Quality Documentation Packet. Child Care Center

Transcription

1 Parent Aware Quality Documentation Packet For all indicators requiring training the following applies: Training that meets Parent Aware training indicators must have been taken within the last five years. This includes classes taken as part of a two- or four- year degree program or the National Child Development Associate Credential. Child Care Center If training was completed before January 1, 2011, submit evidence of training completion. If training was completed after January 1, 2011, provide documentation that training was approved through the Minnesota Center for Professional Development (MNCPD). All training completed must be approved through the MNCPD after January One Star Indicators PHYSICAL HEALTH AND WELL-BEING PH1a. Provides families with contact information for the following services: early childhood and developmental screening; vision, dental, hearing and social-emotional screening; mental health and special education. Please include one of the following as evidence, and check the box in front of it. r Brochure r Bulletin board (photo of display) r Flyer r Letter r Page in parent handbook r Page in parent orientation materials One flyer or brochure could contain information on more than one service. Flyers or brochures may be copies of standardized, statewide materials used for promoting services (such as Help Me Grow, which includes a statewide hotline) when available, or local brochures/information when statewide promotional materials are not available. TEACHING AND RELATIONSHIPS TR1a. Provides families with contact information for one or more local family education options, including but not limited to Minnesota Early Childhood Family Education (ECFE) programs. Copy of contact information shared with families about local Early Childhood Family Education (ECFE) classes offered through Community Education by their local school district. The contact information may take the form of any of the following: r Brochure r Bulletin board (photo of display) r Flyer r Letter r Page in parent handbook r Page in parent orientation materials 1

2 One Star Indicators TEACHING AND RELATIONSHIPS continued TR1b. All lead teachers have completed at least eight hours of child development training. Copies of Learning Records from the Minnesota Center for Professional Development (MNCPD) Registry that verify all lead teachers have completed at least one of the following: r A National Child Developmental Associate Credential that included content on child development r An early childhood-related two- or four-year degree from an accredited institution that included content on child development r At least eight hours of training on child development. ASSESSMENT OF CHILD PROGRESS AC1a. All lead teachers have completed at least two hours of training on authentic observation practices. Copies of Learning Records from the MNCPD Registry for all lead teachers that verify lead teachers have completed at least one of the following: r National Child Developmental Associate Credential that included content on authentic observation practices r An early childhood-related two- or four-year degree from an accredited institution that included content on authentic observation practices r At least two hours of training on authentic observation practices. AC1b. Observes children regularly and records information at least monthly. Observation records from three different children, one in each age group (infant, toddler and preschool), with identifying information removed. Each observation record must be documentation for one month. Records must be dated within the last 12 months. r 1 r 2 r 3 Each observation record must cover at least two domains from the version of the Minnesota Early Childhood Indicators of Progress (ECIPs) appropriate for the age of the child. All observations must have occurred after the date the lead teacher completed training on authentic observation. If the lead teacher satisfied the training requirements through a degree, then the observations must have occurred after completion of the course that included content on conducting authentic observation. Examples of observations may include: Participation chart: what a child did on a specific day or during a specific period. Include qualitative information. Log of activities and results (books read to or by child) Time sample or count of what a child did on a given day or period Interviews: informally asking questions of the child to gain information about the child s interests, abilities and challenges Anecdotal records or jottings (captured on post-it notes) grouped according to domains and/or provided in chronological order. The observation records may take the form of any of the following: Plain paper or notebook paper used to record observations Copies of on-the-fly records (such as post-it notes) Forms purchased from a publisher as part of a package of materials included with an assessment tool (for example, in the Ounce Scale materials, this form is called Observation Record ) Forms offered by other organizations (for example, the Help Me Grow scrapbook) that can be used for documenting observations. 2

3 One Star Indicators TEACHER TRAINING AND EDUCATION TT1a. All lead teachers have submitted verified training and professional development credentials. Copies of Learning Records for all lead teachers from the MNCPD Registry that document completed Registry application (assigned a Career Lattice step). r Yes Two Star Indicators PHYSICAL HEALTH AND WELL-BEING PH2a. Provides families with local contact information for family supports, such as Child Care Assistance Program (CCAP), medical assistance and public health services. r Evidence of contact information shared with families for at least all of the following services: The Minnesota Child Care Assistance Program (CCAP), The Minnesota Family Investment Program (MFIP), Medical assistance, and Public health services. The contact information may take the form of any of the following: r Brochure r Bulletin board (photo of display) r Flyer r Letter r Page in parent handbook r Page in parent orientation materials One flyer or brochure can contain information on more than one service. Flyers or brochures may be copies of standardized, statewide materials used for promoting services when available, or local brochures/information when statewide promotional materials are not available. 3

