NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment

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1 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment This document incorportes the lnguge of ll NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri, including 39 criteri tht re not currently ssessed by the NAEYC Acdemy. (For more informtion bout criteri tht the Acdemy does not currently ssess, click here). When pplicble, the lnguge of the criteri includes Guidnce for Assessment, which both explins how the criteri re ssessed by NAEYC nd clrifies the intent of the criteri. On April 1, 2014, five criteri were revised to reflect current best prctice. Red more. The entries below contin the following informtion: Guidnce for Overll Rting Gry bckground; justified left; pplies to overll criterion to indicte when n overll rting is pproprite. Guidnce for Specific Indictor Gry bckground; indented; pplies to indictor listed bove. Guidnce for Overll Criterion Gry bckground; justified left; pplies to entire criterion nd ll indictors; bolded print indictes new guidnce. Criterion Number Age Ctegory I = Infnt T = Toddler/Two P = Preschool K = Kindergrten Assessment Ctegory Required Alwys Assessed Rndomly Assessed Emerging Prctice Not Currently Assessed Source(s) of Evidence O = Observble Criteri PP = Progrm Portfolio CP = Clssroom Portfolio TS = Teching Stff Survey FS = Fmily Survey 3.B.12 T-P-K Rndom O, FS, PP Rte NoOpp if no chllenging behviors re observed. Techers ddress chllenging behvior by ssessing the function of the child s behvior. convening fmilies nd professionls to develop individulized plns to ddress b behvior. Rte NoOpp if no evidence is seen in the clssroom. The individulized plns do not hve to be forml IEPs, but my consist of informl meetings, phone clls, emils, nd/or other modes of communiction to discuss plns to ddress the behviors. c using positive behvior support strtegies. Evidence my include such things s policies, exmples of how the progrm ddressed chllenging behvior in the pst, or notes between prents nd techers. Definition of chllenging behvior: Chllenging behvior is ny behvior tht (1) interferes with children s lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure. (Kiser & Rsminsky, Chllenging Behvior in Young Children (2 nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ( You cn t ply with us, verbl bullying), tntrums, whining, testing limits, refusl to follows directions or observe clssroom rules.) When reding guidnce, note the possible rtings used by NAEYC Assessors nd their definitions below: Yes : Evidence is found; criterion or indictor is met. No : No evidence is found, or evidence is insufficient to meet criterion or indictor. N/A (Not Applicble): The criterion or indictor does not pply to this group. The N/A rting is only vilble if it is noted. NoOpp (No Opportunity): There ws no opportunity to observe the criterion or indictor during the specific observtion. The NoOpp rting is only vilble if it is noted. While NoOpp my be used for specific, timelimited observtion, it is expected tht groups disply evidence of the criterion sometime throughout the dy. Not Age : The criterion or indictor does not pply to the ge ctegory being observed. The Not Age rting is only vilble if it is noted. Definitions of terms used throughout guidnce: Vried or Multiple : More thn one. Such s or for exmple : Exmples which my be used s evidence but do not necessrily need to be seen to meet the criterion or indictor Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015

2 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 2 of 97 Stndrd 1 Reltionships 1.A. Building Positive Reltionships mong Techers nd Fmilies 1.A.01 I-T-P-K Rndom O, FS, CP Techers work in prtnership with fmilies, estblishing nd mintining regulr, ongoing, two-wy communiction. Look for exmples of TWO-WAY communiction efforts by teching stff with fmilies of children in the clssroom. Rte Yes if evidence includes cler invittions from stff to receive fmily communictions. Rte NoOpp if no evidence or prtil evidence of two-wy communiction (e.g., prent bord with lesson pln, menu, nd events clendr) is observed. Rte s No if missed opportunities for two-wy communiction re observed. 1.A.02 I-T-P-K Rndom PP, FS Techers gin informtion bout the wys fmilies define their own rce, religion, home lnguge, culture, nd fmily structure. Evidence my include informtion from generl intke forms or informl communictions with fmilies bout these issues. 1.A.03 I-T-P-K Rndom O, FS, CP Techers communicte with fmily members on n ongoing bsis to lern bout children s individul needs nd b ensure smooth trnsition between home nd progrm. Evidence my include things such s dilogue books, whitebords tht describe wht children re doing, or converstions with fmily members who re in the clssroom. At lest two exmples of communiction must be seen, one of which could be prt of introductory mterils. Rte NoOpp if no exmples re seen or if only one exmple is observed. Rte s No if missed opportunities for communiction re observed. 1.A.04 I-T-P-K Not Currently Assessed: Best Prctice Techers re sensitive to fmily concerns nd ressure fmily members who re concerned bout leving children in non-fmily cre. Exmples my include converstions with fmily members. 1.A.05 I-T-P-K Rndom O, FS, CP Techers shre informtion with fmilies bout clssroom rules, expecttions, nd routines not only t enrollment but lso s needed throughout the yer. Evidence my include dilogue books, flyers, whitebords tht describe wht children re doing, or converstions or other communiction efforts with fmily members who re in the clssroom. 1.B. Building Positive Reltionships between Techers nd Children 1.B.01 I-T-P-K Rndom O Teching stff foster children s emotionl well-being by demonstrting respect for children nd creting positive emotionl climte s reflected in behviors such s frequent socil converstions, joint lughter, nd ffection. 1.B.02 I-T-P-K Rndom O Teching stff express wrmth through behviors such s physicl ffection, eye contct, tone of voice, nd smiles. 1.B.03 I-T-P-K Rndom O Teching stff re consistent nd predictble in their physicl nd b emotionl cre of ll children. Look for evidence tht teching stff re responsive to the physicl nd emotionl cre needs of ll the children. Rte s Yes UNLESS there re cler missed opportunities for stff to be responsive to the cre needs of the children Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

3 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 3 of 97 1.B.04 I-T-P-K Rndom O Teching stff encourge nd recognize children s work nd ccomplishments. For observtion purposes the experience of most of the children is ssumed to be equivlent for every child unless there is evidence to the contrry. Wtch for teching stff converstions tht (1) encourge children to try new things; nd (2) recognize ttempts nd success in ll developmentl res. Evidence my lso include such things s photogrphs, clss mde books, clss displys, nd newsletters. 1.B.05 I-T-P-K Rndom O Teching stff function s secure bses for children. They respond promptly in developmentlly pproprite wys to children s positive inititions, b negtive emotions, nd c feelings of hurt nd fer d by providing comfort, support, nd ssistnce. Wtch for teching stff's sensitivity to individul children (versus treting ll children bsiclly the sme wy). When there is not n opportunity to observe ll indictors, credit should be given UNLESS there re cler missed opportunities when indictors would be expected to be observed. 1.B.06 I-T-P-K Rndom O Teching stff encourge children s pproprite expression of emotions, both positive (e.g., joy, plesure, excitement) nd negtive (e.g., nger, frustrtion, sdness). Wtch for teching stff s sensitivity to individul children (versus treting ll children bsiclly the sme wy). Rte s Yes UNLESS there re cler missed opportunities for stff to encourge pproprite expressions of emotions. 1.B.07 I-T-P-K Rndom O Teching stff evlute nd chnge their responses bsed on individul needs. Teching stff vry their interctions to be sensitive nd responsive to differing bilities, b temperments, c ctivity levels, nd d cognitive nd e socil development. Wtch for teching stff's sensitivity to individul children (versus treting ll children bsiclly the sme wy). When there is not n opportunity to observe ll indictors, credit should be given UNLESS there re cler missed opportunities when indictors would be expected to be observed. 1.B.08 I-T-P-K Rndom O Teching stff support children s competent nd self-relint explortion nd use of clssroom mterils. Evidence my include opportunities for interction with mterils, unstructured ctivities, free ply, etc. A posted schedule indicting there re opportunities for unstructured ctivities nd/or free ply etc. would lso be cceptble. For infnts, teching stff ssisting children with explortion of the environment nd mterils is cceptble. 1.B.09 I-T-P-K Required O, PP Teching stff never use physicl punishment such s shking or hitting nd do not engge in psychologicl buse or coercion. Rte No if ny person employed by or volunteering for the progrm physiclly punishes nd/or psychologiclly buses or coerces child Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

4 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 4 of 97 1.B.09 I-T-P-K Required O, PP This is required criterion. If child is in immedite dnger, ssessors must immeditely notify the progrm dministrtor nd contct the NAEYC Acdemy. If the ssessor determines tht this criterion is not fully met fter the observtion, ssessors must note this on the Required Criterion Report Form. If during the Progrm Portfolio review, the ssessor determines tht this criterion is not fully met, the ssessor MUST list it on the Missing Evidence Request Form (MERF). If the criterion is still not fully met fter the progrm responds to the MERF, ssessors must note this on the Required Criterion Report Form. The Required Criterion Report Form is shred with the progrm dministrtor t the Closing Meeting, t which point the Progrm Administrtor will be given chnce to respond in writing directly on the Required Criterion Report Form; OR choose not to respond during the site visit by checking the pproprite box on the form; AND/OR provide dditionl contextul informtion to the NAEYC Acdemy s prt of the Administrtor Evlution of the Site Visit. 1.B.10 I-T-P-K Alwys O, PP Teching stff never use threts or derogtory remrks nd neither withhold nor threten to withhold food s form of discipline. Any instnce of threts, derogtory remrks or the withholding of food s discipline will result in rting No on this criterion. Hving children experience logicl consequences (such s missing snck if they choose not to et with the group) is not the sme s thretening to withhold food. However, if child is then unble to fully prticipte in the group due to hunger, some food should be mde vilble. 1.B.11 I Rndom O Teching stff engge infnts in frequent fce-to-fce socil interctions ech dy. These include both verbl behviors (e.g., tlking, cooing, repeting infnt sounds, singing) nd. b nonverbl behviors (e.g., smiling, touching, holding). 1.B.12 I Rndom O Teching stff give one-to-one ttention to infnts when engging in cregiver routines. Cregiver routines include feeding (bottle or solids), diper chnging, chnging clothes, nd clening the infnt. 1.B.13 I-T Rndom O Teching stff djust their interctions to infnts nd toddlers /twos vrious sttes nd levels of rousl. Techers re wre of how their own behvior nd voice level ffects children, nd they modify or modulte their interctions with children bsed on ech child's rections, for exmple, if child is recting negtively to being held too much or too closely. 1.B.14 I-T Rndom O Teching stff quickly respond to infnts nd toddlers/twos cries or other signs of distress by providing physicl comfort nd b [providing] needed cre. c Teching stff re sensitive to infnts nd toddlers /twos vrious signls nd lern to red their individul cries. Rte s NoOpp if no cries or other signs of distress re observed. 1.B.15 T-P-K Rndom O Teching stff tlk frequently with children nd listen to children with ttention nd respect. They respond to children s questions nd requests. b use strtegies to communicte effectively nd build reltionships with every child. c engge regulrly in meningful nd extended converstions with ech child. The experience of most of the children is ssumed to be equivlent for every child unless there is evidence to the contrry Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

5 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 5 of 97 1.C. Helping Children Mke Friends 1.C.01 I Rndom O Teching stff fcilitte n infnt s socil interction when he or she is interested in looking t, touching, or voclizing to others. 1.C.02 T-P-K Rndom O Teching stff support children s development of friendships nd provide opportunities for children to ply with nd lern from ech other. Evidence could include: stff ttempts to bring unengged children into ply, working with children to negotite mterils or rules, or helping children express their feelings nd emotions to ech other. Evidence my lso include schedules tht include multiple groupings nd clen up times; nd environments tht provide for smll (2 children) nd lrger groupings. 1.C.03 T-P-K Rndom O, CP Teching stff support children s they prctice socil skills nd build friendships by helping them: enter into [ply], b sustin [ply], nd c enhnce ply. Evidence includes stff who re trying to bring unengged children into ply, working with children to negotite mterils or rules, or mking ply more complex. 1.C.04 T-P-K Rndom O Teching stff ssist children in resolving conflicts by helping them: identify feelings, b describe problems, nd c try lterntive solutions. Stff immeditely solving conflicts for children without giving children chnce to resolve the issue first is considered s negtive evidence. Rte s Yes if no evidence of conflicts is observed. 1.C.05 T-P-K Rndom O Teching stff guide children who bully, isolte, or hurt other children to lern nd follow the rules of the clssroom. Rte s Yes if no evidence of socilly withdrwn children, victims or bullying is observed. 1.C.06 T-P-K Rndom O Teching stff fcilitte positive peer interction for children who re socilly reserved or withdrwn nd b for those who re bullied or excluded. Rte s Yes if no evidence of socilly withdrwn children, victims or bullying is observed. 1.D. Creting Predictble, Consistent, nd Hrmonious Clssroom 1.D.01 I-T-P-K Alwys O, CP Teching stff counter potentil bis nd discrimintion by treting ll children with equl respect nd considertion. b inititing ctivities nd discussions tht build positive self-identity nd tech the vluing of differences. Evidence includes mterils nd books tht portry children s unique individuls nd show different cultures, ethnicities, nd bckgrounds. c intervening when children tese or reject others. Rte Not Age for infnt groups. Rte s Yes if no incidents of tesing or rejection occur during observtion. d providing models nd visul imges of dult roles, differing bilities, nd ethnic or culturl bckgrounds tht counter stereotypicl limittions Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

6 e NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 6 of 97 1.D.01 I-T-P-K Alwys O, CP Evidence my include diversity within the progrm itself, for exmple: mle techer; stff nd enrollment reflecting multiple ethnicities; multiple lnguges spoken; enrollment of child who uses wheelchir. Clssroom mterils do not generlize groups of people bsed upon ethnicity, gender, bility, geogrphy, or ge. voiding stereotypes in lnguge references. Rte s Yes if no instnces of stereotypicl lnguge re observed. Evidence for voiding stereotypes in lnguge references my include providing equl opportunities for ll children to discuss nd prticipte in ledership roles, nd in ctivities such s drmtic ply where children my choose to prticipte in non-stereotypicl roles. References to ge, sex, religion, rce, bility, etc. should be used only if they re relevnt nd not in wy the negtively lbels individuls or groups of people. Written evidence my include policies in the stff nd/or prent hndbooks regrding lnguge used in the clssroom, nd/or how to choose mterils for the progrm, lesson plns, pictures nd in-service or stff meeting notes or minutes. 1.D.02 T-P-K Rndom O, CP Techers provide children opportunities to develop the clssroom community through prticiption in decision mking bout clssroom rules, b plns, nd c ctivities. Prctices for meeting this criterion could include lbeling nd discussing clssroom rules nd schedules or offering children choices in selecting res or mterils in which to ply. 1.D.03 T-P-K Rndom O Teching stff nticipte nd tke steps to prevent potentil behvior problems. Rte s Yes if no behvior problems re observed. 1.D.04 T-P-K Rndom O, CP Techers help children tlk bout their own nd b others emotions. They provide opportunities for children to c explore wide rnge of feelings nd the different wys tht those feelings cn be expressed. Evidence includes books, posters, lesson plns, mterils nd converstion. 1.D.05 T-P-K Rndom O Teching stff promote pro-socil behvior by intercting in respectful mnner with ll stff nd children. They model turn tking nd shring s well s cring behviors. Modeling cn be stff-to-stff or stff-to-child interctions. b help children negotite their interctions with one nother nd with shred mterils. c engge children in the cre of their clssroom. d ensure tht ech child hs n opportunity to contribute to the group. e encourge children to listen to one nother. f encourge nd help children to provide comfort when others re sd or distressed. Rte s NoOpp if no children re observed to be sd or distressed. g use nrrtion nd description of ongoing interctions to identify pro-socil behviors. 1.E. Addressing Chllenging Behviors 1.E.01 T-P-K Rndom FS, TS, PP For children with persistent, serious, chllenging behvior, techers, fmilies, nd other professionls work s tem to develop nd implement n individulized pln tht supports the child s inclusion nd success Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

7 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 7 of 97 1.E.01 T-P-K Rndom FS, TS, PP Rte N/A if no children exhibit persistent, serious, chllenging behvior. Definition of chllenging behvior: Chllenging behvior is ny behvior tht (1) interferes with children s lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure. (Kiser & Rsminsky, Chllenging Behvior in Young Children (2 nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ( You cn t ply with us, verbl bullying), tntrums, whining, testing limits, refusl to follows directions or observe clssroom rules. 1.E.02 T-P-K Not Currently Assessed: Best Prctice Techers observe children who hve chllenging behvior. They identify events, ctivities, interctions, nd other contextul fctors tht predict chllenging behvior nd my contribute to the child s use of chllenging behvior. Definition of chllenging behvior: "Chllenging behvior is ny behvior tht (1) interferes with children's lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure." (Kiser & Rsminsky, Chllenging Behvior in Young Children (2nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ("You cn't ply with us", verbl bullying), tntrums, whining, testing limits, refusl to follows directions or observe clssroom rules. 1.E.03 T-P-K Rndom O Rther thn focus solely on reducing the chllenging behvior, techers focus on teching the child socil, communiction, nd emotionl regultion skills nd Rte Indictor s NoOpp if no chllenging behviors re observed. Rte s No if techers fil to respond to chllenging behvior; or respond to chllenging behvior with negtive verbl directives ( No yelling!, Stop pushing him! ), or suppress the behvior without ttempting to tech lterntive behvior. Note tht some chllenging behvior (such s whining) my be delibertely ignored until n opportunity rises to positively reinforce lternte behvior. using environmentl modifictions, ctivity modifictions, dult or peer support, nd other teching b strtegies to support the child's pproprite behvior. Rte Indictor b Yes or No regrdless of whether chllenging behvior is observed. Look for preventive strtegies such s control of number of children in lerning center; well-rrnged centers with well-mrked boundries, clssroom rules nd routines; nd use of group projects nd coopertive gmes to promote cohesive socil environment. Definition of chllenging behvior: Chllenging behvior is ny behvior tht (1) interferes with children s lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure. (Kiser & Rsminsky, Chllenging Behvior in Young Children (2 nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ( You cn t ply with us, verbl bullying), tntrums, whining, testing limits, refusl to follows directions or observe clssroom rules. 1.E.04 T-P-K Rndom O Teching stff respond to child s chllenging behvior, including physicl ggression, in mnner tht provides for the sfety of the child. b provides for the sfety of others in the clssroom. c is clm. d is respectful to the child e provides the child with informtion on cceptble behvior Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

8 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 8 of 97 1.E.04 T-P-K Rndom O Rte entire criterion NoOpp if no chllenging behviors re observed. Definition of chllenging behvior: Chllenging behvior is ny behvior tht (1) interferes with children s lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure. (Kiser & Rsminsky, Chllenging Behvior in Young Children (2 nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ( You cn t ply with us, verbl bullying), tntrums, whining, testing limits, refusl to follows directions or observe clssroom rules. 1.F. Promoting Self-Regultion 1.F.01 T-P-K Rndom O Teching stff ctively tech children socil, b communiction, nd c emotionl regultion skills. Look for techer interctions with children bout lerning concepts. Rte s Yes if children exhibit socil, communiction nd emotionl regultion skills. 1.F.02 T-P-K Rndom O Teching stff help children mnge their behvior by guiding nd supporting children to persist when frustrted b ply coopertively with other children. c use lnguge to communicte needs. d lern turn tking. e gin control of physicl impulses. f express negtive emotions in wys tht do not hrm others or themselves. g use problem-solving techniques. h lern bout self nd others. It is very importnt to wtch for missed opportunities, otherwise rte these indictors s Yes by defult. In ddition, rte s Yes if no negtive emotions or frustrtion re observed. Stndrd 2 Curriculum 2.A. Curriculum: Essentil Chrcteristics 2.A.01 I-T-P-K Rndom PP The progrm hs written sttement of philosophy nd uses one or more written curricul or curriculum frmeworks consistent with its philosophy tht ddress centrl spects of child development. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. 2.A.02 I-T-P-K Rndom PP A clerly stted curriculum or curriculum frmework provides coherent focus for plnning children s experiences. It llows for dpttions nd modifictions to ensure ccess to the curriculum for ll children. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. ccess to the curriculum for ll children : Curriculum should ddress dpttions or modifictions for differences in ge nd bility, developmentl stge, fmilies needs, nd other such fctors. Adpttions for the individul needs of children in the progrm re not limited to children with identified specil needs Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

9 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 9 of 97 2.A.03 I-T-P-K Rndom PP The curriculum guides techers development nd intentionl implementtion of lerning opportunities consistent with the progrm s gols nd objectives. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. The curriculum includes: gols for the knowledge nd skills importnt to children s development; lerning experiences linked to these gols; detils bout how lerning experiences occur through the dily schedule nd routines; nd the vilbility nd use of mterils to children. 2.A.04 I-T-P-K Rndom FS, TS, PP The curriculum cn be implemented in mnner tht reflects responsiveness to fmily home vlues, beliefs, experiences, nd b lnguge. Evidence should demonstrte how the progrm collects informtion bout fmily vlues, beliefs, experiences nd/or lnguge (e.g., through questions on enrollment forms, fmily interviews, home visits) AND evidence should provide exmples of how such informtion hs been incorported into curriculum (e.g., multi-lnguge mterils; curriculum units on grndprents, culturl trditions, doption, or other topics reflecting the experiences nd vlues of the fmilies in cre). A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. 2.A.05 I-T-P-K Rndom PP Curriculum gols nd objectives guide techers ongoing ssessment of children s progress. Evidence could include (1) copy of the progrm s written curriculum with the gols nd objectives of the progrm highlighted long with curriculum web or schedule tht identifies corresponding ctivities/experiences for children; or (2) copy of progrm policy from the stff or fmily hndbook which sttes tht curriculum gols nd objectives lign with ssessment of child progress. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. 2.A.06 I-T-P-K Rndom PP The curriculum guides techers to integrte ssessment informtion with curriculum gols to support individulized lerning. Evidence should demonstrte tht individul child ssessments re considered when plnning for lerning experiences through which the curriculum gols will be chieved. Exmples of evidence my include written curriculum sttements, lesson plns, plnning webs, notes from plnning sessions tht indicte tht ssessment informtion is considered during curriculum plnning, nd my include informtion on how purchsed curriculum (if used) considers ssessment of child progress. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. 2.A.07 I-T-P-K Rndom O, CP The curriculum guides the development of dily schedule tht is predictble yet flexible nd responsive to individul needs of the children. The schedule provides time nd support for trnsitions. b c includes both indoor nd outdoor experiences. is responsive to child s need to rest or be ctive. Rest includes, but is not limited to, scheduled npping times in progrms tht offer them. Rest my lso include opportunities for children to quietly rest in soft nd/or semi-privte re tht is wy from ctive, noisy, or busy res of the clssroom. Exmples include quiet reding/puzzle re, cozy corner/nook, or other intentionlly provided spce/time for the purpose of resting or engging in quiet ply. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum. However, progrms do need to hve cler, written curriculum frmework. 2.A.08 I-T-P-K Rndom O, CP Mterils nd equipment used to implement the curriculum reflect the lives of the children nd fmilies s well s the diversity found in society including: gender [diversity], Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

10 b c d -d NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 10 of 97 2.A.08 I-T-P-K Rndom O, CP Gender diversity evidence my include men nd women in nontrditionl roles. For exmple, men nd women re eqully cpble. ge [diversity], Non-stereotypicl evidence my include, but is not limited to, converstions nd mterils tht demonstrte older nd younger people doing the sme jobs nd/or vriety of jobs (e.g., not ll old people re grndprents), photogrphs, stories bout younger/older siblings or clss books tht describe events/ projects tht the clss hs ttended t locl elementry or high schools. lnguge [diversity], nd Lnguge diversity cn include bilingul lbels in the clssroom, bilingul communiction, multilingul music selections, nd use of sign lnguge. [diversity of] bilities. Diversity in bility refers to rnge of bility, including but not limited to disbility. Rte s Yes if t lest one exmple of ech type of diversity (gender, ge, lnguge, bilities) is seen during observtion or in written evidence. Mterils nd equipment e f g provide for children s sfety while being ppropritely chllenging. Assessors will review ctivities with considertion to developmentl stge of the children nd the ppropriteness of the ctivities. encourge explortion, experimenttion nd discovery. promote ction nd interction. For Infnts look for busy boxes; for older children look for mterils tht promote tril nd error, necessity of more thn one child to mke it work, or communiction devices like telephones. h re orgnized to support independent use. i re rotted to reflect chnging curriculum nd ccommodte new interests nd skill levels. j re rich in vriety. k ccommodte children s specil needs. Accommodtions for specil needs re specific to individul children. Rte N/A if no children with specil needs re currently enrolled or if the group s identified specil needs do not require mteril nd equipment ccommodtion. Mterils cn include 2- nd 3-dimensionl displys in the lerning environment. 2.A.09 I-T Rndom O Mterils nd equipment used to implement the curriculum for infnts nd toddlers/twos encourge: explortion, experimenttion, nd discovery. b sensory nd motor lerning. c their prctice of developing physicl skills through self-initited movement. Evidence cn include things such s stcking blocks, ring stcking, crwling through tunnels, copying visul cues, completing puzzles, nd books. 2.A.10 T-P-K Rndom O, CP The curriculum guides techers to incorporte content, concepts, nd ctivities tht foster: socil [development], b emotionl [development], c physicl [development], d lnguge [development], nd e cognitive development nd f integrte key res of content including litercy, mthemtics, science, technology, cretive expression nd the rts, helth & sfety, nd socil studies. Rte Yes if evidence for t lest 3 of the 7 key res of content is observed. All res must be ddressed in the clssroom portfolio to rte yes. Technology is defined brodly to include knowledge nd use of tools nd mchines. Included re computers, video, cmers, nd other forms of high technology, s well s simple tools like gers, wheels nd levers Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

11 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 11 of 97 2.A.10 T-P-K Rndom O, CP Evidence includes observed ctivities, mterils, written plns nd other documenttion. A purchsed curriculum product is not required. A progrm my choose to develop its own curriculum but progrms do need to hve cler, written curriculum pln. 2.A.11 T-P-K Rndom O, CP The schedule provides children lerning opportunities, experiences, nd projects tht extend over the course of severl dys nd incorportes time for b ply, Ply is chrcterized by children's ctive enggement nd enjoyment nd their bility to determine how the ctivity is crried out. Teching stff re expected to encourge nd fcilitte ctive ply involving physicl movement s well s pretend or drmtic ply. Children re expected to hve opportunities to ply individully nd with peers. c cretive expression, d lrge-group, e smll-group, nd f child-initited ctivity. Evidence could include written schedule or, if these things occur during n observtion credit is given. 2.A.12 P-K Rndom O, CP The curriculum guides techers to pln for children s enggement in ply (including drmtic ply nd blocks) tht is integrted into clssroom topics of study. Topics of Study refers to the content of plnned curriculum, for exmple, sesons, frm nimls, plces in our neighborhood, etc. Look for evidence tht mterils nd experiences include things specific to topics of study. Ply is chrcterized by children s ctive enggement nd enjoyment nd their bility to determine how the ctivity is crried out. Teching stff re expected to encourge nd fcilitte ctive ply involving physicl movement s well s pretend or drmtic ply. Children re expected to hve opportunities to ply individully nd with peers. 2.B. Ares of Development: Socil-Emotionl Development 2.B.01 I-T-P-K Rndom O Children hve vried opportunities to engge throughout the dy with teching stff who re ttentive nd responsive to them. Rte s Yes UNLESS there re cler missed opportunities for stff to be ttentive nd responsive to the children. b fcilitte their socil competence. c fcilitte their bility to lern through intercting with others. b-c Exmples of this my be lesson plns, discussions, nd techer-ssisted lrge nd smll group opportunities. 2.B.02 I-T-P-K Rndom O Children hve vried opportunities to recognize nd nme their own nd b others feelings. For infnts, evidence includes techers who recognize nd nme bbies feelings. 2.B.03 I-T-P-K Rndom O Children hve vried opportunities to lern the skills needed to regulte their emotions, behvior nd ttention. Rte s Yes if no negtive emotions or frustrtions re observed. Evidence includes children who re not in trouble when they get upset, brek rules or re unfocused. Rther, children who re given help to clm down, tlk bout the rules nd become more focused. For infnts, consider emotion only, for exmple, if children re helped to clm down Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

12 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 12 of 97 2.B.04 I-T-P-K Alwys O Children hve vried opportunities to develop sense of competence nd positive ttitudes towrd lerning, such s persistence, enggement, curiosity, nd mstery. For infnts, evidence includes signs of enggement nd curiosity. 2.B.05 T-P-K Rndom O Children hve vried opportunities to develop skills for entering into socil groups, developing friendships, lerning to help, nd other pro-socil behvior. This criterion is bout opportunities, not stff support with socil skills. Evidence includes schedules tht include multiple groupings nd clen up times, nd for environments tht provide for smll (2 children) nd lrger groupings. 2.B.06 T-P-K Rndom O Children hve vried opportunities to interct positively, respectfully, nd coopertively with others. b lern from nd with one nother. c resolve conflicts in constructive wys. Rte Yes if there re no opportunities to observe conflict resolution. 2.B.07 T-P-K Rndom O Children hve vried opportunities to lern to understnd, empthize with, nd tke into ccount other people s perspectives. Includes how well children get long in generl. Opportunities for toddlers/twos could include things such s techers lbeling of children s emotions or simple books or pictures tht disply or describe different emotions. Preschool nd kindergrten children could be helped to understnd the feelings of other children or encourged to write note to sick friend. 2.C. Ares of Development: Physicl Development 2.C.01 I-T Rndom O, CP Infnts nd toddlers/twos re provided: n environment tht llows them to move freely nd chieve mstery of their bodies through selfinitited movement. They hve multiple opportunities to prctice emerging skills in: b coordintion, movement nd blnce, nd c perceptul-motor integrtion. Perceptul motor integrtion reltes to the mnner by which child tkes in sensory informtion, processes nd interprets the informtion, nd then responds utomticlly to it. Some exmples of "perceptul motor integrtion" could include stcking blocks, ring stcking, crwling through tunnels, copying visul cues or completing puzzles. 2.C.02 I-T Rndom O, CP Infnts nd toddlers/twos hve multiple opportunities to develop fine-motor skills by cting on their environments using their hnds nd fingers in vriety of ge-pproprite wys. 2.C.03 T-P-K Rndom O, CP Children re provided vried opportunities nd mterils tht support fine-motor development. Vried mens two or more. Fine motor development refers to the improvement of smll muscle movements (usully in the fingers) tht enble such functions s writing, grsping smll objects, nd fstening clothing. 2.C.04 P-K Rndom O, CP Children hve vried opportunities nd re provided equipment to engge in lrge motor experiences tht: stimulte vriety of skills. b enhnce sensory-motor integrtion. c develop controlled movement (blnce, strength, coordintion) Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

