Fill - Free fillable Self-Appraisal and Accreditation/Validation Instrument PDF form

Self-Appraisal and Accreditation/Validation Instrument

I. Organization

MSDE refers to each standard with individually and corresponding indicators, best practices, evidences of achievement,

whether documented or observed, and rating as the “instrument”. The instrument for self-appraisal and

accreditation/validation is designed to define the program standards and outline the components of a quality early childhood

program.

The Instrument focuses on three broad areas:

1. Program Administration

2. Program Operation

3. Home and Community Partnerships

All Instruments start by identifying the Standard of achievement in the first row. These Standards are comprehensive

statements that support the development and maintenance of high quality programs. Below the Standard follows another row

with four columns citing research evidence, supporting rationale, a programs’ opportunity to demonstrate evidence of quality

practice requested and an opportunity to rate its quality as present fully or partially.

A. Each standard has Indicators, which further define and measure the program Standards.

B. The Best Practices/Rationale is stated in this section, which is located next to the Indicators. Research-based best

practices describe each standard indicator in detailed terms that can be documented and/or observed.

C. The Required Evidence column is new to the 5

Edition. It is meant to clarify items that are required, not merely

examples of quality. Next to the best practices/rationale is a list of Required Evidence. This required evidence will assist

program staff to identify specific program items that meet the best practices criteria and validate that corresponding

indicators have been met. Required Evidence that is demonstrated through observation is noted with a bold circle.

Required Evidence that is demonstrated through documentation is noted with a bold square and placed in the appropriate

binder. Required evidence must be demonstrated to receive a “fully met” rating on the indicator.

Print Form

1) Representative Examples are programs elements or practices that support the indicator. Representative Examples

are not required to be documented or observed. However, the Representative Examples do demonstrate best

practices under the indicator in each program area.

2) A section for Program Examples is provided under the Representative Examples section. Programs should note

any additional examples that meet best practices and are specific to that program. This section should be completed

as the self-appraisal team rates the program.

D. The Rating chart is located in the last column. It provides a space for the program staff and the Validator to record ratings

for each indicator, based on documented and observable evidence.

II. Directions

Programs begin by identifying each Standard. Then read each defining characteristic of that Standard found in the indicator.

Next, read the “Best Practice/Rationale” to ensure understanding of program implementation. After, determine if and how

your program has met this indicator by articulating if it has all items within the “Required Evidence”, column. Finally,

indicate where the program has determined its rates in providing documented or observed evidence of quality.

A. Required Evidence which can be demonstrated through documentation is noted with a bold square. Required evidence

which must be observed is marked with a bold circle. All required evidence that is marked with a bold square should be

placed in the appropriate binder.

Please note: All Required Evidence must be demonstrated to receive a “Fully met” rating on the indicator.

B. Representative Examples are program elements or practices that support the indicator. Representative Examples are

not required to be documented or observed; however, the Representative Examples do demonstrate best practices under

the indicator in each program focus area. Programs should √ the appropriate box where there is evidence in their

programs of fully met, partially met or not met.

C. Program Examples allows the program/center to demonstrate other sources of quality evidence. Programs should record

any additional evidence that is specific to individual programs in this section.

III. Rating Chart

The chart below depicts the three-item rating scale for each indicator. The program self-appraisal team will review their

program/center and measure its performance based on each individual Indicator within each Standard. Then the program will

rate itself using the following ratings:” N” meaning “not met”, “P” meaning “partially met”, and “F” meaning “fully met”.

Program

N P

Validator

Rating each Indicators:

 N = Not Met where there is insufficient, observable or documented evidence for the indicator.

 P = Partially Met where there is some observable or documented evidence for the indicator.

 F = Fully Met where there is significant observable or documented evidence of high quality.

Any Indicator rated N (Not Met) or P (Partially Met), must be included on the Program Improvement Plan - located in the

Appendix of the Guide to Self-Appraisal and Accreditation/Validation. After program improvements are made and reassessed,

the ratings should be changed to reflect improvement. The program will add a check where improvement was made, then

indicate the date the program made the change next to the appropriate box.

I. PROGRAM ADMINISTRATION

Mission Statement

1.1 The local school system’s mission and philosophy statement for early learning programs is adopted by each elementary school’s

personnel through their School Improvement Plan. It supports the local school system’s overall mission and system-wide goals.

The written mission and philosophy statement for the early learning programs is used by the staff as the foundation for planning,

staff development, implementation, evaluation, and continuous improvement of the program.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

1.1.1 Planning

The School Improvement Plan

reflects planned use of effective

early learning practices.

NAEYC 10.A.01; 10.B.07

NECPA p.33, 39

Head Start 1304.21(a-c)

1304.51(a)(1-2)

The mission statement is an integral part of

the local school system’s overall mission. It

refers to research and literature-based

practices in early childhood and elementary

education and supports the system-wide

school reform goals. The major concepts are

consistent with the “Mission and Philosophy

for the Early Learning Years”.*

The School Improvement Plan (SIP)

includes goals, objectives, milestones,

strategies, activities and evaluation

procedures. It is designed as a blueprint of

actions and processes needed to produce

school improvement. The SIP should guide

resource allocation, staff development,

instructional content and practice, and

assessment. **

* MSDE. Laying the Foundation for School

Success

❒ Written mission/policy statements of the

___ Local school system

___School

❒ Current School Improvement Plan that

includes prekindergarten and kindergarten and

the following components:

___ Needs assessment data analysis

___ Performance goals and objectives

___ Evaluation

___ Action/management plan

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

I. PROGRAM ADMINISTRATION

Mission Statement

1.1 The local school system’s mission and philosophy statement for early learning programs is adopted by each elementary school’s

personnel through their School Improvement Plan. It supports the local school system’s overall mission and system-wide goals.

The written mission and philosophy statement for the early learning programs is used by the staff as the foundation for planning,

staff development, implementation, evaluation, and continuous improvement of the program.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

1.1.2 Staff Development

The School Improvement Plan

describes an ongoing staff

development program to ensure

opportunities for professional

growth and development.

NAEYC 10.E.11-12

NECPA p.10-11, 50

Head Start 1304.52(k)(1-3)

The School Improvement Plan (SIP)

reflects staff development opportunities

for teachers in early learning programs

that are coordinated with the school

system’s professional development

initiatives.

Staff development plans include outcomes

and descriptions of content, practice, and

classroom implementation.

These staff development opportunities

include professional development related

to the implementation of the Maryland

Model for School Readiness, the Maryland

Content Standards in the State

Curriculum, and the Reading First

Initiative.

❒ School Improvement Plan

❒ Comprehensive Staff Development Plan

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

I. PROGRAM ADMINISTRATION

Mission Statement

1.1 The local school system’s mission and philosophy statement for early learning programs is adopted by each elementary school’s

personnel through their School Improvement Plan. It supports the local school system’s overall mission and system-wide goals.

The written mission and philosophy statement for the early learning programs is used by the staff as the foundation for planning,

staff development, implementation, evaluation, and continuous improvement of the program.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

1.1.3 Implementation

The School Improvement Plan

addresses the implementation of

practices that support the

learning and development of

young children and address the

multiple social and cultural

contexts of families and

communities.

NAEYC 2.A.01; 3.B.01

NECPA p.33

Head Start 1304.21(a-c)

The SIP reflects the principles of

developmentally appropriate practices in

terms of teaching and learning.

It supports the role of parents and the

family in the early education of young

children and reflects the multiple social

and cultural contexts of the community.*

*National Education Goals Panel, Ready

Schools

❒ School Improvement Plan

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

I. PROGRAM ADMINISTRATION

Mission Statement

1.1 The local school system’s mission and philosophy statement for early learning programs is adopted by each elementary school’s

personnel through their School Improvement Plan. It supports the local school system’s overall mission and system-wide goals.

The written mission and philosophy statement for the early learning programs is used by the staff as the foundation for planning,

staff development, implementation, evaluation, and continuous improvement of the program.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

1.1.4 Evaluation

The School Improvement Plan

includes a process for ongoing

documentation through interim

milestone measures as part of the

annual evaluation.

NAEYC 4.A.02-03; 10.F.01-05

NECPA p. 51

Head Start 1304.51(i)

The SIP reflects a review of all the

milestones as part of the program

evaluation in support of all school

improvement goals and objectives.