4 Two Star Indicators PHYSICAL HEALTH AND WELL-BEING PH2b. Conducts self-assessment of the environment and develops goals in those areas identified as rarely or sometimes. r Copies of completed Infant/Toddler and Preschool Environment Self-Assessment for all classrooms. List one goal and steps to accomplishing the goal for three areas of the Environment Self-Assessment checked sometimes or rarely for each classroom. Infant/Toddler classroom r Goal 1 r Goal 2 r Goal 3 Preschool classroom r Goal 1 r Goal 2 r Goal 3 TEACHING AND RELATIONSHIPS TR2a. Offers orientation meetings for new parents that include a discussion about their preferences, including those related to family traditions and customs. r Copy of at least one completed orientation meeting checklist signed by a parent and the member of the staff who conducted the meeting. At least one of the questions on the checklist must address or prompt a discussion about cultural norms and traditions. It is acceptable for the question to be worded in a way that does not say family traditions and customs directly, but the notes on the checklist from the conversation provide evidence that the topic was discussed. The checklist submitted as evidence must be dated. The orientation must have been completed within past year. TR2b. Uses lesson plans and a daily schedule. Lesson plans for classroom. Lesson plans may be weekly or daily. The copies of the lesson plans must be from three consecutive weeks. r Infant r Toddler r Preschool. Lesson plans must demonstrate age-appropriate activities with at least four activities included that align with ECIPs for children birth to 3 or ECIPs for children 3-5. A copy of the daily schedule for each classroom: r Infant r Toddler r Preschool 4

5 Two Star Indicators TEACHING AND RELATIONSHIPS continued TR2c. All lead teachers have completed a total of at least eight hours of training on the Minnesota Early Childhood Indicators of Progress (ECIP). Training on the ECIPs should be the version that corresponds to the lead teacher s assigned group. Copies of Learning Records from the MNCPD Registry for all lead teachers that verify lead teachers have completed at least one of the following: r A National Child Developmental Associate Credential that included content on the Minnesota ECIPs r An early childhood-related two- or four-year degree from an accredited institution that included content on the Minnesota ECIPs r At least eight hours of training on the Minnesota ECIPs ASSESSMENT OF CHILD PROGRESS AC2a. Shares observation summaries with families prepared using authentic observation practices Observation summaries for three different children, one from each age group (infant, toddler, preschool) as identified in Star 1. Summaries must be signed by a parent and be dated within the past 12 months. The age of the child must be included on the summary and identifying information for the child must be removed. Observation summaries must cover at least two domains from the version of the Minnesota ECIPs appropriate for the age of the child. All observations must have occurred after the date the lead teacher completed training on authentic observation. If the lead teacher satisfied the training requirement through a degree or CDA Credential, then the observations must have occurred after completion of the course that included content on conducting authentic observation. The observation summaries may take the form of any of the following: r Letter or memo addressed to a parent, summarizing observations r Locally developed standard form used by the program to communicate observations recorded about a child r Published form provided as part of an assessment package designed to be used to communicate assessment results to parents (For example, in the Ounce scale, these forms are called Developmental Profiles. ) r Forms offered by other organizations (for example, the Help Me Grow scrapbook) that can be used for summarizing and sharing observations. 5