13 d e f NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 13 of 97 2.C.04 P-K Rndom O, CP enble children with vrying bilities to hve lrge-motor experiences similr to those of their peers. rnge from fmilir to new nd chllenging. New nd chllenging: Look for evidence of movble or temporry lrge motor opportunities (e.g., trffic cone bike courses, impromptu obstcle courses, sprinklers to run through in the summer) in ddition to regulr (e.g., bikes) nd/or sttionry (e.g., climbers) equipment. help them lern physicl gmes with rules nd structure. Gmes with rules nd structure include turn-tking nd other expected behviors (for exmple, Hokey Pokey or Simon Sys or n ctivity invented by the children themselves). Evidence for this indictor my lso be seen in lesson plns or photos, or indicted by gme equipment such s ben bgs, bowling sets, or hopscotch squres. Rte s NoOpp if no lrge motor ctivity is observed. Lrge motor experiences my include indoor nd outdoor opportunities. 2.D. Ares of Development: Lnguge Development 2.D.01 I-T-P-K Rndom FS, TS, PP Children re provided with opportunities for lnguge cquisition tht lign with the progrm philosophy. b consider fmily perspectives. Evidence of considering fmily perspective my include informtion from results of fmily survey, child intke or enrollment forms, or other communictions with fmilies regrding preferences with regrd to lnguge cquisition, especilly when the home lnguge is other thn English. c consider community perspectives. Community perspectives my include legisltive requirements or community trditions (for exmple, progrm serving tribl community working to preserve its trditionl lnguge) when pplicble. Exmples my include discussions bout ctivities done outside of the clssroom s well s highlighting vocbulry specific to community events nd ethnic trditions. 2.D.02 I-T-P-K Rndom O, FS, TS, CP Children re provided opportunities to experience orl nd written communiction in lnguge their fmily uses or understnds. If English is the only lnguge spoken by fmilies rte s Yes. 2.D.03 I-T-P-K Rndom O Children hve vried opportunities to develop competence in verbl nd non verbl-communiction by responding to questions. Rte Not Age for infnt groups. b communicting needs, thoughts nd experiences. c describing things nd events. For infnts nd toddlers, the development of competence includes dults nrrtion of things nd events. 2.D.04 I-T-P-K Rndom O, CP Children hve vried opportunities to develop vocbulry through converstions, b experiences, c field trips, nd Field trips include wlks. d books. Evidence includes children s ccess to ge-pproprite books nd field trips or other experiences with follow-up ctivities tht explore wht ws seen, for exmple, exploring leves collected or worms observed in the ply yrd or on neighborhood wlk, trips to see (or visits from) frm nd zoo nimls, or visits with community service workers such s police or fire fighters. Other evidence might include dictted stories nd documenttion bords bout children s experiences Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

14 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 14 of 97 2.D.05 T-P-K Not Currently Assessed: Best Prctice Children who re non-verbl re provided lterntive communiction strtegies. 2.D.06 P-K Rndom O, CP Children hve vried opportunities nd mterils tht encourge them to hve discussions to solve problems tht re interpersonl nd Interpersonl = interctions between children or between stff nd children. b relted to the physicl world. Physicl world =discussions surrounding problem solving with everydy objects. The intent is to help children tlk through their thoughts nd feelings to solve problems with others nd with the physicl world. Opportunities include stff providing guidnce on pproprite emotions. Wtch for missed opportunities. Rte on interctions mong children nd/or between children nd stff. 2.D.07 P-K Not Currently Assessed: Best Prctice Children re provided vried opportunities nd mterils tht encourge them to engge in discussions with one nother. Drmtic ply props (telephones, dolls, clothes), puppets, flnnel bords, lnguge bord gmes, nd smll niml figures re exmples of mterils tht promote discussion when used. 2.E. Curriculum Content Are for Cognitive Development: Erly Litercy 2.E.01 I Alwys O, CP Infnts hve vried opportunities to experience songs, rhymes, routine gmes nd books through individulized ply tht includes simple rhymes, songs nd interctive gmes (e.g., peek--boo). b dily opportunities for ech child to her nd respond to vrious types of books, including picture books, wordless books, nd books with rhymes. Evidence of ech type of book listed (picture books, wordless books nd books with rhymes) must be seen. Wordless books include books with few words in which informtion or nrrtive is conveyed primrily through imgery. c ccess to durble books tht enble children s independent explortion. 2.E.02 T Alwys O, CP Toddlers/twos hve vried opportunities to experience books, songs, rhymes, nd routine gmes through individulized ply tht includes simple rhymes, songs nd sequences of gestures (e.g., finger plys, peek--boo, ptty-cke, This Little Piggy). b dily opportunities to her nd respond to vrious types of books, including picture books, wordless books, nd books with rhymes. Evidence of ech type of book listed (picture books, wordless books nd books with rhymes) must be seen. Wordless books include books with few words in which informtion or nrrtive is conveyed primrily through imgery. c ccess to durble books tht enble independent explortion. d experiences tht help them understnd tht pictures cn represent rel things in their environment. Books, songs, etc. should be linked to concrete objects nd direct experiences in the home or lerning environment. 2.E.03 T-P-K Rndom O, CP Children hve opportunities to become fmilir with print. They re ctively involved in mking sense of print, nd they hve opportunities to become fmilir with, recognize, nd use print tht is ccessible throughout the clssroom: Items belonging to child re lbeled with his or her nme. b Mterils re lbeled. c Print is used to describe some rules nd routines. Hnd wshing instructions count if they re developmentlly pproprite nd posted where children cn see them. d Teching stff help children recognize print nd connect it to spoken word Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

15 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 15 of 97 2.E.04 P-K Alwys O, CP Children hve vried opportunities to be red books in n engging mnner in group or individulized settings t lest twice dy in full-dy progrms nd t lest once dily in hlf-dy progrms. Posted schedule my be used s evidence of 2 reding periods. Progrms tht end t or before 3 PM dily re considered hlf-dy progrms for the purpose of ssessing this indictor. If there is reding center nd scheduled free choice time or reding center time, count s one reding time. b be red to regulrly in individulized wys including one-to-one or in smll groups of two to six children. The intent is tht children hve opportunities to be red to tht re not just in big groups or on their own; nd tht they hve chnce to interct with the story nd sk questions. Evidence my include posted schedules, pictures, s well s observtion. Rte no if children ccess books but stff do not red individully, rte NoOpp if books re not ccessed by individuls during the observtion or no smll group reding is observed. c explore books on their own nd hve plces tht re conducive to the quiet enjoyment of books. d hve ccess to vrious types of books including storybooks, fctul books, books with rhymes, lphbet books, nd wordless books. Evidence of ech type of book listed (storybooks, fctul books, rhyming, lphbet nd wordless) must be seen. Wordless books include books with few words in which informtion or nrrtive is conveyed primrily through imgery. e be red the sme book on repeted occsions. f retell nd reenct events in storybooks. g engge in converstions tht help them understnd the content of the book. Rte NoOpp if no book is red during observtion. h be ssisted in linking books to other spects of the curriculum. i identify the prts of books nd differentite print from pictures. If children re red story, you must see some evidence of this to rte s Yes. Rte s NoOpp if no book is red during observtion. 2.E.05 P-K Rndom O, CP Children hve multiple nd vried opportunities to write: Writing mterils nd ctivities re redily vilble in rt, drmtic ply, nd other lerning centers. Lerning centers include ny re of the clssroom or outdoor ply re rrnged to promote children s lerning, for exmple, the rt re, book corner, block re, or drmtic ply center. Writing mterils must be present in t lest two lerning centers. b Vrious types of writing re supported, including scribbling, letter-like mrks, nd developmentl spelling. c Children hve dily opportunities to write or dictte their ides. d Children re provided needed ssistnce in writing the words nd messges they re trying to communicte. Children re given the support they need to write on their own, including ccess to the e lphbet nd f to printed words bout topics of current interest, both of which re mde vilble t eye level or on lminted crds. g Children see teching stff model functionl use of writing nd re helped to discuss the mny wys writing is used in dily life. 2.E.06 P-K Not Currently Assessed: Best Prctice Children re regulrly provided multiple nd vried opportunities to develop phonologicl wreness: Children re encourged to ply with the sounds of lnguge, including syllbles, word fmilies, nd phonemes, using rhymes, poems, songs, nd finger plys. b Children re helped to identify letters nd the sounds they represent. c Children re helped to recognize nd produce words tht hve the sme beginning or ending sounds. d Children s self-initited efforts to write letters tht represent the sounds of words re supported. Evidence include lesson plns, schedules, chrts, nd converstions Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

16 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 16 of 97 2.E.07 P-K Rndom O, CP Children re given opportunities to recognize nd b write letters. 2.E.08 P-K Rndom O Children hve ccess to books [throughout the clssroom] nd b writing mterils [throughout the clssroom] throughout the clssroom. Look for books nd writing mterils in t lest two res of the clssroom, do not include centers specific to reding nd writing. 2.E.09 K Rndom O, CP Kindergrteners hve vried opportunities to lern to red fmilir words, b [fmilir] sentences, nd c simple books. 2.E.10 K Rndom O, CP Kindergrtners re encourged to identify phonemes in words through vried ctivities, including writing nd b gmes. A phoneme is n individul sound within spoken word. For exmple, the word ct is mde up of 3 phonemes -- the /k/, /h/ nd /t/ sounds. 2.E.11 K Rndom O, CP Ech kindergrtner is encourged to write independently ech dy. Rte s Yes if children re given the opportunity to write dily even if children do not choose to do so. Evidence my include schedules indicting journl time, writing center, or writing mterils vilble throughout the clssroom. 2.F. Curriculum Content Are for Cognitive Development: Erly Mthemtics 2.F.01 I-T Rndom O, CP Infnts nd toddlers/twos re provided vried opportunities nd mterils to use lnguge, gestures, nd mterils to convey mthemticl concepts such s more nd less nd big nd smll. b see nd touch different shpes, sizes, colors, nd ptterns. c build number wreness, using objects in the environment. d red books tht include counting nd shpes. 2.F.02 T-P-K Alwys O, CP Children re provided vried opportunities nd mterils to build n understnding of numbers, number nmes, nd their reltionship to object quntities nd to symbols. Evidence includes (but is not limited to): Toddlers/Twos teching stff count, for exmple, when giving npkins to smll group of children; simple number books re provided Preschool children count, the following items re ccessible to children nd orgnized for their use: number puzzles, books, mtching gmes nd counting bers. Kindergrteners children count, in ddition to those for preschool there re lso items such s clendrs nd rulers or mesuring tpes ccessible to children nd orgnized for their use Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

17 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 17 of 97 2.F.03 T-P-K Rndom O, CP Children re provided vried opportunities nd mterils to ctegorize by one or two ttributes such s shpe, size, nd color. Evidence my include such things s mnipultive mterils (e.g. counting bers, se shells lesson plns, curriculum webs, photogrphs, sorting bins, nd clssroom grphs or chrts). 2.F.04 T-P-K Rndom O Children re provided vried opportunities nd mterils tht encourge them to integrte mthemticl terms into everydy converstion. Exmples of mthemticl terms: more, less, big, little, longer, round, squre, dd, plus, inch, mesure, tke wy, equls, volume, mss, how mny, five, first. 2.F.05 P Rndom O, CP Children re provided vried opportunities nd mterils tht help them understnd the concept of mesurement by using stndrd nd Evidence includes such things s rulers, yrd sticks, tpe mesures, mesuring cups nd spoons, nd displys of mesurements of children s heights. b non-stndrd units of mesurement. Evidence includes use of things such s unit blocks, rods, counting mnipultives, squirt bottles, pitchers, or displys of cutouts of children s feet used to count s units of mesurement. 2.F.06 P-K Rndom O, CP Children re provided vried opportunities nd mterils to understnd bsic concepts of geometry by, for exmple, nming nd recognizing two- nd three-dimensionl shpes nd recognizing how figures re composed of different shpes. Evidence my include lesson plns; clssroom mterils list; posters nd other displys of shpes; unit blocks, legos, nd other geometric ply mterils. 2.F.07 P-K Rndom O, CP Children re provided vried opportunities to build n understnding of time in the context of their lives, schedules, nd routines. Evidence my include such things s drmtic ply props or uthentic mterils (clocks, wtches, stop wtches, timers), developmentlly pproprite clss schedules posted, curriculum webs, or lesson plns. Stff converstion with children bout time or routine is evidence of opportunity. 2.F.08 P-K Rndom O, CP Children re provided vried opportunities nd mterils tht help them recognize nd nme repeting ptterns. Repeting ptterns re sequences of colors, shpes, sounds or other ttributes tht occur gin nd gin. Evidence includes such things s: clpping or beting drum LOUD-LOUD-SOFT; lining up blocks in repeting color or shpe sequences; lerning dnce steps; using n bcus or plying Connect 4. 2.F.09 K Rndom O, CP Kindergrteners re provided vried opportunities nd mterils to use stndrd [units of mesurement] nd Evidence includes things such s rulers, yrd sticks, tpe mesures or displys of mesurements of children s height. b nonstndrd units of mesurement, nd Evidence includes use of things such s unit blocks, rods, counting mnipultives, or displys of cutouts of children s feet used to count s units of mesure. c to ssign numericl vlues to mesurements. Grphing or other documenttion of mesurements would lso serve s evidence Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

18 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 18 of 97 2.F.10 K Rndom O, CP Kindergrtners re provided vried opportunities nd mterils to crete [repeting nd growing ptterns], b represent [repeting nd growing ptterns], c discuss [repeting nd growing ptterns], nd d extend repeting nd growing ptterns. In repeting pttern, certin sequence of colors, shpes, sounds or other elements is repeted gin nd gin, for exmple, circle, circle, squre, circle, circle, squre. Growing ptterns chnge from one vlue to nother in predictble mnner, for exmple, stcks of 2 blocks, 4 blocks, nd 6 blocks ( dd 2 is the pttern). Evidence my include clssroom mterils such s beds, blocks, counting cubes, lesson plns, photogrphs, curriculum webs, clssroom mterils list, nd displys. The clpping song Bingo is n exmple of growing pttern. 2.F.11 K Rndom O, CP Kindergrtners re provided vried opportunities nd mterils tht encourge them to use written mthemticl representtions in everydy experiences. Evidence includes such things s flshcrds, clendrs, or mth being pplied to dily routines or dily messges. 2.F.12 K Rndom O, CP Kindergrtners re provided vried opportunities nd mterils to use numericl symbols nd to explore opertions on quntities, such s dding, tking wy, nd dividing into equl nd unequl subsets. Evidence my include lesson plns, photogrphs, flshcrds nd other clssroom mterils. Converstions regrding these concepts cn be evidence of opportunity. Evidence MUST include reference to numericl symbols (1, 2, 3) nd numericl opertors ( + x ). 2.F.13 K Rndom O, CP Kindergrtners re provided vried opportunities nd mterils tht introduce them to conventionl tools for understnding time such s clendr nd clock. Mterils MUST include two or more conventionl tools for understnding time such s clocks, clendrs, wtches, stop wtches, nd timers. Evidence my lso include lesson plns, displys, or photogrphs tht refer to these conventionl tools. 2.G. Curriculum Content Are for Cognitive Development: Science 2.G.01 I-T Rndom O, CP Infnts nd toddlers/twos re provided vried opportunities nd mterils to use their senses to lern bout objects in the environment. b discover tht they cn mke things hppen nd solve simple problems. This is the lerning of cuse-nd-effect reltionships. 2.G.02 P-K Rndom O, CP Children re provided vried opportunities nd mterils to lern key content nd principles of science such s the difference between living nd non-living things (e.g., plnts versus rocks) nd life cycles of vrious orgnisms (e.g., plnts, butterflies, humns). b erth nd sky (e.g., sesons; wether; geologic fetures; light nd shdow; sun, moon nd strs). structure nd property of mtter (e.g., chrcteristics tht include concepts such s hrd nd soft, floting c nd sinking) nd behvior of mterils (e.g., trnsformtion of liquids nd solids by dissolving or melting). Explortion of sound (loud/soft), speed (fst/slow), mgnets, or light nd shdows is lso considered evidence. 2.G.03 P-K Rndom O, CP Children re provided vried opportunities nd mterils tht encourge them to use the five senses to observe, explore, nd experiment with scientific phenomen. Evidence relted to t lest 3 out of the 5 senses should be observed in order to give credit Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

19 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 19 of 97 2.G.04 P-K Rndom O, CP Children re provided vried opportunities to use simple tools to observe objects nd scientific phenomen. Simple tools include mterils such s bug boxes, binoculrs, mgnifying glsses, gers, levers nd cn be mny other tools s well. 2.G.05 P-K Rndom O, CP Children re provided vried opportunities nd mterils to collect dt nd to b represent nd document their findings (e.g., through drwing or grphing). The process of dt collection nd documenttion is inherently scientific; the subject mtter of wht is collected nd documented does not hve to refer to science topics such s biology or physics. 2.G.06 P-K Rndom O, CP Children re provided vried opportunities nd mterils tht encourge them to think, question, nd reson bout observed nd inferred phenomen. Evidence includes such things s science experiments nd mterils tht encourge children to sk Wht would hppen if questions. 2.G.07 P-K Rndom O Children re provided vried opportunities nd mterils tht encourge them to discuss scientific concepts in everydy converstion. Scientific concepts include things such s life cycles of orgnisms; structure nd property of mtter (hrd, soft; floting/not floting; trnsformtion of liquids nd solids); speed; wether, sesons, time; light nd shdow. Credit should be given for provision of mterils tht encourge converstions tht involve topics such s these s well s for evidence of children s converstions bout these topics in the clssroom portfolio. 2.G.08 P-K Rndom O, CP Children re provided vried opportunities nd mterils tht help them lern nd use scientific terminology nd vocbulry ssocited with the content res. Evidence my include such things s photogrphs, books, lesson plns, lbeling of clssroom mterils, mterils lists, nd curriculum webs. Converstions tht include use of scientific terminology (e.g., melt, freeze, hot, cold, sink, flot, erth, insect, life, seed, wether) cn be evidence of opportunity. 2.H. Curriculum Content Are for Cognitive Development: Technology 2.H.01 T-P-K Rndom O, TS The use of pssive medi such s television, film, videotpes, nd udiotpes is limited to developmentlly pproprite progrmming. Rte Yes if no use of pssive medi is observed. The intent of this criterion is tht these types of medi be selected with intentionlity nd tht they re used to expnd, enrich, nd implement the overll gols nd curriculum. Other exmples of medi include: DVDs, digitl music files, CDs, etc. 2.H.02 P-K Rndom O All children hve opportunities to ccess technology (e.g., tpe recorders, microscopes, computers) tht they cn use by themselves. b collbortively with their peers. c with teching stff or prent. Technology is defined brodly to include knowledge nd use of tools nd mchines, not simply computers nd other forms of high technology but lso things such s tpe recorders, cmers, nd video s well s simple tools like gers, wheels, nd levers. Technology cn be used too by techers or children, nd includes use of technology in drmtic ply (e.g., disconnected computer keybord) Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

20 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 20 of 97 2.H.03 P-K Rndom O, CP Technology is used to extend lerning within the clssroom. Technology seen in shred progrm spces cn be understood to extend lerning within the clssroom if it is intended for use by children. b integrte nd enrich the curriculum. Technology is defined brodly to include knowledge nd use of tools nd mchines, not simply computers nd other forms of high technology but lso things such s tpe recorders, cmers, nd video s well s simple tools like gers, wheels, nd levers. Technology cn be used too by techers or children, nd includes use of technology in drmtic ply (e.g., disconnected computer keybord). 2.J. Curriculum Content Are for Cognitive Development: Cretive Expression nd Apprecition for the Arts 2.J.01 I-T-P-K Rndom O, CP Rte ech indictor s Yes if t lest one opportunity in tht indictor includes n element of culturl diversity. Children re provided vried opportunities to gin pprecition of rt [in wys tht reflect culturl diversity], Evidence cn include posters, sculptures, rt supplies, rt projects. Cryons tht represent vrying skin tone do not need to sy multi-culturl on them in order to receive credit. Exmples could include mking rt specific to culture, discussing nd viewing rt from different cultures, nd books tht include rt from cross the world. b music [in wys tht reflect culturl diversity], Evidence cn include songs, CDs, tpes, musicl instruments. c drm [in wys tht reflect culturl diversity], nd Drm is defined in the brodest sense nd includes drmtic ply or pretend ply (ex. Block people, foods in housekeeping, etc.). d dnce [in wys tht reflect culturl diversity], Rte s NoOpp unless evidence of culturlly diverse dnce is seen on schedule, is posted s picture, if there re props, or if dncing occurs during the observtion. Evidence cn include, clpping or swying, pictures of dncers, or dnce props/scrves tht my reflect vrying cultures. Mterils should be grouped or utilized in such wy tht it promotes explortion of dnce in diverse wys. in wys tht reflect culturl diversity. Opportunities include ccess to mterils. Look for evidence of rt, music, drm nd dnce nd t lest one representtion of culturl diversity for ech (rt, music, drm, dnce). 2.J.02 I-T Rndom O, CP Infnts nd toddlers/twos re provided vried opportunities to explore nd mnipulte ge-pproprite rt mterils. 2.J.03 I-T Rndom O, CP Infnts nd toddlers/twos hve vried opportunities to express themselves cretively through freely moving to music. Toddlers/twos hve vried opportunities to engge in pretend or imgintive ply. 2.J.04 T-P-K Rndom O, CP Children re provided vried opportunities to lern new concepts nd vocbulry relted to rt, Evidence of opportunities cn include posters, sculptures, rt supplies, rt projects. Exmples of concepts nd vocbulry cn include vocbulry/concepts such s texture smooth, bumpy, medi, pint, sculpture, collge, brushes, wtercolors, cly, Picsso, DVinci. b music, Evidence of opportunities cn include songs, CDs, tpes, musicl instruments. Exmples of vocbulry/concepts include tempo, musicin, rhythm, jzz, clssicl, regge, instruments, drum, flute, Bch, Rffi, Bob Mrley. c drm, nd Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

21 d NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 21 of 97 2.J.04 T-P-K Rndom O, CP Drm includes drmtic or pretend ply. Drm is defined in the brodest sense nd includes drmtic or pretend ply (ex. doll house people, foods in housekeeping, lwn mowers). Exmples of opportunities include props for drmtic ply, puppets or puppet stge. Exmples of vocbulry/concepts include pretend, imgine, emotions, ct, mke believe. dnce. Evidence of opportunities cn include dnce CDs, dnce tpes, clpping or swying, pictures of dncers, scrves or other dnce props. Exmples of vocbulry/concepts include movements slide, jump, wiggle, bllet, tp, roll, flot, Swn Lke. Converstions nd lesson plns bout these things cn be evidence of opportunity. Vried mens two or more for ech indictor. 2.J.05 T-P-K Rndom O, CP Children re provided vried opportunities to develop nd widen their repertoire of skills tht support rtistic expression (e.g., cutting, gluing, nd cring for tools). Converstions bout these things cn be evidence of opportunities. Vried mens two or more. Evidence my include scissors, ply dough, cly, tools, pinting, glue, lesson plns, rt projects, lists of mterils, clen-up routines. 2.J.06 P- K Rndom O, CP Children re provided mny nd vried open-ended opportunities nd mterils to express themselves cretively through music, Evidence cn include songs, CDs, tpes, musicl instruments. b drm, Drm is defined in the brodest sense nd includes drmtic or pretend ply (ex. block people, foods in housekeeping, etc.). c dnce nd d Evidence cn include dnce CDs, tpes, clpping or swying, pictures of dncers, scrves or other dnce props. two- nd three-dimensionl rt. Evidence cn include posters, sculptures, rt supplies, rt projects, lesson plns. Evidence must include one exmple of ech type of rt. Converstions bout these things cn be evidence of opportunity. Vried mens two or more. The intent of this criterion is tht children hve time nd mterils to openly explore these ctivities. Evidence cn include schedule tht provides time for children to work with mterils in wy tht is not designed to chieve specific product or gol. 2.J.07 P-K Rndom O, CP Children hve opportunities to respond to the rt of other children nd b dults. Evidence my include: Converstions, lesson plns, individul child shring time, posters/books bout fmous rtists or invittions/interctions with locl rtists. 2.K. Curriculum Content Are for Cognitive Development: Helth nd Sfety 2.K.01 T-P-K Rndom O, CP Children re provided vried opportunities nd mterils tht encourge good helth prctices such s serving nd feeding themselves, rest, good nutrition, exercise, hnd wshing, nd tooth brushing. Vried mens two or more. Look for two or more exmples of different helth prctices, such s exercise AND nutrition. Converstions bout these things cn be evidence of opportunity. Evidence my include such things s books, posters, lesson plns, posted schedules, nd mterils tht ddress the benefits of good helth prctices Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

22 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 22 of 97 2.K.02 T-P-K Rndom O, CP Children re provided vried opportunities nd mterils to help them lern bout nutrition, including identifying sources of food nd b recognizing, c prepring, d eting, nd e vluing helthy foods. Converstions bout these things cn be evidence of opportunity. Vried mens two or more. Evidence my include such things s posted menus, lesson plns, books, posters, ply foods, field trips to griculturl frms/orchrds, growing vegetble grden, etc. 2.K.03 T-P-K Rndom O, CP Children re provided vried opportunities nd mterils tht increse their wreness of sfety rules in their clssroom, Clssroom here includes shred outdoor nd indoor progrm spces used by groups on regulr bsis. b home, nd community. Mterils must be presented in developmentlly pproprite mnner to give credit. Evidence of sfety rules includes things such s procedures to follow in fire, hurricne, or erthquke drills tht my be followed in the clssroom nd/or t home, nd sfety procedures relevnt to the community (such s prepring for hurricne in costl community). Additionl evidence includes visits from community helpers, nd mterils such s books, pretend stop signs nd lights, nd community helper figures. 2.K.04 T-P-K Rndom O, PP Children hve opportunities to prctice sfety procedures. Evidence of opportunities to prctice sfety procedures includes things such s fire, hurricne, or erthquke drills or crossing street sfely. Evidence lso includes dily sfety procedures such s stying cler of swings nd using wlking feet in hlls nd on stirs. 2.K.05 P-K Not Currently Assessed: Best Prctice Children re provided opportunities to discuss, sk questions, nd express fers bout visiting the doctor, clinic, hospitl, or dentist; getting shots; nd tking medicine. Exmples my include converstions, books, posters nd mterils relted to these topics. 2.L. Curriculum Content Are for Cognitive Development: Socil Studies 2.L.01 I-T-P-K Rndom O, CP Children re provided vried lerning opportunities tht foster positive identity nd n emerging sense of self nd Evidence my include self portrits, fmily pictures, ll bout me books/ctivities, drmtic ply props tht reflect the culturl bckgrounds of the children, displys/posters celebrting differences, etc. For infnts look for mirrors nd opportunities for self explortion. b others. Evidence my include tem/group ctivities, job/responsibility chrts, books nd props tht re reflective of the community, ie: post office, grocery store, fire deprtment, etc. Converstions, books, nd lesson plns ddressing positive identity of self nd others cn be evidence of opportunity. Vried mens two or more. 2.L.02 T-P-K Rndom O, CP Children re offered opportunities to become prt of the clssroom community so tht ech child feels ccepted nd gins sense of belonging Evidence includes such things s lesson plns, job/responsibility chrts, nmes on displys/rtwork, ctivities tht provide opportunities for ll children to prticipte fully. Children hve opportunities to provide input to determine mterils, themes, nd/or ctivities in the clssroom Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