The review includes teachers,

administrators, early learning and content

specialists, and parents.

The annual evaluation should be aligned

with the No Child Left Behind Act 2001

and the local school system master plan in

response to the Bridge to Excellence in

Public School Act of 2002.

❒ School Improvement Plan

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Copies of completed evaluation tools, if

applicable

 Agendas and minutes from SIP

meetings

PROGRAM EXAMPLES

I. PROGRAM ADMINISTRATION

Program Personnel

1.2 The early learning program is collaboratively administered, supervised, and implemented by qualified personnel.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

1.2.1 Administration

The administrator and central

office supervisory staff

communicates with the early

learning program staff regarding

developmentally appropriate

strategies for implementation,

assessment, and accountability.

NAEYC 10.A.05-06

NECPA p.47

Head Start 1304.51(d-f)

The central office supervisory staff

informs the principal at each school of the

practices that should be evident in the

developmentally appropriate program.

Available resource materials may include:

 state and local school system

recommendations and guidelines,

 information brochures for parents,

and/or staff development materials on

developmentally appropriate practices,

and

 reporting practices and requirements.*

*Early Learning Standards: Creating the

Conditions for Success, NAEYC and

NAECS/SDE

(www.naeyc,org/resources/position-

statements/pscape.asp )

❒ Calendars, agendas, notes, or minutes of

conferences and/or meetings for staff

adjusted for the diverse needs of the

school community

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Copies of training session activities that

were organized by school and central

office supervisory staff

 Comprehensive Staff Development Plan

PROGRAM EXAMPLES

I. PROGRAM ADMINISTRATION

Program Personnel

1.2 The early learning program is collaboratively administered, supervised, and implemented by qualified personnel.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

1.2.2 Supervision

The administrator and/or a

member of the central office

supervisory staff provide feedback

to the staff about the

implementation of a

developmentally appropriate

program.

NAEYC 6.B.01

NECPA p.50

Head Start 1304.51(b)(e-f)

The principal or central office supervisory

staff member provides feedback to

program staff about specific instructional

or programmatic strategies related to

research-based developmentally

appropriate practices through a variety of

supervisory methods.

These include:

 clinical supervision

 peer coaching

 mentoring

 workshops

 conferences

 seminars

 action research in teaching teams

❒ Informal and formal observation reports

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Calendar/log of support personnel

contacts made with staff (i.e. contacts

between staff and support personnel)

 Notes from conferences occurring

between teachers, administrators,

principals, supervisors, specialists, etc.

PROGRAM EXAMPLES

I. PROGRAM ADMINISTRATION

Program Personnel

1.2 The early learning program is collaboratively administered, supervised, and implemented by qualified personnel.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

1.2.3 Qualification

Each classroom is staffed daily by

a teacher who meets Maryland

state certification requirements

for early childhood education as

well as the requirements for being

“highly qualified”.

Any paid assistant who works in

the classroom has at least a high

school diploma or equivalent

along with experience working

with young children.

When the teacher is absent, a

certified teacher or a trained

teacher substitute is provided.

NAEYC 6.A.05-06

NECPA p. 7-10

Head Start 1304.52(d)(1)

1304.52(g)(3)

Those who plan, administer, supervise

and implement programs for young

learners should have broad expertise and

demonstrate proficiency in early learning

pedagogy, as indicated in the National

Board of Professional Teaching

Standards.

❒Current certification documents of

classroom teachers

❒High school diploma or GED of paid

assistants

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Certificates/degrees of paid assistants

PROGRAM EXAMPLES

I. PROGRAM ADMINISTRATION

Program Continuity

1.3 The school utilizes curricular and instructional strategies that ensure continuity of learning for all students.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

1.3.1 Curricula

The school utilizes curricula

which are based on a

developmental continuum for

each child.

NAEYC 2.A.02

NECPA p. 33, 34

Head Start 1304.21(a-c)

1304.51(a)

The school’s program organization

reflects a developmental and academic

continuum from prekindergarten through

grade 3. It is based on the developmental

characteristics and needs of young

learners and helps them to reach high

standards.

Curricula alignment with state standards

for all content areas, reflects diversity and

multicultural content, and is applied

consistently and completely across grade

levels.

The school facilitates articulation among

teachers at the time of the students’

transition from one grade to the next.

Students who are not meeting curricular

expectations will receive intervention

support from well-qualified staff (e.g.,

tutors, health and pupil services

professionals).

Specific strategies are identified and used

to involve families in their children’s

learning both inside and outside of

school.*

* Developmentally Appropriate Practice

in Early Childhood Programs, NAEYC

❒ MMSR Framework and Standards for

Prekindergarten and/or Kindergarten/State

curriculum

❒Curriculum guides and/or unit plans for each

content area that align with state standards

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Yearly plan of curricular implementation

PROGRAM EXAMPLES

I. PROGRAM ADMINISTRATION

Program Continuity

1.3 The school utilizes curricular and instructional strategies that ensure continuity of learning for all students.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

1.3.2 Assessment and

Instructional Strategies

The school bases assessment and

instructional strategies on a

developmental continuum for

each child. Appropriate

instructional strategies for each

child are based on

developmentally appropriate

assessment.

NAEYC 2.A.05-06; 4.A..01

NECPA p. 33-35

Head Start 1304.21(a)(1)

1304.21(a)(4)(ii-iv)

1304.21(a)(5)(i-iii)

The school uses developmentally

appropriate instructional and assessment

approaches which reinforce the diverse

modes of learning and levels of

development among young children.

Appropriate instruction and assessment

includes engaging materials, stimulating

learning environments, appeals to a range

of learning styles and levels, and makes

accommodations for children with

disabilities and English language learner.

Positive reinforcement, guidance, and

teacher scaffolding will foster student

independence. The curriculum calls for:

 consistent use of manipulatives in all

content areas,

 strong emphasis on contextualized

skill development, and

 daily opportunities for language

development, problem solving, critical

thinking, and artistic expression.

❒ Assessment data (MSA, CTBS, county,

school, etc.)

❒ School Improvement Plan

❒ Curriculum guides and/or unit plans for

each content area that align with state

standards

O Developmentally appropriate instructional

strategies based on assessment

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

I. PROGRAM ADMINISTRATION

Program Continuity

1.3 The school utilizes curricular and instructional strategies that ensure continuity of learning for all students.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

1.3.3 Articulation and

Continuity

School staff provides continuity of

learning for all children through

articulation of curricula,

instructional strategies, and

assessment across grade levels

and programs.

NAEYC 10.B.14

NECPA p. 36

Head Start 1304.41(c)

The school’s organizational practices

include a continuous and sequential

implementation of curricula from

prekindergarten through grade 3.

Consistent instructional practices should

be reinforced in staff development

programs.

The integration of fine arts, library media,

physical education/health, and academic

programs should be evident across grade

levels and reflected in staff development

activities.

An assessment protocol that allows early

learning teachers to review all assessment

information on children should be in

place.*

* NAEYC. Developmentally Appropriate

Practice in Early Childhood Programs;

State Curriculum

❒ Agendas/minutes of articulation team

meetings (within and across grades)

regarding continuity of student learning

❒ Transition plans for class/programs

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

I. PROGRAM ADMINISTRATION

Program Accountability

1.4 The School Improvement Team uses the results of the ongoing evaluation of the early learning program in planning for overall

school improvement.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

1.4.1 Reporting

The results of the self-appraisal

and other forms of program

review are reported to central

office supervisory staff and the

School Improvement Team.

NAEYC 10.F.02

NECPA p. 33, 47

Head Start 1304.51(i)(1)

After conducting the self-appraisal using

the Standards for Implementing Quality

Early Childhood Programs Instrument for

Self-Appraisal and Validation and other

forms of program review, the results of the

program evaluation and the strategies for

program improvement are communicated

to central office supervisory staff and to

the School Improvement Team.

❒ Agendas/minutes from School Improvement

Team meetings

❒ Agendas/minutes from articulation meetings

within and across grades

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Letter documenting that the completed

Instrument for Self-Appraisal and Validation

and Program Improvement Plan(s) were sent

to Central Office

PROGRAM EXAMPLES

I. PROGRAM ADMINISTRATION

Program Accountability

1.4 The School Improvement Team uses the results of the ongoing evaluation of the early learning program in planning for overall

school improvement.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

1.4.2 Ongoing Planning

The results of the self-appraisal

or other forms of program review

are used to analyze data and to

plan for program improvement.