6 TT2a. All lead teachers have professional development plans. Two Star Indicators TEACHER TRAINING AND EDUCATION A professional development plan developed for each lead teacher. The Professional Development plan template from the MNCPD will be accepted. Professional development plans must include at least: r Names of lead teachers and program name r Date plan was developed r Three goals, and the corresponding core competency content area, if appropriate r How each goal will be achieved, including title of training/class/coaching, supports needed, resources needed, start date, and date completed. Three and Four Star Indicators Programs must meet all of the indicators for 1 and 2 stars to be eligible for 3 or 4 stars. Points in the following categories are used to calculate the rating. 3 stars: Programs have scored nine-14.5 points, earning at least one point in each category, scored at least 2.5 on the Instructional Support category of the Classroom Assessment Scoring System (CLASS), use a curriculum aligned with the ECIPs in all classrooms and verify that all lead teachers have received training on implementing curriculum. 4 stars: Programs have scored 15 to 20 points, earning at least one point in each category, scored at least 2.5 on the Instructional Support category of the Classroom Assessment Scoring System (CLASS), use a curriculum aligned with the ECIPs in all classrooms and verify that all lead teachers have received training on implementing curriculum. PHYSICAL HEALTH AND WELL-BEING PH3a. Assists families in getting supports they identify as needed, such as Child Care Assistance Program (CCAP), the Minnesota Family Investment Program (MFIP), medical assistance, public health services, and public support programs and tax benefits on the Bridge to Benefits website at r A narrative describing how the provider assists families in accessing the following services they may request help with: Child Care Assistance Program (CCAP) Minnesota Family Investment Program (MFIP) Medical assistance Public health services Bridge to Benefits AND one of the following: r A job description for on-site staff who are responsible for carrying out this activity that include a duty related to providing this service, or r A contract agreement with a vendor or partner organization that provides this service, or r A memorandum of agreement (MOA) with a partner organization that provides this service for parents served by the program free of charge. The MOA must include contact information for the partner organization so that the partnership can be verified. If an MOA does not include the contact information in the body of the document, it can be handwritten on the copy of the document submitted with the documentation packet. 6

7 Three and Four Star Indicators PHYSICAL HEALTH AND WELL-BEING continued PH3b. All lead teachers have completed at least three hours of training on child nutrition, OR the program participates in the Minnesota Child and Adult Care Food Program (CACFP). Copies of Learning Records from the MNCPD Registry for all lead teachers that verify lead teachers have completed at least one of the following: r National Child Developmental Associate Credential that included content on child nutrition r An early childhood-related two- or four-year degree from an accredited institution that included content on child nutrition r At least three hours of training on child nutrition OR r The program participates in the Minnesota Child and Adult Care Food Program (CACFP). If the program participates in the CACFP, include a copy of the program s CACFP contract. PH3c. All lead teachers have completed at least three hours of training within the past two years on obesity prevention, including developmentally appropriate physical activities for young children. Copies of Learning Records from the MNCPD Registry for all lead teachers that verify lead teachers have completed at least one of the following: r National Child Developmental Associate Credential that included content on obesity prevention and developmentally appropriate physical activities r An early childhood-related two- or four-year degree from an accredited institution that included content on obesity prevention and developmentally appropriate physical activities r At least three hours of training on obesity prevention and developmentally appropriate physical activities. 7

8 Three and Four Star Indicators TEACHING AND RELATIONSHIPS TR3a. Uses a curriculum that is aligned with the Minnesota Early Childhood Indicators of Progress (ECIP), and all lead teachers have completed at least eight hours of training on implementing curriculum (required for all classrooms to achieve 3 stars or higher). A list of aligned curricula is attached to this document or can be found at CURRICULA OPTIONS r Program uses a published curriculum from the list attached Include a copy of the front cover and the copyright page from the curriculum manual. r Program uses a published curriculum not on the list above Include a copy of the front cover and the copyright page from the curriculum manual AND a copy of completed curriculum alignment with ECIPs form (See Appendix A for Curriculum Alignment with ECIPs form). r Program uses a locally developed curriculum Include a copy of completed curriculum alignment with ECIPs form, and a copy of the curriculum s learning objectives. r Program uses a bundle of curricula that includes published curricula from the list above AND published curricula not on the list above Include copy of the front cover and the copyright page from the curricula manuals, copy of the completed curriculum alignment with ECIPs form for curricula not on the list above. Note: If program serves infants and young toddlers, bundled curricula must address these age groups. CURRICULUM TRAINING REQUIREMENTS In addition, copies of Learning Records from the MNCPD Registry for all lead teachers that verify lead teachers have completed at least one of the following: r National Child Developmental Associate Credential that included content on implementing curriculum or on the specific curriculum used by the program r An early childhood-related two- or four-year degree from an accredited institution that included content on implementing curriculum or on the specific curriculum used by the program r At least eight hours of training on implementing curriculum r At least eight hours of training on the published curriculum used by the program. 8

