://www.pakeys.org/pages/starsDocs.aspx

References  Business Administration Scale: http://cecl.nl.edu/evaluation/bas.htm

Research Research shows that there is a positive relationship between the quality of administrative practices and the quality of the children’s learning environment in ECE programs. Jorde-Bloom, P. (1989). The Illinois Directors’ Study: A Report to the Illinois Department of Children and Family Services. Wheeling, IL: The McCormick Center for Early Childhood Leadership, National Louis University. Retrieved from http://www.eric.ed.gov/PDFS/ED305167.pdf Lower, J. K., & Cassidy, D. J. (2007). Child care work environments: The relationship with learning environments. Journal of Research in Childhood Education, 22(2), 189-204.

37 of 63 FCC GBB v. 1.1 July 2012 LEADERSHIP AND MANAGEMENT Standard: At least 1 employee benefit given to staff. (STAR 2) Good Better Best

Description of criteria at  Program makes at least one of  Program makes at least one of the  Program makes at least two of the each level the following benefits available following benefits available to following benefits available to to eligible staff (as defined by eligible staff: Annual incremental eligible staff: Annual incremental the program): Flex time, raises based on performance raises based on performance Attendance bonus, evaluation, Life insurance, Paid % evaluation, Flex time, Life Performance bonus; Paid of health insurance, Paid sick insurance, Paid % of health professional membership, or leave, Paid vacation/holidays, insurance, Payment for staff Payment for staff development Reduced fee for child care services, development, Paid professional  Mandated benefits are paid Retirement plan, Short and/or membership, Paid sick leave, Paid (Social Security, long-term disability, Transportation vacation/holidays, Reduced fee for Unemployment insurance, and Assistance, or Tuition child care services, Retirement Worker’s compensation) reimbursement plan, Short and/or long-term  Annual performance evaluation disability, and Tuition completed for each staff reimbursement Source(s) of Evidence  List of benefit options included in information given to employees  Employee receipt of benefit(s) Supports Available  STARS TA References  Employee Benefit Research Institute: www.ebri.org  Small Business Administration, providing employee benefits: www.sba.gov/content/providing-employee-benefits  U.S. Department of Labor Employee Benefits Security Administration: www.dol.gov/ebsa/  Solis, H. L. & Hall, K. (2010). Occupational outlook handbook, 2010-2011 Edition, Child care workers. Washington, DC: U.S. Bureau of Labor Statistics. Retrieved from http://www.bls.gov/oco/ocos170.htm Research Research shows that retention is higher among employees who receive extrinsic rewards (such as health benefits). In addition, child care staff benefits are significant predictors of child care quality. Hausknecht, J., Rodda, J. M. & Howard, M.J. (2008). Targeted employee retention: Performance-based and job- related differences in reported reasons for staying. Human Resource Management, 48(2), 269-288. Retrieved from http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1485& context=cahrswp&sei-redir=1#search="benefits+and+employee+retention" Whitebook, M., Howes, C., & Phillips, D. (1990). Who cares? Child care teachers and quality of care in America. Final Report: National Child Care Staffing Study. Oakland, CA: Child Care Employee Project. Retrieved from http://www.eric.ed.gov/PDFS/ED323032.pdf

38 of 63 FCC GBB v. 1.1 July 2012 STAR 3 GOOD, BETTER, BEST

39 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Standard: Level III or above on the Career Lattice by 6/30/2013. (STAR 3) Good Better Best

Description of criteria at  Credential, Diploma,  Complete 15 credits, 9 in  Enrolled in Associate each level Certificate or 6 ECE Credits ECE with a plan to complete 30 Degree program that includes hours, 12 in ECE 18 ECE credits Source(s) of Evidence  Certificates from completed coursework  Registration confirmation from Higher Ed Institution  Transcripts  Copy of CDA Application Materials Supports Available  Vouchers  CDA Advisor  Career Lattice: http://www.pakeys.org/uploadedContent/Docs/PD/Career%20Lattice.pdf  ECE Teacher Quality: Recognizing High Quality Core Content in Pennsylvania: http://www.pakeys.org/uploadedContent/Docs/PD/ECE%20Teacher%20Quality.pdf  Career Lattice Self Learning Module: http://www.pakeys.org/CareerLattice/player.html  Career Lattice Information Sheet: http://www.pakeys.org/docs/SQ-03%20Career%20Lattice%20Info%20Sheet%20_05.01.08_.pdf References  Pennsylvania Career Lattice  CDA information: www.cdacouncil.org  CDA Assessment Fee Voucher: http://www.pakeys.org/pages/get.aspx?page=Career_Financial  Northampton Family Child Care Diploma information: http://www.northampton.edu/Early-Childhood-Education/Academic-Programs/Family-Child-Care.htm  Pennsylvania ECE Degree Granting Institutions: http://www.pakeys.org/docs/ECE%20Degree-Granting%20Institutions.pdf Research Research shows that providers with higher education levels have higher quality programs. This suggests that the qualifications of providers have important implications for the quality of care teachers provide. Mims, S. U., Scott-Little, C., Lower, J. K., Cassidy, D. J., & Hestenes, L. L. (2008). Education level and stability as it relates to early childhood classroom quality: A survey of early childhood program directors and teachers. Journal of Research in Childhood Education, 23(2), 227-237. Retrieved from http://acei.org/wp- content/uploads/Mimswinter2008.pdf McCormick Center for Early Childhood Leadership. (2010). Research Notes: Head Start administrative practices, director qualifications, and links to classroom quality. Wheeling, IL: National-Louis University, McCormick

40 of 63 FCC GBB v. 1.1 July 2012 Tribune Center for Early Childhood Leadership. Retrieved from http://cecl.nl.edu/research/issues/rnw10.pdf

41 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Standard: Annually participate in 1 professional growth and development activity. (STAR 3) Good Better Best Description of criteria at  Meet one of the professional growth &  Participation on a committee  Presenting at a training or each level development activities listed in the  Attending a local/state conference STARS worksheets conference  Attending a national conference  Activity selected is a match for the  Sharing knowledge gained with  Holding an office/sitting on a individual’s needs. others (meeting minutes, board of directors/committee newsletter articles, handouts) chair in an organization that  Making contact with local, supports early care and state, or national elected official education on an issue related to  Submit lesson plan for SAS/ children/families OCDEL website consideration Source(s) of Evidence  Signed conference certificate  Membership Cards and documentation of “how” membership is being used  Minutes from meeting attended with name in minutes/documentation of attendance  Interview Supports Available  Local AEYCs and Advocacy Groups (such as PACCA and PA Partnerships For Children/PPC) post information regarding upcoming events, emerging trends, and issues – program contacts to find ways to collaborate/participate  PACCA website: www.pacca.org; NAEYC website: www.naeyc.org or PENNAEYC website: www.pennaeyc.org; BUILD: http://www.pakeys.org/pages/get.aspx?page=EarlyLearning_BUILD  PA Promise for Children: http://paprom.convio.net/site/PageServer?pagename=index  Quality Counts: http://www.pacca.org/quality.aspx  SAS/OCDEL website: www.pdesas.org/ocdel References  Community Outreach Tips: http://paprom.convio.net/community_tools Research The training of caregivers is a cornerstone for quality in early care. Research shows that professional development improves the competencies of early childhood teachers, including their attitudes, knowledge, and skills. Regular opportunities allow staff to constantly build new skills and maintain up-to-date information about their sites and the field. Fukkink, R. G., & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly, 22(3), 294-311. Retrieved from http://www.spinusa.org/Does %20Training%20Matter_2007_Fukkink.pdf Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 9-

42 of 63 FCC GBB v. 1.1 July 2012 16. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13

43 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Standard: 18 annual clock hours of professional development based on the PDR. (STAR 3) Good Better Best

Description of criteria at  18 hours PQAS  Some hours are at higher competency levels  Some hours are from credit each level approved  Courses that are part of a series bearing courses professional  PD is spread through the year  75% Face-to Face PD development  50% face-to face PD events/50% video or in- events/25% Video or In-house  25% face-to-face PD events (Percentage of Face- house PD events. (Percentage of Face-to-Face PD events/75% to-Face events can be higher) events can be higher.) Online college courses are are video or in- Online college courses are not not considered video module learning. house events. considered video module learning  [COA HR 3.03] Personnel who work with children (Percentage of  [COA – HR3.06] Program and youth are trained in: building positive Face-to-Face PD administrators and/or directors relationships with children and youth; events can be receive training in: program understanding how staff behavior can influence higher.) Online administration and management; the behavior of children and youth; cultural college courses staff supervision; and legal topics awareness, sensitivity, and responsiveness; are not relevant to program operations, understanding and combating bias and considered video management, and oversight. module learning. discrimination;recognizing when children and youth may benefit from additional or alternative  Also see [COA HR 3.03] services Source(s) of Evidence  Training certificates  Transcripts  Annual Training Plan Supports Available  PA Keys Online Calendar: www.pakeys.org  Distance learning opportunities through Better Kid Care: http://betterkidcare.psu.edu/page02a.html and ECELS: http://www.ecels-healthychildcarepa.org/section.cfm?sectionID=4 Reference  Council on Accreditation: http://www.coastandards.org/ Research Effective professional development requires repeated opportunities for individualized feedback. Research shows that when staff are empowered and supported in developing personal goals and objectives, they are more motivated to stay with the program. Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 9- 16. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13 Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early

44 of 63 FCC GBB v. 1.1 July 2012 Childhood Research Quarterly, 23(4), 431-451.