NAEYC 10.F.03

NECPA p. 33, 47

Head Start 1304.50(g)(1-2)

1304.51(i)(2-3)

As part of the required school

improvement planning process, the

School Improvement Team reviews the

results of the self-appraisal, other

program reviews, and program

improvement strategies in order to

incorporate them in to the School

Improvement Plan’s goals, objectives,

milestones, strategies, activities, and

evaluation procedures.

❒ School Improvement Plan

❒ Agenda/minutes from School

Improvement Team meetings

❒ Assessment data (school, county, state)

❒ Agendas/minutes of articulation meetings

within and across grades

❒ Master copy of Self- Appraisal Instrument

❒ Program Improvement Plan(s)

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Environment

2.1 A planned and well structured learning environment promotes active learning and full participation for each child.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.1.1(a) Learning

Environment:

Indoor

The learning environment meets

standards for safety, toxicity,

construction, and cleanliness. The

program must comply with fire,

health, and safety regulations.

NAEYC 9.C.04-05; 9.D.01, 05-06,

NECPA p. 19, 23, 41

Head Start 1304.22(d-f)

1304.53(a)(6-10)

Instruction is located in clean, safe, and

clutter free areas. Natural light and

ventilation are controlled.

The environment is planned to avoid

safety problems. Areas are free of lead-

based paint. Poisonous or hazardous

materials are stored in locked cabinets or

out of the reach of children. All electrical

outlets are covered.

The bathroom facilities are clean, well lit,

and ventilated. Bathroom supplies (paper,

towels, soap) are easily accessible to

children.

Drinking water is accessible to children.

The use of alcohol, tobacco, and illegal

drugs is prohibited in all spaces and

related program activities.*

*COMAR .55, .57, .59

Early Childhood Environment Rating

Scale-Revised (ECERS-R)

Infants/Toddlers Environment Rating

Scale (ITERS)

O Clean

O Free of clutter

O Well lighted and ventilated

O Appropriate storage of hazardous materials

O Toilets, sinks, drinking water and facilities

are accessible, clean, in good repair, and

well supplied

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Separate diapering area, if needed

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Environment

2.1 A planned and well structured learning environment promotes active learning and full participation for each child.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.1.1(b) Learning

Environment:

Outdoor

The learning environment meets

standards for safety, toxicity,

construction, and cleanliness. The

program must comply with fire,

health and safety regulations.

NAEYC 9.B.01, 06

NECPA p. 19, 23, 41

HEADSTART 1304.53 (a) (1-5) (9)

1304.53 (a) (10) (viii) (x)

Outside play areas are free of sharp or

dangerous objects, trash, animals and

poisonous plants, garden sprays, alcohol,

tobacco, illegal drugs, and other hazards.

The area is well drained with safe walkways

or paths provided to area. If play area is near

a road or unsafe area, a fence provides

security.

Equipment is appropriate for the ages and

abilities of the children and is well

maintained. There is enough portable and

stationary equipment so that children have

access without long waits. Equipment

stimulates a variety of skills (balancing,

climbing, ball play, steering, pedaling, etc.)

on different levels (tricycles with and

without pedals, different sized balls, ramp

and ladder access to climbing structures).

Adaptations have been made and special

equipment is provided for children with

disabilities.

Outdoor space has a variety of surfaces

permitting different types of play and some

protection from the elements. Portable

equipment is stored in locked facility.*

*COMAR .40, .50, .51

ECERS-R

ITERS

O Clean

O Well drained

O Free of clutter

O Appropriate storage of outside equipment

O Appropriate and well maintained

playground equipment

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Shaded play area

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Environment

2.1 A planned and well structured learning environment promotes active learning and full participation for each child.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.1.2 Furniture and Equipment

Furniture and equipment meet

standards for safety, size,

durability, toxicity, construction,

and cleanliness.

NAEYC 9.A.01, 03, 10; 5.C.01

NECPA p. 24-25, 27, 32, 36, 41

Head Start 1304.21(a)(1)

1304.21(a)(5-6)

1304.53(a)(10)(viii)(xiv)

(xvi)

Furnishings and materials follow the most

recent safety standards (available through

organizations such as the Consumer

Product Safety Commission). Furniture in

the classroom is sturdy, in good repair,

appropriate in size; and addresses the

routine care, play and learning needs of

the children. It is arranged so that it is

convenient to use.

Furnishings encourage appropriate

independence for children such as open

shelves for safe materials and sturdy

storage containers. Cozy and soft areas

(e.g. rugs, bean bag chair,) are available.

Adaptive furniture permits the inclusion of

children with special needs.

Technological equipment is located so that

children may access it safely.

Toilets and sinks are easily accessible to

children.

Any flammable or potentially dangerous

materials and medications are accessible

only to authorized personnel and

inaccessible to children.*

*ECERS-R

ITERS

O Free of paint chips and splinters

O Surfaces cleaned regularly with locally

approved, nontoxic, soap/solution

O Durable and designed to support children’s

needs

O Appropriate height and size

O Developmentally appropriate soft areas

provided

O Technology equipment safely placed and

accessible to children

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Environment

2.1 A planned and well structured learning environment promotes active learning and full participation for each child.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.1.3 Organization of Space

The learning environment reflects

effective and flexible utilization of

available space.

NAEYC 3.A.06-07; 9.A.02, 07-08, 11-

NECPA p. 35-36, 41

Head Start 1304.21(a)(5)(i-iii)

1304.53(a)(1-6)

The learning environment is organized so

that all children, including those with

disabilities, can function in a variety of

group settings. It is large enough for

movement without disturbing others.

Noisy areas are separated from quiet

areas. The learning environment facilitates

the organized storage of materials and

allows for children’s accessibility,

involvement, and choice. Space is

provided for children’s belongings. The

classroom is arranged to facilitate positive

interaction among children and adults.

The total room reflects the children’s

current learning outcomes and

experiences. The teacher’s desk and

materials are separate from the learning

environment and do not interfere with the

traffic patterns of children.*

*ECERS-R

ITERS

O Child-centered, flexible, and accessible to

all children

O Facilitates a variety of instructional

groupings (whole class, small group, pairs,

individual, learning centers)

O Tubs, trays, bins, baskets, shelves, boxes,

and other items labeled and accessible

O Space provided for children’s

belongings

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Environment

2.1 A planned and well structured learning environment promotes active learning and full participation for each child.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.1.4 Multicultural

Education/Diversity

The learning environment reflects

ongoing multicultural education

and accommodates the diverse

learning needs of children.

NAEYC 2.A.08; 9.A.03, 09, 12, 13

NECPA p. 33-37, 51

Head Start 1304.21(a)(1)(i-iii)

1304.21(a)(3)(E)

1304.21(c)(i)

1304.53(b)(1)(ii-iii)

The learning environment demonstrates

differentiated instruction and

accommodates the areas of diversity

identified in state law (ability, age, gender,

ethnicity, language, race, region, religion,

socioeconomic status). The learning

environment should provide opportunities

for children with various learning styles

(auditory, visual, kinesthetic, and tactile)

and modalities (Gardiner Intelligences).

Books and materials present accurate and

positive images and information about

people from all groups. Print displays

include non-English languages or Braille,

as applicable.*

*COMAR

ECERS-R

ITERS

O Books, posters, play materials reflecting

diversity

O Displays, clothing, music, photographs,

maps, depicting cultural diversity and non-

stereotypical images

O Materials available in multiple

languages, as applicable

O Skin-tone crayons, paper and/or paint

O Assistive technology, if applicable

O Wheelchair accessibility

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Environment

2.1 A planned and well structured learning environment promotes active learning and full participation for each child.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.1.5 Instructional Materials

Materials are appropriate and

designed to facilitate integrated

learning, authentic application of

skills, problem solving, and

creative/critical thinking skills.

NAEYC 2.A.09; 9.A.04, 08, 12, 13

2.H.02-03

NECPA p. 33-35

Head Start 1304.21(a)(1)(4-6)

1304.53(b)(1)(i-vii)

Materials should be flexible and/or open-

ended to accommodate the various skill

levels and learning styles of children.

They promote problem-solving and

creative thinking. Materials, learning

centers, and bulletin boards relate to

curricular themes and units of instruction.