23 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 23 of 97 2.L.03 T-P-K Rndom O, CP Rte ech indictor s Yes if t lest one opportunity in tht indictor includes non-stereotypicl exmple. Vried mens two or more. Children re provided vried opportunities nd mterils to build their understnding of diversity in b c d e f culture [in non-stereotypicl wys], Evidence my include, but is not limited to, converstions, books, posters, nd other mterils tht demonstrte people of vrious cultures in non-stereotypicl representtions. fmily structure [in non-stereotypicl wys], Non-stereotypicl evidence my include but is not limited to recognition of vritions in fmily structure (ex. Photogrphs of children s fmilies, etc). bility [in non-stereotypicl wys], Diversity in bility refers to rnge of bility, including but not limited to disbility. lnguge [in non-stereotypicl wys], Lnguge diversity cn include bilingul lbels in the clssroom, bilingul communiction, multilingul music selections, nd use of sign lnguge. Credit for one opportunity cn be given if no instnces of stereotypicl lnguge re observed. Evidence for voiding stereotypes in lnguge references my include providing equl opportunities for ll children to discuss nd prticipte in ledership roles, nd in ctivities such s drmtic ply where children my choose to prticipte in non-stereotypicl roles. References to ge, sex, religion, rce, bility, etc. should be used only if they re relevnt nd not in wy tht negtively lbels individuls or groups of people. ge [in non-stereotypicl wys], nd Non-stereotypicl evidence my include, but is not limited to, converstions nd mterils tht demonstrte older nd younger people in the sme roles nd/or vriety of roles (e.g., not ll old people re grndprents). gender Non-stereotypicl evidence my include men nd women in nontrditionl jobs or roles. For exmple, men nd women re eqully cpble of ledership roles, nurturing roles, physiclly ctive jobs. in non-stereotypicl wys. Converstions bout these things cn be evidence of opportunity. Books, music, musicl instrument, toys, ply food, posters, bility ids (glsses, crutches), dolls, field trips nd dress-up clothing my ll present opportunities nd mterils relevnt to diversity. Group mde books or displys tht illustrte diversity mong children nd/or their fmilies cn be evidence of this criterion. 2.L.04 T-P-K Rndom O, CP Children re provided opportunities nd mterils to explore socil roles in the fmily nd workplce through ply. Evidence could include converstions bout socil roles, lesson plns, books, nd ccess to mterils nd props which provide children the bility to ssume number of roles in the fmily nd workplce. 2.L.05 T-P-K Rndom O, CP Children re provided vried opportunities nd mterils to lern bout the community in which they live. Opportunities nd mterils should include some specific to the ctul community in which children live. Evidence includes things such s informtion bout community workers, visits by community workers, or opportunities to visit locl librries, prks or mrkets, or ride bus. Generic books nd posters bout community resources nd helpers/workers re insufficient to meet this criterion. Community need not be town or neighborhood. Militry bses, workplces, or cdemic cmpuses re ll exmples of communities within which progrm might function. Vried mens two or more. 2.L.06 P-K Rndom O, CP Children hve vried opportunities to engge in discussions bout firness, b friendship, c responsibility, d uthority, nd e differences Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

24 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 24 of 97 2.L.06 P-K Rndom O, CP Evidence includes things such s: books bout these issues, necdotl notes, posted clss rules. Consider children s generl responses to, nd complince with, teching stff requests nd clss rules; clssroom jobs nd children s prticiption in keeping the clssroom net nd clen; conflict resolution; nd teching stff s support in helping children negotite problems. 2.L.07 P-K Rndom O, CP Children re provided vried opportunities nd mterils to lern bout physicl chrcteristics of their locl environment s foundtion for lerning geogrphy. Rte Yes if exmples tht children re lerning bout the physicl geogrphy of their community re observed. Exmples my include rivers, grdens, mountins, prks, buildings, community businesses, nd neighborhood lyout. Vried mens two or more. 2.L.08 P-K Rndom O, CP Children re provided vried opportunities nd mterils to lern how people ffect their environment in Positive (e.g., recycling) nd b Negtive (e.g., polluting) wys. Evidence could include converstions techers hve with children bout positive nd negtive consequences of littering nd recycling. Evidence could lso include books, posters, displys, nd lesson plns tht ddress these issues, clssroom recycling progrm, efforts to reduce pollution nd/or energy use, plnning nd/or plnting grden, field trips to locl prks to collect litter or visit recycling center. Vried mens more thn one. 2.L.09 P-K Not Currently Assessed: Best Prctice Children re provided vried opportunities nd mterils tht llow them to contribute to the well-being of their clssroom nd b the community, including cre for the socil nd physicl environments in which they live. The intent of this criterion is to tech nd provide mterils so tht children cn positively contribute in creting hrmonious environment within both their clssrooms nd their community. The progrm itself my be included s prt of the community; progrm wide inititives in which children prticipte cn be used to meet this criterion. Exmples include, but re not limited to: Lesson plns, pictures, mterils of sending out get-well crds to sick clssmtes, helping out younger children in their center, child-developed rules, nd job-chrts, food drives, clothing collections, etc. 2.L.10 P-K Rndom O, CP Children re provided opportunities nd mterils tht build foundtion for understnding economic concepts (e.g., plying resturnt, mnging store, nd identifying nd exchnging money). 2.L.11 K Rndom O, CP Kindergrtners re provided opportunities nd mterils tht help them link lerning bout their hometown, their stte, the United Sttes nd their country of origin to previous lerning, s foundtion for lerning geogrphy, history, nd socil studies. The intent of the criteri is for kindergrtners to be provided opportunities to lern geogrphy, history, nd socil studies in concrete wys tht provide meningful connection of these broder topics to their personl dily experiences. Evidence could include such things s converstions, books, lesson plns, nd self mde book/mps tht expnd upon their dily experiences with these topics nd relte these experiences to broder world concepts. Look for t lest two exmples Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

25 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 25 of 97 Stndrd 3 Teching 3.A. Designing Enriched Lerning Environments 3.A.01 I-T-P-K Alwys O, TS, CP Teching stff, progrm stff or both work s tem to implement dily teching nd lerning ctivities, included Individulized Fmily Service Plns (IFSPs), Individulized Eduction Progrms (IEPs), nd other individul plns s needed. The intent of this criterion is temwork in dily prctices. Evidence includes things such s how stff functions together in the clssroom, nd my include (but does not hve to include) scheduled meetings for IEPs or IFSPs required for children dignosed with specil needs. Rte s N/A if only one teching stff member works with the group. 3.A.02 I-T-P-K Rndom O Techers design n environment tht protects children s helth nd sfety t ll times. Rte Yes if teching stff tke steps to prevent children from encountering situtions tht my be hrmful to their helth nd sfety. 3.A.03 I-T-P-K Rndom O Teching stff support children s needs for: physicl movement, b sensory stimultion, c fresh ir. If children do not go outside to ply during the observtion, posted dily schedules or other mteril evidence my be used to rte this indictor. Rte No if you see no outside ply AND no schedule or other evidence tht the children get fresh ir. d rest, nd Rest includes, but is not limited to scheduled npping times in progrms tht offer them. Rest my lso include opportunities for children to quietly rest in soft nd/or semi-privte re tht is wy from ctive, noisy, or busy res of the clssroom. Exmples include quiet reding/puzzle re, cozy corner/nook, or other intentionlly provided spce/time for the purpose of resting or engging in quiet ply. e nourishment. A posted schedule or other mteril evidence my be used to rte these indictors. Rte No if you do not observe these ctivities tke plce AND there re no schedules or other evidence tht the children hve opportunities to engge in these ctivities. 3.A.04 I-T-P-K Rndom O Techers orgnize spce nd select mterils in ll content nd developmentl res to stimulte explortion, experimenttion, discovery, nd b conceptul lerning. The intent of this criterion is tht techers will be intentionl when orgnizing nd presenting mterils in the clssroom. Evidence my include: vriety of mterils in ll lerning centers in the clssroom; mterils for core content res re logiclly grouped together to convey concepts; mterils re given sufficient spce tht they re esy for children to ccess nd explore, experiment nd discover. 3.A.05 T-P-K Rndom O Techers work to prevent chllenging or disruptive behviors through environmentl design. b schedules tht meet the needs nd bilities of children. c effective trnsitions. d engging ctivities Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

26 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 26 of 97 3.A.05 T-P-K Rndom O Rte Yes if no chllenging behviors re seen. Evidence could include but is not limited to schedules, lesson plns, photos of clssroom lyouts. Definition of chllenging behvior: Chllenging behvior is ny behvior tht (1) interferes with children s lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure. (Kiser & Rsminsky, Chllenging Behvior in Young Children (2 nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ( You cn t ply with us, verbl bullying), tntrums, whining, testing limits, refusl to follows directions or observe clssroom rules. 3.A.06 T-P-K Rndom O, CP Techers crete clssroom displys tht help children reflect on nd extend their lerning. b They ensure tht children s recent works predominte in clssroom displys (e.g., rt, emergent writing, grphic representtion, nd three-dimensionl cretions) nd tht Predominte mens ppers in the mjority or in more thn hlf of the displys. c some displys re t children s eye level. One or more disply res re t children s eye level. Evidence could include but is not limited to: current works of rt/expression on disply, disply res tht re creted round current curriculum topics or res of interest for children. 3.A.07 T-P-K Rndom O, CP Teching stff nd children work together to rrnge clssroom mterils in predictble wys so children know where to find things nd where to put them wy. Rte this criterion s No if: techers re doing ll of the clen-up; most of the children, most of the time do not help in clen-up ctivities or do not know (show confusion bout) where to store clssroom mterils. Children re llowed to join in the decision mking process bout where items nd clssroom mterils re going to be stored. Mterils currently in use re stored in res tht re ccessible to children nd my be lbeled with words or pictures. 3.B. Creting Cring Communities for Lerning 3.B.01 I-T-P-K Rndom O, FS Teching stff s dily interctions demonstrte their knowledge of the children they tech. b the children s fmilies. c the socil, linguistic, nd culturl context in which the children live. 3.B.02 I-T-P-K Rndom O, FS, CP Teching stff crete nd mintin setting in which children of differing bilities cn progress, with guidnce, towrd incresing levels of: utonomy, b responsibility, nd c empthy. Teching stff differentite their responses to individul children nd help them s needed to be independent, lern to tke cre of themselves nd their own needs, nd py ttention to the needs nd feelings others. For infnts, this my include encourging them to roll over or rech things on their own s signs of utonomy nd responsibility. 3.B.03 I-T-P-K Rndom O, FS Teching stff develop individul reltionships with children by providing cre tht is: responsive, b ttentive, c consistent, d comforting, Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

27 e f NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 27 of 97 3.B.03 I-T-P-K Rndom O, FS supportive, nd culturlly sensitive. Evidence of culturlly sensitive cre includes teching stff s ttention to mterils, books, music, or rtifcts tht reflect the diversity of children nd fmilies who mke up the clssroom popultion. 3.B.04 I-T-P-K Alwys O Teching stff re ctive in identifying nd countering ny teching prctices, curriculum pproches, or mterils tht re degrding with respect to gender, sexul orienttion, ge, lnguge, bility, rce, religion, fmily structure, bckground, or culture. Books nd mterils should not reflect stereotypicl chrcteriztions of cultures nd ethnicities, for exmple, crtoon crictures, imges tht only depict mle Cucsin executives nd non-cucsin workers, or imges limited to twoprent fmilies. 3.B.05 I-T-P-K Rndom O, FS Techers help individul children lern socilly pproprite behvior by providing guidnce tht is consistent with the child s level of development. Look for stff members guiding children into socil encounters, helping children understnd how other children re feeling, using plese, thnk you, excuse me, how to be friends, etc. For infnts, listen for stff members nrrtion of events nd feelings. 3.B.06 I-T-P-K Rndom O Techers: mnge behvior nd Rte Not Age for infnts. Mnging behvior mens tht techers estblish hrmonious environment without threts, bribes, or rised voices. b implement clssroom rules nd expecttions in mnner tht is consistent nd predictble. For infnts, consider the consistency nd predictbility of responses by teching stff. 3.B.07 I-T-P-K Not Currently Assessed: Best Prctice Techers responses to chllenging, unpredictble, or unusul behvior re informed by their knowledge of children s home nd b clssroom life. Exmples my include converstions with the prent nd/or child, lesson plns, nd nrrtion, etc. Definition of chllenging behvior: "Chllenging behvior is ny behvior tht (1) interferes with children's lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure." (Kiser & Rsminsky, Chllenging Behvior in Young Children (2nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ("You cn't ply with us", verbl bullying), tntrums, whining, testing limits, refusl to follow directions or observe clssroom rules. 3.B.08 I-T-P-K Not Currently Assessed: Best Prctice Techers notice ptterns in children s chllenging behviors to provide thoughtful, consistent, nd individulized responses. Definition of chllenging behvior: "Chllenging behvior is ny behvior tht (1) interferes with children's lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure." (Kiser & Rsminsky, Chllenging Behvior in Young Children (2nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ("You cn't ply with us", verbl bullying), tntrums, whining, testing limits, refusl to follows directions or observe clssroom rules Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

28 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 28 of 97 3.B.09 I Rndom O Teching stff crete climte of respect for infnts by looking for s well s listening nd responding to verbl nd b nonverbl cues. 3.B.10 I-T Rndom O Teching stff individulize routine cre (e.g., lerning to use the toilet nd to feed oneself) by incorporting fmily prctices whenever possible nd by respecting the home culture nd the fmily s preferred lnguge. Rte Yes if stff individulize routine cre, even if you re not ble to ssess home culture nd lnguge. 3.B.11 T-P-K Rndom O, CP Teching stff crete climte of mutul respect for children by being interested in their ides, b experiences, nd c products. 3.B.12 T-P-K Rndom O, FS, PP Rte NoOpp if no chllenging behviors re observed. Techers ddress chllenging behvior by b ssessing the function of the child s behvior. convening fmilies nd professionls to develop individulized plns to ddress behvior. Rte NoOpp if no evidence is seen in the clssroom. The individulized plns do not hve to be forml IEPs, but my consist of informl meetings, phone clls, emils, nd/or other modes of communiction to discuss plns to ddress the behviors. c using positive behvior support strtegies. Evidence my include such things s policies, exmples of how the progrm ddressed chllenging behvior in the pst, or notes between prents nd techers. Definition of chllenging behvior: Chllenging behvior is ny behvior tht (1) interferes with children s lerning, development nd success t ply, (2) is hrmful to the child, other children, or dults, [or] (3) puts child t high risk for lter socil problems or school filure. (Kiser & Rsminsky, Chllenging Behvior in Young Children (2 nd Ed.), Person Eduction Inc., 2007, p. 8). Exmples of chllenging behvior: Physicl ggression (hitting, biting, shoving, whcking with toys), reltionl ggression ( You cn t ply with us, verbl bullying), tntrums, whining, testing limits, refusl to follows directions or observe clssroom rules.) 3.B.13 P-K Not Currently Assessed: Best Prctice Techers provide children opportunities to ffect wht hppens in the clssroom through prticiption in decision mking bout issues concerning clssroom behvior, b plns, nd c ctivities. Exmples my include children creting clssroom rules, tlking bout behvior, contributing to lesson plns (i.e. wht projects to do tht dy, week or month) or choosing clssroom ctivities during free choice/free ply. Lesson plns, photos nd posted mterils my lso be exmples of such opportunities. 3.C. Supervising Children 3.C.01 I-T-P-K Rndom O Teching stff supervise by positioning themselves to see s mny children s possible Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

29 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 29 of 97 3.C.02 I-T Required O, PP Teching stff supervise infnts nd toddlers/twos by sight nd sound t ll times. Teching stff who re responsible for the cre of the children enrolled in the group need to be ble to her ll infnts nd toddlers t ll times. All infnts nd toddlers should be esily seen (if not in the direct line of sight, then by looking up or slightly djusting one s position) by t lest one member of the teching stff. Stff does not need to be directly looking t ech child t ll times to meet the requirement for sight supervision. The progrm should hve written policy stting tht stff need to be ble to see nd her ll infnts nd toddlers t ll times. A sttement tht infnts nd/or toddlers re never left unttended is not sufficient to meet this criterion. This is required criterion. If child is in immedite dnger, ssessors must immeditely notify the progrm dministrtor nd contct the NAEYC Acdemy. If the ssessor determines tht this criterion is not fully met fter the observtion, ssessors must note this on the Required Criterion Report Form. If during the Progrm Portfolio review, the ssessor determines tht this criterion is not fully met, the ssessor MUST list it on the Missing Evidence Request Form (MERF). If the criterion is still not fully met fter the progrm responds to the MERF, ssessors must note this on the Required Criterion Report Form. The Required Criterion Report Form is shred with the progrm dministrtor t the Closing Meeting, t which point the Progrm Administrtor will be given chnce to respond in writing directly on the Required Criterion Report Form; OR choose not to respond during the site visit by checking the pproprite box on the form; AND/OR provide dditionl contextul informtion to the NAEYC Acdemy s prt of the Administrtor Evlution of the Site Visit. 3.C.03 I-T Alwys O, PP When infnts nd toddlers/twos re sleeping, mirrors, video, or sound monitors my be used to ugment supervision in sleeping res, but such monitors my not be relied on in lieu of direct visul nd uditory supervision. Rte s NoOpp if no children re sleeping during the observtion. Teching stff must supervise infnts nd toddler/twos by sight nd sound t ll times, including when children re sleeping. Mirrors, videos or sound monitors my be used to ugment supervision. To ugment supervision mens tht teching stff member does not rely only on mirror, video or sound monitor to see nd/or her ll children but tht such devises enhnce the bility to see or her ech child. b Sides of cribs re checked to ensure tht they re up nd locked. Rte s N/A if cribs re not used, or if crib sides do not move. Rte s NoOpp if no children re sleeping during the observtion. Techers, ssistnt techers, or techer ides re wre of, nd positioned so they cn her nd see, ny c sleeping children for whom they re responsible, especilly when they re ctively engged with children who re wke. Rte s NoOpp if no children re sleeping during the observtion. Teching stff members must position themselves in such wy tht they cn see nd her ll children t ll times. When infnts nd toddlers re sleeping in n re or room tht is directly connected through open doors, windows nd/or hlf wlls to where the teching stff members re locted, n dult does not need to be present in the sleeping re but must be ble to see nd her children t ll times. If infnts or toddler/twos sleep in seprte room tht opens into hllwy nd is not directly connected to the room in which the teching stff nd wke children re locted, member of the teching stff or other dult must be present in the sme room with the sleeping children nd must be ble to see nd her ll children t ll times Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

30 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 30 of 97 3.C.04 P-K Required O, PP Teching stff supervise children primrily by sight. Supervision for short intervls by sound is permissible, s long s techers check frequently on children who re out of sight (e.g., those who cn use the toilet independently, who re in librry re, or who re npping). Preschool nd kindergrten ged children: Teching stff who re responsible for the cre of the children enrolled in the group must be wre of where children re t ll times. The structurl design for ny clssroom, restroom or other progrm spce must not interfere with techer's bility to observe children ccording to criterion 3.C.04. When n ncillry or llied professionl (such s music techer, rt techer, or librrin, specil eduction consultnt) is working with one or more children, tht person my be considered member of the teching stff for supervision purposes only. Preschool ged children: Preschool children (defined s children enrolled in group of children ges 30 months to 5 yers) my be momentrily out of sight nd sound (e.g., if child leves the plyground to go into n djoining clssroom lone to get something) s long s the child is bck in sight nd sound within one minute. Note tht it is permissible for stff members to supervise preschool children by sound for up to five minutes only before regining both sight nd sound observtion. Kindergrten ged children: Kindergrten ged children (defined s children enrolled in public or privte kindergrten group) my be out of sight nd sound for no longer thn 10 minutes. This is required criterion. If child is in immedite dnger, ssessors must immeditely notify the progrm dministrtor nd contct the NAEYC Acdemy. If the ssessor determines tht this criterion is not fully met fter the observtion, ssessors must note this on the Required Criterion Report Form. If during the Progrm Portfolio review, the ssessor determines tht this criterion is not fully met, the ssessor MUST list it on the Missing Evidence Request Form (MERF). If the criterion is still not fully met fter the progrm responds to the MERF, ssessors must note this on the Required Criterion Report Form. The Required Criterion Report Form is shred with the progrm dministrtor t the Closing Meeting, t which point the Progrm Administrtor will be given chnce to respond in writing directly on the Required Criterion Report Form; OR choose not to respond during the site visit by checking the pproprite box on the form; AND/OR provide dditionl contextul informtion to the NAEYC Acdemy within 5 business dys of the site visit. 3.C.05 K Alwys O, PP Teching stff llow kindergrten children who re doing tsks in sfe environment to be out of the techer s sight nd sound supervision for short period of time (e.g., when tking the ttendnce report to the office). Techers check on children if those children do not return promptly to the group or if the dult t child s destintion does not confirm the child s rrivl. Teching stff must be wre of where children re t ll times. The structurl design for ny clssroom, restroom or other progrm spce must not interfere with techer's bility to observe children ccording to criterion 3.C.05. When n ncillry or llied professionl (such s music techer, rt techer, or librrin, specil eduction consultnt) is working with one or more children, tht person my be considered member of the teching stff for supervision purposes only. This is not required criterion. Kindergrten ged children (defined s children enrolled in public or privte kindergrten group) my be out of sight nd sound, or supervised only by sound, s long s the child is bck in sight nd sound supervision within 10 minutes. Stff my include members of the teching stff other thn the teching tem in the child s clssroom. For exmple, if kindergrten ged child goes down to the office, he/she my be in sight nd sound supervision by the office stff rther thn the teching tem in his/her regulr clssroom. Teching stff members check on the child if he/she does not return promptly, i.e. by clling the office, or if the dult does not confirm rrivl t the destintion. 3.D. Using Time, Grouping, nd Routines to Achieve Lerning Gols 3.D.01 I-T-P-K Rndom O, PP Techers provide time dily for indoor nd b outdoor ctivities (except when conditions pose helth risk s defined by locl helth officils.) Schedules my be used s evidence of meeting this criterion. Documenttion of helth risk s defined by locl helth officils my include evidence such s communictions with locl helth uthorities nd reports received from the locl or stte helth uthority (downloded press releses, for exmple) Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

31 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 31 of 97 3.D.02 I-T-P-K Rndom O Teching stff use routine cre to fcilitte children s self-wreness, b lnguge, nd c socil interction. Routine cre includes dipering, hnd wshing, feeding, tking to the restroom, tooth brushing, np time, etc. 3.D.03 I-T-P-K Rndom O Techers provide time nd mterils dily for children to select their own ctivities. Evidence would include time for free choice plying on the dily schedule, nd open, ccessible lerning or ctivity centers in the clssroom. 3.D.04 I-T-P-K Rndom O, CP Teching stff offer children opportunities to interct with children of vrious ges. Rte s NoOpp if the group does not interct with children from different ge ctegory during the observtion. Rte s No during the clssroom portfolio review if there is no evidence tht the children re offered opportunities to interct with children of different ges. Evidence could include but is not limited to: photos, lesson plns, nd clss books showing interctions with children of other ges. If the progrm hs only one ge ctegory exmples my include visiting public prk with children of vrious ges, llowing siblings of different ge ctegories to visit the clssroom, etc. 3.D.05 I-T-P-K Rndom CP Techers pln for children to revisit experiences nd mterils over periods of dys, b weeks, nd c months. Evidence could include ctivities round themtic unit or set of mterils tht lst for severl dys, then continue t intervls for weeks or months; for exmple: themtic unit on wether tht spns ll four sesons nd includes mterils such s thermometers nd rin guges. Evidence could include but is not limited to: lesson plns, plnning webs, photos, etc. For infnts ctivities could include re-reding books, ge-pproprite fine nd gross motor ctivities, nd looking into mirrors. 3.D.06 I Rndom O, CP Techers orgnize time nd spce on dily bsis to offer infnts opportunities to ply individully, b in pirs, nd c in smll groups. 3.D.07 T-P Not Currently Assessed: Best Prctice At snck times, teching stff sit nd et with children nd b engge them in converstion. When provided, mels re c served fmily style, nd teching stff Fmily style is defined s when food is served in continers holding multiple portions so tht children my serve themselves. Food tht is distributed in cfeteri line or on plted trys is not considered fmily style. d sit nd et with children nd e engge them in converstion. Progrms define whether they offer mels nd/or sncks. Teching stff re expected to sit with children nd engge them in converstion when time for snck or mel is provided, even if the food is brought from home. Converstions must extend beyond rules nd expecttions for behvior t the tble. Note tht sncks do NOT need to be served fmily-style Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

32 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 32 of 97 3.D.08 T-P-K Rndom O Teching stff coch nd support children s they lern to prticipte in dily clenup nd mintennce of the clssroom Evidence my include observing children ssist with clenup or clssroom chores, job or chore chrts posted in the clssroom, nd interctions between techers nd children tht encourge prticiption in clenup. 3.D.09 T-P-K Alwys O Rte NoOpp for the entire criterion if no opportunity for trnsitions is present during the observtion AND there is no posted informtion in the room relted to trnsitions. Teching stff help children follow predictble but flexible dily routine by providing: time [for trnsitions] nd A posted schedule my provide one source of evidence of time for trnsitions. b support for trnsitions. For exmple, predictbility, verbl or visul cues, stff enggement in clen up, stff bility to fill time effectively (such s, if lunch is lte). 3.D.10 T-P-K Rndom O, CP Techers orgnize time nd spce on dily bsis to llow children to work or ply individully nd b in pirs, c to come together in smll groups, nd d to engge s whole group. Evidence could include schedules nd lesson plns, smll nd lrge group ctivities, nd spce in the clssroom for children to work nd ply individully nd in pirs. 3.D.11 T-P-K Rndom O, CP Techers crete opportunities for children to engge in group projects nd to lern from one nother. Evidence could include schedules, lesson plns, curriculum webs, or smll nd lrge group ctivities tht promote childto-child enggement. The intent of the criterion is tht techers re intentionl in promoting children s bility to lern from ech other. 3.D.12 K Emerging O, PP If the progrm does not include snck or mel times, rte entire criterion s N/A. If neither snck nor mel is served rte the entire criterion s NoOpp. Progrms define whether they offer mels nd/or sncks. Adults sit nd et with children nd Credit is given if ny stff member is sitting or eting with children; does not hve to be ll stff. b engge them in converstion t c snck nd d c-d mel times. Observtionlly, if snck is served during the observtion, rte indictor c s Yes nd indictor d s NoOpp ; if mel is served during the observtion rte indictor d s Yes nd indictor c s NoOpp. During the Progrm Portfolio review, if the progrm only serves snck nd no mels, rte indictor c s Yes nd indictor d s N/A ; if the progrm serves mels, but no sncks, rte indictor d s Yes nd indictor c s N/A. Teching stff re expected to sit with children nd engge them in converstion when time for snck or mel is provided, even if the food is brought from home. Converstions must extend beyond rules nd expecttions for behvior t the tble. Written evidence could include policy or sttement from stff hndbook Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

33 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 33 of 97 3.E. Responding to Children s Interests nd Needs 3.E.01 I-T-P-K Rndom O, CP Teching stff reorgnize the environment when necessry to help children explore new concepts nd topics, sustin their ctivities, nd extend their lerning. Rte NoOpp if evidence not seen during observtion. Evidence could include teching stff expnding lerning centers, moving furniture, etc. to encourge explortion. Exmples could lso include setting side tble for children to keep items tht re work in progress Lego cretions, rt projects, etc. 3.E.02 I-T-P-K Rndom O, CP Techers scffold children s lerning by modifying the schedule. b intentionlly rrnging the equipment, nd c mking themselves vilble to children. Exmples my include stff members working with child in n ctivity center, ssisting them with process tht they my not be ble to complete without ssistnce. Exmples could lso include modifying the schedule nd/or lesson plns to prctice skill or to revisit topic, grdully decresing techer support nd/or ssistnce. Evidence could lso include written documenttion of such prctices in necdotl notes, lesson plns, or child ssessment plns. 3.E.03 I-T-P-K Rndom O, CP Techers use children s interest in nd curiosity bout the world to engge them with new content nd developmentl skills. Rte s NoOpp if no evidence is seen in the observtion. Look for evidence tht ctivities nd mterils sometimes diverge from plnned curriculum themes to reflect childinitited topics. Evidence my include show nd tell ctivities, necdotl notes, lesson plns, nd newsletters showing tht teching stff decided to do unit or study topic becuse of child s interest in the topic (i.e., dinosurs, spce, birds, snow, new bbies). 3.E.04 I-T-P-K Rndom O, CP Techers use their knowledge of individul children to modify strtegies nd mterils to enhnce children s lerning. Rte s Yes if you see tht children re engged in ctivities, hve developmentlly pproprite mterils nd toys nd re not frustrted by the ctivities or mterils. Written evidence could include lesson plns, curriculum webs, or schedules with necdotl notes bout individuls, or individul child ssessments. 3.E.05 I Rndom O, CP Techers use the needs nd interests of infnts to influence schedules, routines, nd lerning experiences. Teching stff re flexible. They re more likely to follow the children s leds thn to dhere to specific schedule. 3.E.06 I Rndom O Infnts who show interest or plesure in n ctivity re encourged nd supported in prolonging tht ctivity. 3.E.07 I Rndom O Teching stff ctively seek to understnd infnts needs nd desires by: recognizing nd responding to their nonverbl cues nd by b using simple lnguge. 3.E.08 T-P-K Rndom O, CP Techers use their knowledge of children s socil reltionships, b interests, Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