45 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Standard: All staff must attend at least two hours of professional development annually on curriculum, program or child assessment. (STAR 3) Good Better Best

Description of criteria at  Any PQAS professional  Participate in a series or  Credit bearing course work each level development that meets knowledge higher competency level  Demonstrates that knowledge is area, minimum of 2 hours training on a topic used in classroom  Shares info with other  Professional development followed staff at program by TA occurs when implementation is  Attends more than one 2 identified as a concern or coaching hr PD event in this and mentoring is occurring within knowledge area programs to support implementation of best practices  Best practice is that the event is 2 consecutive hours Source(s) of Evidence  Training certificates  Staff meeting agenda  Transcripts  Lesson plans Supports Available  STARS TA  SACC Specific PD Modules available. Contact appropriate Regional Key PD Manager for details. References  Linking Preschool Curriculum, Instruction and Child Assessment: http://supportunitedway.org/files/Alignment.pdf  Using Standards-Led Policy to Align Assessment and Accountability Systems: http://www.prel.org/products/re_/standards-led.htm Research Research shows a direct link between training in early childhood practices and positive changes in teacher knowledge and skills. These improvements enhance early childhood programming and quality, often resulting in improved student learning. Baker-Ericzén, M. J., Mueggenborg, M. G., & Shea, M. M. (2009). Impact of trainings on child care providers’ attitudes and perceived competence toward inclusion: What factors are associated with change? Topics in Early Childhood Special Education, 28(4), 196-208. Dickinson, D. K., & Caswell, L. (2007). Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP). Early Childhood Research Quarterly, 22(2), 243-260.

46 of 63 FCC GBB v. 1.1 July 2012 47 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Secondary Staff/Substitutes and Assistants Development: Standard: 9 annual clock hours of professional development, based on the PDR, taken by each staff member. (STAR 3) Good Better Best

Description of criteria at  9 Hours PQAS approved  Some hours are at higher  Some hours for each staff member each level professional development competency levels are from credit bearing courses  25% face-to-face PD  Courses that are part of a series  Involvement in CDA or courses events/75% are video or in-  PD is spread through the year, not that are part of a series house events. (Percentage of “bunched up” just before  75% Face-to Face PD events/25% Face-to-Face PD events can designation/renewal Video or In-house PD events be higher.) Online college  50% face-to face PD events/50% (Percentage of Face-to-Face events courses are not considered video or in-house PD events. can be higher) Online college video module learning. (Percentage of Face-to-Face events courses are not considered video can be higher.) Online college module learning courses are not considered video module learning. Source(s) of Evidence  Training certificates  Transcripts  Annual Training Plan Supports Available  PDR: http://www.pakeys.org/docs/pdr.pdf  Distance learning opportunities through Better Kid Care: http://betterkidcare.psu.edu/page02a.html  Distance learning opportunities through ECELS: http://www.ecels-healthychildcarepa.org/section.cfm? sectionID=4 References  Bowie, L., Garrett, S. B., Kinukawa, A., McKinney, K., Moore, K. A., Redd, Z., Theokas, C., & Wilson, B. (2006). Program implementation: What do we know? Washington, DC: Child Trends. Retrieved from http://www.childtrends.org/Files/Child_Trends-2007_06_01_FR_PrgmImplementation.pdf Research Effective professional development requires repeated opportunities for individualized feedback. Research shows that when staff are empowered and supported in developing personal goals and objectives, they are more motivated to stay with the program. Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 9- 16. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13 Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-451. Retrieved from http://www.cds.unc.edu/CCHD/F2009/10-

48 of 63 FCC GBB v. 1.1 July 2012 05/Pianta%20EARCHI_384-mtp-effects.pdf LEARNING PROGRAM Standard: Based on ongoing child observations, developmentally appropriate authentic assessments of the child are completed following the best practices of the selected assessment tool. (STAR 3) Good Better Best Description of criteria at  Documentation of attempt to share  Observations include notations  Procedure for initial screening and each level initial screening/observation with regarding changes in the child’s observations is located in the policy family appearance and behavior as this and procedure manual  Observations are written could indicate a change in family  Family reviews and signs info shared at objectively dynamics/circumstances face to face meeting necessitating conferences with  Family reviews and signs off on  Sharing of information with families in families in order to refer to info shared regards to observations of child (face community services For school-age children, no initial to face or in writing with a family sign-   Planned activities should reflect screening is required however an off) observed needs/interests of observation is completed and  Use observation and recording children shared with family within 90 days techniques that are culturally and of program entry linguistically sensitive, reduce bias, and recognize the abilities of all children Source(s) of Evidence  Anecdotal records, notated artwork, etc. including name of child, date of observation, enrollment date, staff initials and verification of staff having taken training  Copy of info shared with families and/or conference notes  Record or written letter in child file Supports Available  STARS TA  PA Standards Aligned System websites: www.pdesas.org or www.pdesas.org/ocdel  Find information on ELN at the PA Keys website at: http://www.pakeys.org/pages/get.aspx? page=Programs_Network References  Gaye Gronlund, M. J. (2005). Focused Observations: How to Observe Children for Assessment and Curriculum Planning. Redleaf Press. Research The ultimate goal of a comprehensive assessment is to promote interactions that will enhance child development and learning. Research shows that the use of an authentic assessment can positively impact child outcomes. Allen, S. (2007). Assessing the development of young children in child care: A survey of formal assessment practices in one state. Early Childhood Education Journal, 34(6), 455-465. Meisels, S. J., Atkins-Burnett, S., Xue, Y., Bickel, D. D., & Son, S. (2003). Creating a system of accountability: The impact of instructional assessment on elementary children’s achievement test scores. Education Policy Analysis Archives, 11, 1–18.

49 of 63 FCC GBB v. 1.1 July 2012 LEARNING PROGRAM Standard: Results from the authentic assessments are used for curriculum, individual child planning, and referral to community resources. (STAR 3) Good Better Best Description of criteria at  Curriculum connects observation to  Make available voluntary take  Each activity reflects specific each level lesson plan with child home activities that families can goals for each key learning  Initials on plan or use of a coding complete with child, being area, list of experience system to protect confidentiality sensitive to family structure and identified materials  Program has protocol in place to refer culture.  Child’s record verifies a planned child to community resources [including  Facility provides written referral activity Early Intervention (EI), Children & to family on relevant community  Provider facilitates meeting Youth Services (CYS), Mental agency between community Health/Mental Retardation (MH/MR),  Provider has documented resource/agency and families County Assistance Office (CAO), Child observations that support lesson Care Works, United Way, Head Start, plans and include changes to the Community Action Program (CAP), or environment/ learning centers other community agencies] Source(s) of Evidence  Conference notes  Provider interview  Documentation on lesson plan (for example, child initials)  Written curriculum Supports Available  PA Standards Aligned System websites: www.pdesas.org or www.pdesas.org/ocdel  Child Observation Modules on the PD Calendar: www.pakeys.org References  Koralek, D. G. (2004). Spotlight on young children and assessment. Washington DC: NAEYC.  Epstein, A. S. (2007). The intentional teacher: Choosing the best strategies for young children's learning. Washington, DC: NAEYC. Research Research shows that appropriately targeted instructional strategies can have a dramatic impact on the growth of children's early reading skills and their prospects for academic success. Initial assessments should be complemented by ongoing testing during the year to monitor progress and adjust instruction accordingly. Connor, C. M., Morrison, F. J., & Katch, L. E. (2004). Beyond the reading wars: Exploring the effect of child-instruction interactions on growth in early reading. Scientific Studies of Reading, 8(4), 305-336. Retrieved from http://pdfserve.informaworld.com/72941__785834709.pdf Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

50 of 63 FCC GBB v. 1.1 July 2012 Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/dddm_pg_092909.pdf

51 of 63 FCC GBB v. 1.1 July 2012 LEARNING PROGRAM Standard: Implement a learning curriculum that incorporates the Learning Standards, including a written curriculum statement. (STAR 3) Good Better Best