9 Three and Four Star Indicators TEACHING AND RELATIONSHIPS continued TR3b. All lead teachers have at least four hours of training or equivalent coaching on children s developmental disabilities, special health care needs, and behavioral challenges. Copies of Learning Records from the MNCPD Registry for all lead teachers that verify lead teachers have completed at least one of the following: r National Child Developmental Associate Credential that included content on children s developmental disabilities, special health care needs and behavioral challenges r An early childhood-related two- or four-year degree from an accredited institution that included content on children s developmental disabilities, special health care needs and behavioral challenges Score r 1 point r Not Met r At least four hours of training on children s developmental disabilities, special health care needs and behavioral challenges (MNCPD Parent Aware awareness training ) r Four hour training in one of the content areas r Two hour training in two of the content areas. TR3c. All lead teachers have at least four hours of training or equivalent coaching on supporting social-emotional, language, literacy, mathematical thinking, and physical development in young children. Copies of Learning Records from the MNCPD Registry for all lead teachers that verify lead teachers have completed at least one of the following: r National Child Developmental Associate Credential that included content on supporting social-emotional, language, literacy, mathematical thinking, and physical development in young children r An early childhood-related two- or four-year degree from an accredited institution that included content on supporting social-emotional, language, literacy, mathematical thinking, and physical development in young children Score r 1 point r Not Met r At least four hours of training on supporting social-emotional, language, literacy, mathematical thinking, and physical development in young children (MNCPD Parent Aware awareness training ) r Four hour training in one of the content areas r Two hour training in two of the content areas. 9

10 Three and Four Star Indicators TEACHING AND RELATIONSHIPS continued TR3d. Demonstrates ability to communicate program information in parents primary language (e.g., through on-site staff, qualified volunteers, an interpreter service or translated materials) AND all lead teachers have completed at least six hours of training in working with families from different cultures and socioeconomic levels. Copies of the following: r Parent orientation materials available in the languages most commonly spoken by parents of children enrolled in the program. AND one of the following: r Job description(s) for on-site staff who are responsible for carrying out this activity that includes a duty related to providing this service, OR r A contract agreement, invoice, or receipt demonstrating purchase of service with a vendor or partner organization that provides this service, or a narrative plan that includes the name of the vendor the program will use if it is needed Score r 1 point r Not Met OR r A memorandum of agreement (MOA) with a partner organization that provides this service for parents served by the program free of charge. The MOA must include contact information for the partner organization so that the partnership can be verified. If an MOA does not include the contact information in the body of the document, it can be handwritten on the copy of the document submitted with the documentation packet. AND Copies of Learning Records from the MNCPD Registry for all lead teachers that verify lead teachers have completed at least one of the following: r National Child Developmental Associate Credential that included content on working with families from different cultures and socio-economic levels r An early childhood-related two- or four-year degree from an accredited institution that included content on working with families from different cultures and socio-economic levels r At least six hours of training on working with families from different cultures and socioeconomic levels. 10

11 TR3e. All CLASS scores (preschool and toddler classrooms only) In the Emotional Support category, r If score is between 1 and r If score is between 4 and r If score is between 5.6 and 7 1 Three and Four Star Indicators TEACHING AND RELATIONSHIPS continued In the Instructional Support category, r If score is between 1 and r If score is between 2 and r If score is between 2.6 and 7 1 In the Classroom Organization category, r If score is between 1 and Subtotal Emotional Support: Subtotal Instructional Support: Subtotal Classroom Organization: Total Score r If score is between 2.6 and r If score is between 3.6 and 7 1 Up to three points possible All preschool and toddler classrooms must receive a CLASS score of 2.5 or higher in the Instructional Support category of the CLASS to achieve 3 stars or higher (See Appendix C for Classroom Information Form). 11