34 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 34 of 97 3.E.08 T-P-K Rndom O, CP c ides, nd d skills to tilor lerning opportunities for groups nd individuls. Evidence my include observtion forms, developmentl checklists, intke forms, necdotl notes; s well s evidence tht children s interests nd skills re considered during lesson plnning, such s unit or theme tht is plnned round child-initited interest. Look for evidence tht teching stff hve knowledge of the children nd dpt teching to meet the specific needs of ech child nd the group. 3.E.09 T-P-K Rndom O Throughout the dy, teching stff ctively seek out children s ides nd discern how they understnd things by: observing, b tlking with, nd c listening to them. 3.F. Mking Lerning Meningful for All Children 3.F.01 I-T-P-K Rndom O, CP Techers use curriculum in ll content nd developmentl res s flexible frmework for teching nd to support the development of dily plns nd lerning experiences. Evidence my include lesson plns, centers, nd curriculum guides. Content res: lnguge nd litercy, lrge nd fine motors skills development, science nd technology, music nd rts, mth, socil-emotionl development, helth nd sfety, nd socil studies. 3.F.02 I-T-P-K Rndom O, CP Ply is plnned for ech dy. Ply is not limited to outdoor or gross-motor ply. Ply is chrcterized by children s ctive enggement nd enjoyment nd their bility to determine how the ctivity is crried out. Teching stff re expected to encourge nd fcilitte ctive ply involving physicl movement s well s pretend or drmtic ply. Children re expected to hve opportunities to ply individully nd with peers. 3.F.03 I-T-P-K Rndom FS, PP Techers nd fmilies work together to help children prticipte successfully in the erly childhood setting when professionl vlues nd prctices differ from fmily vlues nd prctices. Written evidence could include prent/techer conferences; questionnires nd intke sheets for fmilies bout their culture; nd resources for techers nd stff to help them communicte with fmilies bout culturl differences nd implement culturlly responsive service plns nd prctices. 3.F.04 I-T-P-K Rndom O Teching stff help children understnd spoken lnguge, (prticulrly when children lerning new lnguge) by using: pictures, b fmilir objects, c body lnguge, nd physicl cues. Evidence includes things such s picture collections, lbels on mterils, nrrtion nd nming by teching stff of routines nd the mterils involved in routines, nd child dicttions. 3.F.05 I-T-P-K Rndom O, FS Teching stff support the development nd mintennce of children s home lnguge whenever possible. Evidence includes such things s books nd/or music in the child s home lnguge or employment of stff or use of volunteers who spek the child s lnguge Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

35 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 35 of 97 3.F.06 I-T-P-K Rndom FS, CP Techers offer children opportunities to engge in clssroom experiences with members of their fmilies. Written evidence could include lists of fmily members who volunteer in the clssroom, ctivities in which fmily members re invited into the clssroom, newsletters in which fmily members re encourged to prticipte in clssroom events nd ctivities or policies for fmilies such s open door or requests to volunteer. 3.F.07 T-P-K Rndom O Teching stff: use vried vocbulry nd b engge in sustined converstions with children bout their experiences. Rte s Yes if there is mutul listening nd tlking, done in turn, between stff member nd n individul child (or smll group of children), bout common topic of interest. Converstion is sustined if the prticipnts ech tke more thn one turn speking nd listening. Techers do not tlk down to children; techers occsionlly use words tht children my not understnd nd provide explntions of these words. 3.G. Using Instruction to Deepen Children s Understnding nd Build Their Skills nd Knowledge 3.G.01 I-T-P-K Rndom O, CP Techers hve nd use vriety of teching strtegies tht include brod rnge of pproches nd responses. Rte s Yes if ssessor observes in observtion, or s written evidence, vriety of teching strtegies, such s smll nd lrge group ctivities, techer-or child-directed ctivities, expnding upon ctivities, modeling behvior, sking children open-ended questions, nd encourging children to mintin being engged in ctivities. Evidence my lso include clssroom schedules, photos or plnning webs of ctivities tht convey vriety of teching pproches nd responses. 3.G.02 I-T-P-K Rndom O, CP Techers use multiple sources (including results of informl nd forml ssessments s well s children s inititions, questions, interests, nd misunderstndings) to identify wht children hve lerned. b dpt curriculum nd teching to meet children s needs nd interests. c foster children s curiosity. d extend children s enggement. e support self-initited lerning. Multiple sources mens two or more. Evidence could include informl nd/or forml ssessments. The use of prompting questions nd observtion done by the techers my be counted s multiple sources during the observtion. If forml ssessment is not seen during the observtion, exmples of informl ssessments my include observtion, prompting questions, scffolding, nd individulized questioning. 3.G.03 I-T-P-K Rndom O, CP As children lern nd cquire new skills, techers use their knowledge of children s bilities to fine tune their teching support. b Techers djust chllenges s children gin competence nd understnding. This criterion defines scffolding in dily teching prctice. Becuse children re often prcticing new skills in the clssroom, these teching prctices should be seen in one-hour observtion. Evidence my include lesson plns pired with necdotl notes, exmples of how techers djusted chllenges in the lesson plns, descriptions, nd ssessment dt. 3.G.04 I-T-P-K Rndom O Teching stff help children enter into nd sustin ply Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

36 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 36 of 97 3.G.05 I-T-P-K Rndom O Techers support nd chllenge children s lerning during interctions or ctivities tht re techer initited nd b child initited. Rte s No if ll evidence (including clss schedule) shows only techer-initited or only child-initited ctivities or if techers do not provide chllenging mterils or lerning opportunities. Look for evidence (such s clss schedule) tht includes time for both techer nd child initited ctivities, such s circle or group time nd free-choice time. Look for techers who re ctively engging children in ctivities suited to the developmentl needs nd interests of the children in the group. 3.G.06 I Rndom FS, TS, CP Techers observe infnts nd exchnge informtion bout their bilities with their fmilies nd with other professionls (fter getting fmily consent) who re involved with the infnt s cre. Techers use the informtion to pln opportunities nd provide mterils tht chllenge infnts to develop socilly, physiclly, linguisticlly, nd cognitively. Evidence my include lesson pln in which ll four res of development re plnned (socil, physicl, linguistic nd cognitive); developmentl checklists, guided observtion forms, necdotl notes or other observtions; prent conference or other fmily communiction documenttion tht shows tht observtions re shred with the child s fmily; or fmily consent forms providing the progrm with permission to observe infnts nd shre informtion with progrm stff or other professionls (such s therpists, specil subject techers, before or fter cre teching stff, etc.) who work with the child. 3.G.07 T-P-K Rndom O Techers use their knowledge of content to pose problems nd sk questions tht stimulte children s thinking. Techers help children express their ides nd build on the mening of their experiences. 3.G.08 T-P-K Rndom O, CP Techers help children identify nd use prior knowledge. They provide experiences tht extend nd chllenge children s current understndings. Exmples could include scffolding, converstions, field trips, or books creted bsed on shred experiences like tking clss field trip. 3.G.09 T-P-K Rndom O, CP Techers engge in collbortive inquiry with individul children nd b smll groups of children. Exmples could include sking open-ended questions such s, Wht if, Wht do you think will hppen next?, How did tht hppen? Evidence could include lesson plns, converstions, child portfolios, All About Me books, necdotl notes, nd rtwork. 3.G.10 T-P-K Rndom O In the event group is observed during wlk this indictor will be rted NoOpp. Teching stff join children in lerning centers to extend nd deepen children s lerning. They: observe children, b engge children in converstions, nd c position themselves t eye-level with the children. Lerning centers include ny re of the clssroom or outdoor ply re rrnged to promote children s lerning, for exmple, the rt re, book corner, block re, or drmtic ply center. If the group is observed during outdoor ply time the vrying res of the outdoor spce i.e. sttionry equipment, sndbox or portble equipment res will be considered lerning centers Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

37 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 37 of 97 3.G.11 T-P-K Rndom O, CP Techers re ble to determine the different components of tsk nd brek it into meningful nd chievble prts. Evidence could include chrts or posters showing routines such s hnd wshing or tooth brushing broken into steps, or other ctivities (tying shoes, writing lphbet) deconstructed into meningful nd chievble prts tht re developmentlly pproprite for the ge ctegory being served. 3.G.12 T-P-K Rndom O, CP Techers promote children s enggement nd lerning by responding to their need for nd interest in prcticing emerging skills, nd b by enhncing nd expnding ctivities tht children choose to engge in repetedly. Evidence my ddress how mterils nd ctivities re provided to prctice emerging skills nd expnding ctivities in which children repetedly engge. 3.G.13 P-K Rndom O, CP Techers promote children s enggement nd lerning by guiding them in cquiring specific skills nd by explicitly teching those skills. Skills my include tooth brushing, ssembling puzzle, putting on cot, holding pencil or ny other skill tht the children re lerning. Evidence my include chrts or posters showing routines such s hnd wshing broken into steps or other ctivities deconstructed into meningful nd chievble prts tht re developmentlly pproprite for the ge ctegory being served. 3.G.14 P-K Rndom O, CP Techers demonstrte their knowledge of content nd developmentl res by creting experiences tht engge children in purposeful nd meningful lerning relted to key curriculum concepts. Creted experiences my include spontneous ctivities tht emerge s result of plnned ctivities, children's interests or unnticipted events. Rte s No if ll experiences involve pre-pckged curriculum mterils (e.g., ditto sheets ). Techers must demonstrte tht they provide opportunities for children s socil-emotionl, lnguge nd physicl growth, nd must hve mterils tht support children s lerning in ll content res- litercy mth, science, technology, helth/sfety, socil studies nd cretive rts. Technology is defined brodly to include knowledge nd use of tools nd mchines. Included re computers, video, cmers nd other forms of high technology, s well s simple tools like gers, wheels nd levers. Technology cn be used by techers or children, nd includes use of technology in drmtic ply (e.g., disconnected computer keybord). Stndrd 4 Assessment of Child Progress 4.A. Creting An Assessment Pln 4.A.01 I-T-P-K Rndom PP Progrms conduct ssessments s n integrl prt of the progrm. Progrms use ssessments to support children s lerning, using vriety of methods such s observtions, checklists, rting scles, nd individully dministered tests. Rte s Yes if the progrm portfolio contins evidence of two or more ssessment methods. 4.A.02 I-T-P-K Rndom PP The progrm hs written pln for ssessment tht describes ssessment purposes, procedures, nd uses of the results. The pln lso includes: conditions under which children will be ssessed, Rte s Yes if ssessment is routine for ll children nd is integrted with teching nd plnning. b timelines ssocited with ssessments tht occur throughout the yer, c procedures to keep individul child records confidentil, d wys to involve fmilies in plnning nd implementing ssessments, e methods to effectively communicte ssessment informtion to fmilies Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

38 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 38 of 97 4.A.03 I-T-P-K Rndom PP The progrm s written ssessment pln includes the multiple purposes nd uses of ssessment, including rrnging for developmentl screening nd referrl for dignostic ssessment when indicted, Screening is quickly dministered ssessment used to identify children who my benefit from more in-depth ssessment. Dignostic ssessment is method used by trined professionl, such s physicin or therpist, for determining the cuse of condition such s medicl issue or developmentl dely. b identifying children s interests nd needs, c describing the developmentl progress nd lerning of children, d improving curriculum nd dpting teching prctices nd the environment, e plnning progrm improvement, nd f communicting with fmilies. Evidence must reflect progrm s written ssessment pln. The evidence my include written ssessment informtion or progrm policy informtion, such s documenttion from stff or fmily hndbooks. 4.B. Using Approprite Assessment Methods 4.B.01 I-T-P-K Rndom PP Progrms use vriety of ssessment methods tht re sensitive to nd informed by fmily culture, experiences, children s bilities nd disbilities, nd home lnguge; re meningful nd ccurte; nd re used in settings fmilir to the children. Vriety refers to two or more. Assessments use words, pictures nd concepts tht re fmilir to the child nd represent the child s culture, lnguge, bility, nd experiences. For exmple: Children who live ner the cost my hve greter point of reference to se shells thn they do to mountin rocks. 4.B.02 I-T-P-K Rndom PP Assessments obtin informtion on ll res of children s development nd lerning, including cognitive skills, lnguge, socil-emotionl development, pproches to lerning, helth, nd physicl development (including self-help skills). Exmples of the type of ssessments used nd relevnt policies for ssessing children should pper in the Progrm Portfolio. 4.B.03 I-T-P-K Rndom PP Norm-referenced nd stndrdized tests re used primrily when seeking informtion on eligibility for specil services or when collecting informtion for overll progrm effectiveness. When forml ssessments re used, they re combined with informl methods such s observtion, checklists, rting scles, nd work smpling. The intent of this criterion is to ensure tht norm-referenced nd stndrdized tests re primrily used in situtions tht require comprisons to norms (most often used when identifying children with potentil delys or specil needs) nd to ensure the use of informl ssessment methods in order to provide uthentic, holistic ssessment tht informs plnning nd teching. Forml ssessments re norm-referenced nd stndrdized instruments nd cnnot be stff-developed. Progrms my use stff-developed ssessment methods (observtions, checklists, rting scles, work smpling, etc.) to meet the second sentence of this criterion, which tlks bout informl ssessment methods. 4.B.04 I-T-P-K Rndom PP If the progrm uses published instruments, it evlutes informtion from the publisher bout the stndrdiztion smple, stndrdiztion procedures, scoring, relibility, nd vlidity to ensure tht the results obtined with the instruments re vlid for the progrm s purposes. Rte s N/A if the progrm does not use published instruments Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

39 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 39 of 97 4.B.05 I-T-P-K Alwys CP Stff developed ssessment methods re ligned with curriculum gols. b provide n ccurte picture of ll children s bilities nd progress. c re pproprite nd vlid for their stted purposes. d provide meningful nd stble results for ll lerners, including English-lnguge lerners nd children with specil needs. e provide techers with cler ides for curriculum development nd dily plnning. f re regulrly reviewed to be certin tht they re providing the needed informtion. Child portfolios re common stff-developed ssessment method. Self-developed ssessment methods my lso include observtion forms, checklists, or rting scles designed by the teching stff. 4.B.06 I-T-P-K Not Currently Assessed: Best Prctice Stff shre n understnding of the purposes, vlues, nd uses of ssessment in their progrm nd cn explin these to others. Exmples include documenttion of stff trining regrding uses of ssessment in the progrm or communictions to fmilies bout the use of ssessments in the progrm. 4.C. Identifying Children s Interests nd Needs nd Describing Children s Progress 4.C.01 I-T-P-K Emerging TS, PP All children receive developmentl screening tht includes: the timely screening of ll children within three months of progrm entry; This indictor specifies tht the screening be conducted within 3 months of entry into the progrm. During n ssessment ssessors will specificlly be looking for evidence tht children re screened within three months of enrollment. From best prctices perspective, screening should be conducted on yerly bsis. Progrms my lso refer to the instructions for the specific screening instrument tht they use s evidence of the specific time frme in which the screening should be conducted. b screening instruments tht meet professionl stndrds for stndrdiztion, relibility, nd vlidity; Rte s Yes only if the progrm portfolio includes t lest brief summry or sttement s to the vlidity nd relibility of one or more of the instrument(s) used. Exmples of Screening tools include: Mullen Scles of Erly Lerning; Brignce; DIAL 3; DENVER II; Ages nd Stges; ESP: Erly Screening Profiles; ESI-R (Erly Screening Inventory). screening instruments tht hve normtive scores vilble on popultion relevnt for the child being c screened; Rte s Yes if the screening instrument or supporting documenttion includes references to norml or expected scores for ll children by ge or stge. screening of children s helth sttus nd their sensory, lnguge, cognitive, gross-motor, fine-motor, nd d socil-emotionl development; Helth sttus nd/or sensory (vision, hering) screening my be conducted seprtely (t seprte times, using different screening methods) from the other types of screening. e pln for evluting the effectiveness of the screening progrm; nd using the results to mke referrls to pproprite professionls, when needed, nd ensuring tht the f referrls re followed. A published instrument is required to meet criterion 4.C.01, which refers to developmentl screening. Therefore, screening tool cnnot be stff developed, lthough it my be dministered by stff. The progrm stff my lso work with consultnts or gencies to rrnge for screening rther thn conduct it themselves. Progrms my provide evidence of system-wide developmentl screening i.e., screening pln nd blnk instruments used. Evidence includes screening results collected by gencies other thn the progrm (e.g. physicin's office, helth deprtment, school systems). By definition, developmentl screening is stndrdized procedure or test used to quickly pprise lrge number of children to find out which ones need further evlution nd must meet professionl stndrds for stndrdiztion, relibility nd vlidity. When progrm uses published curriculum/ssessment system for screening purposes the progrm must include detiled written explntion s to how they re implementing the curriculum/ssessment system s screening Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

40 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 40 of 97 4.C.02 I-T-P-K Rndom TS, CP Techers ssess the developmentl progress of ech child cross ll developmentl res, using vriety of instruments nd multiple dt sources tht ddress the progrm s curriculum res. Stff with diverse expertise nd skills collect informtion cross the full rnge of children s experiences. Rte s Yes if the clssroom portfolio includes evidence showing ssessment of developmentl progress cross three or more development res (e.g., socil, emotionl, cognitive, physicl). 4.C.03 I-T-P-K Rndom TS, CP Techers refer to curriculum gols nd developmentl expecttions when interpreting ssessment dt. Exmples include evidence of linking curriculum to ssessment through lesson plns nd ctivities. 4.D. Adpting Curriculum, Individulizing Teching, nd Informing Progrm Development 4.D.01 I-T-P-K Rndom TS, CP Techers or others who know the children nd re ble to observe their strengths, interests, nd needs on n ongoing bsis conduct ssessments to inform clssroom instruction nd to mke sound decisions bout individul nd group curriculum content, teching pproches, nd personl interctions. Rte s Yes if the clssroom portfolio contins evidence tht techers or other stff conduct ssessment, rther thn specilized ssessment stff who do not work with the child on regulr bsis. 4.D.02 I-T-P-K Emerging TS, PP Teching tems meet t lest weekly to interpret nd use ssessment results to lign curriculum nd teching prctices to the interests nd needs of the children. Evidence my include but is not limited to scheduled meetings, smple meeting notes or meeting gends. 4.D.03 I-T-P-K Alwys O, TS, CP Techers interct with children to ssess their strengths nd needs to inform curriculum development nd individulize teching. Techers intentionl observtions/interctions with children meet this criterion. It is not necessry to witness teching stff using n ssessment tool. 4.D.04 I-T-P-K Rndom PP Techers nd other professionls ssocited with the progrm use ssessment methods nd informtion to design gols for individul children s well s to guide curriculum plnning nd monitor progress. Evidence my include notes from meetings between techers nd other professionls (such s the progrm dministrtor, specilist or prents) where ssessment dt ws used to guide curriculum plnning nd monitor progress. Evidence my lso include lesson plns or other documents denoting gols designed bsed on ssessments. 4.D.05 I Rndom O Techers tlk nd interct with infnts to ssess nd encourge use of lnguge (e.g., smiles, sounds, eye contct, nd cooing). 4.D.06 I Rndom O, CP Techers observe infnts to ssess development nd use these observtions to modify the curriculum, interctions, nd cre. Rte s Yes if techer s observtions re used to modify ny ONE of these res: curriculum, interctions or cre. Written evidence my include but is not limited to ntidotl notes or notes of techers observtions. 4.D.07 T-P-K Rndom O, CP Techers tlk nd interct with individul children nd encourge their use of lnguge to inform ssessment of children s strengths, interests nd needs. Rte s Yes if you observe interction being used to inform ssessment of ny ONE of these res: children s strengths, interests, needs Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

41 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 41 of 97 4.D.08 T-P-K Rndom TS, CP Techers observe nd document children s work, ply, behviors, nd interctions to ssess progress. They use the informtion gthered to pln nd modify the curriculum nd their teching. Rte s Yes if techer s observtions re used to modify ny ONE of these res: children s work, ply, behviors, or interctions. Written evidence my include but is not limited to necdotl notes, notes of techers observtions or interctions with children. 4.E. Communicting with Fmilies nd Involving Fmilies in the Assessment Process 4.E.01 I-T-P-K Alwys FS, TS, CP Fmilies hve ongoing opportunities to shre the results of observtions from home to contribute to the ssessment process. 4.E.02 I-T-P-K Rndom FS, TS, PP Fmily members re provided informtion, either verblly or in writing, bout their child s development nd lerning on t lest qurterly bsis, with written reports t lest two times yer. Evidence my include written policies, relevnt informtion from fmily or stff hndbooks, nd orienttion mterils. Informtion my be provided formlly or informlly in the form of written or nrrtive reports, fmily-techer conferences, converstions, nd e-mils. Written reports re required t lest 2 times per yer. Prt yer progrms must provide this informtion t lest four (4) times throughout the time in which the progrm is operting to meet this criterion. Evidence must include informtion regrding frequency informtion is shred to receive credit. 4.E.03 I-T-P-K Rndom FS, TS, CP Techers, fmilies, nd relevnt specilists hve regulr opportunities to prticipte in two-wy communiction conferences to discuss ech child s progress, ccomplishments, difficulties in the clssroom nd t home s well s to pln lerning ctivities. Two-wy communiction conferences re not limited to fce to fce discussions. Regulr opportunity includes n open door policy, not just scheduled conference. 4.E.04 I-T-P-K Rndom FS, TS, PP Stff work to chieve consensus with fmilies bout ssessment methods tht will best meet the child s needs. Evidence my include meeting schedules, newsletters, written policies, or relevnt informtion from fmily/stff hndbook, orienttion mterils, etc. 4.E.05 I-T-P-K Rndom FS, TS, PP Communiction with fmilies bout their child s ssessments is sensitive to fmily vlues, culture, identity, nd home lnguge. Evidence my include written policies, relevnt informtion from fmily/stff hndbooks, orienttion mterils etc. Fmily vlues, culture, identity, nd home lnguge re strongly interrelted; therefore rte s Yes if evidence supports ny one of these res. 4.E.06 I-T-P-K Rndom FS, TS, PP The progrm stff provide fmilies with informtion bout the choice, use, scoring, nd interprettion of screening nd ssessment methods tht includes the purpose nd use for which n ssessment is designed nd its progrmmtic purpose nd use, b the interprettions of the results nd their mening in terms of future lerning opportunities for their child, the wy teching stff or others hve been trined to use ssessment procedures nd interpret results s c well s the conditions under which the child will be ssessed (e.g., group size, time constrints, fmilirity with dults involved), nd d ccess to or informtion bout the specific instruments used. Evidence my include written policies, relevnt informtion from fmily/stff hndbook, orienttion mterils, nd prent tip sheets Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

42 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 42 of 97 4.E.07 I-T-P-K Emerging FS, TS, PP The progrm stff provide fmilies with full explntion of confidentility by listing the ctegories of individuls who will hve ccess to individul child screening nd ssessment results s well s the resons for their ccess. b shring regultions governing ccess to files nd fmilil rights. Progrms should consult their licensing or regulting body for regultions pertining to their progrm. Informtion my be shred s prt of children s enrollment informtion, in the prent hndbook, etc. c describing the procedures used to keep individul child records confidentil. d explining how nd why children s individul screening results nd ssessment informtion will be represented, used, nd interpreted. Look for evidence of how the individul screening results will be used. Stndrd 5 Helth 5.A. Promoting nd Protecting Children s Helth nd Controlling Infectious Disese 5.A.01 I-T-P-K Rndom PP The progrm mintins current helth records for ech child: Within six weeks fter child begins the progrm, nd s ge-pproprite therefter, helth records document the dtes of services to show tht the child is current for routine screening tests nd immuniztions ccording to the schedule recommended, published in print, nd posted on the Web sites of the Americn Acdemy of Peditrics, the Centers for Disese Control of the United Sttes Public Helth Service (CDC-USPHS), nd the Acdemy of Fmily Prctice. Rte s Yes if progrm portfolio provides evidence tht child helth records include evidence of immuniztions. It is not necessry to estblish whether ll immuniztions were performed s scheduled. When child is overdue for ny routine helth services, prents, legl gurdins, or both provide evidence of n ppointment for those services before the child s entry into the progrm nd s b condition of remining enrolled in the progrm, except for ny immuniztion for which prents re using religious exemption. The following guidnce represents current best prctices regrding this criterion. It should be used to guide progrm improvement nd in preprtion for ssessment. If ssessed, NAEYC Assessors will use this guidnce to rte the criterion during the ssessment visit. In ddition to religious exemptions, prents/gurdins my opt to not hve their children immunized due to philosophicl beliefs. Child helth records include c d e f Current informtion bout ny helth insurnce coverge required for tretment in n emergency; Current informtion regrding the child's helth insurnce coverge should include the insurnce crrier, policy number, nd nme of insured. This informtion my sometimes be required in non-life-thretening emergencies. Results of helth exmintions, showing up-to-dte immuniztions nd screening tests with n indiction of norml or bnorml results nd ny follow-up required for bnorml results; Rte s Yes if the Progrm Portfolio includes evidence of how the progrm gthers informtion on immuniztions for individul children. Evidence should lso include the procedure for cpturing informtion on screening tests including the follow-up procedure with fmilies to ensure ny bnorml results re ddressed. Current emergency contct informtion for ech child, which is kept up to dte by specified method during the yer; Nmes of individuls uthorized by the fmily to hve ccess to helth informtion bout the child; A plce for prent/gurdin signture must lwys pper for this indictor to be met. This indictor concerns progrms' obligtions with reference to HIPAA -- the federl Helth Insurnce Portbility nd Accountbility Act of Helth cre providers re required to sfegurd the confidentility of helth records. Therefore, helth records should somewhere include signed uthoriztion from prents or legl gurdins for the helth cre provider to shre informtion (bout helth exms, immuniztions, illness visits) with the progrm. This is most often seen on stte's helth exm form required for dmission to group cre. However, implementtion vries from stte to stte, so loction nd wording my differ Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

43 g h NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 43 of 97 5.A.01 I-T-P-K Rndom PP Instructions for ny of the child s specil helth needs such s llergies or chronic illness (e.g., sthm, hering or vision impirments, feeding needs, neuromusculr conditions, urinry or other ongoing helth problems, seizures, dibetes); Supporting evidence for cses in which child is under-immunized becuse of medicl condition (documented by licensed helth professionl) or the fmily s beliefs. Stff implement pln to exclude the child promptly if vccine-preventble disese to which children re susceptible occurs in the progrm. The following guidnce represents current best prctices regrding this criterion. It should be used to guide progrm improvement nd in preprtion for ssessment. If ssessed, NAEYC Assessors will use this guidnce to rte the criterion during the ssessment visit. Fmily s beliefs include religious or philosophicl beliefs. 5.A.02 I-T-P-K Emerging PP The progrm hs nd implements written greement with helth consultnt who is either licensed peditric helth professionl or helth professionl with specific trining in helth consulttion for erly childhood progrms. The helth consultnt visits t lest two times yer nd s needed. Where infnts nd toddler/twos re in cre, the helth consultnt visits the progrm t lest four times yer nd s needed. The helth consultnt observes progrm prctices nd reviews nd mkes recommendtions bout the progrm s prctices nd written helth policies to ensure helth promotion nd prevention of infection b nd injury. The consulttion ddresses physicl, socil-emotionl, nutritionl, nd orl helth, including the cre nd exclusion of ill children. Licensed peditric helth professionls include (but re not limited to) peditricins, fmily prctice physicins, -b peditric nurses, or peditric nurse prctitioners. Child cre helth consulttion is growing specilty for which trining is vilble. Unless the progrm prticiptes in the United Sttes Deprtment of Agriculture s Child nd Adult Cre Food Progrm, t lest two times yer registered dietitin or peditric public helth nutritionist c evlutes the menus for nutritionl content; portion sizes; ntionlly recommended limits on juice, sugr, sodium, nd sturted fts; food service opertions; specil feeding needs to be met by the progrm; nd procedures used for food brought from home. Rte s N/A if the progrm prticiptes in the US Dept of Agriculture s CACFP. An individul with degree in nutrition nd/or Dietetic Technicin re exmples of registered dietitin or peditric public helth nutritionist. d The progrm documents complince nd implements corrections ccording to the recommendtions of the consultnt (or consultnts). A growing number of sttes require visits by helth consultnt s prt of their licensing regultions. The Helthy Child Cre Americ (HCCA) Cmpign website ( mintins list of stte HCCA nd Americn Acdemy of Peditrics (AAP) contcts tht my be useful in locting consultnt. Other sources re other erly childhood eduction progrms tht use consultnts, locl regultory gencies, locl helth gencies, clinics nd peditric hospitls, the stte chpter of AAP or locl Hed Strt progrms tht hve helth consultnt. Some progrms hve lso used peditric helth professionls who re prents of enrolled children. However, it is importnt to mke sure tht the consultnt hs knowledge of helth issues specific to progrm nd school settings, public helth perspective, nd knowledge of confidentility issues relted to children, fmilies, nd stff. An erly childhood professionl certified s trined child cre helth consultnt is cceptble s helth consultnt. A written greement with helth cre provider should include the detils of the reltionship. Evidence could include copy of the contrct with the provider or the pln for consulttion. The qulifictions of the provider (e.g., provider resume or documenttion of trining/certifiction) must lso be provided s outlined in the criteri Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