Description of criteria at  Curriculum statement  Curriculum statement linked to  Statement links the curriculum to the each level contained in Policy and program’s philosophy Learning Standards and there is some Procedure Manual  Family Handbook and Policy mention of the following: goals for the  Lesson plans identify Early and Procedure Manual explains children, activities, roles of the child, Learning Standards importance of self-selected staff, environment and families  Facility has written, activities  Curriculum statement is culturally and identifiable curriculum linguistically sensitive, reduces bias, and  Curriculum statement is in recognizes the abilities of all children. both Family Handbook and Policy and Procedure Manual Source(s) of Evidence  Calendar of events visually observable  Curriculum visible  Early Learning Standards in facility  Lesson plans  Observation of activities implemented Supports Available  Utilize STARS Merit Award and other grants to purchase a curriculum  STARS TA  Find information on PA Standards Aligned System: www.pdesas.org and www.pdesas.org/ocdel  Aligning Learning with the Standards Documents: http://www.pakeys.org/pages/starsDocs.aspx References  Gronlund, G. (2006). Make Early Learning Standards Come Alive: Connecting Your Practice and Curriculum to State Guidelines. Washington DC: NAEYC. Research Researchers agree that children will likely only make progress on assessments that reflect the goals of the program and link assessment and curriculum. Practices found to be associated with higher performance include curricular alignment and classroom instruction guided by state academic standards. Bogard, Kimber, & Takanishi, Ruby. (2005). PK-3: An aligned and coordinated approach to education for children 3 to 8 years old. Social Policy Report, 19(3). Retrieved from http://www.icpsr.umich.edu/files/PREK3RD/resources/pdf/PK-3AnAlignedandCoordinatedApproach.pdf Williams, T., Kirst, M., & Haertel, E. (2005). Similar students, different results: Why do some schools do better? A large-scale survey of California elementary schools serving low-income students. Mountain View, CA:

52 of 63 FCC GBB v. 1.1 July 2012 EdSource. Retrieved from http://www.edsource.org/assets/files/SimStu05.pdf

53 of 63 FCC GBB v. 1.1 July 2012 LEARNING PROGRAM Standard: A FCCERS-R assessment by a STARS ERS assessor must average a score of 4.25. (STAR 3) Good Better Best

Description of criteria at  A FCCERS-R assessment by a  A FCCERS-R assessment by a STARS  A FCCERS-R assessment by a each level STARS ERS assessor must ERS assessor averages 5.00 STARS ERS assessor averages average a score of 4.25 5.25

Source(s) of Evidence  ERS reports

Supports Available  STARS TA  PA Keys ERS webpage: www.pakeys.org  FCCERS Reflection tool: http://www.pakeys.org/uploadedContent/Docs/ERS/FCCERS%20Reflection%20Tool.pdf References  Harms, T. (2009). Using assessment as a basis for improvement. Exchange, 186, 57-59.  Making Long-lasting Changes with the Environment Rating Scales: http://www.dpi.state.wi.us/ccic/pdf/weekly_articles/making_long-lasting_changes_ERS.pdf

Research Research shows that moderate to high-level classroom quality is necessary for improving children’s social skills, reducing behavior problems, and promoting reading, math, and language skills. (Note: ERS thresholds were developed by a panel of experts, including the assessment developers and leading experts in Pennsylvania.) Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166-176. Retrieved from http://gse.uci.edu/docs/EARCHI455.pdf NICHD Early Child Care Research Network. (2005). Early child care and children’s development in the primary grades: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 42(3), 537–570.

54 of 63 FCC GBB v. 1.1 July 2012 LEARNING PROGRAM Standard: A written Improvement Plan is developed to address any ERS subscale score below a 3.5. (STAR 3) Good Better Best

Description of criteria at  A written improvement plan is  A written improvement plan is  Resources needed to correct scores each level developed to address any ERS developed to address all scores below a 5.0 are identified. subscale score below 3.5. below a 5.0.  Evidence that improvement plan is  The written plan will include  The written plan includes the being implemented the person responsible and person responsible and target  Additional sources of evidence (i.e. target dates for completion dates for completion. family surveys, CLASS, BAS, NAFCC, NAEYC Pathways To Cultural Competency Checklist) are used to develop the improvement plan Source(s) of Evidence  Improvement plan – initial  Adjusted/completed improvement plan  Visual site improvements observed Supports Available  STARS TA  Making Long-lasting Changes with the Environment Rating Scales: http://www.dpi.state.wi.us/ccic/pdf/weekly_articles/making_long-lasting_changes_ERS.pdf References  Pathways to Cultural Competency Project Program Guide: http://www.pakeys.org/uploadedContent/Docs/Early %20Learning%20Programs/Other%20Programs/PCCP%20Program%20Guide.pdf  Pathways to Cultural Competency Program Checklist: http://www.pakeys.org/uploadedContent/Docs/Early %20Learning%20Programs/Other%20Programs/Programs%20Checklist.pdf Research Research shows that teachers who utilize Environment Rating Scales (ERS) make significant changes in their classrooms as a result of the rating process, thereby improving the quality of their classrooms. ERS provide a means to identify program strengths and weaknesses and determine a baseline for later evaluation of improvement. (Note: ERS thresholds were developed by a panel of experts, including the assessment developers and leading experts in Pennsylvania.) Hooks, L., Scott-Little, C, Marshall, B. J., & Brown, G. (2006). Accountability for quality: One state’s experience in improving practice. Early Childhood Education Journal, 33(6), 399-403. Retrieved from http://www.santaclaracares.org/pdfs/Hooks_Accountability%20for%20Quality.pdf Warash, B. G., Markstrom, C. A., & Lucci, B. (2006). The Early Childhood Environment Rating Scale-Revised as a tool to improve child care centers. Education, 126(2), 240-250. Retrieved from http://www.santaclaracares.org/pdfs/Warash_The%20Early%20Childhood%20Environment%20Rating %20Scale-Revised.pdf

55 of 63 FCC GBB v. 1.1 July 2012 PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: A plan is written and implemented describing procedures to refer families to appropriate social, mental health, educational, wellness, and medical services. (STAR 3) Good Better Best Description of criteria at  There is a written  Discussion of procedure should occur with  Appropriate staff follows up on each level plan describing new families in review of family handbook referral procedure. procedure to refer upon enrollment and reviewed annually.  Program has tracking system to families in family  Procedure is developed in greater detail determine trend of resources from handbook. (noting authentic assessments used, which referrals were made.  School Age Child documentation methods, etc.)  Any time child is referred, families are considerations and  Procedure is discussed with staff (if offered a conference (prior to the appropriateness of applicable) upon hire and reviewed referral) resources for that age annually.  Follow up may include communication group.  Collaboration with school, family and with school representative for provider for referral for school-age children. consistency in planning and referral. Source(s) of Evidence  Procedure documented in Policy and Procedure Manual, Family Handbook.  List of resources for referral including Early Intervention, Children and Youth Services, MH/MR, County Assistance Office, Child Care Works (CCIS/Subsidy), United Way, Head Start, Community Action Program. ECMH Project etc.  Documentation of tracking system of referrals. Confidential information maintained in child’s file.  Family Contact Form (documentation to indicate conference offered and notes if accepted, etc.) Supports Available  STARS TA  Community Resource Template: http://www.pakeys.org/pages/starsDocs.aspx  Outside Referral Template: http://www.pakeys.org/pages/starsDocs.aspx References  Kakli, Z., Kreider, H., Little, P., Buck, T., & Coffey, M. (2006). Focus on families: How to build and support family- centered practices in after school. MA: Harvard Family Research Project. Retrieved from http://www.hfrp.org/family-involvement/publications-resources/focus-on-families!-how-to-build-and-support-family- centered-practices-in-after-school Research Early childhood practitioners can help parents take responsibility for their children’s learning outcomes by providing materials and ideas for activities that parents can do at home and in the community with their children. Gupta, R. S., Shuman, S., Taveras, E. M., Kulldorff, M., & Finkelstein, J. A. (2005). Opportunities for health promotion education in child care. Pediatrics, 116(4), 499-505. Retrieved from http://pediatrics.aappublications.org/cgi/reprint/116/4/e499 Harvard Family Research Project. (2006). Family involvement makes a difference: Evidence that family involvement promotes school success for every child of every age. Cambridge, Massachusetts: Harvard Family Research Project, Harvard Graduate School of Education. Retrieved from http://www.hfrp.org/family-

56 of 63 FCC GBB v. 1.1 July 2012 involvement/publications-resources/family-involvement-in-early-childhood-education PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: A minimum of one opportunity is offered for family involvement. (STAR 3) Good Better Best