They enable children to explore concepts

actively, repeat experiences; and to

demonstrate, respond to and expand on

their learning. Manipulatives are used to

reinforce concepts in all content areas.

There are enough materials for children to

work simultaneously on a task. Materials

should be clean and in good condition.

Games and puzzles should be complete

with all pieces intact. Technology is

utilized to extend learning through all

areas of the curriculum and assist teachers

in meeting individual needs. All children

should have regular access to technology

in the classroom or lab.

O Manipulative and open-ended materials

O Safe, durable, clean materials, which may be

used for a variety of purposes

O Accommodate various modalities and

intelligences

O Reflect cultural diversity and non-

stereotypical images

O Support theme and curriculum

O Accommodate various physical needs of

students

O Appropriate, equitable and safe use of

technology

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Environment

2.1 A planned and well structured learning environment promotes active learning and full participation for each child.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.1.6 Supervision of Children

Children are under adult

supervision at all times.

NAEYC 3.C.01; 9.A.05

NECPA p. 29-30

Head Start 1304.52(g)(4)

1306.32

Sufficient supervision is provided to

protect children’s health and safety by

staff watching children, positioning

themselves so that all children are in view,

moving around as needed, and acting to

prevent dangerous situations before they

occur. Staff shows awareness of the whole

group even when working with one child

or a small group.

Supervision is provided with each child’s

needs in mind and is adjusted

appropriately for different ages and

abilities. *

* ECERS-S

ITERS

O Children in view of adult at all times

O Staff scan room when working with one

child or a small group

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Curriculum

2.2 The early childhood program utilizes curriculum that supports each child’s development. The curriculum is aligned with the MMSR

Framework and Standards for Prekindergarten and Kindergarten State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.2.1 Goals and Learning

Outcomes

The curriculum goals support

learning outcomes for the content

areas/domains of personal and

social development, listening,

speaking, reading, writing,

mathematics, science, social

studies, fine arts, health, and

physical education.

NAEYC B-7(a-g)

NECPA p.33

Head Start 13004.21(c)(1)

Curriculum goals and learning outcomes

are age appropriate for children and focus

on student learning styles. The goals

should align with the MMSR Framework

and Standards for Prekindergarten and

Kindergarten.

(www.mdk12.org/instruction)

❒ MMSR Framework and Standards for

Prekindergarten and/or Kindergarten

❒ Evidence of curricular alignment

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Curriculum

2.2 The early childhood program utilizes curriculum that supports each child’s development. The curriculum is aligned with the

MMSR Framework and Standards for Prekindergarten and Kindergarten State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.2.2 Content

The curriculum content is

integrated and includes concepts

for all areas, while being

appropriate for the age and

development of each child.

NAEYC B-4 (b,d), B-5d

NECPA p. 33, 34

Head Start 1304.21(a-c)

Curriculum is interdisciplinary, enabling

children to understand concepts and make

connections across disciplines. Although

integration is valuable, it is even more

appropriate that concepts and skills follow

logical sequences, allowing for depth and

focus. Not all learning experiences will

relate to a theme.* The content is

appropriate for the developmental

characteristics of young children and their

mode of learning. It should be based on

their experiences. Themes and projects

may be developed to provide hands-on

learning experiences that are meaningful

to children. Children should engage

individually and cooperatively in

activities. The content should align with

the MMSR Framework and Standards for

Prekindergarten and Kindergarten/SC.

*Early Childhood Mathematics joint

position statement of NAEYC and NCTM

(April 2002)

❒ Curriculum guides and/or unit plans for

each content area that align with state

standards

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

2.2 Curriculum

The early childhood program utilizes curriculum that supports each child’s development. The curriculum is aligned with the MMSR

Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

2.2.3 Language Arts

The language arts program is an integration of listening, speaking, reading and writing. The components of the early learning language arts

program are integrated and interwoven throughout all the content areas. Children have daily opportunities for guided instruction and

application of these communication skills.

II. PROGRAM OPERATION

Curriculum

2.2 The early childhood program utilizes curriculum that supports each child’s development. The curriculum is aligned with the MMSR

Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.2.3(a) Listening/Speaking

Children are provided with

learning experiences that develop

effective listening and speaking

skills, enabling them to increase

the development of oral language

in a variety of contexts.

NAEYC 2.D.01-04, 07; 3.F.04-05

Head Start 1304.21 (a)(4)(iii)

1304.21(b)(2)(ii)

Expressive and receptive language is the

basis of communication. Research

demonstrates that engaging children in

conversation about their learning

strengthens their ability to communicate,

express themselves, understand, reason,

and solve problems. Children need

multiple opportunities to hear language, to

develop, and expand vocabulary. English

language learners are supported in

speaking their home language while

learning English. Through a variety of

activities in large and small groups,

students develop confidence in their

abilities to express their needs, choices,

feelings, and points of view.*

* NAEYC. Developmentally Appropriate

Practices in Early Childhood Programs.

NAEYC, (1997).

 Daily schedules and plans identifying

listening/speaking experiences

O Modeling and eliciting standard English

and complete thoughts

O Participating in dramatic play

O Participating in individual and small group

discussions

O Responding to one to three step directions

effectively

O Active use of listening centers

O Listening and responding to daily read-

alouds

O Participating in teacher-directed and child-

initiated listening and speaking experiences

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Participating in and attending dramatic

and musical presentations

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Curriculum

2.2 The early childhood program utilizes a curriculum that supports each child’s development. The curriculum is aligned with the

MMSR Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.2.3(b) Reading

Learning experiences are

provided for children in the

reading processes.

For three and four year olds,

these processes include:

 Oral language

 Phonological awareness

 Print awareness

 Alphabetic knowledge



Additional reading processes for

five and six year olds include:

 Phonemic awareness

 Phonics

 Fluency

 Vocabulary

 Comprehension

NAEYC 2.E.03-04, 06, 09, 10

NECPA p.34, 36

Head Start 1304.21(a)(4)(i)

1304.21(c)(1)(ii)

The reading program for three and four year

olds consists of many opportunities to

participate in activities that promote

development in the areas of oral language

(vocabulary, expressive language, listening

comprehension), phonological awareness

(rhyming, blending, segmenting), print

awareness, and alphabetic knowledge. This

is accomplished through intentional teaching

and explicit, systematic instruction delivered

in a manner that builds from basic to more

complex concepts and skills. The classroom

environment should immerse children in

stimulating and useful forms of language

and print. Children should experience daily

reading opportunities such as being read to

from fiction and nonfiction books and

participating in charted songs, finger plays,

rhymes, and poems. Effective practices

include teacher-directed and child-initiated

activities.

The reading program for five and six year

olds consists of the above experiences as

well as opportunities to participate in

activities in the areas of phonemic

awareness, phonics, fluency, vocabulary and

comprehension. Instruction should be

delivered in total-group, small-group and

individual setting as appropriate for the

needs of the children.

 Daily schedules and plans identifying reading

experiences

O Modeling and implementing age appropriate

reading strategies, such as:

 Learning new vocabulary through conversation

and instruction

 Matching sounds/rhymes in familiar words,

games, songs, stories, poems

 Using letters to make words and words to make

sentences

O Classroom libraries containing 2-3 books per

child and child-generated books

O Picture/Word walls

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

o Reading environmental labels and signs

o Blending sounds in one-syllable words

o Recognizing some words by sight

o Listening to models of fluent reading

o Reading chorally from familiar texts

o Asking questions to clarify meaning

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Curriculum

2.2 The early childhood program utilizes a curriculum that supports each child’s development. The curriculum is aligned with the

MMSR Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.2.3(c) Writing

Daily writing instruction includes

opportunities to write for

expressive, informational, and

persuasive purposes.

NAEYC 2.E.05-08, 10-11

NECPA p.34

Head Start 1304.21(a)(4)(i)

1304.21(c)(1)(ii)

Authentic tasks give purpose to the

student’s writing, and the products of

their work are shared with a real

audience. Teachers of young children

must model the writing process through

shared writing experiences, class books

and language experience compositions.

Students are supported by the teacher, as

they move through the developmental

stages of writing toward more

independent application of conventional

writing skills (spelling, grammar,

punctuation, and mechanics).

Development of writing skills is

evidenced by samples of student work.

Opportunities to write occur throughout

the day and across content areas.