44 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 44 of 97 5.A.03 I-T-P-K Required TS, PP, [O] At lest one stff member who hs certificte showing stisfctory completion of peditric first-id trining nd stisfctory completion of peditric CPR is lwys present with ech group of children. At lest one stff member who meets both components of criterion 5.A.03 must be present throughout the entire observtion. Tke note of ll stff members who re present with children throughout ech group observtion. During the Progrm Portfolio review, review documenttion of pproprite trining for 5.A.03 for those stff members who were present with children throughout (ech of) the group observtion(s). Use the 5.A.03 Worksheet nd the list of stff members present during ech observtion to rte this criterion. Look for evidence: 1. Tht first-id course hs been completed, nd 2. Tht the stff member is currently certified in CPR (including peditric or infnt nd/or child component). If the documenttion does not include this informtion, progrms must supply dditionl documenttion indicting tht these topics were covered in the trining. The documenttion must be issued from the course or course instructor nd cn include n gend, course description, letter from the triner or issuing orgniztion, etc. Documenttion must be specific to individuls nd could be in the form of individul crds or certifictes, documenttion of n individul s successful completion of n online trining course, or record of stff tht ttended nd successfully completed suitble trining course. A blnket policy tht ll stff re required to hold current trinings tht meet 5.A.03 is not sufficient. This criterion does not specify how frequently the trining would occur but the certifiction must be current. If the certificte indictes tht the certifiction hs expired, then the trining(s) would not meet this criterion. A first id course nd CPR self-lerning progrm for infnts nd/or children (i.e., kit with prctice mnikin or online course) followed by demonstrtion skills ssessment by qulified instructor meets this criterion if the progrm provides documenttion tht the stff member successfully pssed the ssessment. For criterion 5.A.03 to be met, stff member who hs pproprite trining for criterion 5.A.03 is lwys present with ech group of children. Exceptions re noted below: A group of children cn be left in the cre of n dult who does not hve pproprite trining for criterion 5.A.03 for no more thn five minutes. For exmple, if the dult with pproprite trining for criterion 5.A.03 needed to step into the hllwy to spek privtely to prent or leve the group to use the restroom, the dult must return within five minutes or nother dult with pproprite trining for criterion 5.A.03 must join the group within five minutes. When teching stff member who meets 5.A.03 must leve the group, n other dult who meets 5.A.03 my cover for tht teching stff member for up to 20 minutes. During tht 20 minute period, the group would still meet 5.A.03. Techer/student one-on-one pirings (for purposes such s occuptionl therpy, physicl therpy, or speech therpy) do not constitute group; the dult does not need to hve pproprite trining for criterion 5.A.03.therpy) do not constitute group; the dult does not need to hve pproprite trining for criterion 5.A.03. This is required criterion. If child is in immedite dnger, ssessors must immeditely notify the progrm dministrtor nd contct the NAEYC Acdemy. If the ssessor determines tht this criterion is not fully met during the observtion, Assessors MUST list it on the Missing Evidence Request Form (MERF) for the Progrm Portfolio Source of Evidence. If the criterion is still not fully met fter the progrm responds to the MERF, ssessors must note this on the Required Criterion Report Form. This form is shred with the progrm dministrtor t the Closing Meeting, t which point the Progrm Administrtor will be given chnce to respond in writing directly on the Required Criterion Report Form; OR choose not to respond during the site visit by checking the pproprite box on the form; AND/OR provide dditionl contextul informtion to the NAEYC Acdemy within 30 business dys of the site visit. 5.A.04 I-T-P-K Not Currently Assessed: Best Prctice The progrm follows these prctices in the event of illness: If n illness prevents the child from prticipting comfortbly in ctivities or cretes greter need for cre thn the stff cn provide without compromising the helth nd sfety of other children or if child's condition is suspected to be contgious nd requires exclusion s identified by public helth uthorities, then the child is mde comfortble in loction where she or he is supervised by fmilir cregiver. If the child is suspected of hving contgious disese, then until she or he cn be picked up by the fmily, the child is locted where new individuls will not be exposed. The progrm immeditely notifies the prent, legl gurdin, or other person uthorized by the prent b when child hs ny sign or symptom tht requires exclusion from the progrm. A progrm tht llows ill children or stff to remin in the progrm implements plns tht hve been reviewed by helth professionl bout c wht level nd types of illness require exclusion; Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

45 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 45 of 97 5.A.04 I-T-P-K Not Currently Assessed: Best Prctice The progrm follows these prctices in the event of illness: d how cre is provided for those who re ill but who re not excluded; nd e when it is necessry to require consulttion nd documenttion from helth cre provider for n ill child or stff member. b b c 5.A.05 I-T-P-K Not Currently Assessed: Best Prctice Stff nd techers provide informtion to fmilies verblly nd in writing bout ny unusul level or type of communicble disese to which their child ws exposed, signs nd symptoms of the disese, mode of trnsmission, period of communicbility, nd control mesures tht re being implemented t the progrm nd tht fmilies should implement t home. The progrm hs documenttion tht it hs coopertive rrngements with locl helth uthorities nd hs, t lest nnully, mde contct with those uthorities to keep current on relevnt helth informtion nd to rrnge for obtining dvice when outbreks of communicble disese occur. Exmples of coopertive rrngements my include documented visits or communictions with locl helth uthorities, reports of communicble illnesses reported to locl helth uthorities, nd reports received from the locl or stte helth uthority (e.g., downloded press releses). 5.A.06 I-T-P-K Rndom O, TS, PP Children of ll ges hve dily opportunities for outdoor ply (when wether, ir qulity, nd environmentl sfety conditions do not pose helth risk). If children do not go outside to ply during the observtion, posted dily schedules or other mteril evidence my be used to rte this indictor. If you see no outside ply AND no schedule or other evidence tht the children get fresh ir, rte No. When outdoor opportunities for lrge-motor ctivities re not possible becuse of conditions, the progrm provides similr ctivities inside. Evidence could include n indoor gross motor spce, schedule, posted policy, hndbook nd memos. Rte NoOpp if progrm goes outside during observtion nd there is not dedicted indoor gross motor spce. Indoor equipment for lrge-motor ctivities meets ntionl sfety stndrds nd is supervised t the sme level s outdoor equipment. Rte N/A if there is no indoor equipment. Indoor equipment should be rrnged in wy tht provides for the sfety of the children, including spcing nd flooring (e.g., climbers not on hrd floor). Written evidence should include evidence tht the sttionry indoor ply equipment meets ntionl sfety stndrds s recommended by Cring for our Children (CFOC). Progrms should follow mnufcturers instructions regrding the instlltion, use, cre, nd mintennce of ny lrge motor ply structures including supervision pln for indoor gross motor ply. 5.A.07 I-T-P-K Rndom PP To protect ginst cold, het, sun injury, nd insect-borne disese, the progrm ensures tht: Children wer clothing tht is dry nd lyered for wrmth in cold wether. Rte N/A if written evidence indictes tht the progrm is locted in n re tht does not hve cold wether. Children hve the opportunity to ply in the shde. When in the sun, they wer sun-protective clothing, pplied skin protection, or both. Applied skin protection will be either sunscreen or sun block with UVB b nd UVA protection of SPF 15 or higher tht is pplied to exposed skin (only with written prentl permission to do so). Shded res re not required during the winter months (November through Mrch) when nd if children wer clothing, including hts nd gloves, to cover their skin. When public helth uthorities recommend use of insect repellents due to high risk of insect-borne c disese, only repellents contining DEET re used, nd these re pplied only on children over 2 months of ge. Stff pply insect repellent no more thn once dy nd only with written prentl permission Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

46 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 46 of 97 5.A.07 I-T-P-K Rndom PP Rte N/A if portfolio contins evidence tht public helth uthority does NOT recommend use of insect repellents. Rte s Yes only if portfolio contins evidence supporting ALL spects of the policy: (1) only DEET or n cceptble lterntive pproved by the public helth uthority; (2) only over 2 months of ge; (3) no more thn 1x/dy; nd (4) need written prentl permission. Evidence for (2) is not needed if the progrm does not serve infnts. When using n lterntive to DEET, include documenttion in the PP of wht is being used s well s documenttion tht the lterntive hs been pproved nd is pplicble for the ge of the child(ren) it is being used. 5.A.08 I-T-P-K Rndom/Emerging O, PP During observtions, rte N/A if ll children in the group re ble to use the toilet consistently. When ssessing the Progrm Portfolio, rte N/A if the progrm serves only Preschool nd/or Kindergrten children nd does not ddress the criterion. For children who re unble to use the toilet consistently, the progrm mkes sure tht: Indictor hs been permnently removed from this criterion to reflect current best prctice. For children who require cloth dipers, the diper hs n bsorbent inner lining completely contined b within n outer covering mde of wterproof mteril tht prevents the escpe of feces nd urine. Both the diper nd the outer covering re chnged s unit. Rte N/A if NO children use cloth dipers; otherwise rte NoOpp unless you directly observe dipering using cloth dipers. Cloth dipers nd clothing tht re soiled by urine or feces re immeditely plced in plstic bg c (without rinsing or voidble hndling) nd sent home tht dy for lundering. Rte NoOpp unless you directly observe chnging of clothing AND/OR cloth dipers soiled by urine or feces. Stff check children for signs tht dipers or pull-ups re wet or contin feces d e f g h i t lest every two hours when children re wke nd when children wken. Evidence my include direct observtion of regulr diper checks OR written or posted evidence tht such checks occur. Rte NoOpp if no sleeping infnts or toddler/twos wken, even in prt dy progrms. Rte N/A for prtdy preschool nd kindergrten groups if dipers/pull-ups re used. Dipers re chnged when wet or soiled. Chnging should be initited within 5 minutes of discovery tht they re wet or soiled, unless circumstnces clerly mke it difficult to do so. Rte s Yes if cycle of group chnging in initited, even if it tkes longer to get to prticulr diper. Stff chnge children s dipers or soiled underwer in the designted chnging res nd not elsewhere in the fcility. Ech chnging re is seprted by prtil wll or is locted t lest three feet from other res tht children use nd is used exclusively for one designted group of children. For kindergrtners, the progrm my use n underclothing chnging re designted for nd used only by this ge group. (This indictor only is n Emerging Prctice.) A prtil wll is designed to keep children from entering the chnging re nd would begin t floor level. The 3 feet seprtion from other res used by children mens tht, for exmple, ctivity res, shelves with mterils from which children choose, nd tbles t which children sit, re not locted within 3 feet of the chnging re. At ll times, cregivers hve hnd on the child when the child is being chnged on n elevted surfce. Rte s N/A if ll children re potty trining nd using pull-ups. Rte s No if cregiver steps out of rm s length t ny time while child is on n elevted chnging surfce. In the chnging re, stff j post nd k follow chnging procedures (s outlined in the Clening nd Snittion Frequency Tble) Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

47 j-k l m n o p q NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 47 of 97 5.A.08 I-T-P-K Rndom/Emerging O, PP Rte indictors j nd k if dipering is observed. Rte only indictor j if there is chnging re, but no dipering tkes plce during the observtion period. The Clening nd Snittion Frequency Tble no longer includes diper chnging procedure; these indictors re undergoing revision. During n Accredittion Visit, Assessors will rte these indictors s follows: Stff follow posted chnging procedures which include these elements: orgnizing the chnging re, plcing children on the chnging tble, clening the child, disposing of the soiled diper nd mterils, pplying the clen diper nd redressing the child, hnd hygiene, nd clening of the chnging tble fter dipering. These procedures re used to evlute teching stff who chnge dipers. Rte s NoOpp unless stff re evluted in how to chnge dipers during the observtion. Surfces used for chnging nd on which chnging mterils re plced re not used for other purposes, including temporry plcement of other objects, nd especilly not for ny object involved with food or feeding. Continers tht hold soiled dipers nd dipering mterils hve lid tht opens nd closes tightly by using hnds-free device (e.g., step cn). Diper disposl systems re cceptble receptcles for storing soiled dipers only when they re designed to be used in hnds-free mnner. Continers re kept closed nd re not ccessible to children. In order to be considered inccessible, the continers shll be plced in n re tht children cnnot enter without close dult supervision. For exmple, if the continer were in bthroom tht children only enter when ccompnied by n dult, then it would be considered inccessible. However, if the diper chnging re is in the clssroom, then the continer would need to be positioned or plced in such wy tht it is inccessible to children. Stff members whose primry function is prepring food do not chnge dipers until their food preprtion duties re completed for the dy. The indictor refers specificlly to stff whose primry function is to prepre food. Rte s N/A if the progrm does not hve cook or other individul whose primry responsibility is to prepre food or if the individul does not chnge dipers. Rte NoOpp if the progrm hs stff member whose primry function is to prepre food but who is not present during the observtion. Teching stff my use either commercilly vilble disposble dipers nd pull ups or non-disposble cloth dipers s described in indictors b nd c. Written evidence my include lbeled nd highlighted policy, or lbeled nd highlighted pge(s) from prent or stff hndbook(s). 5.A.09 I-T-P-K Rndom O, PP The progrm follows these prctices regrding hnd wshing: Stff members nd those children who re developmentlly ble to lern personl hygiene re tught hnd-wshing procedures nd re periodiclly monitored. b Hnd wshing is required by ll stff, volunteers, nd children when hnd wshing would reduce the risk of trnsmission of infectious diseses to themselves nd to others. c Stff ssist children with hnd wshing s needed to successfully complete the tsk. Children wsh either independently or with stff ssistnce. Rte NoOpp for infnt groups if wet wipes re being used. d-p Rte s Yes if the indictors re positively observed in children nd dults MOST of the time. Children nd dults wsh their hnds: d on rrivl for the dy; Do not include prents unless they re stying -- not dropping off. e fter dipering or using the toilet (use of wet wipes is cceptble for infnts); Toddlers' hnds should be wshed t sink following proper procedures, with dult ssistnce s needed. Infnts who cn be sfely held in one rm should be ssisted in wshing their hnds t sink. The use of wet wipes should be reserved for situtions in which hnd wshing is not possible or prcticl Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

48 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 48 of 97 5.A.09 I-T-P-K Rndom O, PP f fter hndling body fluids (e.g., blowing or wiping nose, coughing on hnd, or touching ny mucus, blood, or vomit); g before mels nd sncks, before prepring or serving food, or fter hndling ny rw food tht requires cooking (e.g., met, eggs, poultry); h fter plying in wter tht is shred by two or more people; i After hndling pets nd other nimls or ny mterils such s snd, dirt, or surfces tht might be contminted by contct with nimls; nd Rte N/A if they hve no pets or hve no sources of niml contmintion. If sndboxes hve covers, ssume they re not source of niml contmintion. DO NOT rte this indictor utomticlly when groups come in from outside. j When moving from one group to nother (e.g., visiting) tht involves contct with infnts nd toddlers/twos Refers to situtions when older children visit nd interct with groups of infnts nd/or toddlers (or vice vers). Rte N/A only if the progrm does not hve infnt nd/or toddler/twos groups. Adults lso wsh their hnds: k before nd fter feeding child, This indictor refers to feeding n individul child, not serving food to group. l m before nd fter dministering mediction, fter ssisting child with toileting, nd Rte whenever n dult touches child's clothing or body, or touches ny prt of the toilet, while ssisting the child with toileting. Rte hnd wshing relted to dipering on Indictor e. n fter hndling grbge or clening. This indictor refers to the hndling of contminted mterils or the use of clening, snitizing, nd/or disinfecting chemicls (for exmple, while clening tbles fter mel or snck). This does not include putting mterils nd equipment wy fter n ctivity, or clen-up time when mterils re uncontminted nd no clening gents/chemicls re used. Proper hnd-wshing procedures re followed by dults nd children nd include: o o-p p using liquid sop nd running wter; Children s hnds should be wshed t sink following proper procedures, with dult ssistnce s needed whenever possible. Infnts who cn sfely be held in one rm should be ssisted in wshing their hnds t sink. When hnd wshing t sink with sop nd running wter is not possible (e.g., during neighborhood wlks t locl prks) children under the ge of 24 months my use wet wipes. Children ge 24 months nd older my use lcoholbsed snitizers s described in dditionl guidnce below. Rte Yes when hnd wshing t sink (with sop nd running wter) is not possible AND wet wipes or lcohol-bsed snitizers re used ppropritely. rubbing hnds vigorously for t lest 20 seconds including bck of hnds, wrists, between fingers under nd round ny jewelry, nd under fingernils; rinsing well; drying hnds with pper towel, singleuse towel, or dryer; nd voiding touching the fucet with just-wshed hnds (e.g., by using pper towel to turn off wter). ALL elements must be observed (in MOST of the dults nd children MOST of the time) to rte s Yes for this indictor. The following guidnce represents the current best prctices regrding this criterion. It should be used to guide progrm improvement nd in preprtion for ssessment. If ssessed, NAEYC Assessors will use this guidnce to rte the criterion during the ssessment visit. Hnds should be vigorously rubbed for t lest 20 seconds. Except when hndling blood or body fluids tht might contin blood (when wering gloves is required), wering gloves is n optionl supplement, but not substitute for, hnd wshing in ny required hnd-wshing sitution listed bove. q r s Stff wer gloves when contmintion with blood my occur. Stff do not use hnd-wshing sinks for bthing children or for removing smered fecl mteril. Rte indictor s NoOpp unless you see bthing or the removl of smered fecl mteril. In situtions where sinks re used for both food preprtion nd other purposes, stff clen nd snitize the sinks before using them to prepre food. Rte s N/A if sinks used for food prep re not used for other purposes Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

49 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 49 of 97 5.A.09 I-T-P-K Rndom O, PP Hnd hygiene with n lcohol-bsed snitizer with 60% to 95% lcohol is n lterntive to trditionl t hnd-wshing (for children over 24 months nd dults) with sop nd wter when visible soiling is not present. If lcohol-bsed snitizers re used, the mnufcturer s instructions must be followed. For visibly dirty hnds, rinsing under running wter or wiping with wter-sturted towel should be used to remove s much dirt s possible before using hnd snitizer. Supervision of children is required to monitor effective use nd to void potentil ingestion or indvertent contct of hnd snitizers with eyes nd mucous membrnes. If hnd snitizers re used, ssume children re 24 months or older unless children re clerly younger thn 24 months. For children 24 months nd under, sop nd wter should be used nd lcohol-bsed hnd snitizers should not be used. Since the lcohol-bsed hnd snitizers re toxic nd flmmble, they must be stored nd used ccording to the mnufcturer s instructions. In smll quntities hnd snitizers do not need to be stored off-site, but must be kept out of rech of children. Rte N/A if no hnd snitizer is seen during the observtion. Rte NoOpp if there is hnd snitizer vilble, but it is not used. Rte No if hnd snitizer is used on children under 24 months, or used on children of ny ge when hnds re visibly soiled. Do not consider the percentge of lcohol in hnd snitizer when rting this indictor in n observtion. When ssessing the Progrm Portfolio, rte N/A if the progrm indictes tht they do not use hnd snitizer. When hnd-wshing is not possible (e.g., during neighborhood wlks t locl prks), wet wipes my be used. 5.A.10 I-T-P-K Emerging O, PP Precutions re tken to ensure tht communl wter ply does not spred infectious disese. No child drinks the wter. Children with sores on their hnds re not permitted to prticipte in communl wter ply. Fresh potble wter is used, nd the wter is chnged before new group of children comes to prticipte in the wter ply ctivity. When the ctivity period is completed with ech group of children, the wter is drined. Alterntively, fresh potble wter flows freely through the wter ply tble nd out through drin in the tble. All elements of this criterion must be present/met to rte s Yes for the criterion. Rte N/A only if the progrm sttes in Progrm Portfolio tht it NEVER does communl wter ply. If wter ply policy is not referenced in Progrm Portfolio, ssume the progrm DOES do wter ply nd the policy is missing. Rte s NoOpp if no communl wter ply occurred during the observtion, even if wter tble is seen. Potble wter is wter of sufficient qulity to serve s drinking wter. Wter must be fresh (recently obtined from its source) to remin potble, s hrmful germs cn esily multiply in exposed or stnding wter. A new group of children" is different group of children in the room (for exmple, n fternoon clss versus the morning clss), NOT new subgroup of children within the existing group. See the rtio/group size chrt notes for the definition of group. The ctivity period is defined by the progrm but my not exceed one dy. 5.A.11 I-T-P-K Rndom O, TS, PP Rte N/A for ll indictors if the progrm s policy sttes they never dminister ny medictions (neither prescription nor OTC). Rte indictors NoOpp if no mediction is dministered nd no written evidence is observed during the observtion. Rte n indictor s Yes if written evidence of its mediction prctice is seen in the clssroom during the observtion, or if the prctice is ctully observed. Rte n indictor s No only if observtion or written evidence clerly contrdicts it. Sfegurds re used with ll medictions for children: Stff dminister both prescription nd over-the counter medictions to child only if the child s record documents tht the prent or legl gurdin hs given the progrm written permission. Over the Counter (OTC) medictions my include pin reliever nd tretments for llergies. If mediction nd/or sunscreen dministrtion is observed, rte Yes if cler evidence of permission is seen. A physicin s uthoriztion is required to use OTC medictions. The child s record includes instructions from the licensed helth provider who hs prescribed or b recommended mediction for tht child; lterntively, the licensed helth provider s office my give instructions by telephone to the progrm stff Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

50 c d e NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 50 of 97 5.A.11 I-T-P-K Rndom O, TS, PP Licensed helth providers include ny helth professionl licensed to prctice nd prescribe or recommend medictions in tht stte. Helth professionls who evlute mediction dministrtion my include but re not necessrily limited to physicins, physicin ssistnts, nurses (including school nurses), nd nurse prctitioners. Written instructions for prescribed medictions my be limited to the informtion included on the prescription lbel. The progrm my hve stnding order from licensed helth cre provider to guide the use of specific over the counter (OTC) mediction with specific child in the progrm when the order detils specific circumstnces nd gives specific instructions for individul dosing of the mediction (i.e. epi-pen for llergic rection or inhler for sthm). Cough nd cold mediction is not recommended for children under the ge of 6, but cn be dministered if the progrm hs written orders from helth cre provider nd prent/gurdin. If instructions from the helth cre provider re given over the phone, the converstion must be documented in writing. The progrm must document BOTH written permission from the prent/legl gurdin AND instructions from the licensed helth provider (for exmple doctor s note or cre pln form) for prescription AND OTC mediction nd tretments (for exmple, rehydrtion fluids to tret dirrhe nd/or vomiting; hydrocortisone crems to tret eczem). Any dministrtor or teching stff who dministers mediction hs () specific trining nd (b) written performnce evlution updted nnully by helth professionl on the prctice of the five right prctices of mediction dministrtion: (1) verifying tht the right child receives the (2) right mediction (3) in the right dose (4) t the right time (5) by the right method with documenttion of ech right ech time the mediction is given. The person giving the mediction signs documenttion of items (1) through (5) bove. Teching stff who re required to dminister specil medicl procedures hve demonstrted to helth professionl tht they re competent in the procedures nd re guided in writing bout how to perform the procedure by the prescribing helth cre provider. Rte NoOpp if not observed. Prescription diper crems nd/or ointments would require ll steps to be followed. The Progrm Portfolio should include list of ll individuls who re trined to dminister medictions s well s evidence of the content of the trining. Trining nd evlution of mediction dministrtion should be completed nnully, unless documenttion clerly sttes tht the trining received by stff is vlid for defined time period (e.g. trining certificte with cler expirtion dte). Medictions re lbeled with the child s first nd lst nmes, the dte tht either the prescription ws filled or the recommendtion ws obtined from the child s licensed helth cre provider, the nme of the licensed helth cre provider, the expirtion dte of the mediction or the period of use of the mediction, the mnufcturer s instructions or the originl prescription lbel tht detils the nme nd strength of the mediction, nd instructions on how to dminister nd store it. For OTC medictions (including sunscreen), rte Yes if lbeled with only child s first nd lst nmes. If the sme continer of OTC mediction (e.g., sunscreen or insect repellent) is used by more thn one child in the group, list of children s first nd lst nmes is required; rte Yes only if this list is visible. All medictions re kept in locked continer. Medictions tht must be redily vilble t ll times per physicin s orders (i.e., emergency mediction such s n EpiPen) should be stored in sfe mnner, inccessible to children, while llowing for quick ccess to stff in n emergency. Exmples of cceptble wys to store emergency medictions include fnny pck or bckpck crried by n dult or n unlocked continer tht is out of the rech of children. A fnny pck or bckpck tht is not on stff member s person nd is lso in rech of children is n uncceptble wy of storing emergency medictions. Sunscreen, specil sops, lotion, nd diper crems do not need to be kept in locked cbinet but must be inccessible to children. Non-prescription preventtives such s sunscreen, insect repellent, non-medicted diper crem, lotion, lip blm, nd toothpste re not considered medictions nd only require prentl/gurdin consent. Stff do not need to be trined or evluted in their use Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

51 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 51 of 97 5.A.12 I Required/Alwys O, PP Rte NoOpp if there re no infnts sleeping AND no infnts re lid down to sleep during the observtion. To reduce the risk of Sudden Infnt Deth Syndrome (SIDS): Infnts, unless otherwise ordered by physicin, re plced on their bcks to sleep on firm surfce mnufctured for sle s infnt sleeping equipment tht meets the stndrds of the United Sttes Consumer Product Sfety Commission. This is required indictor. Rting of this indictor tkes into ccount: observed infnt sleep prctices, progrm policies regrding infnt sleep prctice, nd written documenttion to support some spects of complince. If cribs re used for infnt sleep, the cribs must meet CPSC Crib Stndrd # CPSC 16 CFR 1219 or 1220; ll other sleep equipment (such s ply yrds or floor beds) must meet the pplicble CPSC stndrds. All progrms serving infnts must sign the Infnt Sleep Equipment Acknowledgement Form to meet this indictor. If n infnt rrives to the progrm sleep, or flls sleep t the progrm, in equipment not specificlly designed for infnt sleep (exmple: cr sfety set, bouncy set, infnt set, swing, jumping chir, stroller, or highchir) the infnt is removed nd plced on their bck on infnt sleep equipment tht conforms to the requirements of this indictor. Progrm policies regrding infnt sleep prctices should include this informtion. Wedges my be used only with doctor s uthoriztion. If pplicble, documentry evidence of complince, such s doctor s note should be seen. Observtion: Rte NoOpp if no infnts re put down to sleep during observtion. Assessors should NOT record the sleeping position of children they did not observe being plced to sleep. During n observtion, the Assessor(s) will observe how nd where ny person employed by or volunteering for the progrm plces to sleep ny child enrolled in n infnt group (or in mixed-ge group including infnts). If the Assessor(s) observes ny person employed by or volunteering for the progrm plcing child to sleep in position other thn on his/her bck, including the use of wedge, the Assessor(s) will confirm the nme nd ge of the child t the end of the observtion nd, for ny child 12 months nd younger, will sk for doctor s note llowing the child to be plced to sleep in n lternte position on the MERF, unless the Doctor s note hs lredy been provided. If child younger thn 12 months is observed being plced in position other thn on his/her bck, nd the progrm does not provide doctor s note fter the dministrtion of the MERF, the required indictor is not met nd the Assessor(s) will note this rting on the Required Criterion Report Form. Progrm Portfolio: Policies should stte tht infnts 12 months nd younger re plced on their bcks to sleep unless ordered by physicin. If the Assessor(s) determines tht this indictor is not fully met during the Progrm Portfolio review, the Assessor(s) MUST list it on the Missing Evidence Request Form (MERF). If the criterion is still not fully met fter the progrm responds to the MERF, the Assessor(s) must note this on the Required Criterion Report Form. The Required Criterion Report Form is shred with the progrm dministrtor t the Closing Meeting. The progrm dministrtor will be given chnce to respond in writing directly on the form; OR choose not to respond during the visit by checking the pproprite box on the form. Administrtors my provide dditionl contextul informtion to the NAEYC Acdemy within 5 business dys of the visit for (1) possible observed violtions relted to infnt sleep prctices nd for (2) written policies/procedures regrding infnt sleep prctices. If the progrm is required to submit the Infnt Sleep Equipment Acknowledgement Form following the visit, the progrm hs 60 dys to do so. If child is in immedite dnger, the Assessor(s) re instructed to immeditely notify the progrm dministrtor nd to contct the NAEYC Acdemy. Rte the use of wedges if you see child plced to sleep on wedge or if the child is lredy sleep on wedge. Do not rte wedges in unoccupied cribs when rting indictor. Rte Not Age if only infnts one yer nd older re served Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

52 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 52 of 97 5.A.12 I Required/Alwys O, PP Pillows, quilts, comforters, sheepskins, stuffed toys, nd other soft items re not llowed in cribs or rest b equipment for infnts younger thn eight months. Rting Yes indictes tht these items re not in cribs. Wedges my be used only with doctor s uthoriztion. Recommended best prctice hs recently chnged; this indictor is undergoing revision. During n Accredittion Visit, Assessors will rte this indictor s follows: Infnts younger thn 12 months should not hve pillows, quilts, comforters, sheepskins, stuffed toys, or other soft items in their cribs. Rte Not Age if only infnts 12 months nd older re served. A sleep environment includes firmly fitting sheet (i.e. such tht the mttress does not curl up on the ends) nd the infnt in comfortble, sfe grments (no hoods, bibs, necklces, or ties/strings), but nothing else, not even firm bumper pds. If mttress cover is used to protect the mttress from wetness, it should be tightly fitting nd thin. Rte the use of wedges in indictor. If blnket is used, the infnt is plced t the foot of the crib with thin blnket tucked round the crib c mttress, reching only s fr s the infnt s chest. Recommended best prctice hs recently chnged; this indictor is undergoing revision. During n Accredittion Visit, Assessors will rte this indictor s follows: The use of blnkets is no longer recommended. Rte s No if blnkets re observed in infnt sleep environments. Infnt clothing scks or other clothing designed for sleep my be used s n lterntive to blnkets nd should be lightweight to void overheting. Rte s No if there is no stted policy bout the use of blnkets, or if stted policy is not consistent with the guidnce. d The infnt s hed remins uncovered during sleep. After being plced down for sleep on their bcks, infnts my then be llowed to ssume ny comfortble sleep position when they cn esily turn themselves from the bck position. Progrms must include their policies regrding infnt sleep positioning nd sfe sleep prctices in their Progrm Portfolio. Swddling is not recommended, but is not prohibited by this criterion. The following conditions should be met: progrms my use light-weight swddling mteril wrpped securely nd no higher thn the child's shoulders; when swddling mteril is used in this wy it is not required to wrp the mteril round the mttress. 5.A.13 I Emerging O After ech feeding, infnt s teeth nd gums re wiped with disposble tissue (or clen soft cloth used only for one child nd lundered dily) to remove liquid tht cots the teeth nd gums. Rte NoOpp if infnts re not fed during the observtion. For infnts who hve t lest one tooth, n lterntive to wiping gums with cloth is to brush the tooth/teeth with soft toothbrush. Rte Yes if wiping or brushing is observed. 5.A.14 I-T Rndom O,PP Infnts unble to sit re held for bottle-feeding. All others sit or re held to be fed. Rte Not Age for toddlers. Rte s NoOpp if feeding does not occur during observtion. The following guidnce represents the current best prctices regrding this criterion. It should be used to guide progrm improvement nd in preprtion for ssessment. If ssessed, NAEYC Assessors will use this guidnce to rte the criterion during the ssessment visit. Infnts, who re younger thn 12 months, re held for bottle-feeding. b Infnts nd toddler/twos do not hve bottles while in crib or bed nd Rte s NoOpp if feeding does not occur during observtion. c do not et from propped bottles t ny time. Rte s NoOpp if feeding does not occur during observtion. Propped bottles include using items such s blnkets or boppy pillows to hold the infnt s bottle. d Toddler/twos do not crry bottles, sippy cups, or regulr cups with them while crwling or wlking. Rte Not Age for infnts. If there is no evidence tht children crry bottles or cups throughout the clssroom, rte Yes. Teching stff offer children fluids from cup s soon s the fmilies nd techers decide together tht e child is developmentlly redy to use cup. Rte s NoOpp if feeding does not occur during observtion. The mnner in which food is given to infnts should be conducive to the development of sound eting hbits for life. Written evidence my include informtion from the prent or stff hndbook on feeding policies, nd stff trining on feeding infnts nd/or toddler/twos Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