12 Three and Four Star Indicators ASSESSMENT OF CHILD PROGRESS AC3a. Conducts assessment using an approved tool with all children at least twice per year in at least the following domains: social-emotional development, language and literacy, mathematical thinking and physical development, AND all lead teachers have completed eight hours of training on authentic child assessment (two points). If program is using an approved assessment tool with some but not all age groups served, partial credit is given. Note: for infants and toddlers, conducts assessment in the following domains: social-emotional development, language development and communication, cognitive development, physical and motor development). OR AC3b. Conducts assessment using an approved tool with all children at least once per year in two or more domains, AND all lead teachers have completed at least eight hours of training on authentic child assessment (one point). If program is using an approved assessment tool with some but not all age groups served, partial credit is given. Approved preschool assessments: Teaching Strategies-Gold Assessment (TS-Gold) High/Scope Preschool Child Observation Record (COR) Work Sampling System (WSS) Approved infant/toddler assessments: Teaching Strategies-Gold Assessment (TS-Gold) High/Scope Infant-Toddler Child Observation Record (COR) The Ounce Scale Score r.5 point r 1 point r 2 points r Not Met r Program uses an approved child assessment tool from the list above Include a copy of the front cover and copyright page from the manual of each approved assessment tool used. (Different tools use different names for their manuals. For example, the Ounce Scale calls this resource the User s Guide.) r Program uses another published, authentic assessment tool that is not on the approved list above that was submitted for review and approval. ( Points cannot be earned unless the submitted child assessment tool was approved through Parent Aware. See Appendix B for Child Assessment Nomination Form.) r Completed assessments for two different children in each age group (infant, toddler and preschool), with identifying information removed. Assessment records must be dated within the past 12 months. If the tool does not include a space for a date, the date may be hand-written. To receive full points, the assessment records must include at least four domains. To receive partial points, the assessment records must include at least two domains. Copies of Learning Records from the MNCPD Registry for all lead teachers that verify lead teachers have completed at least one of the following: r National Child Developmental Associate Credential that included content on authentic child assessment or on the specific (approved) child assessment tool used by the program r An early childhood-related two- or four-year degree from an accredited institution that included content on authentic child assessment or on the specific (approved) child assessment tool used by the program r At least eight hours of training on authentic child assessment r At least eight hours of training on the published, approved child assessment tool used by the program. 12

13 Three and Four Star Indicators ASSESSMENT OF CHILD PROGRESS continued AC3c. Provides families with child assessment results, and if a child has an Individualized Education Plan (IEP) or Individual Family Services Plan (IFSP), shares assessment results with team with family s permission. For a child with a special need who is receiving specialty services (for example, physical or occupational therapy) shares assessment results with service providers with family s permission. If program is using an approved assessment tool with some but not all age groups served, partial credit is given. r Records of assessment results from two different children, one from each age group (infant, toddler and preschool). The documentation should be in the same format that was shared with the family; identifying information needs to be removed. Copies of assessment records must include parent signatures dated within the last 12 months, verifying that the assessment information was shared with them. Score r.5 point r 1 point r Not Met r For at least one child with an IEP or IFSP, copy of the permission form allowing the program to share the assessment results with the IEP/IFSP team. r If a program does not have a child enrolled with an IEP or IFSP, the program may share a blank copy of the permission form that would be used if a child with an IEP or IFSP were enrolled in the program. AC3d. Uses child assessment information to develop lesson plans and individual goals for all children in the program. If program is using an approved assessment tool with some but not all age groups served, partial credit is given. Documentation of goal-setting and lesson-planning based on assessment results. All documentation must be dated and be from the last 12 months. If materials used do not include a space for providing a date, dates may be handwritten. Acceptable documentation includes: r One copy of a narrative description of how the lead teacher sets goals and plans lessons using assessment results, with identifying information removed plus r Two lesson plans from each age group (infant, toddler and preschool) that demonstrate examples of lessons planned that responded to the findings from the assessments, as further described in the narrative. Lesson plans individualized by child are not required. Score r.5 point r 1 point r Not Met OR r Records of two different children that list their individual development goals, one from each age group cared for in the program (infant, toddler and preschool), with identifying information removed. Some assessment tools provide a form for developing individual child goals, and if so, use the form that is recommended. 13