Children are given the support they need

to develop handwriting skills.

 Daily schedules and plans identifying

writing experiences

 Examples of student writing showing an

array of products and developmental stages

O Modeled writing experiences such as

shared writing, class books, language

experiences

O Writing center

O Variety of writing materials available

O Modifications provided for children with

disabilities, if applicable

O Writing materials available in centers

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Curriculum

2.2 The early childhood program utilizes a curriculum that supports each child’s development. The curriculum is aligned with the

MMSR Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS BEST PRACTICES/RATIONALE REQUIRED EVIDENCE RATING

2.2.4 Mathematics

The curriculum includes

mathematics content and process

outcomes that support children’s

ability to solve problems, reason,

and communicate and make

connections. Activities are

integrated with other content

areas when appropriate.

NAEYC 2.F.02-13

NECPA p.34

Head Start 1304.21(a)(4)(iv)

1304.21(c)(1)(ii)

Mathematics concepts are introduced

sequentially and supported through the use

of manipulatives and real-world situations.

Children are encouraged to apply

mathematical concepts throughout the

day. Curriculum is aligned with the

MMSR Framework and Standards for

Prekindergarten and/or

Kindergarten/VSC in the following areas:

patterns and relationships, geometry,

measurement, data display and analysis,

knowledge of number, and number

relationships.

 Daily schedules and plans identifying

mathematics experiences

O Hands on activities (counting, graphing,

sorting, weighing, measuring,

patterning, etc)

O Activities integrated w/other content

areas and centers, as appropriate

O Manipulatives (counters, clocks, play

money, rulers, geometric shapes, scales,

attribute blocks, pattern blocks, Unifix

cubes™, etc.)

O Use of mathematical vocabulary

O Problem-solving strategies (graphic

organizers, guessing and checking,

making a table/chart, drawing a picture,

looking for a pattern, etc.)

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Mathematical concepts (time, space,

etc.) integrated into music and

movement

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Curriculum

2.2 The early childhood program utilizes a curriculum that supports each child’s development. The curriculum is aligned with the

MMSR Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.2.5 Science

The curriculum emphasizes

exploration and investigation of

the life, physical, and earth/space

sciences through real world

applications.

NAEYC 2.G.02-08

NECPA p.34

Head Start 1304.21(c)(1)(ii)

Science activities are investigative and

exploratory and encourage every child’s

active engagement in the scientific

process. Through investigations, students

are involved in observing, experimenting,

recording, measuring, predicting, and

classifying.

Lessons are formatted to follow The 5-E

Model (Engagement, Exploration,

Explanation, Extension, Elaboration, and

Evaluation).

Other curricular areas are integrated into

science thematic units.

Curriculum is to be aligned with the

MMSR Framework and Standards in

Prekindergarten and/or Kindergarten in

the following outcome areas: scientific

inquiry, critical thinking, and applications

of science, technology, history of science,

earth/space science, life science,

chemistry, physics, and environmental

science.

 Yearly schedule for implementing science

thematic units

 Copies of integrated science units

 Daily schedules and plans for science

O Tools and materials (scales, measuring

cups, hand lenses, magnets, sand, etc.)

O Realia (fossils, models, collections of

natural things, etc.)

O Vocabulary lists

O Center encouraging scientific investigation

N P F

Program

Validator

Validator Comments

REPRESENATIVE EXAMPLES

 Charts of Scientific Process

 Living things in room

 Evidence of nature walks

 Displayed data from investigations

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Curriculum

2.2 The early childhood program utilizes a curriculum that supports each child’s development. The curriculum is aligned with the

MMSR Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.2.6 Social Studies

The curriculum focuses on key

knowledge, concepts, skills, and

attitudes in the areas of history,

geography, economics, political

science, and peoples of the nations

and world.

NAEYC 2.L.01-11

NECPA p.34

Head Start 1304.21(c)(1)(iv-vi)

Social Studies program focuses on

opportunities for students to learn about

themselves, their community and the

world. Learning takes place in the context

of openness and appreciation for diversity

of culture, and respect for similarities and

differences among people. Activities that

foster citizenship skills and understanding

of unique qualities and characteristics of

others promote cooperative learning and

achievement of common goals.*

The social studies curriculum is in

alignment with the MMSR Framework

and Standards for Prekindergarten and/or

Kindergarten/VSC, which includes age

appropriate indicators for the social

studies content areas (i.e. indicator for

political science is “Generate and follow

classroom rules."

*NAEYC. Developmentally Appropriate

Practices in Early Childhood,(1997).

 Yearly schedule for implementing social

studies thematic units

 Copies of integrated social studies units

 Daily schedules / plans for social studies

O Multicultural materials (i.e., posters,

videos, clothing, etc.)

O Tools and materials (globes, maps of

classroom, school, U.S., world, etc.)

O Variety of print materials ( newspapers,

magazines, original photographs, etc.)

O Classroom rights and responsibilities

posted

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

o Realia and artifacts

o Vocabulary lists

o Evidence of resource persons observed

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Curriculum

2.2 The early childhood program utilizes a curriculum that supports each child’s development. The curriculum is aligned with the

MMSR Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.2.7 Fine Arts

The fine arts curriculum provides

regular opportunities for children

to create, perform, and respond to

quality and culturally diverse

experiences in visual art, music,

theatre, and dance.

NAEYC 2.J.01, 04-07

NECPA p.34

Head Start 1304.21(a)(4)(ii)

1304.21(b)(1)(iii)

Children are encouraged to express

themselves physically and aesthetically,

represent ideas and feelings, and acquire

fundamental concepts and skills in the fine

arts. Staff works with resource persons to

help children explore and experiment with

the art forms and media as well as

integrate the arts into the curriculum.

Children’s artistic creations are valued

through display and dramatic

presentations.*

*Developmentally Appropriate Practices

in Early Childhood Programs, NAEYC

 Schedule and plans reflecting the arts

O Dramatic presentations, dance and

music

O Children’s two and three dimensional

creative work, labeled with names

O Utilization of various music forms

(classical, folk, country, lullabies,

cultural music, etc.)

O Fine arts integrated into the curriculum areas

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Curriculum

2.2 The early childhood program utilizes a curriculum that supports each child’s development. The curriculum is aligned with the

MMSR Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.2.8 Physical Education

Physical education promotes

development of healthy lifestyles

through daily opportunities for

children to develop motor skills

and participate in an

exercise/physical activity

program.

NAEYC 2.C.04; 3.F.02

NECPA p.34

Head Start 1304.21(a)(5)(i-ii)

1304.21(a)(6)

1304.21(b)(3)(i-ii)

Children develop and refine skills in

locomotive and non-locomotive

movements. They learn movement

through space, dance, basic manipulation

of materials, balancing, climbing.

Cardiovascular endurance, flexibility and

muscular strength and endurance are

promoted through planned movement

activities that take place indoors and

outdoors. Staff and resource persons

communicate regarding child development

and integration into the content areas.*

* NAEYC. Developmentally Appropriate

Practices in Early Childhood Programs

(1997).

 Schedule and plans reflecting physical

education

O Use of equipment that promotes motor

skills (climbers, balance beam, balls,

bean bags, etc.)

O Movement and dances related to

curriculum areas

O Activities and games promoting movement

skills

O Appropriate modifications and

accommodations for children with

disabilities

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Curriculum

2.2 The early childhood program utilizes a curriculum that supports each child’s development. The curriculum is aligned with the

MMSR Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.2.9 Health Education

The curriculum provides an

awareness of basic health and

safety education practices and

models sound health/safety skills.

Health and safety practices are

incorporated daily at school.

NAEYC 2.K.01-05; 3.A.03;

3.D.01;

3.F.02

NECPA p.34

Head Start 1304.21(c)(1)(iii)

Health education programs focus on

providing concepts that promote

individual student awareness of body

system functions and practice of life skills

to promote health and safety practices.

Curriculum focuses on information that is

presented in authentic life situations.*

*NAEYC. Developmentally Appropriate

Practice in Early Childhood Program

(1997).

 Daily schedule reflecting health-related

Activities: outdoor play, lunch, rest/quiet

time, etc.

O Practice of healthy habits (hand washing

after bathroom and before eating,

covering mouths, blowing noses, etc.)

O Health awareness materials such as:

 Body system awareness posters/charts

 Models (skeleton, eye, ear, etc.)