53 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 53 of 97 5.A.15 I-T Not Currently Assessed: Best Prctice Infnts nd toddlers/twos do not hve ccess to lrge buckets tht contin liquid. If buckets of liquid re in res seprted from infnts by brriers (e.g., in hllwy seprted by closed door), then they do NOT hve ccess. 5.A.16 T-P-K Rndom O, PP At lest once dily in progrm where children older thn one yer receive two or more mels, teching stff provide n opportunity for tooth brushing nd gum clening to remove food nd plque. (The use of toothpste is not required.) Rte the criterion N/A if the progrm provides evidence tht children do not receive 2 or more mels dily in the progrm. However, give credit if evidence of tooth brushing nd gum clening is seen. Progrms tht serve two or more mels must provide t lest one opportunity dily for children older thn one yer for tooth brushing nd teeth clening. The timing of this opportunity is not specified in the criteri. The progrm defines whether the food it serves constitutes mel or snck. If the observtion is not tking plce fter mel time, look for evidence of tooth brushing equipment nd supplies, time on the dily schedule, etc. On the Progrm Portfolio, ssessors rte this criterion s Yes if the progrm provides evidence of this prctice. If toothpste is used, it should be lbeled with the child s first nd lst nme. 5.B. Ensuring Children s Nutritionl Well-being 5.B.01 I-T-P-K Not Currently Assessed: Best Prctice If the progrm provides food for mels nd sncks (whether ctered or prepred on-site), the food is prepred, served, nd stored in ccordnce with the U.S. Deprtment of Agriculture (USDA) Child nd Adult Cre Food Progrm (CACFP) guidelines. CACFP regultions, policies, nd guidnce mterils on mel requirements provide the bsic guidelines for good nutrition, food storge, preprtion, service nd snittion prctices. Mels nd sncks offered to young children should provide vriety of nourishing foods on frequent bsis to meet the nutritionl needs of young children, s well s be stored, served nd prepred in ccordnce with the USDA nd CACFP guidelines. Progrms not eligible for reimbursement under the regultions of CACFP re encourged to use the CACFP food guidnce. 5.B.02 I-T-P-K Not Currently Assessed: Best Prctice Stff tke steps to ensure the sfety of food brought from home: They work with fmilies to ensure tht foods brought from home meet the USDA s CACFP food guidelines. b All foods nd beverges brought from home re lbeled with the child s nme nd the dte. c Stff mke sure tht food requiring refrigertion stys cold until served. d Food is provided to supplement food brought from home if necessry. e Food tht comes from home for shring mong the children must be either whole fruits or commercilly prepred pckged foods in fctory-seled continers. (This indictor only is n Emerging Prctice.) CACFP regultions, policies, nd guidnce mterils on mel requirements provide the bsic guidelines for good nutrition, food storge, preprtion, service nd snittion prctices. Mels nd sncks offered to young children should provide vriety of nourishing foods on frequent bsis to meet the nutritionl needs of young children, s well s be stored, served nd prepred in ccordnce with the USDA nd CACFP guidelines. Progrms not eligible for reimbursement under the regultions of CACFP re encourged to use the CACFP food guidnce. 5.B.03 I-T-P-K Rndom PP If the progrm does not provide food to children, then the criterion would be N/A. The progrm tkes steps to ensure food sfety in its provision of mels nd sncks. Stff discrd foods with expired dtes. The progrm documents complince nd ny corrections tht it hs mde ccording to the b recommendtions of the progrm s helth consultnt, nutrition consultnt, or snitrin tht reflect considertion of federl nd other pplicble food sfety stndrds Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

54 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 54 of 97 5.B.03 I-T-P-K Rndom PP Definition: A snitrin is specilist in public snittion nd helth. An individul with degree in nutrition could lso meet this indictor. The helth consultnt, nutrition consultnt, or snitrin should be should be incorporting federl (U.S. Food nd Drug Administrtion) nd ll pplicble stte nd locl food sfety stndrds. Rte this indictor No if the progrm does not hve helth consultnt, nutrition consultnt or snitrin. Evidence in the Progrm Portfolio could include policy bout food sfety, checklist for mintining food sfety, consultnt greement, etc. 5.B.04 I-T-P-K Rndom O, FS, PP For ll infnts nd for children with disbilities who hve specil feeding needs, progrm stff keep dily record documenting the type nd quntity of food child consumes nd provide fmilies with tht informtion. This criterion MUST be rted for infnt groups. Also rte when the group or progrm includes older children dignosed with identified specil needs tht require specil feeding; for exmple, child who requires ssistnce feeding him/herself due to medicl condition. This criterion does not pply to children with food llergies only. Rte N/A only for toddler/two, preschooler, nd kindergrtener groups without dignosed specil feeding needs. 5.B.05 I-T-P-K Not Currently Assessed: Best Prctice For ech child with specil helth cre needs or food llergies or specil nutrition needs, the child s helth cre provider gives the progrm n individulized cre pln tht is prepred in consulttion with fmily members nd specilists involved in the child s cre. Children with specil helth cre needs re defined s "...those who hve or re t incresed risk for chronic physicl, developmentl, behviorl, or emotionl condition nd who lso require helth nd relted services of type or mount beyond tht required by children generlly."(1) Reference: McPherson, M., P. Arngo, H. Fox, C. Luver, M. McMnus, P. Newcheck, J. Perrin, J. Shonkoff, nd B. Stricklnd A new definition of children with specil helth cre needs. Peditrics 102: The progrm protects children with food llergies from contct with the problem food. The progrm sks fmilies of child with food llergies to give consent for posting informtion bout tht child s food b llergy nd, if consent is given, then posts tht informtion in the food preprtion re nd in the res of the fcility the child uses so it is visul reminder to ll those who interct with the child during the progrm dy. This criterion refers specificlly to children with dignosed food llergies or specil nutritionl needs becuse of medicl conditions. A progrm my choose to honor fmily preferences regrding food (for exmple, vegetrin or kosher diet) in the bsence of dignosed food llergy or medicl condition without obtining n individulized cre pln by the physicin s long s the request conforms with the nutritionl guidelines of the US Deprtment of Agriculture's Child nd Adult Cre Food Progrm. 5.B.06 I-T-P-K Rndom O Clen snitry drinking wter is mde vilble to children throughout the dy. (Infnts who re fed only humn milk do not need to be offered wter.) Look for evidence tht wter is redily vilble (such s cups by sink, drinking fountin or pitcher of wter nd/or cups is vilble or children re offered or re drinking wter during the observtion). 5.B.07 I-T-P-K Not Currently Assessed: Best Prctice Liquids nd foods tht re hotter thn 110 degrees Fhrenheit re kept out of children s rech. This criterion is intended to protect children from burns from hot coffee, te, soups, nd other foods tht dults my hve brought into clssroom. Children cn prticipte in well-supervised cooking experiences. Although the USDA cites specific tempertures for cooking nd holding food, cooking nd holding tempertures re different thn recommended tempertures for food served to young children. Look for evidence tht hot liquids re not brought into the clssroom or re inccessible to children. 5.B.08 I Rndom FS, PP If the progrm provides food to infnts, then the progrm stff work with fmilies (who re informed by their child s helth cre provider) to ensure tht the food is bsed on the infnts individul nutritionl needs nd developmentl stge Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

55 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 55 of 97 5.B.08 I Rndom FS, PP Communicting with fmilies bout infnt nutrition ensures tht the progrm is wre of ny individul nutritionl needs (such s llergies or specil dietry needs) nd lso llows progrms to be wre of nutritionl decisions tht fmilies re mking in conjunction with helth cre providers, such s when to begin serving solid foods. Exmples of evidence my include prent intke forms tht sk questions bout child s nutritionl needs, dily notes home informing fmilies of wht the infnt te tht dy, nd/or progrm policy informtion on how informtion bout is obtined from fmilies bout infnt nutrition. 5.B.09 I Rndom FS, TS, PP The progrm supports brestfeeding by ccepting, storing, nd serving expressed humn milk for feedings ccepting humn milk in redy-to-feed snitry continers b lbeled with the infnt s nme nd dte nd c storing it in refrigertor for no longer thn 48 hours (or no more thn 24 hours if the brest milk ws previously frozen) or in freezer t 0 degrees Fhrenheit or below for no longer thn three months. Recommended best prctice hs recently chnged; this indictor is undergoing revision. During n Accredittion Visit, Assessors will rte this indictor s follows: Brest milk my be stored t the following tempertures nd for the following durtion times: Up to 5 dys in refrigertor t 39 degrees F, Up to 2 weeks in freezer t 5 degrees F, Up to 3-6 months in freezer comprtment with seprte doors t 0 degrees, OR Up to 6-12 months in chest or upright deep freezer t -4 degrees. ensuring tht stff gently mix, not shke, the milk before feeding to preserve specil infection-fighting d nd nutritionl components in humn milk; nd e providing comfortble plce for brestfeeding nd f coordinting feedings with the infnt s mother. Freezer bgs re considered redy-to-feed snitry continers nd meet the criterion s long s they re stored ccording to the stted guidelines. b c d e 5.B.10 I Rndom/Emerging O, TS, PP If formul is served, stff serve only formul tht comes to the fcility in fctory- seled continers (e.g., redy-to-feed powder or concentrte formuls nd bby food jrs) prepred ccording to the mnufcturer s instructions. If solid food is served, prents my bring solid food prepred t home for use by their child or the progrm my prepre solid infnt food in the fcility. (This indictor only is n Emerging Prctice.) If prents bring mnufctured formul for their child from home, it should be sent in unopened, fctory-seled continers. Rte No if progrm s policies expressly prohibit prents from bringing solid food prepred t home. Bottle feedings do not contin solid foods unless the child s helth cre provider supplies written instructions nd medicl reson for this prctice. Evidence in the Progrm Portfolio should include policy sttements or directives to stff nd/or fmilies. Solid foods include cerels, fruits or vegetbles. Adding solids to bottles increses risks of choking, food llergies, nd obesity. Rte s NoOpp unless documenttion from helth provider is observed. Stff discrd fter one hour ny formul or humn milk tht is served but not completely consumed or is not refrigerted. Formul or humn milk left unrefrigerted for one hour or more must be discrded, even if it ws not served. Over the course of n hour, n infnt my continue to drink the formul or milk between burping or breks. If stff wrm formul or humn milk, the milk is wrmed in wter t no more thn 120 degrees Fhrenheit for no more thn five minutes. The U.S. Consumer Product Sfety Commission recommends tht hot wter heters be set t no more thn 120 degrees. Bottles my be wrmed in wrm tp wter when the hot wter heter is set t this level. No milk, including humn milk, nd no other infnt foods re wrmed in microwve oven Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

56 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 56 of 97 5.B.11 I Rndom O, PP Rte NoOpp if no food or beverges re provided for infnts. Teching stff do not offer solid foods nd fruit juices to infnts younger thn six months, unless tht prctice is recommended by the child s helth cre provider nd pproved by fmilies. b Recommended best prctice hs recently chnged; this indictor is undergoing revision. During n Accredittion Visit, Assessors will rte this indictor s follows: Teching stff my offer solid foods to infnts beginning t four months provided the infnt is developmentlly redy nd the prctice is pproved by fmilies. Fruit juices should not be offered to infnts younger thn 12 months. Rte N/A if the progrm does not serve infnts younger thn 4 months of ge. Sweetened beverges re voided. Rte No if sweetened beverges re provided. Exmples of sweetened beverges: juice beverges, juice drinks, or juice cocktils of less thn 100% juice; sweetened iced- te; crbonted soft drinks; powdered drink mixes. Do not count 100% fruit juice s sweetened beverge. If juice (only 100% fruit juice is recommended) is served, the mount is limited to no more thn four c ounces per child dily. Written or photogrphic evidence my include policies, stff nd/or prent hndbooks, menus, memos, or posted notices. Solid foods include cerels, fruits or vegetbles. Solid foods must be introduced seprtely, not included in bottle feeding becuse of incresed risks of choking, food llergies, nd obesity. This criterion is bsed on the Americn Acdemy of Peditrics recommendtions. 5.B.12 I Rndom O Teching stff who re fmilir with the infnt feed him or her whenever the infnt seems hungry. b Feeding is not used in lieu of other forms of comfort. The intent of the criterion is to ensure tht infnts re fed by regulr cregivers tht children re fed when hungry, nd they re not over- or under-fed. Rte s No if the teching stff member seems unfmilir with the infnt s mel pttern, feeds the infnt whenever she/he is upset or does not respond to cues tht the infnt is hungry. 5.B.13 I-T Rndom PP The progrm does not feed cow s milk to infnts younger thn 12 months. The progrm serves whole or reduced-ft cow s milk to children of ges 12 months to 24 months. Rte s Yes if no cow s milk is served to infnts younger thn 12 months. Children older thn 12 months my still be given brest milk. Whole milk is generlly recommended for children between the ges of 12 nd 24 months; these children need some fts for growth nd development, including of the brin. However, the Americn Acdemy of Peditrics issued policy revision in July 2008 which sttes, For children between 12 months nd 2 yers of ge for whom overweight or obesity is concern or who hve fmily history of obesity, dyslipidemi, or CVD, the use of reduced-ft milk would be pproprite (PEDIATRICS Vol. 122, No. 1, July 2008, pp ). 5.B.14 I-T-P Rndom O, PP Rte the criterion N/A if the progrm does not serve food. Stff do not offer children younger thn four yers these foods: hot dogs, whole or sliced into rounds; whole grpes; nuts; popcorn; rw pes nd hrd pretzels; spoonfuls of penut butter; or chunks of rw crrots or met lrger thn cn be swllowed whole. This criterion is pplicble to both food provided by the progrm, s well s food brought from home. Rte s Yes if no instnces of ny of these foods being provided re observed. Hrd pretzel sticks nd hrd, smll, trditionlly shped pretzels re high- risk foods for choking incidents. Rte s Not Age if four yers old nd older. Stff cut foods into pieces no lrger thn ¼-inch squre for infnts nd ½-inch squre for toddler/ twos, b ccording to ech child s chewing nd swllowing cpbility. Rte s Not Age for preschool nd kindergrten ge ctegories. Infnts nd toddlers often swllow pieces of food without chewing. Chicken tenders, fish sticks nd other foods should be cut to the ge group requirements. If this cnnot be done, these foods should not be served regrdless if the progrm provides the food or if it is brought from home. Stff should err on the side of sfety regrdless of whether child hs hd problems chewing or swllowing Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

57 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 57 of 97 5.B.14 I-T-P Rndom O, PP For mixed ge groups, pply the prctice tht is pproprite to the youngest ge present. Evidence my include policy from the stff nd/or prent hndbook, memo, posted notice, emil, nd stff meetings notes or minutes. 5.B.15 T-P-K Rndom O, PP The progrm prepres written menus, posts them where fmilies cn see them, nd hs copies vilble for fmilies. Menus re kept on file for review by the consultnt described in criterion 5.A.02. Rte N/A if no mels or sncks re served by the progrm. When ssessing written documenttion, menus kept on file must include enough to demonstrte the pttern of mels served nd include some tht re current within one yer of the site visit. Rte Yes if written menus re posted where fmilies cn see the menu. Written evidence my lso include policy (in stff nd/or prent hndbook) or licensing requirement. b 5.B.16 T-P-K Rndom PP The progrm serves mels nd sncks t regulrly estblished times. Mels nd sncks re t lest two hours prt but not more thn three hours prt. The time spn is mesured from the ending time of the previous mel or snck nd the beginning time of the next mel or snck. 5.C. Mintining Helthful Environment b 5.C.01 I-T-P-K Rndom O, PP The routine frequency of clening nd snitizing ll surfces in the fcility is s indicted in the Clening nd Snittion Frequency Tble. Rte Yes if clssroom spce overll (floors, wlls, restroom nd kitchen surfces) ppers clen. A contrct with clening service documenting the responsibilities nd frequencies for clening, snitizing, nd disinfecting is cceptble to demonstrte tht some of the components on the tble re met including some of the weekly nd dily tsks. Responsibilities not covered by the contrct should be documented s well. Refer to the Clening, Snitizing nd Disinfecting Frequency Tble (Revised October 2013). In order to meet this indictor, ll items on the Clening, Snitizing, nd Disinfecting Frequency Tble must be complete. Clening is physiclly removing ll dirt nd contmintion, oftentimes using sop nd wter. Snitizing is reducing germs on innimte surfces to levels considered sfe by public helth codes or regultions. Disinfecting is destroying or inctivting most germs on ny innimte object, but not bcteril spores. Crpet clening must be consistent with locl helth regultions. Check with the locl helth deprtment or licensing gency to determine wht regultions, if ny, pply in your community. Ventiltion nd snittion, rther thn sprys, ir freshening chemicls, or deodorizers, control odors in inhbited res of the fcility nd in custodil closets. Give credit for proper ventiltion if no odors re detected nd there is no evidence of sprys. 5.C.02 I-T-P-K Rndom O, PP Procedures for stndrd precutions re used nd include the following: Surfces tht my come in contct with potentilly infectious body fluids must be disposble or mde of mteril tht cn be snitized. Refer to the Clening, Snitizing nd Disinfecting Frequency Tble (Revised October 2013). References to snitized re now generlly disinfected. b Stff use brriers nd techniques tht minimize contct of mucous membrnes or of openings in skin with potentilly infectious body fluids nd tht reduce the spred of infectious disese. Brriers include gloves, moisture-resistnt disposble diper pper, nd eye protection. The intent of this indictor is tht infectious body fluids do not get into stff member s eyes, nose, or mouth. c When spills of body fluids occur, stff clen them up immeditely with detergent followed by wter rinsing. d After clening, stff snitize nonporous surfces by using the procedure for snitizing designted chnging surfces described in the Clening nd Snittion Frequency Tble Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

58 e f NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 58 of 97 5.C.02 I-T-P-K Rndom O, PP Refer to the Clening, Snitizing nd Disinfecting Frequency Tble (Revised October 2013). References to snitized re now generlly disinfected. Stff clen rugs nd crpeting by blotting, spot clening with detergent-disinfectnt, nd shmpooing or stem clening. A contrct with clening service documenting the responsibilities nd frequencies for clening, snitizing, nd disinfecting is n cceptble form of evidence. Stff dispose of contminted mterils nd dipers in plstic bg with secure tie tht is plced in closed continer. Dipers do not need to be plced in seprte bg nd tied before they re plced in lidded, hnds-free continer. Soiled dipers should be hndled s little s possible to void contmintion. This indictor refers to the disposl of wste tht includes dipers. Rte NoOpp if no body fluid spills occur. Written evidence my include trining gends, policies, or stff hndbooks. The intent of this criterion is tht stff disinfect nd clen up potentilly infectious res from bodily spills sfely. Stndrd Precutions re work prctices recommended by the Centers for Disese Control nd Prevention tht re required for bsic level of infection control. They re stndrd becuse you do these prctices ll the time, not just for children who might be sick. Stndrd precutions pply to (1) blood; (2) ll body fluids, secretions, nd excretions except swet; (3) broken skin; nd (4) mucous membrnes (eyes, nose, mouth). Stndrd precutions include good hygiene prctices (prticulrly wshing nd drying hnds before nd fter contct), the use of protective brriers (such s gloves, msks or eye shields), nd pproprite hndling nd disposl of infectious wste. 5.C.03 I-T-P-K Rndom O, PP A toy tht child hs plced in his or her mouth or tht is otherwise contminted by body secretion or excretion is either to be wshed by hnd using wter nd detergent, then rinsed, snitized, nd ir dried or wshed nd dried in mechnicl dishwsher before it cn be used by nother child. Rte NoOpp if child does not plce toy in his/her mouth during the observtion nd there is no other evidence tht the progrm wshes toys ccording to the criterion. Rte No if toy soiled with bodily excretions or secretions is not removed from the environment or is touched by nother child. Definitions of key words: Body secretion or excretion my include blood, sliv, urine, feces, vomit, or mucous. Teching stff should be wre of toys tht re being mouthed by children or otherwise exposed to bodily excretions or secretions. Teching stff my either remove the toy for immedite clening nd snittion or my set the toy side in n re inccessible to children (such s bsket or net bg for soiled toys) for clening nd snittion t lter time. 5.C.04 I-T-P-K Rndom PP Stff mintin res used by stff or children who hve llergies or ny other specil environmentl helth needs ccording to the recommendtions of helth professionls. Rte N/A if progrm provides evidence tht there re no llergies nd/or specil environmentl helth needs mong stff nd children in the progrm tht require environmentl dpttions to be sfely mnged. Evidence could include exmples of forms used to collect informtion from stff nd fmilies bout llergies nd/ or, specil environmentl helth needs; evidence my lso include documenttion tht necessry chnges or precutions re mde in ccordnce with the recommendtions of helth professionls. b c d e 5.C.05 I-T-P-K Not Currently Assessed: Best Prctice Clssroom pets or visiting nimls pper to be in good helth. Pets or visiting nimls hve documenttion from veterinrin or n niml shelter to show tht the nimls re fully immunized (if the niml should be so protected) nd tht the niml is suitble for contct with children. Teching stff supervise ll interctions between children nd nimls nd instruct children on sfe behvior when in close proximity to nimls. Progrm stff mke sure tht ny child who is llergic to type of niml is not exposed to tht niml. Reptiles re not llowed s clssroom pets becuse of the risk for slmonell infection. Exmples of reptiles include lizrds, turtles, snkes, iguns, nd geckoes Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

59 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 59 of 97 5.C.06 I Rndom O, PP Before wlking on surfces tht infnts use specificlly for ply, dults nd children remove, replce, or cover with clen foot coverings ny shoes they hve worn outside tht ply re. If children or stff re brefoot in such res, their feet re visibly clen. Rte No if children or stff re brefoot nd hve dirty feet. Exmples of foot coverings would include booties, shoes, socks, etc. Stndrd 6 Techers 6.A. Preprtion, Knowledge, nd Skills of Teching Stff 6.A.01 I-T-P-K Rndom PP All teching stff know nd use ethicl guidelines in their conduct s members of the erly childhood profession. (For NAEYC s Code of Ethicl Conduct, plese visit: The intent is tht teching stff re informed of, nd follow, the progrm s expecttion of ethicl conduct. It is not required tht the progrm follows NAEYC s Code of Ethicl Conduct, but would be cceptble. Evidence in the Progrm Portfolio must demonstrte tht teching stff re mde wre of the ethicl guidelines used by the progrm nd my include written policy, be component of employee orienttion/trining, stff hndbook, etc. 6.A.02 I-T-P-K Alwys O, FS When working with children, ll teching stff demonstrte the bility to interct with children without using physicl punishment or ny form of psychologicl buse. b recognize helth nd sfety hzrds nd protect children from hrm. c encourge nd provide children with vriety of opportunities for lerning. d encourge nd provide children with vriety of socil experiences. e dpt nd respond to chnging nd chllenging conditions in wys tht enhnce progrm qulity. Rte NoOpp if no chnging/chllenging conditions re observed. Evidence of dpting nd responding to chllenging conditions includes instnces such s when something unexpected comes up nd the teching stff hndles it well: keeping children clm nd engging them in the event if possible, e.g., plumber comes to fix the toilet. f communicte with children nd g [communicte with] fmilies. 6.A.03 I-T-P-K Rndom TS, PP Before working lone with children, new teching stff re given n initil orienttion tht introduces them to fundmentl spects of progrm opertion, including progrm philosophy, vlues, nd gols; b expecttions for ethicl conduct; c helth, sfety, nd emergency procedures; d individul needs of children they will be teching or cring for; e ccepted guidnce nd clssroom mngement techniques; f dily ctivities nd routines of the progrm; g progrm curriculum; h child buse nd neglect reporting procedures; i progrm policies nd procedures; j NAEYC Erly Childhood Progrm Stndrds; nd k regultory requirements. Follow-up trining expnds on the initil orienttion. Rte indictors if the presented evidence is clerly prt of n initil, new techer, or beginning orienttion Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

60 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 60 of 97 6.A.04 I-T-P-K Rndom PP Rte the entire criterion N/A if the progrm sttes tht it does not use substitutes, volunteers nd other dults. Substitutes, volunteers, nd other dults re given preliminry orienttion tht introduces them to fundmentl spects of progrm opertion before they begin working with children. The orienttion includes helth, sfety, nd emergency procedures; b ccepted guidnce nd clssroom mngement techniques; c child buse nd neglect reporting procedures; nd d regultory requirements. These dults work with children under the direct supervision of qulified teching stff. Follow-up trining expnds on the initil orienttion. Evidence my include such things s specific orienttion pln or policy for non-teching stff, relevnt policy in stff hndbook, gend for the preliminry orienttion of non-teching stff. A guest who is ccompnied t ll times by nother progrm stff nd whose interctions with children re limited to n ctivity such s reding book, demonstrting specific ctivity, or tlking bout specific topic (for exmple, fire fighter who visits the clssroom to tlk bout fire sfety) does not need to complete orienttion trining. Substitutes who re performing techer responsibilities my be supervised by progrm dministrtor. A substitute who replces specific techer or teching ssistnt for more thn 20 consecutive business dys is considered member of the teching stff. Other dults re not considered prt of the teching stff nd include: cooks, bus drivers, jnitoril, or dministrtive support stff, specil subject techers (such s music or rt), foster grndprents or volunteer reding buddies, prents prticipting in prent coopertive progrms (such s coopertive nursery school), individuls who support the ongoing work of the techer nd ssistnt techer by ssisting with routine tsks such s room set-up, clening, mels, trnsitions, nd supervision of npping children. 6.A.05 I-T-P-K Alwys PP All techers hve minimum of n ssocite s degree or equivlent. At lest 75% of techers hve minimum of bcclurete degree or equivlent in erly childhood eduction, child development, elementry eduction, or erly childhood specil eduction, nd this trining encompsses child development nd lerning of children birth through kindergrten; fmily nd community reltionships; observing, documenting, nd ssessing young children; teching nd lerning; nd professionl prctices nd development. This requirement is phsed in between 2006 nd 2020 with vritions by progrm size; see Timeline for Meeting Techer Qulifictions. This criterion is ssessed bsed on the documenttion submitted within the Cndidcy Mterils or Renewl Mterils. Your progrm my choose to include copies of Teching Stff Qulifiction Pges nd relevnt documenttion tht ws submitted within Cndidcy Mterils or Renewl Mterils in the Progrm Portfolio. However, the NAEYC Assessor will not evlute this documenttion within the Progrm Portfolio during the site visit. This informtion ws lredy evluted by the NAEYC Acdemy during the review of your progrm s Cndidcy Mterils or Renewl Mterils. 6.A.06 I-T-P-K Alwys PP Rte N/A if the progrm hs no ssistnt techers-techer ides. Assistnt techers-techer ides (stff who implement progrm ctivities under direct supervision) hve high school diplom or GED nd 50% of ssistnt techers-techer ides hve t lest Child Development Associte Credentil (CDA) or equivlent. A current Child Development Associte (CDA) credentil wrded by the Council for Professionl Recognition. A b CDA my be erned in ny setting to qulify. 100% of ssistnt techers-techer ides who do not hve t lest CDA re enrolled in progrm leding to CDA or equivlent, re ctively prticipting in the progrm, nd re demonstrting progress towrd the CDA or equivlent. College-level course work is from regionlly ccredited institutions of higher eduction nd my include distnce lerning or online coursework. If there is only one ssistnt techer-techer ide, then either of the requirements cn be met Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