14 Three and Four Star Indicators TEACHER TRAINING AND EDUCATION TT3a. Education coordinator, director or lead administrator has a bachelor s degree with at least 24 early childhood-related verified semester credits. Definition of education coordinator: In many centers, the director serves as the education coordinator. However, this could also be another staff person or a lead teacher who also has duties related to helping the program implement curriculum consistently across classrooms and any other practices related to helping children become ready for school. This is often the staff person who approves the child care program plan as required by Licensing in Rule 3. Copy of the education coordinator s Learning Record from the MNCPD Registry that includes evidence that the provider has achieved: r Step 10b or higher on the Minnesota Career Lattice Score r 1 point r Not Met TT3b. Director has a director s credential. Copy of the director s Learning Record from the MNCPD Registry that includes evidence that the Director has achieved one of the following: r Director s Credential r Bachelor s degree (B.A. or B.S.) with at least 24 business-related semester credits r Master s in Business Administration (MBA) Score r 1 point r Not Met TT3c. Staff training and education is recorded and documented through the Minnesota Center for Professional Development Registry Copies of Learning Records from MNCPD Registry for all lead teachers that provide the step awarded for each lead teacher. Definition of lead teacher: A lead teacher is the highest qualified teacher in each classroom. Individuals who split their time between teaching and administrative duties can be considered lead teachers if they work in this capacity at least half time (see rule below). Lead teachers must be at least a half-time employee (20 hours per week) or for programs operating part-day programs, teachers must work at least 50 percent of the program s operating hours in order to be considered a lead teacher and have their professional development counted toward this score. Score r.5 point r 1 point r 2 points r 3 points r 4 points r Not Met Points are awarded based on the steps achieved in the Career Lattice. ( For each lead teacher, points are awarded then averaged. Average score is 5 or less 0 points Average score is between 5.1 and 6 1 point Average score is between 6.1 and 7 2 points Average score is between 7.1 and 9 3 points Average score is between 9.1 and higher 4 points 14

15 Lead Teacher Training Information Worksheet Directions: Please make of copy of this worksheet for each lead teacher. Complete and attach to the corresponding Learning Record. This information is used to determine if Parent Aware training requirements have been met and for Parent Aware scoring. Center Name License # Lead Teacher Name Classroom Position: r Center Director r Education Coordinator r Lead Teacher for (circle one): infants toddlers preschool Is a Professional Development Plan included for this person? r Yes r No Registry Level (circle): PA a 9b 9c 10a 10b 10c 11a 11b 11c 12a 12b 12c Learning Record attached? r Yes r No If no, do not complete the chart below. Learning Record shows: Star Date taken Requirement # of hours Part of a degree? Part of a longer training? If yes to previous, list that training 1 Star Basic Child Development Yes No Yes No Authentic Observation Yes No Yes No 2 Stars ECIPs Yes No Yes No Nutrition Yes No Yes No Obesity Prevention Yes No Yes No Curriculum implementation Yes No Yes No 3 and 4 Stars Developmental disabilities, special health, behavior needs Yes No Yes No Social/emotional, language, literacy, math, physical development Yes No Yes No Working with diverse families Yes No Yes No Assessment tool training Yes No Yes No 15