 Variety of print materials (posters, charts,

books, etc.)

O Exercise equipment (climbers, balls,

tricycles, etc.)

O Nutritional experiences-cooking, snacks

O Outdoor play, weather permitting

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Nutrition information (food pyramid,

nutrition/pamphlets, posters, etc.)

 Danger awareness (poisons, strangers)

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Instruction

2.3 Curriculum is delivered through instructional strategies which support each student’s development and attainment of the MMSR

Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.3.1 Flexible Grouping

Instruction is delivered

individually, in small groups, and

in large groups. Groupings

change based upon individual

need, instructional decisions, and

assessment data.

NAEYC 3,D.03, 10-11; 3.E.04, 08

NECPA p.34, 36

Head Start 1304.21(c)(1)(i)(vii)

For the purposes of teacher-directed

learning, children are not organized into

fixed ability groups or fixed group

rotations. Grouping occurs for a variety of

purposes such as: ability, interest, or need.

There is flexibility in terms of

homogeneous and heterogeneous groups.

The daily schedule includes periods for

large groups, small groups, and

independent learning. Children make

choices by using procedures which help

them to plan their activities. Teachers

maintain a record system (e.g., a weekly

learning center chart) to ensure variety in

each child’s choice. Children plan their

activities in both teacher-assigned and

child-selected learning opportunities.

Based on continued observation of

children’s performance, teachers assign

children to small groups with similar or

diverse ability levels to work

cooperatively on specific projects, tasks,

and activities.*

* Developmentally Appropriate Practice

in Early Childhood Programs, NAEYC.

❒ Lesson plans that reflect flexible grouping

O Large-group, small-group, and one-on-one

instruction with an adult

O Grouping for a variety of purposes,(i.e.,

interests, ability, needs, etc.)

O Balance of teacher-directed and child-

initiated groupings

O Evidence of student choice in planning

activities

O Board/chart for planning activities

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Instruction

2.3 Curriculum is delivered through instructional strategies which support each student’s development and attainment of the MMSR

Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.3.2 Authentic Learning

Instruction integrates concepts of

curriculum into developmentally

appropriate practices and relates

in a meaningful way to children’s

real life experiences.

NAEYC 3.E.03; 3.G.07-08, 13-14

NECPA p. 37

Head Start 1304.53(b)(1)(ii)

Instruction is presented in the context of

the child’s world and related in a

meaningful way to real-life experiences.

Teachers facilitate learning based on

children’s prior experiences, documented

observations, and work samples as part of

their ongoing assessment of children’s

strengths and needs. As part of daily

instruction, teachers facilitate

opportunities for children to investigate,

apply, and extend their learning. When

teachers provide home/school

connections, children are able to extend

and apply their learning outside the

classroom. The planning process includes

alignment with curricular objectives

across content areas.*

* NAEYC. Developmentally Appropriate

Practices in Early Childhood, (1997).

O Topics relevant to young children’s interests

and needs

O Hands-on learning opportunities

O Classroom activities that reflect students’

prior experiences

O Pictures, signs, functional print, and/or

literacy products developed by children

displayed in the room and the school’s

hallways

O Independent learning centers that include

real objects and prompts reflecting

diversity

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Instruction

2.3 Curriculum is delivered through instructional strategies which support each student’s development and attainment of the MMSR

Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.3.3 Questioning/Problem

Solving

Children engage in thinking,

communicating, and problem

solving by responding to open-

ended questions and situations.

NAEYC 3.G.07, 09

NECPA p.34

Head Start 1304.21(a)(4)(i)

1304.21(c)(1)(ii)

Children are encouraged to think and

communicate by posing and responding to

different questions. Teachers pose

questions that are at varied levels and

open-ended, provide sufficient time for

responding, refrain from interpreting

children’s responses, respond to children

honestly; and encourage children to listen

to and elaborate upon the responses of

others. Examples of such questions

include: What is this called? (labeling);

What does it do? (describing); What is

another way you could....? (proposing

alternatives); How are they

alike/different? (comparisons); How did

you decide to put these things together?

(classifying); How can we find out how

many...? (enumerating); What do these

words make you think of? (synthesizing);

Why did you choose to do it this way?

(evaluating); What would happen if...?

(predicting); What should we do to make

...? (transforming). Children are

encouraged to explore and investigate a

question or problem alone, in pairs, in

small or in large groups.*

* NAEYC. Developmentally Appropriate

Practices in Early Childhood, (1997)

Questioning Makes the Difference

 Daily planning reflecting questioning and/or

problem solving opportunities

O Strategies that encourage higher level

thinking skills such as:

O Open-ended centers

O Teacher-facilitated learning through

questioning

O Balance of critical, creative, and evaluative

questions

O Evidence of wait-time

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Open-ended, higher level questions and

investigations

 Think-pair-share techniques

 Cooperative learning strategies

 Problem solving strategies

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Instruction

2.3 Curriculum is delivered through instructional strategies which support each student’s development and attainment of the MMSR

Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.3.4 Independent Learning

Exploration

Independent learning provides

opportunities for children to

explore, experiment, question,

investigate, and problem-solve.

Children take responsibility for

their learning.

NAEYC 3.D.03, 08; 3.G.09-10

NECPA p.35, 41

Head Start 1304.53(a)(1)(3)

1304.53(b)(1)(iii-v)

Materials that encourage open-ended

thinking and active participation are an

integral part of daily application and

follow-up of learning. Teachers facilitate

learning based on the understanding of

each child’s developmental strengths and

needs and use independent learning

opportunities to observe and record

children’s performance. Independent

learning is an integral part of each day. It

can be fostered through student interest,

curriculum content, classroom interest, or

community needs. This is a dynamic

process between the teacher and the

student with the teacher’s role as

facilitator and the student becoming the

investigator.

O Exploratory centers accessible to all

students

O Adequate equipment, manipulatives, and

materials accessible to students

O Students engaged in independent learning

activities

O Student utilization of authentic objects and

prompts

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Samples of children’s journals, projects

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Instruction

2.3 Curriculum is delivered through instructional strategies which support each student’s development and attainment of the MMSR

Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS BEST PRACTICES/RATIONALE REQUIRED EVIDENCE RATING

2.3.5 Instructional Strategies

Instruction is based upon

children’s individual needs,

interests, strengths, and learning

styles.

NAEYC 3.G.01-03, 08,12

NECPA p.35

Head Start 1304.21(c)(1)(i)

Teachers align instructional practices,

curriculum, and assessment methods for

the purpose of facilitating each child’s

learning. To help children acquire new

skills and concepts, teachers select from a

range of strategies including: asking open-

ended questions; offering cues and

prompts; listening attentively to children’s

responses and giving them enough time to

express themselves; demonstrating skills;

adding more complex materials or

concepts to a learning situation; and

providing opportunities for cooperative

learning. Teachers provide a relaxed,

supportive learning environment which

enables children of all backgrounds to

express their needs, influence the behavior

of others, solve problems, describe

experiences, impart information, and

demonstrate courtesy and empathy toward

others.

O Activities that meet children’s needs

 Hands-on learning tasks

 Cooperative learning experiences

 Exploratory learning centers

 Differentiated tasks

 Scaffolding

O Informal daily assessment

O Child selected activities

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Instruction

2.3 Curriculum is delivered through instructional strategies which support each student’s development and attainment of the MMSR

Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.3.6 Instructional Balance

Instructional strategies promote

active participation by children in

a balance of teacher-directed and

child-selected activities.

NAEYC 3.G.05, 13

NECPA p.34-36

Head Start 1304.21(a)(1)(iv)

1304.21(c)(1)(vii)(2)

The daily program includes periods for

teacher-directed and child-selected

activities. The learning environment is

organized so that children can function in

it with a minimum of adult direction.

Adults model and provide opportunities

for children to exhibit age-appropriate

behaviors which include assuming

responsibility for carrying out routine

activities, exhibiting independence and

initiative in planning their own learning,

and practicing pro-social skills. Teacher-

directed learning provides sufficient

materials or manipulatives so that each

child can participate simultaneously.