Description of criteria at  Program offers at least one annual  Program solicits  Primary staff and families are involved in each level opportunity for family involvement in family input in developing activity or multiple activities and meeting program learning goals (ex. developing in event planning. volunteer opportunity, family play opportunity for  Learning goals addressed by activity are nights, family corner, picnics, lending involvement. clearly identified. library, etc.)  Activity includes family education aspect  Appropriate learning goals to address (learning about DAP, ELS, best practices, include transitions (self care, school transitions, etc.) age, school readiness, etc.)  In planning activities, school age children may provide input in event and planning. Source(s) of Evidence  Newsletter  Calendars  Dated Invitations or Flyers  Family contact documentation noting planning contacts Supports Available  Pennsylvania Parent Information and Resource Center: http://www.center-school.org/pa-pirc/  Strengthening Families Initiative: http://www.pakeys.org/uploaded Content/Docs/Early%20Learning %20Programs/CQI/Strengthening%20Families.pdf References  Christian, L.G. (2006). Understanding families: Applying family systems theory to early childhood practice. Young Children 61(1): 12–20. Retrieved from http://journal.naeyc.org/btj/200601/ChristianBTJ.pdf  Kakli, Z., Kreider, H., Little, P., Buck, T., & Coffey, M. (2006). Focus on families: How to build and support family-centered practices in after school. MA: Harvard Family Research Project. Retrieved from http://www.hfrp.org/family-involvement/publications-resources/focus-on-families!-how-to-build-and-support- family-centered-practices-in-after-school Research Research finds that parent involvement is strongly influenced by practices that encourage participation in decision making. In addition, involvement helps to ensure that parents and the center share similar goals and approaches for supporting children’s development. Rohacek, M., Adams, G. C., Kisker, E. E., Danziger, A., Derrick-Mills, T., & Johnson, H. (2010). Understanding quality in context: Child care centers, communities, markets, and public policy. Washington, DC: The Urban Institute. Retrieved from http://www.urban.org/uploadedpdf/412191-understand-quality.pdf Sanders, M. G., Epstein, J. L., & Connors-Tadros, L. (1999). Family partnerships with high schools: The parents’

57 of 63 FCC GBB v. 1.1 July 2012 perspective (CRESPAR Report 32): Johns Hopkins University. Retrieved from http://www.csos.jhu.edu/crespar/techReports/Report32.pdf

58 of 63 FCC GBB v. 1.1 July 2012 PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: A minimum of two family conferences are offered per year to discuss the child’s progress and behavioral, social and physical needs. Authentic assessments of the child are shared with the family a minimum of two times per year. (STAR 3) Good Better Best Description of criteria at  Bi-Annual offering of  Telephone conference if in person  Conference addresses multiple each level conferences conference declined. topics, including referral,  A written report of the child’s  Two family conferences offered, one transitions, individual lesson progress is provided to families is required and families are planning, etc. whether the conference is informed of requirement at  Policy in family handbook citing accepted or not. enrollment. that family conferences are  SAC emphasis on school  Quarterly offerings of conferences. required. enrollment and gross motor  School age children attend the  Family provides input for information give to families at conference conference topics in pre- conference/offering, as well as  Communication modality is adapted conference form. resources per family request. to meet the needs of the family (i.e.  Quarterly reminders that  School age children attend the visual impairments or limited conferences can be scheduled at conference language ability) any time. Source(s) of Evidence  Copy of the newsletter offering conferences contained in the child’s file.  Report/Assessments signed off on and maintained in child’s file.  Sign-off sheet of acceptable/declination of dates with dates noting when conference was offered. Maintained in child’s file. Supports Available  Family Conference Tip Sheet: http://www.pakeys.org/docs/PFC-09_Tip%20SheetConferences_7.1.2009.pdf References  Knopf, H. and Swick, K. (2008). Using our understanding of families to strengthen family involvement. Early Childhood Education Journal, 35(5), 419-427. Retrieved from http://www.theresadehoyos.com/bakerhill_files_Summer/Knopf.pdf  McCormick Center for Early Childhood Leadership. (2010). Research Notes: A window on early childhood administrative practices. Wheeling, IL: National-Louis University, McCormick Tribune Center for Early Childhood Leadership. Retrieved from http://cecl.nl.edu/research/issues/rnsp10.pdf

59 of 63 FCC GBB v. 1.1 July 2012 Research Research shows that parents who maintain direct and regular contact with the early educational setting have children who demonstrate positive engagement with peers, adults, and learning. Parental engagement has also been linked to school readiness skills, including young children’s academic performance and achievement. McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. Owen, M. T., Ware, A. M. & Barfoot, B. (2000) Caregiver–mother partnership behavior and the quality of caregiver– child and mother–child interactions, Early Childhood Research Quarterly, 15(3), 413–428.

60 of 63 FCC GBB v. 1.1 July 2012 PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: Families are offered a group meeting to provide information regarding a child’s transition to another educational setting and to encourage families and their children to connect to the school setting by visiting. (STAR 3) Good Better Best

Description of criteria at  Individual meeting is offered  Written transitional information is  Policy in family handbook each level  Written transitioning reviewed at conference, along with regarding transitioning meeting. information is provided. appropriate child records.  Contact the school and determine  Discussion of school readiness and the feasibility of offering families individual child needs related to of KD child the opportunity to take transition planning (age appropriate the child to the school. development, peer interaction, etc.)  Activities are offered to families to Individual planning of transitioning support transitioning to self care activities. or another educational setting.  Communication modality is adapted  Information on school registration to meet the needs of the family (i.e. process and contact information visual impairments or limited for child specific school provided language ability) to families. Source(s) of Evidence  Interviews with families  Copies of written information given to families  Notice of conference offering in child’s file Supports Available  Partnerships with LEARN Team on school age transitioning resources  OCDEL Standards Aligned Systems website: www.pdesas.org/ocdel

References  Passe, A. S. (2010). Is everybody ready for kindergarten? A tool kit for preparing children and families. St. Paul, MN: Redleaf Press. Research Parents would like more information about their child’s transition, including information about academic and behavioral expectations in kindergarten. Research shows that family involvement in young children’s education may contribute not only to a smooth transition to elementary school for children, but also for parents, by helping to prepare them for later involvement in their children’s learning. Kreider, H. (2002). Getting parents ready for kindergarten: The role of early childhood education. Cambridge, Massachusetts: Harvard Graduate School of Education. Retrieved from http://www.hfrp.org/publications- resources/browse-our-publications/getting-parents-ready-for-kindergarten-the-role-of-early-childhood- education McIntyre, L., Eckert, T. L., Fiese, B. H., DiGennaro, F. D., & Wildenger, L. K. (2007). Transition to kindergarten:

61 of 63 FCC GBB v. 1.1 July 2012 Family experiences and involvement. Early Childhood Education Journal, 35(1), 83-88. PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: Program creates, with input from families, a list of community/school stakeholders regarding child transition. (STAR 3) Good Better Best

Description of criteria at  Program creates, with family input, a  Stakeholders list is  Program reviews stakeholders each level list of stakeholders. comprehensive with partners list with families upon interested in transition success enrollment and solicits initial and identifies individual contact input and offers family a copy information.  Offered in all languages of  Provider reviews list annually families in program/community and solicits ongoing input from families for updates.  Offered in second largest linguistic group of the program

Source(s) of Evidence  Newsletters, memos and/or letters requesting information and input for community stakeholders.  List includes school districts, businesses, IU, etc.

Supports Available  Local LEARN Team  STARS TA

References  Kraft-Sayre, M. E. & Pianta, R.C. (2000). Enhancing the transition to kindergarten. Charlottesville: University of Virginia, National Center for Early Development & Learning. Retrieved from http://www.cpirc.org/vertical/Sites/ %7B95025A21-DD4C-45C2-AE37-D35CA63B7AD9%7D/uploads/%7BB2FC278E-5FC7-47FA-9039- E69743ABAF64%7D.PDF  McIntyre, L. L. Eckert, T. L., Fiese, B. H., Reed, F. D. D., & Wildenger, L. K. (2010). Family concerns surrounding kindergarten transition: A comparison of students in special and general education. Early Childhood Education Journal, 38(4), 259-263. Research Research shows that coordination between the pre-kindergarten and elementary setting can maintain and potentially maximize gains for children achieved in pre-kindergarten. In particular, building interagency relationships creates a seamless system of transition from birth to 5 years of age. Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S., Gercke, N., & Higgins, T. (2001). Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning’s

62 of 63 FCC GBB v. 1.1 July 2012 Kindergarten Transition Intervention. Early Childhood Research Quarterly, 16(1), 117–132. Rous, B., Myers, C., & Stricklin, S. (2007). Strategies for supporting transitions of young children with special needs and their families. Journal of Early Intervention, 30(1), 1–18. Retrieved from http://jei.sagepub.com/content/30/1/1.full.pdf+html LEADERSHIP AND MANAGEMENT Standard: Program creates a projected one-year operating budget, including a statement of income and expenditures. (STAR 3) Good Better Best

Description of criteria at  Operating budget written for  Program uses an electronic format  Written policies and procedures each level current year with income and to store budget-related that support financial health expenditure line-items information (ex. collection of fees)  Compares actual income and  Completes a balance sheet at expenditures with budget least annually projections quarterly to track cash  Consults with an accountant to flow assure correct financial practices