16 Appendix A: Curriculum Alignment with ECIPs Indicator: Uses a curriculum that is aligned with the Early Childhood Indicators of Progress (ECIP) and all lead teachers have completed at least 8 hours of training on implementing curriculum. Both the Birth to 3 Early Childhood Indicators of Progress and the Early Childhood Indicators of Progress for children 3-5 years of age are a common set of widely held developmentally appropriate expectations for young children, that is, what we expect children to know and be able to do at certain ages. Each ECIPs document is divided into Domains (a major area of development), Components (a subpart of a Domain), and Indicators (the expectations for a specific, observable outcome for the child). If you are currently NOT using an aligned curriculum that is listed in the Quality Documentation Packet, you must complete this form and submit it with your Quality Documentation Packet. Demonstrating alignment between the curriculum (or bundle of curricula) that you use in your program requires that you: Review each Domain and Components within the Domains, and Document the strategies you use that support children s growth and development in each of the component areas. Using the Strategies sections in the ECIPs documents to demonstrate alignment Within each ECIPs document there are suggested strategies for each Domain component that teachers and child care providers can use to help each child meet the essential learning outcomes defined in the indicators. In the Birth to 3 Early Childhood Indicators of Progress document these sections are labeled, Some Caregiver Strategies for promoting In the Early Childhood Indicators of Progress for Children 3 5 years of age these sections are labeled, Strategies Teachers and Caregivers can use to facilitate children s development. You should use these strategies as a guide to help you think about how to document evidence of alignment. This documentation can include such strategies as: how you set up your environment, your daily schedule, specific activities you plan, the kinds of materials you use and make available to children, your lesson plan goals, your interactions with children as you take on the different roles of guide, model, teacher, or observer, etc. For example, in the Language & Literacy Domain, Domain Component Emergent Reading, you can describe how your curriculum supports such activities as scheduled times to read aloud to children from different types of books (including electronic formats); how you give children opportunities to select, read and talk about books they choose; making homemade books and other materials related to themes or projects, labeling of materials in your setting; setting up a reading corner in your home or classroom with developmentally appropriate books, teacher writing a child s oral story as he/she recites, field trips to the library, etc. The following are some examples of the type of documentation you need to provide. Documentation can include both specific activities that relate to a Domain Component or your general program philosophy about a Domain Component area. Social and Emotional Development Domain (ECIPs for ages 3-5 years) Component: Social Competence and Relationships: On a daily basis during teacher-led small group times, structured activities are planned to help children interact with others that encourages turn-taking, exchanging toys and/or helping peers (working cooperatively to complete a task). Cognitive Development Domain (ECIPs for ages 3-5 years) Component: Mathematical & Logical Thinking: Counting activities are incorporated into everyday activities and children are helped to touch and/or point to each object while counting (using one-to-one correspondence). Children are taught that the counting sequence remains the same, regardless of the type of object. Cognitive Development Domain (ECIPs for children Birth 3 years) Component: Problem Solving: Objects of different sizes and shapes are provided for toddlers during unstructured free play time to fit into containers and /or stack. Long blocks of time are scheduled for uninterrupted exploration. Minimal assistance is provided if the toddler becomes frustrated in order to ensure success. Social and Emotional Development Domain (ECIPs for children Birth 3 years) Component: Self-Regulation: A daily schedule (using photos) is planned and posted. There are opportunities for the provider and child to talk about the schedule so that the infant/ toddler can begin to anticipate what is going to happen next in the daily routine. Copies of the Minnesota Early Childhood Indicators of Progress are available at: Minnesota Early Childhood Indicators of Progress for Birth to 3: Minnesota Early Childhood Indicators of Progress for Children 3 to 5: 16

17 Appendix A: Curriculum Alignment with ECIPs Worksheet Explain in two to three sentences how your curriculum aligns with all of the components in the Early Childhood Indicators of Progress. If you enroll infants and toddlers in your program, you must include the domains of the Birth to 3 Early Childhood Indicators of Progress (ECIP). Birth to 3 ECIP Domains Birth to 3 ECIP Domains Social and Emotional Development Domain Components: Trust and Emotional Security Self-Awareness Self-Regulation Relationships with Other Children Language Development and Communication Domain Components: Listening and Understanding Communication and Speaking Emergent Literacy 17

18 Appendix A: Curriculum Alignment with ECIPs Worksheet Cognitive Development Domain Components: Exploration and Discovery Memory Problem Solving Imitation and Symbolic Play Physical and Motor Development Domain Components: Gross Motor Development Fine Motor Development Physical Health and Well-being Social and Emotional Development Domain Components: Emotional Development Ages 3 to 5 ECIP Domains Self-Concept Social Competence and Relationships 18

19 Appendix A: Curriculum Alignment with ECIPs Worksheet Approaches to Learning Domain Components: Curiosity Risk-Taking Imagination and Invention Persistence Reflection and Interpretation Language and Literacy Development Domain Components: Listening Speaking Emergent Reading Emergent Writing 19

20 Appendix A: Curriculum Alignment with ECIPs Worksheet Creativity and the Arts Domain Components: Creating Responding Evaluating Cognitive Development Domain Components: Mathematical and Logical Thinking Scientific Thinking and Problem-Solving Social Systems Understanding Physical and Motor Development Domain Components: Gross Motor Development Fine Motor Development Physical Health and Well-being Training: r YES, all lead teachers/lead child care providers have completed 8 hours of training on implementing curriculum within the past five years. Training taken after January 1, 2011 must be approved by the Minnesota Center for Professional Development. Provide copies of Learning Records from the Minnesota Center for Professional Development for all lead teachers. r NO, all lead teachers/lead child care providers have not completed training on implementing curriculum within the past five years. If NO, you have not fully met the indicator therefore you are not eligible for a rating. Form#: QP-018 Updated: 5/18/12 20