Teacher-directed learning addresses

children’s needs and interests in all

developmental areas. According to

research, the amount of teacher support is

dependent upon the approach. The level of

teacher support changes based upon

learner need. The goal is to create

independent, lifelong learners. *

*Standards for Quality Elementary and

Middle Schools, K-5

Grade Revised

Edition

O Children’s involvement in self-selected and

teacher-directed activities

O Display of child-initiated and teacher-

directed projects and books

O Activity planning board/chart

O Adequate materials and manipulatives

accessible to students

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Instruction

2.3 Curriculum is delivered through instructional strategies which support each student’s development and attainment of the MMSR

Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS BEST PRACTICES/RATIONALE REQUIRED EVIDENCE RATING

2.3.7 Multicultural

Education/Diversity

Instruction addresses and

respects cultural diversity,

learning styles, and other

individual differences.

NAEYC 3.B.01-02, 04; 3.F.03;

8.B.01

NECPA p.33, 34, 51

Head Start 1304.21(a)(1)(iii)

1304.21(a)(5)(iii)

1304.21(b)(1)(i)

1304.53(b)(1)(ii-iii)

Instructional practices reflect the areas of

diversity as identified by state law: ability,

age, gender, ethnicity, language, race,

religion, region and socioeconomic status.

Instructional activities are planned to

accommodate diverse learning styles.

They recognize children’s cultural

identities by celebrating cultural events

(e.g., Cinco de Mayo, May Day), and

home cultures (e.g., food and cooking,

family album, language spoken at home).

The use of visuals depicts various cultures

authentically. Families are involved as

resource people or provide family

artifacts. Instructional strategies include

activities that expand awareness of gender

roles (i.e., interviews with adults in non-

traditional professional roles.) Materials

in the classroom reflect non-stereotyped

gender roles and diverse ethnic groups.

Instructional materials also portray

positively individuals with disabilities and

persons from a wide range of economic

backgrounds and of various ages.*

*NAEYC. Developmentally Appropriate

Practices in Early Childhood (1997)

O Authentic representation of cultures and

people through illustrations, literature,

props, photographs, music and posters

O Materials in the classroom reflect non-

stereotyped gender roles and diverse ethnic

groups (skin-tone paper, crayons, books,

music)

O Instructional materials positively portray

individuals with disabilities and from a

variety of backgrounds

O Activities support different learning

styles

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Photos of family members serving as

resource speakers or providing family

artifacts

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Instruction

2.3 Curriculum is delivered through instructional strategies which support each student’s development and attainment of the MMSR

Framework and Standards for Prekindergarten and Kindergarten/State curriculum.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.3.8 Instructional Management

Instruction incorporates

management strategies which

facilitate logical, organized

transitions and routines, and

promote positive student

behavior.

NAEYC 3.A.05,07; 3.D.09

NECPA p.14-15, 29, 36, 37

Head Start 1304.21(a)(3)(ii)

1304.40(h)

1304.41(c)(1)

The classroom community is organized

and structured. The students are aware of

expectations and daily routines. Students

and teachers share responsibility for the

classroom. Minimal amounts of time are

spent getting ready, sitting, and listening.

Music, poetry, finger plays, riddles, hand

signs, overhead lights, and other forms of

language and thinking games or cues are

used to eliminate wait time during

transitions. The daily routine is

maintained to establish set expectations.

Sufficient time is allocated for transitions

to allow children to clean up and prepare

for the next activity. Trays and bins for

materials are clearly labeled to facilitate

self-directed clean up on the part of the

children.*

*Standards for Quality Elementary and

Middle Schools, K-5

Grade

O Teacher/assistant collaboration and

involvement with students

O Use of lights, verbal cues, musical cues, sign

language, poetry, songs, finger plays,

riddles, and thinking games to promote

smooth transitions

O Labeled materials

O Daily agendas, activity planning

boards/charts, grouping charts for

classroom activities, helpers chart

O Behavior management strategies that result

in positive learning behaviors (e.g.,

acknowledging positive behaviors, and

avoidance of or ignoring negative

behaviors, etc.)

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Chart of cooperative behaviors

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Instruction

2.3 Curriculum is delivered through instructional strategies which support each student’s development and attainment of the MMSR

Framework and Standards for Prekindergarten and Kindergarten/SC.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.3.9 Social Interaction

Instruction promotes appropriate

interaction and cooperation.

NAEYC 3.B.05-06, 12

NECPA p.14-15, 37

Head Start 1304.21(b)(2)(i)

1304.21(c)(1)(iv-vi)

Teachers model and provide opportunities

for children to exhibit helpful behavior; to

develop and follow rules for the care and

safety of themselves, others, and

classroom materials; to get along with

others from similar and different

backgrounds; to demonstrate respect for

others, and to make friends. Social

conflicts among children are used as

learning experience with adults helping

children to negotiate disagreements among

themselves without solving problems for

them. Teachers describe consequences of

inappropriate and appropriate behavior.

Teachers and students generate classroom

rules together and decide on appropriate

consequences throughout the year.*

*NAEYC. Developmentally Appropriate

Practices in Early Childhood(1997).

O Exploratory centers

O Activities that promote appropriate

behavior

O Charts of desired behaviors

N P F

Program

Validator

Validator Comments

REPRESENTAIVE EXAMPLES

 Class meetings/circle time discussions

 Small group interactions

 Paired activities

 Role playing

 Plays and puppet shows

 Small group problem solving

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Assessment

2.4 Assessment of students is multidimensional, developmentally appropriate, and ongoing. Assessment data is used by teachers and

students to facilitate learning.

INDICATORS BEST PRACTICES/RATIONALE REQUIRED EVIDENCE RATING

2.4.1 Multiple Assessment

Methods

Multiple assessment methods are

used to identify students’

strengths, needs, interests, and

progress. Information about

areas of students’ development

and progress are systematically

collected and documented

throughout the school year.

NAEYC 4.A.01; 4.B.01-03, 05;

4.C.02;

4.E.01

NECPA p.33

Head Start 1304.21(c)(2)

1304.51(g)

Teachers implement a systematic method of

assessing children’s developmental progress

by using documentation of children’s

learning, developmental guidelines, and

checklists. Techniques such as running

records, anecdotal records, checklists, or

collection of work samples are used to gain

information about each child’s interests,

strengths, and needs. Teachers solicit

parents’ knowledge about students’ learning

and developmental progress and incorporate

this information into ongoing assessment

and evaluation strategies. All of these

provide the basis for making instructional

decisions.

Attention is given to assessing progress of

English language learners and other children

with linguistic differences. There is

evidence of classroom assessment

accommodations for students with

disabilities.

Developmental guidelines and checklists are

aligned with the curriculum and

instructional practices to support MMSR

Framework and Standards for

Prekindergarten and Kindergarten/VSC.

Opportunities for students to engage in

integrated performance-based assessments

are provided.

 Work Sampling System or similar

assessment system

 Portfolios containing

 Checklists

 Anecdotal records

 Work samples

 Evidence of differentiated assessments

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Self-assessments

 Developmental screenings

 Performance tasks assessing application of

 knowledge

 Additional assessment instruments

(DIBELS, running records, etc.)

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Assessment

2.4 Assessment of students is multidimensional, developmentally appropriate, and ongoing. Assessment data is used by teachers and

students to facilitate learning.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.4.2 Assessment-Based

Instruction

Developmentally appropriate

assessment is an integral part of

daily planning and instruction.

NAEYC 4.D.01, 03, 08

NECPA p.33

Head Start 1304.20(b)(3)

1304.21(c)(1)(i)

1304.21(c)(2)

The focus of classroom assessment is

closely aligned with what the students are

learning, and the timing of the

assessments corresponds to the concepts

that children are taught. Teachers use

assessment results to plan instruction—

what to teach next and how to support

each child’s learning. Weekly plans for

instruction include learning activities for

individual children. Teachers use

information from a variety of instruments

and assessment methods when referring

children to Infants and Toddlers, Child

Find, or school based review and

evaluation teams.

 Daily lesson plans reflecting differentiation

of instruction based on individual

assessment results

 Evidence of ongoing authentic assessments

used to determine individual and small-

group needs

N P F

Program

Validator

Validator Comments

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Assessment

2.4 Assessment of students is multidimensional, developmentally appropriate, and ongoing. Assessment data is used by teachers and

students to facilitate learning.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.4.3 Communication of

Assessment Information

Assessment information is

communicated with children and

parents/guardians on a regular,

ongoing basis.