61 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 61 of 97 6.A.06 I-T-P-K Alwys PP This criterion is ssessed bsed on the documenttion submitted within the Cndidcy Mterils or Renewl Mterils. Your progrm my choose to include copies of Teching Stff Qulifiction Pges nd relevnt documenttion tht ws submitted within Cndidcy Mterils or Renewl Mterils in the Progrm Portfolio. However, the NAEYC Assessor will not evlute this documenttion within the Progrm Portfolio during the site visit. This informtion ws lredy evluted by the NAEYC Acdemy during the review of your progrm s Cndidcy Mterils or Renewl Mterils. The following guidnce represents the current best prctices regrding this criterion. It should be used to guide progrm improvement nd in preprtion for ssessment. The Acdemy will use the following guidnce during the review of your progrm s Cndidcy or Renewl Mterils. Assistnt Techers who re juniors or seniors in high school nd re enrolled in, or hve completed, n ECE voctionl progrm my still meet this criterion if they meet indictors or b. 6.A.07 I-T-P-K Rndom PP All teching stff hve specilized college-level course work nd/or professionl development trining tht prepres them to work with children nd fmilies of diverse rces, cultures, nd lnguges. Specilized college-level course work my include core courses tht cover these topics or courses tht ddress these topics specificlly. Teching stff dpt their teching in response to children s differences. Rte s Yes if documenttion of diversity trining is seen. Progrm Portfolio evidence my tke the form of progrm-wide trining policy nd schedule describing how the progrm keeps ll stff trined in ech or ny of the topics covered in 6.A.07 through 6.A.12. The intent of these criteri is to ensure tht progrms hve systems in plce to ensure stff trining in these res over time. If the progrm submits individul stff trining records to support these criteri, there must be enough of this type of evidence to demonstrte tht the progrm provides or promotes regulr opportunities for trining on these topics. For exmple, one or two trined teching stff from mong totl of 10 or more stff would not be sufficient evidence to meet these criteri. Administrtive stff trining is not prt of these criteri -- only techers nd ssistnt techers/techer ides. 6.A.08 I-T-P-K Rndom PP All teching stff hve specilized course work or professionl development trining in the progrm s curriculum s well s in communiction nd collbortion skills tht prepre them to prticipte s member of tem. A generl curriculum course tht ddresses n pproch consistent with the progrm s curriculum meets the intent of this criterion. Progrm Portfolio evidence my tke the form of progrm-wide trining policy nd schedule describing how the progrm keeps ll stff trined in ech or ny of the topics covered in 6.A.07 through 6.A.12. The intent of these criteri is to ensure tht progrms hve systems in plce to ensure stff trining in these res over time. If the progrm submits individul stff trining records to support these criteri, there must be enough of this type of evidence to demonstrte tht the progrm provides or promotes regulr opportunities for trining on these topics. For exmple, one or two trined teching stff from mong totl of 10 or more stff would not be sufficient evidence to meet these criteri. Administrtive stff trining is not prt of these criteri -- only techers nd ssistnt techers/techer ides. 6.A.09 I-T-P-K Rndom PP All teching stff who supervise or mentor other stff members hve specilized college-level course work or professionl development trining nd preprtion in dult supervision, mentoring, nd ledership development. Specilized college-level course work my include either core courses tht cover these topics or courses tht ddress these topics specificlly Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

62 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 62 of 97 6.A.09 I-T-P-K Rndom PP Becuse ssistnt techers work under the direct supervision of the techer, ll techers with ssistnt techers in their teching tem re included here. Rte N/A if none of the members of the teching stff re in supervisory or mentorship role. Progrm Portfolio evidence my tke the form of progrm-wide trining policy nd schedule describing how the progrm keeps ll stff trined in ech or ny of the topics covered in 6.A.07 through 6.A.12. The intent of these criteri is to ensure tht progrms hve systems in plce to ensure stff trining in these res over time. If the progrm submits individul stff trining records to support these criteri, there must be enough of this type of evidence to demonstrte tht the progrm provides or promotes regulr opportunities for trining on these topics. For exmple, one or two trined teching stff from mong totl of 10 or more stff would not be sufficient evidence to meet these criteri. Administrtive stff trining is not prt of these criteri -- only techers nd ssistnt techers/techer ides. 6.A.10 I-T-P-K Rndom PP All techers nd ssistnt techers techer ides hve specilized college-level course work or professionl development trining in knowledge nd skills relevnt to the specific ge (or ges) or to the specil circumstnces nd specific needs of the children they tech. Specilized college-level course work my include core courses tht cover these topics or courses tht ddress these topics specificlly. Progrm Portfolio evidence my tke the form of progrm-wide trining policy nd schedule describing how the progrm keeps ll stff trined in ech or ny of the topics covered in 6.A.07 through 6.A.12. The intent of these criteri is to ensure tht progrms hve systems in plce to ensure stff trining in these res over time. If the progrm submits individul stff trining records to support these criteri, there must be enough of this type of evidence to demonstrte tht the progrm provides or promotes regulr opportunities for trining on these topics. For exmple, one or two trined teching stff from mong totl of 10 or more stff would not be sufficient evidence to meet these criteri. Administrtive stff trining is not prt of these criteri -- only techers nd ssistnt techers/techer ides. 6.A.11 I-T-P-K Emerging PP All techers nd ssistnt techers-techer ides hve specilized professionl development trining in how to ccurtely use the progrm s ssessment procedures for ssessment of child progress nd progrm qulity. Their trining is used to dpt clssroom prctices nd curriculum ctivities. Rte Yes if documenttion of trining in ssessment procedures is seen, even if the trining is not specific to the progrm s primry ssessment method. For exmple, if techer hs tken college course in ECE ssessment nd the progrm uses Cretive Curriculum ssessment tools, the techer meets the criterion. Progrm Portfolio evidence my tke the form of progrm-wide trining policy nd schedule describing how the progrm keeps ll stff trined in ech or ny of the topics covered in 6.A.07 through 6.A.12. The intent of these criteri is to ensure tht progrms hve systems in plce to ensure stff trining in these res over time. If the progrm submits individul stff trining records to support these criteri, there must be enough of this type of evidence to demonstrte tht the progrm provides or promotes regulr opportunities for trining on these topics. For exmple, one or two trined teching stff from mong totl of 10 or more stff would not be sufficient evidence to meet these criteri. Administrtive stff trining is not prt of these criteri -- only techers nd ssistnt techers/techer ides. 6.A.12 I-T-P-K Rndom PP All techers nd ssistnt techers-techer ides hve specilized college-level course work or professionl development trining tht prepres them to work with children who hve specil needs. The course work or trining my include either core courses tht cover these topics or courses tht ddress these topics specificlly. The course work nd trining includes: fmily-centered prctice; b typicl development nd common helth problems; c IDEA nd other pplicble lws; d children s nd fmilies rights under these lws; e roles nd responsibilities relted to the IEP nd IFSP; f strtegies for supporting inclusion; g strtegies for modifying nd dpting curriculum, schedules, mterils, nd instruction to meet individul needs; Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

63 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 63 of 97 6.A.12 I-T-P-K Rndom PP h the referrl nd ssessment process; nd i community supports nd resources. Rte ALL indictors Yes if coursework or progrm-wide trining schedules relted to the eduction of exceptionl children is seen. Progrm Portfolio evidence my tke the form of progrm-wide trining policy nd schedule describing how the progrm keeps ll stff trined in ech or ny of the topics covered in 6.A.07 through 6.A.12. The intent of these criteri is to ensure tht progrms hve systems in plce to ensure stff trining in these res over time. If the progrm submits individul stff trining records to support these criteri, there must be enough of this type of evidence to demonstrte tht the progrm provides or promotes regulr opportunities for trining on these topics. For exmple, one or two trined teching stff from mong totl of 10 or more stff would not be sufficient evidence to meet these criteri. Administrtive stff trining is not prt of these criteri -- only techers nd ssistnt techers/techer ides. 6.B. Techers Dispositions nd Professionl Commitment 6.B.01 I-T-P-K Rndom TS, PP All teching stff evlute nd improve their own performnce bsed on ongoing reflection nd feedbck from supervisors, peers nd fmilies. They dd to their knowledge nd increse their bility to put knowledge into prctice. They develop n nnul individulized professionl development pln with their supervisor nd use it to inform their continuous professionl development. Rte Yes if stff evlution includes n nnul individulized professionl development pln. 6.B.02 I-T-P-K Emerging TS, PP All teching stff continuously strengthen their ledership skills nd reltionships with others nd work to improve the conditions of children nd fmilies within their progrms, the locl community or region, nd beyond. Teching stff prticipte in informl or forml wys in locl, stte, or regionl publicwreness ctivities relted to erly cre by joining groups, ttending meetings, or shring informtion with others both t nd outside the progrm. Rte Yes if evidence of professionl ctivity (other thn professionl development) is seen either t the progrm or outside the progrm. Rte Yes if stff re members of NAEYC or other ECE-relted professionl orgniztions. Stndrd 7 Fmilies 7.A. Knowing nd Understnding the Progrm s Fmilies 7.A.01 I-T-P-K Rndom FS, PP As prt of orienttion nd ongoing stff development, new nd existing progrm stff develop skills nd knowledge to work effectively with diverse fmilies. Stff development could include documented contct hours or college courses relted to working with fmilies from diverse bckgrounds. Trining could be conducted both when stff re hired during orienttion nd on n ongoing bsis, for exmple, during in-service professionl development dys. Evidence could include progrm trining policy with topics covered in diverse fmilies nd/or certifictes/trnscripts from trinings completed by specific stff members. 7.A.02 I-T-P-K Rndom FS, PP Progrm stff use vriety of forml nd informl strtegies (including converstions) to become cquinted with nd lern from fmilies bout their fmily structure; their preferred child-rering prctices; nd informtion fmilies wish to shre bout their socioeconomic, linguistic, rcil, religious, nd culturl bckgrounds. Exmples of evidence include items such s documented converstions, progrm policies or fmily intke forms sking fmilies to report on fmily structure, child-rering prctices (i.e. child behvior mngement, dipering/toileting, feeding) nd fmily bckground. Fmilies do not need to shre informtion with the progrm in order for criterion to be met, but should hve the opportunities to do so. A vriety of mens two or more Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

64 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 64 of 97 7.A.03 I-T-P-K Rndom FS, PP Progrm stff ctively use informtion bout fmilies to dpt the progrm environment, b curriculum, nd c teching methods to the fmilies they serve. Evidence my include such things s enrollment forms, newsletters, bulletin bords, photos, curriculum plns, meeting gends or memos tht indicte how fmily informtion is used to dpt nd enhnce the progrm environment, curriculum, nd teching methods. A pln outlining how future dpttions, bsed on fmily informtion, will be implemented cn lso serve s evidence. 7.A.04 I-T-P-K Emerging TS, PP To better understnd the culturl bckgrounds of children, fmilies, nd the community, progrm stff (s prt of progrm ctivities or s individuls), prticipte in community culturl events, concerts, storytelling ctivities, or other events nd performnces designed for children nd their fmilies. Stff do not hve to orgnize or led events or performnces to receive credit for this criterion; ttendnce is sufficient. 7.A.05 I-T-P-K Rndom FS, PP Progrm stff provide support nd informtion to fmily members leglly responsible for the cre nd well-being of child. Rte Yes if the progrm portfolio contins evidence tht the progrm hs identified who is leglly responsible for the cre nd well-being of the child. Exmple: forms tht request this informtion or tht request the signture of the person leglly responsible re cceptble evidence. 7.A.06 I-T-P-K Rndom FS, PP Progrm stff estblish intentionl prctices designed to foster strong reciprocl reltionships with fmilies from the first contct nd mintin them over time. Exmples of evidence could include progrm policies tht ddress how reltionships re formed nd sustined over the course of child s enrollment in the progrm, such s communicting with fmilies, providing fmilies with vriety of wys to rech progrm stff (phone, emil, in person), holding fmily meetings or conducting home visits, nd hosting events tht fmilies nd stff both ttend. 7.A.07 I-T-P-K Rndom FS, PP Progrm stff ensure tht ll fmilies, regrdless of fmily structure; socioeconomic, rcil, religious, nd culturl bckgrounds; gender; bilities; or preferred lnguge re included in ll spects of the progrm, including volunteer opportunities. These opportunities consider ech fmily s interests nd skills nd the needs of progrm stff. Exmples of evidence my include policies from the fmily hndbook nd fmily orienttion mterils describing how volunteer opportunities re open to ll nd volunteers re selected in n unbised wy. Fmily members my be surveyed on specil skills/interests nd this informtion my be used to mtch fmily volunteers with opportunities tht re good mtch. 7.A.08 I-T-P-K Rndom FS, PP Progrm stff engge with fmilies to lern from their knowledge of their child s interests, pproches to lerning, nd the child s developmentl needs, nd to lern bout their concerns nd gols for their children. This informtion is incorported into ongoing clssroom plnning. Evidence my include written policies, relevnt informtion from fmily hndbooks, orienttion mterils, fmily questionnires, informl or forml converstions, fmily conferences, e-mil nd other written communictions. Lesson plns nd newsletters could be used to demonstrte incorportion of the collected informtion into ongoing clssroom plnning Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

65 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 65 of 97 7.A.09 I-T-P-K Rndom FS, PP Progrm stff use vriety of forml nd informl methods to communicte with fmilies bout the progrm philosophy nd curriculum objectives, including eductionl gols nd effective strtegies tht cn be used by fmilies to promote their children s lerning. Stff use vriety of methods such s new fmily orienttions, smll group meetings, individul converstions, nd written questionnires, which help stff get input from fmilies bout curriculum ctivities throughout the yer. Evidence should provide exmples of t lest 2 methods of communiction between fmilies nd progrm stff regrding curriculum objectives/eductionl gols. The first sentence of this criterion refers to methods used to communicte to fmilies bout the progrm. The second sentence refers to methods used to collect input from fmilies for use in curriculum ctivities. Forml nd informl methods include newsletters, e-mil communiction, converstions, nd fmily conferences. A vriety of methods mens two or more. 7.A.10 I-T-P-K Rndom O, FS The progrm works with fmilies on shred child cregiving issues, including routine seprtions, specil needs, the food being served nd consumed, nd dily cre issues. Rte Yes if t lest one exmple of cregiving issue is observed 7.A.11 I-T-P-K Rndom FS, PP Fmilies my visit ny re of the fcility t ny time during the progrm s regulr hours of opertion s specified by the procedures of the fcility. Progrms my choose how brodly to define fmilies but fmilies must t minimum include prents or legl gurdins. Progrms my set up certin procedures, for exmple, encourging fmilies to not visit during nptime. 7.A.12 I-T-P-K Rndom FS, PP The progrm fcilittes opportunities for fmilies to meet with one nother on forml nd informl bsis, work together on projects to support the progrm, nd lern from nd provide support for ech other. 7.A.13 I-T-P-K Rndom FS, PP The progrm s governing or dvisory groups include fmilies s members nd ctive prticipnts. Stff or other fmilies in the progrm encourge nd support fmily members in tking on ledership roles. Evidence my include written policies, relevnt informtion from fmily hndbooks, orienttion mterils, fmily questionnires, informl or forml converstions, fmily conferences, e-mil nd other written communictions, nd prent prticiption in dvisory committees nd/or bords. If the progrm does not hve forml governing or dvisory structure, evidence my relte to other wys tht fmilies tke on ledership roles in the progrm such s coordinting field trips or chrity drives. 7.A.14 I-T-P-K Rndom FS, PP Progrm stff nd fmilies work together to pln events. Fmilies schedules nd vilbility re considered s prt of this plnning. Evidence my include written policies, relevnt informtion from fmily hndbooks, orienttion mterils, invittions, nnouncements, emils, or memos for plnning sessions/meetings, meeting notes, fmily nd sign-up sheets. 7.B. Shring Informtion Between Stff nd Fmilies 7.B.01 I-T-P-K Rndom FS, PP Progrm stff use vriety of mechnisms such s fmily conferences or home visits to promote dilogue with fmilies. The progrm stff sks dults to trnslte or interpret communictions s needed. A vriety of mechnisms mens two or more exmples must be provided in order to meet the criterion. Fmily conferences nd/or home visits re not required but something similr must be provided. Adults vilble to trnslte could be nother fmily member, n older sibling of n enrolled child, nother stff member, or hired trnsltor. Exmples of written evidence my include progrm policy informtion in the fmily hndbook or orienttion mterils tht trnsltion services re provided upon request, fmily intke forms, evidence tht trnsltor ws present during home visit, prent conferences or other forml or informl meetings between progrm stff members nd fmilies Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

66 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 66 of 97 7.B.02 I-T-P-K Rndom FS, PP The progrm compiles nd provides progrm informtion to fmilies in lnguge the fmily cn understnd. This informtion includes progrm policies nd operting procedures. Rte N/A if t lest 75% of enrolled fmilies understnd the progrm s dominnt lnguge. Rte No if the progrm does not provide evidence for the criterion AND does not provide evidence tht t lest 75% of enrolled fmilies understnd the progrm s dominnt lnguge. Rte Yes if the progrm provides evidence tht ANY progrm policies or procedures re trnslted into second lnguge. 7.B.03 I-T-P-K Rndom FS, PP Progrm stff inform fmilies bout the progrm s systems for formlly nd informlly ssessing children s progress. This informtion includes the purposes of the ssessment, the procedures used for ssessment, procedures for gthering fmily input nd informtion, the timing of ssessments, the wy ssessment results or informtion will be shred with fmilies, nd wys the progrm will use the informtion. Written evidence my include written policies from the fmily nd/or stff hndbook, s well s informtion provided to fmilies upon enrollment, during fmily conferences nd/or home visits regrding ssessment or throughout the yer. 7.B.04 I-T-P-K Rndom FS, PP When progrm stff suspect tht child hs developmentl dely or other specil need, this possibility is communicted to fmilies in sensitive, supportive, nd confidentil mnner nd is provided with documenttion nd explntion for the concern, suggested next steps, nd informtion bout resources for ssessment. All progrms, including those tht do not currently hve children enrolled with developmentl delys or other specil needs, must include written policy for how to proceed when progrm stff suspect tht child hs developmentl dely or other specil need. Evidence should lso include tht stff re trined in confidentility. 7.B.05 I-T Rndom O, FS, TS, CP Progrm stff communicte with fmilies on dily bsis regrding infnts nd toddlers /twos ctivities nd developmentl milestones, shred cregiving issues, nd other informtion tht ffects the well-being nd development of their children. Where in-person communiction is not possible, progrm stff communicte through estblished lterntive mens. Look for evidence of dily report communicting individul child ctivities nd milestones to fmilies -- not just cregiving tsks or issues, nd not just group ctivities. 7.B.06 P-K Rndom O, FS, TS, CP Progrm stff communicte with fmilies on t lest weekly bsis regrding children s ctivities nd developmentl milestones, shred cregiving issues, nd other informtion tht ffects the wellbeing nd development of their children. Where in-person communiction is not possible, progrm stff communicte through estblished lterntive mens. Look for evidence of weekly report communicting individul child ctivities nd milestones to fmilies -- not just cregiving tsks or issues, nd not just group ctivities. 7.C. Nurturing Fmilies s Advoctes for Their Children 7.C.01 I-T-P-K Rndom FS, PP Progrm stff encourge fmilies to regulrly contribute to decisions bout their child s gols nd plns for ctivities nd services. The progrm should provide opportunities for fmilies to shre their perspectives bout their child s behvior, developmentl progress, nd lerning styles nd needs. Look for evidence tht the progrm encourges fmilies to prticipte but progrms will not be penlized if fmilies choose not to do so. Written evidence cn include forms, newsletters, emils, notes, or other documenttion used to solicit informtion from fmilies bout their child for use in plnning ctivities, s well s notes tken during fmily conferences or informl converstions Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

67 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 67 of 97 7.C.02 I-T-P-K Rndom FS, PP Progrm stff encourge fmilies to rise concerns nd work collbortively with them to find mutully stisfying solutions tht stff then incorporte into clssroom prctice. Written evidence my include n open door policy, documenttion demonstrting tht the progrm encourges fmilies to emil, cll, write or tlk to progrm stff members in person s well s could include fmily nd techer greeting re in the progrm for privte discussions. 7.C.03 I-T-P-K Rndom FS, PP Progrm stff encourge nd support fmilies to mke the primry decisions bout services tht their children need, nd they encourge fmilies to dvocte to obtin needed services. Specil services could include physicl therpy, occuptionl therpy, speech therpy, or ny specific services tht child might need. 7.C.04 I-T-P-K Rndom FS, TS, PP Progrm stff use vriety of techniques to negotite difficulties tht rise in their interctions with fmily members. Progrm stff mke rrngements to use these techniques in lnguge the fmily cn understnd. For most progrms there must be evidence for both prts of the criterion to rte Yes. Rte Yes if progrm shows evidence tht (1) they use vriety of techniques nd (2) they provide the techniques in the fmily s lnguge. Disregrd (2) if the progrm provides evidence tht ll fmilies spek the progrm s lnguge. 7.C.05 I-T-P-K Emerging FS, PP Progrm stff provide fmilies with informtion bout progrms nd services from other orgniztions. Stff support nd encourge fmilies efforts to negotite helth, mentl helth, ssessment, nd eductionl services for their children. 7.C.06 I-T-P-K Rndom FS, PP Progrm stff use estblished linkges with other erly eduction progrms nd locl elementry schools to help fmilies prepre for nd mnge their children s trnsitions between progrms, including specil eduction progrms. Stff provide informtion to fmilies tht cn ssist them in communicting with other progrms. Exmples could include (but re not limited to) communicting with the child's future techer(s) or specilists in person, by telephone or by emil, providing fmilies with informtion bout their child to shre with future techers or specilists (for exmple, providing prents with written ssessments, developmentl checklists, informl observtions, etc. bout their child to shre with future schools), etc. This criterion lso lists specil eduction progrms. Consider how you might help fmilies to locte pproprite schools or services for children with specil needs nd how you might provide fmilies of ll children, with or without specil needs, with informtion bout re schools tht my be suited to the lerning needs of their child. Communiction methods could include fmily resource binder, bulletin bord, prent meeting in which lumni prents discuss the schools their children currently ttend, etc. 7.C.07 I-T-P-K Rndom FS, TS, PP To help fmilies with their trnsitions to other progrms or schools, stff provide bsic generl informtion on enrollment procedures nd prctices, visiting opportunities, nd progrm options. Exmples of "bsic generl informtion bout other progrms my include: resource binder, bulletin bord, prent flyer, lumni prent night, etc. tht includes contct informtion for re schools, generl enrollment procedures, nd visiting opportunities (such s list of dtes for school informtion meetings for schools or inviting locl schools/progrms to come nd spek t prent meeting). The totl number of schools/progrms vilble to the fmilies tht progrm serves my vry gretly from progrm to progrm, nd reltes to the progrm's geogrphicl region nd school options. A progrm should do the best it cn to provide informtion bout the schools most likely to be chosen by prents Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

68 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 68 of 97 7.C.08 I-T-P-K Rndom TS, PP Before shring informtion bout child with other relevnt providers, gencies, or other progrms, stff obtin written consent from the fmily. The intent of the criterion is to ensure the confidentility of children nd fmilies. Written evidence my include prent permission forms (blnk or completed exmples) tht re completed prior to shring informtion with outside gencies; or informtion/policy from the fmily hndbook bout progrm confidentility prctices. Stndrd 8 Community Reltionships 8.A. Linking with the Community 8.A.01 I-T-P-K Rndom O, FS, PP Progrm stff mintin current list of child nd fmily support services vilble in the community bsed on the pttern of needs they observe mong fmilies nd bsed on wht fmilies request (e.g., helth, mentl helth, orl helth, nutrition, child welfre, prenting progrms, erly intervention-specil eduction screening nd ssessment services, nd bsic needs such s housing nd child cre subsidies). They shre the list with fmilies nd ssist them in locting, contcting, nd using community resources tht support children s nd fmilies well-being nd development. Look for two exmples of support services informtion mde vilble in the clssroom nd/or in the shred spces of the progrm. 8.A.02 I-T-P-K Rndom PP Progrm stff develop prtnerships nd professionl reltionships with gencies, consultnts, nd orgniztions in the community tht further the progrm s cpcity to meet the needs nd interests of the children nd fmilies tht they serve. The progrm develops reltionships bsed on the needs of the fmilies they serve. Evidence could include such things s visits to the librry or visits by doctors, dentist or other community workers. Written evidence could include letters of correspondence, contrcts, or other informtion bout professionl reltionships with gencies, consultnts nd other orgniztions in the community included in the fmily hndbook or prent newsletters. 8.A.03 I-T-P-K Rndom FS, PP Progrm stff re fmilir with fmily support services nd specilized consultnts who re ble to provide culturlly nd linguisticlly pproprite services. They use this knowledge to suggest nd guide fmilies to these services s pproprite. Written evidence could include informtion bout fmily support service providers nd consultnts s included in the fmily hndbook or prent newsletters, nd/or lists of vilble service providers tht re mde vilble to fmilies s pproprite. 8.A.04 I-T-P-K Rndom PP Progrm stff encourge continuity of services for children by communicting with other gencies nd progrms to chieve mutully desired outcomes for children nd to guide collbortive work. Evidence could include exmples of communiction between progrm stff nd ftercre progrm stff, with school if the child is entering kindergrten, with specilists or with socil workers. 8.A.05 I-T-P-K Rndom FS, PP Progrm stff identify nd estblish reltionships with specilized consultnts who cn ssist ll children s nd fmilies full prticiption in the progrm. This ssistnce includes support for children with disbilities, behviorl chllenges, or other specil needs. Rte N/A if no children with disbilities, behviorl chllenges, or other specil needs re enrolled. 8.A.06 I-T-P-K Emerging PP Progrm stff dvocte for the progrm nd its fmilies by creting wreness of the progrm s needs mong community councils, service gencies, nd locl governmentl entities Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

69 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 69 of 97 8.A.06 I-T-P-K Emerging PP Any progrm stff who work to crete "wreness" of the progrm in the community would represent evidence for meeting this criterion. The rnge of exmples is very brod: things such s celebrting the Week Of the Young Child, speking on behlf of the importnce of ffordble, qulity cre, contcting service gencies bout needs for children (chrity/dontions for low income fmilies such s food or clothing), reching out to schools in the re to pln trnsition ctivities for children going to kindergrten or 1st grde, working with helth gencies to ssist with screening nd helth services. 8.A.07 I-T-P-K Emerging PP Progrm stff include informtion gthered from stkeholders in plnning for continuous improvement, building stkeholder involvement in the progrm, nd brodening community support for the progrm. A stkeholder is nyone with vested interest in the progrm. Exmples of stkeholders re progrm stff, prents of children enrolled in the progrm, prents of children in the community, lndlords, bords of directors, neighboring households nd businesses, sponsoring gencies, school system, or licensing nd helth uthorities. 8.B. Accessing Community Resources 8.B.01 I-T-P-K Rndom PP Progrm stff use their knowledge of the community nd the fmilies it serves s n integrl prt of the curriculum nd children s lerning experiences. 8.B.02 I-T-P-K Rndom PP Progrm stff connect with nd use their community s urbn, suburbn, rurl, or tribl culturl resources. Exmples for this criterion re brod nd include ny culturl resources tht the community offers nd which the progrm hs utilized. Exmples include prks, grdens nd zoos; public trnsporttion; librries, businesses, culturl nd entertinment venues; individuls in the community who provide culturl resources. 8.B.03 I-T-P-K Rndom FS, PP Progrm stff inform fmilies bout community events sponsored by locl orgniztions, such s museum exhibits, concerts, storytelling, nd theter intended for children. 8.B.04 I-T-P-K Rndom PP Progrm stff invite members of the performing nd visul rts community, such s musicl performers, coordintors of trveling museum exhibits, locl rtists, nd community residents, to shre their interests nd tlents with the children. Evidence my include flyers, invittion, or letters/emils of correspondence with individuls of the performing nd visul rts community. 8.B.05 I-T-P-K Rndom PP The progrm engges with other community orgniztions nd groups to cosponsor or prticipte in culturl events to enrich the experience of children nd fmilies in the progrm. Evidence my include flyers, newspper nnouncements, or letters/ emils of correspondence with other community orgniztions. 8.C. Acting s Citizen in the Neighborhood nd the Erly Childhood Community 8.C.01 I-T-P-K Rndom PP Progrm stff re encourged to prticipte in locl, stte, or ntionl erly childhood eduction orgniztions by joining nd ttending meetings nd conferences. Progrm stff re lso encourged to prticipte regulrly in locl, stte, or regionl public-wreness ctivities relted to erly cre nd eduction. Evidence could include but is not limited to: meeting gends, certifictes of ttendnce t ECE relted conferences, flyers bout events nd ctivities such s Week of the Young Child for locl nd stte orgniztions such s the AEYC chpter or ntionl orgniztions such s NAEYC. Policies stting tht stff my hve time off work to prticipte in ECE orgniztions re lso evidence of encourgement Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