Source(s) of Evidence  Written current budget  Storage system  Quarterly income and expense statements  Cash flow projections  Written current policies and procedures relating to income collection  Payment receipt for consultation with accountant Supports Available  STARS TA  Family Child Care Business Series Professional Development www.pakeys.org References  Copeland, T. (2010). Family child care record-keeping guide, 8th Edition. St. Paul, MN: Redleaf Press.  Copeland, T. (2011). The Redleaf Calendar-Keeper 2011: A record-keeping system for family child care professionals. St. Paul, MN: Redleaf Press. Research Research shows that providers with high-quality classrooms feel at ease financially and are more likely to emphasize the importance of good financial planning and management. McCormick Center for Early Childhood Leadership. (2011). Research Notes: Quality in context – How director’s beliefs, leadership, and management practices relate to observed classroom quality. Wheeling, IL: National- Louis University, McCormick Tribune Center for Early Childhood Leadership. Retrieved from

63 of 63 FCC GBB v. 1.1 July 2012 http://cecl.nl.edu/research/issues/rnw11.pdf Rohacek, M., Adams, G. C., Kisker, E. E., Danziger, A., Derrick-Mills, T., & Johnson, H. (2010). Understanding quality in context: Child care centers, communities, markets, and public policy. Washington, DC: The Urban Institute. Retrieved from http://www.urban.org/uploadedpdf/412191-understand-quality.pdf

64 of 63 FCC GBB v. 1.1 July 2012 LEADERSHIP AND MANAGEMENT Standard: Written job descriptions for substitutes and assistants, if applicable. (STAR 3) Good Better Best

Description of criteria at  Written job description  Job description for substitute describes  Each staff member has a each level given to substitutes qualifications which are used to select copy of job descriptions for and/or assistants when substitute; and describes responsibilities which each job position hired are reviewed with substitute at hire and signed  Annual performance  Organizational chart by employee appraisals occur and include available to any staff  Job description for assistant describes self-assessments for (as defined by program) qualifications which are used to select assistant; assistants and describes responsibilities which are  Job descriptions are updated reviewed with assistant at hire and signed by to reflect current human employee resource practices  Any performance appraisal used is linked to job description  Job descriptions are reviewed at time of performance appraisal, or, at least annually, and updated as necessary Source(s) of Evidence  Written job descriptions  Signed receipt  Completed performance appraisal  Self-assessment component of performance appraisal  Current information relating to human resource issues applicable to home-based business Supports Available  STARS TA  STARS Organizational Chart Sample: http://www.pakeys.org/docs/LM-02%20Sample%20Organization%20Charts %205.1.08.pdf  STARS Job Descriptions Guide: http://www.pakeys.org/pages/starsDocs.aspx References  Copeland, T. (2009). Family child care business planning guide. St. Paul, MN: Redleaf Press. Research Research shows that there is a positive relationship between the quality of administrative practices and the quality of the children’s learning environment in ECE programs. Jorde-Bloom, P. (1989). The Illinois Directors’ Study: A Report to the Illinois Department of Children and Family Services. Wheeling, IL: The McCormick Center for Early Childhood Leadership, National Louis University. Retrieved from http://www.eric.ed.gov/PDFS/ED305167.pdf

65 of 63 FCC GBB v. 1.1 July 2012 Lower, J. K., & Cassidy, D. J. (2007). Child care work environments: The relationship with learning environments. Journal of Research in Childhood Education, 22(2), 189-204. LEADERSHIP AND MANAGEMENT Standard: Review fire safety plan and emergency plan (including risk management) annually and update as necessary. (STAR 3) Good Best Better Description of criteria at  Written fire safety and emergency  Plans include more extensive  Risk management plan includes each level plan reviewed annually and updated risk management content risk assessment covering as necessary  Fire safety, emergency and risk likelihood and impact which is  Some written risk management management plans have reviewed by a group of content and it is reviewed annually corresponding action plans if stakeholders at least twice a and updated as necessary improvements necessary year

Source(s) of Evidence  Written fire safety and emergency plans with development and review date(s)  List of name(s) of plan reviewers  Risk management plan content  Plans of action showing progress if improvement needed  Risk management assessment with likelihood and impact described  List of stakeholders responsible for reviewing risk management plan Supports Available  STARS TA  What is a Stakeholder?: http://www.pakeys.org/docs/PFC-03%20What%20Is%20a%20Stakeholder%205.1.08.pdf  Risk Management Plan Guide: http://www.pakeys.org/docs/LM-05%20Risk%20Management%20Guide%205.1.08.pdf References  Emergency Responses Planning Guide for Child Care: www.ecels-healthychildcarepa.org  Pennsylvania Emergency Preparedness Guide: www.pema.state.pa.us  Copeland, T., & Millard, M. (2004). Family child care legal and insurance guide: How to reduce the risks of running your business. St. Paul, MN: Redleaf Press. Research Because no environment can be absolutely safe, child care providers need to have fire safety and emergency plans in place. In addition, including a risk management plan can reduce the potential for injury. Fiene, R. (2002). 13 Indicators of Quality Child Care: Research Update. Washington, DC: United States Department of Health and Human Services, Office of Assistant Secretary for Planning and Evaluation. Retrieved from http://aspe.hhs.gov/hsp/ccquality-ind02

66 of 63 FCC GBB v. 1.1 July 2012 Lee, S., Farley, L. A., & Kwon, O. (2010). The effectiveness of risk management plans in recreational sport programs of Division 1-A universities. Recreational Sports Journal, 34(1), 58-68.

67 of 63 FCC GBB v. 1.1 July 2012 LEADERSHIP AND MANAGEMENT Standard: Provider develops and implements a Continuous Quality Improvement Plan using multiple sources. (STAR 3) Good Better Best

Description of criteria at  Written plan of improvement  Continuous quality improvement  Written plan is reviewed each level documents timelines and persons process includes developing the action frequently for progress responsible for completing that plan, testing the plan, checking to see status on short-term portion of the plan and is grounded in that the plan works, and making and long-term goals mission, vision, and values of program adjustments when necessary  Written plan includes and reviewed annually  User-friendly communication method input from at least 3  Areas of need (short-term and long- used for sharing successes with stakeholders involving term) in CQI plan are driven by input stakeholders programmatic and from stakeholders and processes (ex.  The CQI plan addresses the diverse administrative needs regulatory, families, performance needs of staff/families within the evaluations, child assessment, program as appropriate environment observations)  STARS “Good, Better, Best” tool used as resource for CQI planning Source(s) of Evidence  Written plan showing areas of need  List of stakeholders involved in process  Communication method document  Schedule of review Supports Available  STARS TA  PA Key CQI website: http://www.pakeys.org/pages/get.aspx?page=CQI  STARS Continuous Quality Improvement Plan: http://www.pakeys.org/pages/starsDocs.aspx References  Continuous Quality Improvement (CQI): http://www.dss.louisiana.gov/index.cfm? md=pagebuilder&tmp=home&pid=114  Continuous Quality Improvement Processes: http://www.surreycc.gov.uk/sccwebsite/sccwspages.nsf/ LookupWebPagesByTITLE_RTF/Continuous+Quality+Improvement+Processes?opendocument  Council on Accreditation: www.coaafterschool.org Research Research suggests that high quality programs that implement Continuous Quality Improvement (CQI) models have more effective curricula, leading to positive outcomes for children. Harper, B. J., & Lattuca, L. R. (2010). Tightening curricular connections: CQI and effective curriculum planning. Research in Higher Education, 51(6), 505-527.

68 of 63 FCC GBB v. 1.1 July 2012 STAR 4 GOOD, BETTER, BEST Performance Standards OR NAEYC/NAA/NAFCC Accreditation1

69 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Standard: Provider Level IV or above on the Career lattice by 7/1/2014. (STAR 4) Good Better Best

Description of criteria at  Level IV or above on Career Lattice  Level IV or above on Career  Level V or above each level  18 months on an action plan/waiver Lattice, with additional college to reach Level IV on Career Lattice credits in Early Childhood Education

Source(s) of Evidence  Transcripts/degrees  Signed action plans  Enrollment/course registrations Supports Available  Online/blended/face-to-face course offerings accessible in each Regional Key  TEACH and/or Vouchers available in each Regional Key at all degree levels References  Career Lattice Information Sheet: http://www.pakeys.org/docs/SQ-03%20Career%20Lattice%20Info%20Sheet%20_05.01.08_.pdf  Quality Improvement in Early Childhood Teacher Education: Faculty Perspectives and Recommendations for the Future: http://ecrp.uiuc.edu/v11n1/hyson.html  Pennsylvania Career Lattice  CDA information: www.cdacouncil.org  CDA Assessment Fee Voucher: http://www.pakeys.org/pages/get.aspx?page=Career_Financial  Pennsylvania ECE Degree Granting Institutions: http://www.pakeys.org/docs/ECE%20Degree-Granting%20Institutions.pdf Research Research shows that providers with higher education levels have higher quality programs. This suggests that the qualifications of providers have important implications for the quality of care teachers provide. Mims, S. U., Scott-Little, C., Lower, J. K., Cassidy, D. J., & Hestenes, L. L. (2008). Education level and stability as it relates to early childhood classroom quality: A survey of early childhood program directors and teachers. Journal of Research in Childhood Education, 23(2), 227-237. Retrieved from http://acei.org/wp- content/uploads/Mimswinter2008.pdf McCormick Center for Early Childhood Leadership. (2010). Research Notes: Head Start administrative practices, director qualifications, and links to classroom quality. Wheeling, IL: National-Louis University, McCormick Tribune Center for Early Childhood Leadership. Retrieved from http://cecl.nl.edu/research/issues/rnw10.pdf