NAEYC 4.E.01-02; 7.B.02,04;

7.C.01,

NECPA p.33

Head Start 1304.20(c)(1-2)

1304.21(a)(2)(i-ii)

1304.21(b)(3)

1304.51(c)(1-2)

Teachers maintain ongoing

communication about their children’s

progress through a variety of means.

Specific feedback about children’s

learning and development is

communicated on a regular basis in terms

that parents can understand. Information

elicited from families about each child’s

interests and experiences at home is

considered in program planning and

implementation. Children’s progress is

reported in comparison with their previous

performance. Parents are given general

information about age-related

expectations. Progress is also

communicated in conferences that are

scheduled at mutually convenient times.

Parents are always involved in the review

and evaluation of a child’s progress and in

determining the child’s individual

program. Accommodations are made to

communicate with non-English speaking

parents or parents with special needs.*

*NAEYC. Developmentally Appropriate

Practices (1997)

 Progress reports/report cards

 Conference schedules

 Assessment results, anecdotal notes,

portfolios

 Communication logs

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Log of home visits

PROGRAM EXAMPLES

II. PROGRAM OPERATION

Assessment

2.4 Assessment of students is multidimensional, developmentally appropriate, and ongoing. Assessment data is used by teachers and

students to facilitate learning.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

2.4.4 Articulation

Assessment data is shared with

parents and relevant staff in

order to collaborate and

communicate about progress and

plans for instruction.

Information regarding

instructional status is shared

within the grade, between grades,

between programs, and with

parents.

NAEYC 4.E.03; 7.C.06-07;

10.B.14

NECPA p.33

Head Start 1304.20(f)(2)(iii)

1304.21(a)(2)(ii)

1304.41(c)(1)(iii)

Articulation meetings usually occur at the

end of the school year to discuss each

child’s progress and plan for future

learning. Ideally, the parent(s), the current

and the receiving teacher, and the child

will participate. Work samples or

portfolios are shared and maintained.

Teachers may arrange for students to visit

subsequent grades or programs at the end

of the school year.

Parents are informed of differences in

curriculum and instructional programs

between grades and programs.

A written articulation process is

documented.

 Notes from articulation meetings and/or

copy of completed articulation plans

 Progress reports/report cards

 Communication logs

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Notes from parent conferences

PROGRAM EXAMPLES

III. HOME AND COMMUNITY PARTNERSHIPS

Partnerships

3.1 Family and community partnerships support the success of early learning programs.

INDICATORS BEST PRACTICES/RATIONALE REQUIRED EVIDENCE RATING

3.1.1 Communication with

Families

Expectations and information

about early learning programs

are disseminated on an ongoing

basis and allow for family input.

NAEYC 7.A.06-09; 7.B.01-02, 06

NECPA p.39

Head Start 1304.21(a)(2)(i)

1304.40(a)(1)

1304.40(e)(5)

Designing effective forms of

communication about programs and

program activities helps bridge the gap

between families and programs.

Effective communication provides

opportunities for parents to communicate

information regarding their children’s

strengths and needs, and their expectations

for their children are learning.

Expectations for early learning programs

and plans for implementing them are

disseminated to parents on an ongoing

basis.

Scheduling activities at times convenient

for parents encourages family

participation.

*School/Family/Community Partnerships

 Registration materials

 Documentation of family outreach

activities—log of telephone calls, copies of

newsletters, dissemination of program

goals and plan, special event flyers

 Sign-in sheets and/or minutes for parent

meetings and conferences held at

convenient times for parents

 Handbook for parents

 Copy of program calendar

 Materials available in native languages and

alternative formats for family members

with disabilities

 Directory of program staff

O Family communication board

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Log of home visits

PROGRAM EXAMPLES

III. HOME AND COMMUNITY PARTNERSHIPS

Partnerships

3.1 Family and community partnerships support the success of early learning programs.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

3.1.2 Supporting Child

Development

Families, community members,

and staff collaborate to promote

child development and learning at

home.

NAEYC 7.A.05; 7.B.06

NECPA p.39

Head Start 1304.40(e)(1)(3)

1304.40(e)(4)(i)

Educators help bridge the gap between

home and educational program by

assisting families in developing home

environments that support children’s

development and learning. Providing

information and ideas will help families

assist their children at home with

curricular related activities. Families also

need information and data enabling them

to make wise educational decisions and

plan for their children’s futures.*

*School/Family/Community Partnerships

 Copies of newsletters containing

information about child development

and learning

 Agendas and/or sign-in sheets for

workshops involving parents and/or

children

 School Readiness materials

O Displays of brochures regarding child

development

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Copy of take-home learning materials

PROGRAM EXAMPLES

III. HOME AND COMMUNITY PARTNERSHIPS

Partnerships

3.1 Family and community partnerships support the success of early learning programs.

INDICATORS

BEST PRACTICES/RATIONALE

REPRESENTATIVE EXAMPLES RATING

3.1.3 Family Participation

and Involvement

Families, community members,

staff, and administrators are

actively involved in program-

based activities, curriculum,

shared decision making, and

advocacy for children.

NAEYC 7.A.07, 12-14; 8.B.01-05

Head Start 1304.21(a)(2)(i)

1304.40(a)(4-5)

1304.40(d)(2-3)

A comprehensive program of partnerships

promotes family and community

participation and involvement in the

educational program. Members of

families are encouraged to participate in

the program in ways that they feel

comfortable. They may take part in

classroom activities (e.g., sharing a

cultural event, telling or reading a story,

tutoring, making learning materials,

playing games, or assisting with the

instructional program.) They may

contribute to activities outside the

classroom (e.g., designing or sewing

costumes, working in the media center,

going on a field trip). Members might also

wish to become a member of a team,

responsible for making decisions about the

program.

*NAEYC. Developmentally Appropriate

Practice in Early Childhood

Programs(1997)

 Schedule of parent or community

volunteers

 Agendas for volunteer orientation and

trainings

 List of School Improvement Team

members

 List of PTA/PTO/parent advisory

committee members

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Photos of volunteers serving as resources

 Policy handbook which outlines the process

for influencing decisions, raising concerns,

appealing decisions, and solving problems

 Agendas for trainings provided for parents,

community, and staff in collaborative

partnerships

PROGRAM EXAMPLES

III. HOME AND COMMUNITY PARTNERSHIPS

Partnerships

3.1 Family and community partnerships support the success of early learning programs.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

3.1.4 Collaborating with the

Community

Community resources are used to

strengthen early learning

programs, families, and children’s

learning.

NAEYC 7.C.05; 8.A.01-04; 8.B.06

NECPA p.39

Head Start 1304.40(h)

1304.41(a)(1-2)

1304.41(c)(1)

Programs identify and integrate resources

and services from their community to

strengthen programs, family practices, and

student learning and development. *

Programs establish procedures to support

successful transitions for children from

one program to another.

*School/ Family/Community Partnerships

 Newsletters regarding community

resources

 Copies of established transition policies

and/or transition plans

 List of community resources that

collaborate with the program in order to

meet the needs of the program and

community

 Guides or directories of community

resources available to parents/programs

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Copies of Memorandums of

Understanding, agreements, agendas and/or

minutes of meetings with community

resources

PROGRAM EXAMPLES

III. HOME AND COMMUNITY PARTNERSHIPS

Partnerships

3.1 Family and community partnerships support the success of early learning programs.

INDICATORS

BEST PRACTICES/RATIONALE

REQUIRED EVIDENCE RATING

3.1.5 Evaluation

Family and community members

are encouraged to provide input

to strengthen early learning

programs, family practices, and

children’s learning and

development.

NAEYC 4.A.03; 7.C.02; 8.A.07

NECPA p.33

Head Start 1304.40(e)(1)

Programs solicit family and community

knowledge regarding children’s learning

and development and incorporate it into

ongoing assessment and evaluation of the

program.*

*NAEYC. Developmentally Appropriate

Practice in Early Childhood

Programs(1997).

 Copies of completed surveys sent to

parents and participating community

organizations

 Copies of evaluations of partnership

activities

N P F

Program

Validator

Validator Comments

REPRESENTATIVE EXAMPLES

 Copies of program evaluation completed

by administrators and/or outside agencies,

if applicable

 Copies of recommendations made to the

School Improvement Team

 Copies of interviews completed with

parents and community organizations

PROGRAM EXAMPLES

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