21 Appendix B: Child Assessment Nomination Form Child care and early education programs eligible to participate in Parent Aware may nominate instructional child assessments for review. The Minnesota Department of Human Services, in collaboration with the Minnesota Department of Education, will assess the nominations and make a determination on which assessments will be approved. Contact information of individual nominating the instructional child assessment: Name:... Program:... Address: County: Phone:... Fax:... Instructional child assessment: Provide the following information for the support materials for the instructional child assessment (manuals, guides, etc.). This information must be completed for EACH resource. Your review request process will not begin until all required information is received. The child assessment tool must also meet the following criteria: Use observation for collecting information Use other sources, beyond observation, for collecting information (i.e. work samples, video, photos, recorded speech) Include procedures for evaluating children s performance and progress Include provisions for reporting to parents Be designed to be linked to instruction/curriculum planning Be reasonably consistent with the Minnesota Early Childhood Indicators of Progress (ECIPs) Infant and Toddler Assessment Tool Title:... Edition:... Author(s):... Publisher:... Copyright year:... Website address:... Infant and Toddler Assessment Tool Title:... Edition:... Author(s):... Publisher:... Copyright year:... Website address:... 21

22 Preschool Assessment Tool Appendix B: Child Assessment Nomination Form Title:... Edition:... Author(s):... Publisher:... Copyright year:... Website address:... Preschool Assessment Tool Title:... Edition:... Author(s):... Publisher:... Copyright year:... Website address:... Please complete and return this form to Angela Jensen By mail: Angela Jensen Minnesota Department of Human Services Child Development Services PO Box St. Paul, MN By fax: By Form #: QP-016 Updated: 5/18/12 22

23 Appendix C: Classroom Information Form Directions: The following information will assist in determining which classrooms have a CLASS observation. Please complete all the information requested in this form for all center classrooms. When asked for the ages of children in the classroom, please provide the age of the youngest child in the classroom and the age of the oldest child in the classroom. When asked for the number of children in the classroom, please provide the number of children who you would expect to be present in the classroom on a typical day during peak hours of operation (not during pick-up and drop-off). Name of Classroom 1: Check one only: r Infant only r Infant and toddler r Toddler only r Toddler and preschool r Preschool Age range of children in classroom: Number of children in classroom: Name of Lead Teacher: LAST FIRST MNCPD Registry # for the lead teacher named above: Name of Classroom 2: Check one only: r Infant only r Infant and toddler r Toddler only r Toddler and preschool r Preschool Age range of children in classroom: Number of children in classroom: Name of Lead Teacher: LAST FIRST MNCPD Registry # for the lead teacher named above: Name of Classroom 3: Check one only: r Infant only r Infant and toddler r Toddler only r Toddler and preschool r Preschool Age range of children in classroom: Number of children in classroom: Name of Lead Teacher: LAST FIRST MNCPD Registry # for the lead teacher named above: Name of Classroom 4: Check one only: r Infant only r Infant and toddler r Toddler only r Toddler and preschool r Preschool Age range of children in classroom: Number of children in classroom: Name of Lead Teacher: LAST FIRST MNCPD Registry # for the lead teacher named above: Name of Classroom 5: Check one only: r Infant only r Infant and toddler r Toddler only r Toddler and preschool r Preschool Age range of children in classroom: Number of children in classroom: Name of Lead Teacher: LAST FIRST MNCPD Registry # for the lead teacher named above: 23

24 Certification By signing this form, you, the applicant, certify that the information provided is true, correct and reliable for purposes of assessing your program s star rating for Parent Aware. You understand that the submission of inaccurate or misleading information may be grounds for elimination of a star rating. Signature: Printed name: Title: Date: Mail this application along with requested documentation to: Minnesota Department of Human Services Child Development Services - Parent Aware Ratings Review PO Box St. Paul, MN (888) Parent Aware /12