70 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Standard: Annually participate in 2 professional growth and development activities. (STAR 4) Good Better Best

Description of criteria at  Meet two of the professional growth &  Participation on a  Presenting at a training or each level development activities listed in the STARS committee conference worksheets  Attending a local/state  Attending a national  Staff know what their role is and how they conference conference can grow from this activity  Sharing knowledge gained  Holding an office/sitting on a  Activity selected is a match for the with staff (meeting board of directors/committee individual staff’s needs. Conversation minutes, newsletter chair in an organization that between staff/director on how this articles, handouts) supports early care and supports their professional develop/growth education prior to participation Source(s) of Evidence  Signed conference certificate and/or payment verification or name tag  Membership Cards and documentation of “how” membership is being used  Minutes from meeting attended with name in minutes/documentation of attendance Supports Available  Local AEYCs and Advocacy Groups (such as PACCA and PA Partnerships For Children/PPC) post information regarding upcoming events, emerging trends, and issues- program contacts to find ways to collaborate/participate  PACCA website: www.pacca.org; NAEYC website: www.naeyc.org or PENNAEYC website: www.pennaeyc.org; BUILD: http://www.pakeys.org/pages/get.aspx?page=EarlyLearning_BUILD  PA Promise for Children: http://paprom.convio.net/site/PageServer?pagename=index  Quality Counts: http://www.pacca.org/quality.aspx  SAS/OCDEL website: www.pdesas.org/ocdel  Tell Your CQI Story: http://www.pakeys.org/pages/get.aspx?page=CQI%20Tell%20Your%20Story References  Community Outreach Tips: http://paprom.convio.net/community_tools Research The training of caregivers is a cornerstone for quality in early care. Research shows that professional development improves the competencies of early childhood teachers, including their attitudes, knowledge, and skills. Regular opportunities allow staff to constantly build new skills and maintain up-to-date information about their sites and the field. Fukkink, R. G., & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly, 22(3), 294-311. Retrieved from http://www.spinusa.org/Does %20Training%20Matter_2007_Fukkink.pdf Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 9-

71 of 63 FCC GBB v. 1.1 July 2012 16. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Standard: 24 annual clock hours of professional development based on the PDR. (STAR 4) Good Better Best

Description of criteria at  Family Child Care  Some hours are at higher  Some hours for each staff member each level  24 hours – STAR 4 competency levels are from credit bearing courses  25% face-to-face PD  Courses that are part of a series (Teachers/Assts) and Aides do a minimum of once credit/15 hours for events/75% are video or in-  PD is spread through the year, direct credit house events. (Percentage of not “bunched up” just before Face-to-Face PD events can be designation/renewal  Involvement in CDA or courses that higher.) Online college courses  50% face-to face PD are part of a series (aides) are not considered video events/50% video or in-house  75% Face-to Face PD events/25% module learning. PD events. (Percentage of Face- Video or In-house PD events to-Face events can be higher.) (Percentage of Face-to-Face events Online college courses are not can be higher) Online college courses considered video module are not considered video module learning. learning Source(s) of Evidence  PQAS Professional Development Certificates  Transcripts  Attendance Sheets or online verification (if certificates are not signed OR proof of payment cross-referencing staff)  Annual Training Plan  ACT 48 Certificates Supports Available  Offer SACC trainings that meet the needs of program/participants, especially online modules  Beyond the PDR Professional Development session References  Bowie, L., Garrett, S. B., Kinukawa, A., McKinney, K., Moore, K. A., Redd, Z., Theokas, C., & Wilson, B. (2006). Program implementation: What do we know? Washington, DC: Child Trends. Retrieved from http://www.childtrends.org/Files/Child_Trends-2007_06_01_FR_PrgmImplementation.pdf Research Effective professional development requires repeated opportunities for individualized feedback. Research shows that when staff are empowered and supported in developing personal goals and objectives, they are more motivated to stay with the program. Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 9- 16. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13 Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated

72 of 63 FCC GBB v. 1.1 July 2012 professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431-451. Retrieved from http://www.cds.unc.edu/CCHD/F2009/10- 05/Pianta%20EARCHI_384-mtp-effects.pdf

73 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Secondary Staff/ Substitutes and Assistants Development Standard: 12 annual clock hours of professional development based on the PDR, taken by each staff member. (STAR 4) Good Better Best

Description of criteria at  Family Child Care  Some hours are at higher competency  Some hours for each staff member are each level  12 hours – STAR levels from credit bearing courses 4  Courses that are part of a series (Teachers/Assts) and Aides do a minimum of once credit/15 hours for direct credit  25% face-to-face PD  PD is spread through the year, not events/75% are video “bunched up” just before  Involvement in CDA or courses that are or in-house events. designation/renewal part of a series (aides) (Percentage of Face-  50% face-to face PD events/50% video  75% Face-to Face PD events/25% Video to-Face PD events can or in-house PD events. (Percentage of or In-house PD events (Percentage of be higher.) Online Face-to-Face events can be higher.) Face-to-Face events can be higher) Online college courses are not Online college courses are not college courses are not considered video considered video considered video module learning. module learning module learning. Source(s) of Evidence  Training certificates  Transcripts  Attendance Sheets or online verification (if certificates are not signed OR proof of payment cross-referencing staff)  Annual Training Plan  PDE website (ACT 48) Supports Available  Offer SACC trainings that meet the needs of program/participants, especially online modules  More “Beyond the PDR” sessions References  Bowie, L., Garrett, S. B., Kinukawa, A., McKinney, K., Moore, K. A., Redd, Z., Theokas, C., & Wilson, B. (2006). Program implementation: What do we know? Washington, DC: Child Trends. Retrieved from http://www.childtrends.org/Files/Child_Trends-2007_06_01_FR_PrgmImplementation.pdf Research Effective professional development requires repeated opportunities for individualized feedback. Research shows that when staff are empowered and supported in developing personal goals and objectives, they are more motivated to stay with the program. Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 9-16. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13 Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research

74 of 63 FCC GBB v. 1.1 July 2012 Quarterly, 23(4), 431-451. Retrieved from http://www.cds.unc.edu/CCHD/F2009/10-05/Pianta%20EARCHI_384- mtp-effects.pdf

75 of 63 FCC GBB v. 1.1 July 2012 STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT Secondary Staff/ Substitutes and Assistants Development Standard: Annually participate in 1 professional growth and development activity. (STAR 4) Good Better Best

Description of criteria at  Meet one of the professional growth &  Participation on a committee  Presenting at a training or each level development activities listed in the  Attending a local/state conference STARS worksheets conference  Attending a national conference  Staff know what their role is and how  Sharing knowledge gained with  Holding an office/sitting on a they can grow from this activity staff (meeting minutes, board of directors/committee  Activity selected is a match for the newsletter articles, handouts) chair in an organization that individual staff’s needs. Conversation supports early care and between staff/director on how this education supports their professional develop/growth prior to participation Source(s) of Evidence  Signed conference certificate and/or payment verification or name tag  Membership Cards and documentation of “how” membership is being used  Training certificates – Any STARS approved professional development received during conference can count as annual clock hours.  Minutes from meeting attended with name in minutes/documentation of attendance Interview Supports Available  Regional Key TA Managers

References  Child Care Workforce Qualifications, Training, and Professional Development: http://nccic.acf.hhs.gov/poptopics/workforcequals.pdf  Quality Counts: http://www.pacca.org/quality.aspx Research The training of caregivers is a cornerstone for quality in early care. Research shows that professional development improves the competencies of early childhood teachers, including their attitudes, knowledge, and skills. Regular opportunities allow staff to constantly build new skills and maintain up-to-date information about their sites and the field. Fukkink, R. G., & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly, 22(3), 294-311. Retrieved from http://www.spinusa.org/Does %20Training%20Matter_2007_Fukkink.pdf Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 9- 16. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13

76 of 63 FCC GBB v. 1.1 July 2012 77 of 63 FCC GBB v. 1.1 July 2012 LEARNING PROGRAM Standard: Program crosswalks curriculum and assessment tools to the Learning Standards. (STAR 4) Good Better Best

Description of criteria at  Curriculum/assessment tools  Utilize other resources to broaden  Match Family Child Care each level cross-walked to Early learning program (for example, other cross- mission/vision Standards walked curriculum frameworks,  Utilize other resources to broaden  Use curriculum/assessment NAEYC website resources) program tools that have published  Specific areas/centers should alignments label/list Early Learning and/or  Look at needs of the children Academic Standards and plan to meet those needs using the Learning Standards as a guide Source(s) of Evidence  Copy of crosswalk for both curriculum and assessment tool Supports Available  Professional Development on using Learning Standards and curricula is available through each Regional Key and posted on the online calendar at www.pakeys.org  Technical Assistance on using Learning Standards and curricula is available through each Regional Key  Optional tools on choosing and using curricula and creating a cross-walk are available on the PA Key website at http://www.pakeys.org/pages/starsDocs.aspx  SACC Specific Curriculum Crosswalk tools available at www.pakeys.org under Optional Tools References  Schiller, P., & Willis, C. A. (2008). Using brain-based teaching strategies to create supportive early childhood environments that address learning standards. Young Children, 63(4), 52-55. Retrieved from http://www.naeyc.org/files/yc/file/200807/BTJPrimaryInterest.pdf  The SEDL National Center for Quality Afterschool has collaborated with subject-matter experts to identify quality curriculum resources for afterschool in the subject areas: literacy, math, science, and technology. Access the resources at: http://www.sedl.org/afterschool/resources/curriculum.html Research Researchers agree that children will likely only make progress on assessments that reflect the goals of the program and link assessment and curriculum. Practices found to be associated with higher performance include curricular alignment and classroom instruction guided by state academic standards. Bogard, Kimber, & Takanishi, Ruby. (2005). PK-3: An aligned and coordinated approach to education for children 3 to 8 years old. Social Policy Report, 19(3). Retrieved from http://www.icpsr.umich.edu/files/PREK3RD/resources/pdf/PK-3AnAlignedandCoordinatedApproach.pdf Williams, T., Kirst, M., & Haertel, E. (2005). Similar students, different results: Why do some schools do better? A large-scale survey of California elementary schools serving low-income students. Mountain View, CA:

78 of 63 FCC GBB v. 1.1 July 2012 EdSource. Retrieved from http://www.edsource.org/assets/files/SimStu05.pdf

79 of 63 FCC GBB v. 1.1 July 2012 LEARNING PROGRAM Standard: A FCCERS-R assessment by a STARS ERS assessor must average a score of 5.25. (STAR 4) Good Better Best

Description of criteria at  Overall score must average 5.25  Overall facility score is above 5.25  No individual items are scored a each level  Subscale scores are at least 3.00  Subscale scores are at least 3.50 1.00  Subscale scores are at least 4.25

Source(s) of Evidence  ERS Summary and Facility reports

Supports Available  Professional Development on all of the Environment Rating Scales and Foundations is available through each Regional Key and posted on the online calendar at www.pakeys.org  Technical Assistance on classroom environments and using the Environment Rating Scales is available through each Regional Key  PA Position Statements and additional resources are available on the PA Keys website: http://www.pakeys.org/pages/get.aspx?page=Programs_STARS_ERS  Making Long-lasting Changes with the Environment Rating Scales: http://www.dpi.state.wi.us/ccic/pdf/weekly_articles/making_long-lasting_changes_ERS.pdf  ERS resource page: http://www.pakeys.org/pages/get.aspx?page=Programs_STARS_ERS References  Harms, T. (2009). "Using assessment as a basis for improvement." Exchange, 186, 57-59.  Making Long-lasting Changes with the Environment Rating Scales: http://www.dpi.state.wi.us/ccic/pdf/weekly_articles/making_long-lasting_changes_ERS.pdf Research Research shows that moderate to high-level classroom quality is necessary for improving children’s social skills, reducing behavior problems, and promoting reading, math, and language skills. (Note: ERS thresholds were developed by a panel of experts, including the assessment developers and leading experts in Pennsylvania.) Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166-176. Retrieved from http://gse.uci.edu/docs/EARCHI455.pdf NICHD Early Child Care Research Network. (2005). Early child care and children’s development in the primary grades: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 42(3), 537–570.

80 of 63 FCC GBB v. 1.1 July 2012 LEARNING PROGRAM Standard: A written Improvement Plan is developed to address any ERS subscale score below a 4.25. (STAR 4) Good Better Best

Description of criteria at  Written Improvement  A written Improvement Plan  Provider identifies resources needed to each level Plan addresses all addresses all scores below a 4.25 improve all recognized indicators. subscale indicators below even areas where no improvement  Provider shows evidence plan is being 4.25. plan is required. implemented  Plan includes person  Plan includes person responsible responsible and target and target date for completion date for completion

Source(s) of Evidence  Improvement plan – initial  Adjusted/completed improvement plan  Visual site improvements observed Supports Available  STARS TA  Making Long-lasting Changes with the Environment Rating Scales: http://www.dpi.state.wi.us/ccic/pdf/weekly_articles/making_long-lasting_changes_ERS.pdf References  Pathways to Cultural Competency Project Program Guide: http://www.pakeys.org/uploadedContent/Docs/ Early %20Learning%20Programs/Other%20Programs/PCCP%20Program%20Guide.pdf  Pathways to Cultural Competency Program Checklist: http://www.pakeys.org/uploadedContent/Docs/ Early %20Learning%20Programs/Other%20Programs/Programs%20Checklist.pdf Research Research shows that teachers who utilize Environment Rating Scales (ERS) make significant changes in their classrooms as a result of the rating process, thereby improving the quality of their classrooms. ERS provide a means to identify program strengths and weaknesses and determine a baseline for later evaluation of improvement. (Note: ERS thresholds were developed by a panel of experts, including the assessment developers and leading experts in Pennsylvania.) Hooks, L., Scott-Little, C, Marshall, B. J., & Brown, G. (2006). Accountability for quality: One state’s experience in improving practice. Early Childhood Education Journal, 33(6), 399-403. Retrieved from http://www.santaclaracares.org/pdfs/Hooks_Accountability%20for%20Quality.pdf Warash, B. G., Markstrom, C. A., & Lucci, B. (2006). The Early Childhood Environment Rating Scale-Revised as a tool to improve child care centers. Education, 126(2), 240-250. Retrieved from http://www.santaclaracares.org/pdfs/Warash_The%20Early%20Childhood%20Environment%20Rating %20Scale-Revised.pdf

81 of 63 FCC GBB v. 1.1 July 2012 82 of 63 FCC GBB v. 1.1 July 2012 PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: If applicable to the child, provider, in conjunction with families and service providers from public social and community service organizations, implements activities appropriate to meet IEP or IFSP goals and /or special needs plans and objectives. (STAR 4) Good Better Best

Description of criteria at  Current IEP/IFSP is on file  Expanding use of IEP/IFSP  Using child’s IEP/IFSP to each level  Using some IEP/IFSP goals in goals and activities in lesson individualize daily planning planning plans  Staff should be part of IEP/IFSP  Written policy regarding implementing team when possible goals in shared IEP/IFSP.  Ongoing request and communication for IEP/IFSP at family/teacher conferences (semi-annually) Source(s) of Evidence  Documentation in the child’s file of activities (planning sheets)  Conversation with practitioner to support documentation  Request for IEP/IFSP on file  Documentation in lesson plans of activities to meet IEP/IFSP goals for each applicable child  Copies of goals incorporated within lesson plan Supports Available  Optional Tools - Collaborating with Early Intervention: http://www.pakeys.org/docs/PFC-08_Tip %20SheetCollaborationwithEI_7.1.2009.pdf, IEP/IFSP Information Sheet: http://www.pakeys.org/docs/PFC- 02%20IEP.IFSP%20Sign-off%20(05.01.08).doc  Meet with Early Intervention staff as consultants to increase knowledge and skills in adapting IFSP/IEP goals in everyday classroom activities and routines  Early Intervention Provider Guide: www.pattan.net/files/EI/EI- ProviderGuide .pdf References  Watson, A. & McCathren, R. (2009). Including children with special needs: Are you and your program ready? Young Children, 64(2), 20-26. Retrieved from http://www.naeyc.org/files/yc/file/200903/BTJWatson.pdf Research Research shows that when practitioners individualize their instruction for children within the context of typical activities in inclusive classrooms, children make progress on targeted skills. These positive outcomes require a combination of knowledge of developmentally appropriate practices in addition to inclusive attitudes and skills. Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children’s IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20(4), 208- 223. Retrieved from https://depts.washington.edu/pdacent/Publications/Schwartz/Horn.pdf Mogharreban, C. C. & Bruns, D. A. (2009). Moving to inclusive pre-kindergarten classrooms: Lessons from the field.

83 of 63 FCC GBB v. 1.1 July 2012 Early Childhood Education Journal, 36(5), 407-414.

84 of 63 FCC GBB v. 1.1 July 2012 PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: Program has policies that demonstrate engagement and partnership with families in program planning and decision-making. (STAR 4) Good Better Best

Description of criteria at  Invite families to have input in  Reminders within monthly  Family advisory each level program planning and newsletter that partnerships are committee/organization meeting decision making(e.g. available and welcome minutes and dated improvement suggestion box, host families  Periodic family orientations (e.g. for plan in place meeting or discussion groups) new families by returning families)  Changes made to facility, program  Encourage families to help  Provide leadership opportunities for or policy based on family feedback locate community resources families  Evaluate the degree to which to support program activities personal biases and stereotypes  Provide opportunities for held by families and staff may respectful, reciprocal influence perceptions and relationships expectations of the program Source(s) of Evidence  Family open house invitation, Samples of completed survey, Newsletters  Changes in policy and procedure manual  Suggestion Box  Action plan or implementation plan of the family feedback Supports Available  SAS Webpage: Partnering with Families www.pdesas.org/ocdel References  Christian, L.G. (2006). Understanding families: Applying family systems theory to early childhood practice. Young Children 61(1): 12–20. Retrieved from http://journal.naeyc.org/btj/200601/ChristianBTJ.pdf  Kakli, Z., Kreider, H., Little, P., Buck, T., & Coffey, M. (2006). Focus on families: How to build and support family-centered practices in after school. MA: Harvard Family Research Project. Retrieved from http://www.hfrp.org/family-involvement/publications-resources/focus-on-families!-how-to-build-and-support- family-centered-practices-in-after-school Research Research finds that parent involvement is strongly influenced by practices that encourage participation in decision making. In addition, involvement helps to ensure that parents and the center share similar goals and approaches for supporting children’s development. Rohacek, M., Adams, G. C., Kisker, E. E., Danziger, A., Derrick-Mills, T., & Johnson, H. (2010). Understanding quality in context: Child care centers, communities, markets, and public policy. Washington, DC: The Urban Institute. Retrieved from http://www.urban.org/uploadedpdf/412191-understand-quality.pdf Sanders, M. G., Epstein, J. L., & Connors-Tadros, L. (1999). Family partnerships with high schools: The parents’ perspective (CRESPAR Report 32): Johns Hopkins University. Retrieved from

85 of 63 FCC GBB v. 1.1 July 2012 http://www.csos.jhu.edu/crespar/techReports/Report32.pdf

86 of 63 FCC GBB v. 1.1 July 2012 PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: Families and school age children are asked, at least once per year, to evaluate the programs’ efforts to meet their needs. (STAR 4) Good Better Best

Description of criteria at  Ask the Families and their school  Send a survey to family including  Have a group meeting with all of each level age children questions that would the school age children in the the families and their school age help the Practitioner evaluate their survey and ask questions to help children to gather ideas. program. evaluate the program

Source(s) of Evidence  Family and School age surveys  Meeting notes  Suggestion Box

Supports Available  SAS Webpage: Partnering with Families www.pdesas.org/ocdel

References  Christian, L.G. (2006). Understanding families: Applying family systems theory to early childhood practice. Young Children 61(1): 12–20. Retrieved from http://journal.naeyc.org/btj/200601/ChristianBTJ.pdf  Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). Schools, family and community partnerships: Your handbook for action. Thousand Oaks, California: Corwin Press, Inc.  Kakli, Z., Kreider, H., Little, P., Buck, T., & Coffey, M. (2006). Focus on families: How to build and support family- centered practices in after school. MA: Harvard Family Research Project. Retrieved from http://www.hfrp.org/family-involvement/publications-resources/focus-on-families!-how-to-build-and-support-family- centered-practices-in-after-school Research The perspectives gained by providers in having parents evaluate the program provide a level of feedback that could be difficult to achieve otherwise. Including additional feedback from children about their education and care provides even more of an insider’s perspective into the quality differences that affect young children. Hodgson, J., Mattison, S., Phillips, E., & Pollack, G. (2001). Consulting parents to improve a child guidance service. Educational Psychology in Practice, 17(3), 263-272. Wiltz, N. W., & Klein, E. L. (2001). “What do you do in child care?” Children’s perceptions of high and low quality classrooms. Early Childhood Research Quarterly, 16(2), 209-236.

87 of 63 FCC GBB v. 1.1 July 2012 PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: Program sends letter of introduction to appropriate community/school stakeholders outlining goal to partner in child transitioning efforts from child care to school setting (STAR 4) Good Better Best

Description of criteria at  Send a dated letter of introduction  Program follows up on initial  Planning session with stakeholders each level to all stakeholders inviting contact partnership around child transition  Program is aware of and between programs involved in local LEARN efforts surrounding transition (as available) Source(s) of Evidence  Copy of plan  List of stakeholders  Dated copy of letter  Follow-up letter or phone call  Meeting minutes from session with stakeholder Supports Available  Local school districts, Early Intervention and Head Start organizations may have information and/or be willing to collaborate with Early Childhood programs  Technical assistance on successful transition practices and communicating with families  A Transition Toolkit is available on the PA Keys website: www. pakeys .org/pages/get.aspx? page= TransitionToolkit References  Fairfax Futures (2009). Paving the way to kindergarten: Building neighborhood partnerships to support young children’s smooth transition to school. Fairfax, Virginia: Fairfax Futures. Retrieved from http://www.fairfaxcounty.gov/ofc/brochures/pavingtheway.pdf Research Research shows that coordination between the pre-kindergarten and elementary setting can maintain and potentially maximize gains for children achieved in pre-kindergarten. In particular, building interagency relationships creates a seamless system of transition from birth to 5 years of age. Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S., Gercke, N., & Higgins, T. (2001). Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning’s Kindergarten Transition Intervention. Early Childhood Research Quarterly, 16(1), 117–132. Rous, B., Myers, C., & Stricklin, S. (2007). Strategies for supporting transitions of young children with special needs and their families. Journal of Early Intervention, 30(1), 1–18. Retrieved from http://jei.sagepub.com/content/30/1/1.full.pdf+html

88 of 63 FCC GBB v. 1.1 July 2012 PARTNERSHIPS WITH FAMILY & COMMUNITY Standard: Program participates in community/school transition activities as available. (STAR 4) Good Better Best

Description of criteria at  Provider attends School  Plan an event  Provider plans and initiates transition each level District events advertised  Provider attends transitional activities when there are none available  Provider attends local events activities in the area applicable to the child pertinent to children and  Provider attends local events  Provider brings individual in to speak families OR documents pertinent to children and on self-care unsuccessful attempts to families identify such events

Source(s) of Evidence  Flyers  Newsletters  Attendance sheets  School Event Notifications Supports Available  Technical assistance on successful transition practices and communicating with families may be available through each Regional Key  LEARN teams: http://www.pakeys.org/pages/Community_Groups.aspx  “Home Alone” article (SACC Resource): http://www.sepasacc.org/TempDocuments/25_homealone.pdf References  Passe, A. S. (2011). Is Everybody Ready for Kindergarten?: A Tool Kit for Preparing Children and Families. St. Paul, MN: Redleaf Press.

Research Research shows that coordination between the pre-kindergarten and elementary setting can maintain and potentially maximize gains for children achieved in pre-kindergarten. In particular, building interagency relationships creates a seamless system of transition from birth to 5 years of age. Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S., Gercke, N., & Higgins, T. (2001). Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning’s Kindergarten Transition Intervention. Early Childhood Research Quarterly, 16(1), 117–132. Rous, B., Myers, C., & Stricklin, S. (2007). Strategies for supporting transitions of young children with special needs and their families. Journal of Early Intervention, 30(1), 1–18. Retrieved from http://jei.sagepub.com/content/30/1/1.full.pdf+html

89 of 63 FCC GBB v. 1.1 July 2012 LEADERSHIP AND MANAGEMENT Standard: Current business plan. (STAR 4) Good Better Best

Description of criteria at  Break-even analysis completed  Marketing strategies are part of plan  Written plan includes market each level  Target market profile included in and include timelines, cost, and research and plan is modified business plan expected return of methods when research information  Written plan includes introduction,  Entire plan reviewed every six requires such descriptive sections, and financial months  Plan reviewed quarterly projections  Written tracking method of updates  Use of electronic support file  Written plan includes Mission to plan after review for updates to plan Statement  One major review of entire plan annually

Source(s) of Evidence  Results of break-even analysis  Written or electronic Business Plan  Target market profile  Mission Statement Supports Available  Family Child Care Business Series offered in each region www.pakeys.org  STARS Technical Assistance References  Women’s Business Centers: www.onlinewbc.gov  Small Business Administration: www.sba.gov  Talan, T. N. & Bloom, P. J. (2005). Business administration scale for family child care. New York, NY: Teachers College Press. Research Research Copeland, shows T. (2009). that utilizing Family a childbusiness care planbusiness can enhanceplanning performance.guide. St. Paul, It hasMN: also Redleaf been Press. suggested that business planning can positively impact the performance of new managers/directors by influencing their motivation. Delmar, F. & Shane, S. (2004). Legitimating first: organizing activities and the survival of new ventures. Journal of Business Venturing, 19(3), 385–410. Lumpkin, T. G., Shrader, R., & Hills, G. E. (1998). Does formal business planning enhance the performance of new ventures? In: Reynolds, P.D. (Ed.), Frontiers of Entrepreneurship Research. Babson Park, MA: Babson College. Retrieved from http://www.babson.edu/entrep/fer/papers98/VII/VII_A/VII_A.html

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