70 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 70 of 97 8.C.02 I-T-P-K Rndom PP The progrm encourges stff to prticipte in joint nd collbortive trining ctivities or events with neighboring erly childhood progrms nd other community service gencies. Neighboring doesn't hve to be physiclly in the sme neighborhood. The criterion is bout being prt of the broder erly childhood community, so prticiption in conferences or other events tht bring together vrious progrms within the stte or community would be cceptble evidence. 8.C.03 I-T-P-K Rndom PP The progrm encourges stff nd fmilies to work together to prticipte in nd support community improvement or dvoccy projects. 8.C.04 I-T-P-K Rndom PP Progrm ledership builds mutul reltionships nd communictes regulrly with close neighbors, informing them bout the progrm, seeking out their perspectives, involving them in the progrm s pproprite, nd cooperting with them on neighborhood interests nd needs. The evidence included in the progrm portfolio for this criterion my vry due to ech progrm's specific loction nd context. The term "neighborhood" my be defined brodly to include the progrm's wider community or the more specific loction in which the progrm is locted (i.e. more immedite neighbors in close proximity to the progrm). Any evidence of outrech is cceptble, for exmple, invited people come in, or ttended locl meetings. 8.C.05 I-T-P-K Rndom TS, PP Progrm stff re encourged nd given the opportunity to prticipte in community or sttewide intergency councils or service integrtion efforts. The intent of this criterion is to provide opportunities to nurture progrm stff s professionls nd leders in the ECE community. Progrms cn offer opportunities for stff to prticipte in things such s qulity improvement, ECE coordinting councils, bords, locl coordintion, CARE, stte AEYCs, nd QRIS. Evidence could include flyers, memos nd emils. 8.C.06 I-T-P-K Rndom PP Progrm ledership is knowledgeble bout how policy chnges t locl, stte, tribl, or ntionl levels ffect the services nd resources vilble for children nd their fmilies. Written evidence could include press releses or updtes from locl, stte, tribl or ntionl governments or service providers. Written evidence could lso include exmples of how the progrm communictes these chnges to the fmilies they serve. Stndrd 9 Physicl Environment 9.A. Indoor nd Outdoor Equipment, Mterils, nd Furnishings 9.A.01 I-T-P-K Rndom/Emerging O The following furnishings re vilble: equipment nd furnishings for diper chnging nd chnging soiled underwer or other clothing tht re locted wy from food preprtion res; b hnd-wshing sinks within rm s length of diper chnging tbles; Rte N/A if group hs no diper chnging tbles. c chir with bck nd seting height tht llows the child to sit with his or her feet on the floor or ground (for ech child over the ge of one yer); Rte s Not Age if observing infnts 12 months or younger. d tbles t height tht llows child to sit comfortbly with the tble between underrm nd wist; Rte s Not Age if observing infnts 12 months or younger. e t lest one cot, crib, mt, sleeping bg, or pd for ech child who spends more thn four hours dy in the progrm (no child is llowed to sleep on the floor without using rest equipment); f t lest one cot or mt with blnket for n ill child; Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

71 e-f g h NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 71 of 97 9.A.01 I-T-P-K Rndom/Emerging O If one cot, crib, mt, sleeping bg, or pd AND blnket is provided for ech child, rte Yes ; lso Yes if there is sick cot with blnket seen elsewhere. Blnkets re not necessry for infnts. Blnkets re not required to be stored with the cot, crib, mt, or pd; ssessors will look for evidence of blnkets stored in cbinets, individul children's cubby's, nd/or notices to prents regrding blnkets brought from home. Rte No if no evidence of blnkets is found. Rte NoOpp if you do not observe the np time, nd there is no other mteril evidence of the sleeping rrngements (such s posted cot mp ), or if there is no indiction tht children sty for more thn 4 hours dy. dpttions tht llow children with disbilities nd other specil needs to fully prticipte in the progrm s ctivities; nd Rte N/A if the group does not include children with specil needs or if the group s identified specil needs do not require furnishing ccommodtion. A solid brrier or t lest three-foot spcing tht seprtes sleeping children from one nother. (This indictor only is n Emerging Prctice.) Rte N/A if the group does not include np or rest time. Rte NoOpp if you do not observe the np time, nd there is no other mteril evidence of the sleeping rrngements. If np time is not observed, posted cot mp showing tht cots re plced fr enough prt or seprted by solid brriers is cceptble evidence tht the indictor is met. Solid crib ends cn serve s brrier only if they re t lest three feet wy from ech other. Assessors will rte this indictor bsed on the plcement of sleeping children; not on the plcement of cribs tht hve no children. Three feet is mesured from one child s fce to nother child s fce so plcing children to sleep by lternting hed nd toe position my chieve three-feet spcing for ll sleeping children (including infnts in cribs). 9.A.02 I-T-P-K Rndom O Individul spce is provided for ech child s belongings. Individul spce provided for ech child's belongings is not intended to specify how child s belongings re to be orgnized, simply tht individul spce exists. For exmple, individul hooks for ech child s cot/bckpck, seprte re to store extr clothing, nd n re for belongings such s work or notices, would be cceptble. The intent is tht children's things re individully stored to support orgnized ccess nd independence. b 9.A.03 I-T-P-K Rndom O Non-disposble mterils re durble nd in good repir. Non-disposble mterils include nything tht does not get used nd disposed of. Rte Yes if equipment, mterils nd furnishings like tbles, chirs, pillows, rugs, toys, gross motor equipment, etc. re not fryed, broken, chipped, peeling, etc. Equipment, mterils, nd furnishings re vilble tht provide ccess for children with disbilities to the progrm's curriculum nd ctivities. Rte N/A if there re no children with identified specil needs enrolled in the clss or if the group s identified specil needs do not require this type of ccommodtion. 9.A.04 I-T-P-K Alwys O A vriety of ge- nd developmentlly pproprite mterils nd equipment re vilble indoors nd outdoors for children throughout the dy. This equipment includes: drmtic ply equipment; b sensory mterils such s snd, wter, ply dough, pint nd blocks; c mterils tht support curriculum gols nd objectives in litercy, mth, science, socil studies, nd other content res; nd For infnts nd toddlers, look for books, photos, bby dolls, toy nimls, sorting/stcking toys. d gross-motor equipment for ctivities such s pulling up; wlking; climbing in, on, nd over; moving through, round, nd under; pushing; pulling; nd riding. Gross motor equipment is required in order to meet this indictor Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

72 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 72 of 97 9.A.04 I-T-P-K Alwys O Avilble throughout the dy is defined s ccessible to children most of the dy. Review the indoor nd outdoor environments nd look for schedule tht identifies when children hve ccess to mterils. Some combintions of ech type of equipment re needed indoors nd outdoors, but not ll re needed both indoors nd outdoors. Rte ll indictors No if the group does not use ny outdoor ply re t lest once week (including public spces nd privte plygrounds) nd if the group does not go on wlks t lest once week. If the group does only wlks (no outdoor ply res used), rte ech indictor Yes or No on its merits. 9.A.05 I-T-P-K Rndom O The indoor environment is designed so stff cn supervise children by sight nd sound t ll times without relying on rtificil monitoring devices. Artificil monitoring devices: Mirrors, cmers or sound monitors cnnot be relied on in lieu of sight supervision. In semiprivte res, it is lwys possible for both children nd dults to be observed by n dult from b outside the re. Semi-privte re is n re where children cn ply or work lone or with friend. This criterion is NOT required criterion. This criterion is bout the physicl design of the spce, not bout the teching stff plcement in the indoor environment. Rte s yes if ll res of the room re designed for supervision of children by sight nd sound t ll times. If ssessors see n re of the clssroom tht child could be in where techer could not see the child, or if child is in n re of the room nd is unsupervised, this criterion is rted No. This criterion is lso unmet if techers rely on rtificil monitoring devices to supervise the children. Exmples: room is in n L shpe; room hs n lcove tht is out of sight; room hs prtil wlls tht prohibit supervision; room hs loft with res tht cnnot be esily seen into. b 9.A.06 I-T-P-K Not Currently Assessed: Best Prctice When climbers, climbing gyms, slides, nd other ply units re prt of the indoor environment, the progrm provides sfety surfcing tht is rted nd instlled in the fll zone s recommended by the mnufcturer for the fll height of the ply equipment. Furnishings such s lofts re constructed to prevent flls (e.g., with pproprite brriers), or sfety surfcing is instlled in the fll zone. 9.A.07 I-T-P-K Rndom O, CP Stff orgnize nd group mterils on low, open shelves to encourge children to use them independently. Stff rotte nd dpt mterils to promote lerning nd extend children s ply opportunities. Rte Yes if evidence is seen tht mterils re rotted OR dpted. Evidence of rotted mterils: different toys or mterils stored on shelves or in closets; curriculum webs tht reference specils books or equipment for curriculum unit; or sesonl outdoor equipment. Evidence of dpted mterils include, for exmple, dinosurs in the snd box; fences covered with pper to mke lrge outdoor esels; tbles covered with sheets to mke "tents". 9.A.08 I-T-P-K Rndom O Mterils nd equipment re vilble to fcilitte focused individul ply or ply with peers. b in sufficient quntities to occupy ech child in ctivities tht meet his or her interests. Look for students to be engged in ctivities s opposed to wndering round unoccupied. If there re behvior issues pertining to shring mterils, cn children find other mterils to engge their interests? 9.A.09 I-T-P-K Rndom O Progrm stff rrnge the environment to be welcoming nd ccessible. A welcoming nd ccessible environment contins elements such s: multiculturl mterils tht promote pprecition for diversity while being respectful of the culturl trditions, vlues, nd beliefs of fmilies being served; The techer should mke considertions beyond her personl preferences to ccount for wht would be respectful, nd conversely disrespectful, to prticulr child, fmily or group of children given the culturl context of the progrm nd children nd fmilies served. clerly defined plces where fmilies cn gther informtion regrding the dily schedule nd upcoming b events; Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

73 c d e NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 73 of 97 9.A.09 I-T-P-K Rndom O clerly defined plces where fmilies sign in, sign out, nd gther informtion bout their child s dy; Progrms tht hve other mechnisms to ensure sfe trnsitions t rrivl nd deprture do not need to hve signin nd sign-out sheets in shred spces to meet this criterion which is bout mintining welcoming nd ccessible environment for fmilies. Rte N/A if the progrm hs these other mechnisms in plce. plces for displying children s work; nd Children s work includes rtwork, writing products, constructions, or collections of nturl objects. fetures tht moderte visul nd uditory stimultion. Fetures tht moderte visul nd uditory stimultion include such things s window shdes, curtins, doors, nd room rrngements tht llow for vrying the levels of light nd/or noise. Rte No if n interior room cnnot be dimmed for nptime, or if room with windows gets direct sunlight nd hs no shdes, curtins or shutters. If the ssessor cnnot determine whether visul stimultion cn be moderted, the ssessor will rte uditory fetures only. Rte No if mbient noise (e.g., heting/cooling system) requires children or dults to rise their voices to be herd. 9.A.10 I-T-P-K Rndom O The indoor environment includes wshble, soft elements tht llow groups of children or dults nd children to sit in close proximity for converstions or comforting. Soft elements: pillows, mts, cushions, pillow cses nd covers, couch covers, etc. 9.A.11 I-T-P-K Rndom O Cler pthwys re vilble for children to move from one re to nother without disturbing other children's work nd ply. Rte s Yes when children nd techers re ble to trvel round the clssroom without disturbing ech other, nd no conflicts rise from moving round the clssroom, etc. Intent: for the clssroom to be rrnged in wy tht will minimize tripping hzrds, conflict, nd encourge hrmonious environment. 9.A.12 I-T-P-K Rndom O Indoor spce is designed nd rrnged to ccommodte children individully, in smll groups nd in lrge group. b divide spce into res tht re supplied with mterils orgnized in mnner to support children s ply nd lerning. c provide semiprivte res where children cn ply or work lone or with friend. d provide children with disbilities full ccess (mking dpttions s necessry) to the curriculum nd ctivities in the indoor spce. Rte N/A if no children with specil needs re currently enrolled or if the group s identified specil needs do not require spce or rrngement ccommodtion. 9.A.13 I-T-P-K Not Currently Assessed: Best Prctice Stff select nd use mterils, equipment, nd furnishings to support the curriculum, b meet progrm gols, nd c foster the chievement of desired outcomes for children. Mterils, equipment nd furnishing should be developmentlly pproprite. A clssroom furnished with primrily pssive or directive mterils would not meet the intent of this criterion. Exmples include policy or perhps mission sttement regrding the selection nd purchse of mterils nd equipment. b 9.A.14 I Rndom O Adults hve comfortble plce to sit, hold, nd feed infnts. Comfortble = Adult size Stff plce rocking chirs nd glider chirs in loctions tht will void injury to children who my be on the floor Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

74 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 74 of 97 9.A.14 I Rndom O Rte N/A if progrm does not use rocking chirs or glider chirs. 9.A.15 I Rndom O, FS Nursing mothers hve plce to brest-feed their children tht meets their needs for comfort nd privcy. The intent of this criterion is to encourge nd llow mothers to nurse, if they choose, by providing spce for them tht is comfortble nd privte. Exmples my include nursing room, clen blnkets, or designted re in clssroom or office tht is privte for nursing mothers. 9.B. Outdoor Environmentl Design 9.B.01 I-T-P-K Rndom O Outdoor ply res, designed with equipment tht is ge nd developmentlly pproprite nd tht is locted in clerly defined spces with semiprivte res where children cn ply lone or with friend, ccommodte motor experiences such s running, climbing, blncing, riding, jumping, crwling, scooting or swinging. b ctivities such s drmtic ply, block building, mnipultive ply, or rt ctivities. c explortion of the nturl environment, including vriety of nturl nd mnufctured surfces, nd res with nturl mterils such s nonpoisonous plnts, shrubs nd trees. Rte No if the entire outdoor ply re is composed of rtificil surfces, or if there is grss but no trees, shrubs or other plnts. d The progrm mkes dpttions so children with disbilities cn fully prticipte in the outdoor curriculum nd ctivities. Rte N/A if no children with specil needs re currently enrolled or if the group s identified specil needs do not require outdoor spce or equipment ccommodtion. When ssessing multiple outdoor ply res, rte Yes if the mjority of the outdoor ply res meet the lnguge of the criterion. Rte ll indictors No if the group does not use ny outdoor ply re t lest once week (including public spces nd privte plygrounds) nd if the group does not go on wlks. If the group does only wlks (no outdoor ply res used or outdoor ply re is used less thn once week), rte ech indictor Yes or No on its merits. 9.B.02 I-T-P-K Alwys O Progrm stff provide n outdoor ply re tht is protected by fences or by nturl brriers to prevent ccess to streets nd to void other dngers, such s pits, wter hzrds, or wells. Rte No if the progrm does not use n outdoor ply re t lest once week. Exmples of outdoor ply res re plygrounds (public or privte), prks, prking lots, nd open fields without equipment. When ssessing multiple outdoor ply res, rte Yes if the mjority of the outdoor ply res meet the lnguge of the criterion. 9.B.03 I-T-P-K Rndom O The outdoor ply re is rrnged so tht stff cn supervise children by sight nd sound. This criterion does not refer to how stff position themselves on the outdoor ply re, but refers to how the physicl re nd structure is rrnged or designed. Rte this criterion on the physicl lyout nd design of the outdoor ply res. Stff nd children need not be present. When ssessing multiple outdoor ply res, rte Yes if the mjority of the outdoor ply res meet the lnguge of the criterion. Rte N/A if the progrm does not use n outdoor ply re t lest once week nd/or if the progrm only goes on wlks. 9.B.04 I-T-P-K Alwys O, PP The progrm provides t lest 75 squre feet of outside ply spce for ech child plying outside t ny one time. The totl mount of required ply spce is bsed on mximum of one-third of the totl center enrollment being outside t one time Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

75 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 75 of 97 9.B.04 I-T-P-K Alwys O, PP Progrms will be required to provide evidence tht they meet squre footge requirements. Rte ech outdoor ply re Yes or No ccording to whether it ppers on visul inspection to be lrge enough to ccommodte one of the groups it serves. The totl squre footge of ll outdoor ply res is considered if seprte ply res re used for different ge groups. Totl required squre footge is bsed on 1/3 the mount of the totl progrm enrollment being outside t one time unless the progrm provides evidence tht they schedule plyground use in such wy tht there is lwys 75 squre feet per child (for exmple plyground schedule). If schedule is not used s evidence, to clculte the mximum number of children, use the full-time equivlent or the mximum number of children who could be present t one time (so if progrm hs 4 morning clsses nd 4 fternoon clsses tht could ech enroll 20 children, the totl would be 80 not 160); the required squre footge in this exmple would be 80 divided by 3 multiplied by 75. When ssessing multiple outdoor ply res, rte Yes if the mjority of the outdoor ply res meet the lnguge of the criterion. When ssessing public outdoor ply res, or outdoor ply res tht re not prt of the progrm nd re locted offsite, the progrm should be using the spce t lest once week to be counted towrd the 75 squre feet of outside ply spce the progrm provides. 9.B.05 I-T-P-K Rndom O Rte the entire criterion (ll indictors) s N/A if the progrm fcility does not hve sndboxes Sndboxes tht re prt of progrm fcility: re constructed to llow for dringe; Rte s Yes if no dringe problems re observed. Any system to promote dringe nd gurd ginst stnding wter is pproprite. Exmples would be the use of lndscpe fbric or dringe rock beneth the snd, or ground grded downwrd round the sndbox. b re covered when not in use; nd Rte s NoOpp if sndbox is in use throughout the dy. Snd over lrge ground surfce is considered sndbox if it ppers to be used for snd ply (for instnce, snd toys re evident). If used s sndbox s well s resilient covering, nd the entire surfce is not covered, rte s No. c re clened of foreign mtter on regulr bsis. Rte s Yes if sndboxes re mostly free of foreign mtter nd ppers clen. d Stff replce snd s often s necessry to keep the snd clen. Rte s Yes if snd ppers clen. Rte s No if there is no snd in the sndbox. When ssessing multiple outdoor ply res, rte Yes if the mjority of the outdoor ply res meet the lnguge of the criterion. 9.B.06 I-T-P-K Alwys O Instructions: Alwys ssess the outdoor ply re tht the group uses, whether or not the progrm owns the re. Rte ll indictors No if there re no opportunities for outdoor ply for this group, including wlks (refer to Plyground Verifiction Form). Equipment used regulrly t ny time of the dy or yer must be ssessed. When ssessing public outdoor ply res, or outdoor ply res tht re not prt of the progrm nd re locted off-site, the progrm should use the spce t lest once week for the spce to be considered regulrly used. The outdoor ply re protects children from injury from flls (resilient surfcing should extend six feet beyond the limits of sttionry equipment). This indictor hs been identified s Sttement of Best Prctice nd will no longer be directly ssessed during site visit. b [protects children from] ctch points, shrp points, nd protruding hrdwre. Rte s N/A if there is no sttionry plyground equipment. -b Indictors nd b re specific to sttionry ply equipment. [protects children from] entrpment (openings should mesure less thn 3.5 inches or more thn 9 c inches). Generlly, n opening presents n entrpment hzrd if the distnce between ny interior opposing surfces is greter thn 3.5 inches nd less thn 9 inches. (source: Hndbook for Plyground Sfety, Consumer Product Sfety Commission) Circulr openings do not present this hzrd. Mesure exmples of gurd rils, ldder rungs, nd other spces on equipment nd structures in the outdoor environment (ie: fences or other res of the outdoor environment) where entrpment could occur. Record on the Notes pge ny openings tht do NOT meet this criterion Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

76 d e c-e NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 76 of 97 9.B.06 I-T-P-K Alwys O [protects children from] tripping hzrds. There should be no exposed concrete footings, brupt chnges in surfce elevtions, tree roots, tree stumps, or rocks, which cn trip children or dults. [protects children from] excessive wind nd direct sunlight. Rte Yes if one exmple of protection from the elements is observed. Protection must mtch the most prevlent dverse conditions in the locl re. Indictors c - e re in reference to the entire outdoor ply re. Refer to Plyground Verifiction Form nd rte indictors No if the group does not use ny outdoor ply re t lest once week (including public spces nd privte plygrounds) nd if the group does not go on wlks. If the group does only wlks (no outdoor ply res used or outdoor ply re is used less thn once week), rte ech indictor s Yes or No on its merits. If children go out on the outdoor ply re, even if there is snow, rte this criterion. If ctch points, entrpment res, tripping hzrds or other dngerous fetures re evident, describe the fetures nd their loction on the Notes Pge. When ssessing multiple outdoor ply res, rte Yes if the mjority of the outdoor ply res meet the lnguge of the criterion. 9.B.07 I-T-P-K Emerging PP Rte entire criterion N/A if the progrm does not hve its own plyground. The findings of n ssessment by Certified Plyground Sfety Inspector re documented nd vilble on-site. The ssessment documents tht ply equipment is sfe, protecting ginst deth or permnently disbling injury for children from two yers through kindergrten. The ssessment in this criterion refers to n udit, which is n initil inspection of public plyground. The udit sets the bseline for further inspections nd is done to ensure tht the plyground equipment nd surfcing is sfe nd hs been instlled correctly. The Ntionl Prks nd Recretion Assocition mintins directory of Certified Plyground Sfety Inspectors. For more informtion, see Assessments by individuls who re not Certified Plyground Sfety Inspectors through the Ntionl Prks nd Recretion do not meet this indictor. A public plyground is defined by the Ntionl Prks nd Recretion Assocition s plyground tht is nchored into the substrte or surfce nd is used by 6 or more unrelted children. If the plyground does not meet the Ntionl Prks nd Recretion Assocition s definition of public plyground, then n udit is not pplicble. The udit or initil inspection is different thn the regulr inspections of plyground equipment referenced in indictors b, c, nd d. b tht, through remedil ction, the progrm hs corrected ny unsfe conditions, where pplicble. tht n inspection nd mintennce progrm hs been estblished nd is performed on regulr bsis to c ensure ongoing sfety. tht the outdoor ply re ccommodtes bilities, needs, nd interests of ech ge group the progrm d b-d serves. A regulr inspection nd mintennce progrm my be implemented by individuls certified in plyground sfety by groups other thn the NPRA, including the Ntionl Progrm for Plyground Sfety. Documenttion of the regulr mintennce nd inspection progrm should be mintined in the Progrm Portfolio. When ssessing multiple outdoor ply res, rte Yes if the mjority of the outdoor ply res meet the lnguge of the criterion. 9.C. Building nd Physicl Design 9.C.01 I-T-P-K Alwys O, PP There is minimum of 35 squre feet of usble spce per child in ech of the primry indoor ctivity res Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

77 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 77 of 97 9.C.01 I-T-P-K Alwys O, PP Rte No if the indoor usble spce ppers indequte for the number of children present during the observtion. The progrm portfolio should provide evidence tht they meet squre footge requirements. Eye bll the re, nd unless it seems quite different from wht the progrm hs provided, then score s Yes. The primry ctivity re does not include diper sttions, cribs, lrge structures tht cnnot be removed or moved side esily, toilets, ny sick-child re, stff rooms, corridors, hllwys, stirwys, closets, lockers or cubbies, lundry rooms, jnitor rooms, furnce rooms, storge res, nd built-in shelving. (Specilty res such s computer rooms, reding rooms, nd lunchrooms, where children re expected to remin seted for short periods of time my be excluded from the minimum spce requirement.) 9.C.02 I-T-P-K Alwys O The work environment for stff, including clssrooms nd stff rooms, is comfortble nd clen nd is in good repir. The work environment includes: b plce for dults to tke brek from children; This does not hve to be forml stff brek room; n office, kitchen or workroom cn double s stff room. The spce must be interior, include seting, nd be wy from the children. It does not hve to be in the sme building, but must be esily ccessible for techers to tke their breks. c n dult-sized bthroom; d secure plce for stff to store their personl belongings; nd Secure storge mens stff s belongings re locked in closet, locker, or drwer under their personl control. Rte s Yes if you do NOT see evidence tht stff belongings re not secured. e n dministrtive re for plnning or prepring mterils tht is seprted from the children s res. 9.C.03 I-T-P-K Alwys O, PP Fcilities meet Americns with Disbilities Act (ADA) ccessibility requirements. Accessibility includes ccess to buildings, toilets, sinks, drinking fountins, outdoor ply spce, nd ll clssroom nd therpy res Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

78 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 78 of 97 9.C.03 I-T-P-K Alwys O, PP If the progrm is operted by church, mosque or syngogue, it is exempt from these requirements; progrm must hve documenttion indicting tht it is operted by religious institution to be exempt from these requirements. If progrm hs documenttion showing they re operted by religious institution, rte criterion s NA. Progrms tht rent spce from religious institution must meet the requirement. Thresholds of doors my not be higher thn1/2 inch; doors must be 32 wide; nd building entry must be ccessible to wheelchir. If the fcility ws constructed prior to 1993, ADA requires resonble ccommodtions. If building ws constructed prior to 1993, the progrm cn receive credit it if hs evidence in its progrm portfolio tht it considered mking these chnges nd determined tht the chnges would require n undue burden (significnt difficulty or expense). If the building ws constructed prior to 1993, exmples of evidence could include: *documenttion indicting tht the building ws constructed prior to 1993; AND *documenttion indicting tht the progrm considered mking these chnges to comply with ADA nd determined tht the chnges would require n undue burden, such s significnt difficulty or expense. Exmples of documenttion could include n explntion in nrrtive form with the cost estimtes for structurl chnges, or minutes from meeting in which the chnges were considered but it ws decided tht the chnges would require n undue burden. If the building ws constructed in 1993 or lter, exmples of evidence could include: *rchitecturl plns tht demonstrte how the progrm s fcility meets ADA requirements. *photogrphs of the physicl lyout tht demonstrtes how the fcility meets ADA requirements. *n inspection report or certificte completed by n individul who evluted the fcility for ADA requirements. If the progrm s fcility ws constructed prior to 1993, but hs dded n ddition, ltertion, or undergoes new construction, the building must be complint with ADA regultions. 9.C.04 I-T-P-K Rndom O The progrm provides children who ttend for more thn two hours t time nturl light in t lest some of the indoor res occupied during the course of the dy. If children re t the progrm for more thn two hours some nturl light must be vilble. 9.C.05 I-T-P-K Rndom O Toilets [re within 40 feet of the indoor res children use], Rte N/A if group is ll infnts nd no toileting fcilities re present. b drinking wter [is within 40 feet of the indoor res children use], nd Drinking wter includes wter fountins nd tp wter. c hnd-wshing fcilities re within 40 feet of the indoor res tht children use. The hnd-wshing sinks re ccessible to d stff nd Accessible to stff mens tht the hnd-wshing sinks re dult-sized. e children (step stools re vilble if needed). d-e Rte the hnd wshing sinks tht the children nd stff use, even if indictor c is rted No. b c 9.C.06 I-T-P-K Rndom O, PP The routine frequency of clening nd snittion in the fcility is crried out s indicted in the Clening nd Snittion Frequency Tble. Stff clen nd snitize toilet sets, toilet hndles, toilet bowls, doorknobs or cubicle hndles, nd floors dily or immeditely if visibly soiled. This indictor refers to res of nd items in bthrooms. Rte N/A if no bthroom is used by the group (e.g., infnt groups). Stff clen nd snitize potty chirs fter ech child s use. Rte N/A if there re no potty chirs or the progrm is ll infnts Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

79 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 79 of 97 9.C.06 I-T-P-K Rndom O, PP Observtionlly, credit is given if there is no pprent soil (urine, feces, blood, nd dirt). A contrct with clening service documenting the responsibilities nd frequencies for clening, snitizing, nd disinfecting is n cceptble form of evidence. Refer to the Clening, Snitizing nd Disinfecting Frequency Tble (Revised October 2013). References to snitize re now generlly disinfect. Crpet clening must be consistent with locl helth regultions. Check with your locl helth deprtment or licensing gency to determine wht regultions, if ny, pply in your community. 9.C.07 I-T-P-K Alwys O Rte ll indictors on this tool with respect to the current group s environments (indoors nd outdoors) only. Rte ll indictors with respect to the progrm s common spces only, including plygrounds. Assume spces re potentilly ccessible to children if they re unlocked nd unstffed t the time of your observtion. The building is well mintined: Wlls, floors, furnishings, the outdoor ply re, nd equipment re kept in good repir nd re sfe, with no shrp edges, splinters, protruding or rusty nils, or missing prts. b All res, both indoors nd outdoors, re free from glss, trsh, shrp or hzrdous items, nd visible soil, nd re in clen condition. c Stff observe ll res of the fcility, both indoors nd outdoors, nd tke steps to correct or void unsfe conditions. Rte s Yes if no unsfe conditions re observed. b 9.C.08 I-T-P-K Alwys O, PP Progrm stff protect children nd dults from hzrds, including electricl shock, burns or sclding, slipping, tripping, or flling. Floor coverings re secured to keep stff nd children from tripping or slipping. Tmper resistnt outlets my be difficult to see. Assessors sk bout use of tmper resistnt outlets during the Orienttion Meeting. The progrm excludes bby wlkers. Rte Not Age when observing Toddler/Two, Preschool nd Kindergrten groups. Rte N/A when progrm does not enroll infnts. 9.C.09 I-T-P-K Rndom O Progrm stff mke sure tht stirwells nd corridors re well lighted. There is emergency lighting with unobstructed nd visible pths for entering nd exiting s well s clerly mrked regulr nd emergency exits. Rte Yes if these elements re present: well lighted corridors nd stirwells, unobstructed exit pths, nd clerly mrked exits. b 9.C.10 I-T-P-K Alwys O, PP Fully equipped first-id kits re redily vilble nd mintined for ech group of children. First Aid Kit must include: gloves, mterils to clen wounds (e.g., wet wipes or ntiseptic wipes), nd mterils to stop bleeding. Stff tke t lest one fully equipped first id kit to the outdoor ply res s well s on field trips nd outings wy from the site. b 9.C.11 I-T-P-K Not Currently Assessed: Best Prctice Fully working fire extinguishers nd fire lrms re instlled in ech clssroom nd re tgged nd serviced nnully. Hrd-wired smoke detectors re cceptble s fire lrms when they cn be herd throughout the fcility. Fire extinguishers re not required in every clssroom when ll clssrooms re equipped with sprinklers or when the fcility otherwise meets the current stndrds of the Ntionl Fire Protection Assocition ( regrding the plcement of fire extinguishers. Fully working crbon monoxide detectors re instlled in ech clssroom nd re tgged nd serviced nnully Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

80 c NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 80 of 97 9.C.11 I-T-P-K Not Currently Assessed: Best Prctice Smoke detectors, fire lrms nd crbon monoxide detectors re tested monthly, nd written log of testing dtes nd bttery chnges is mintined nd vilble. Mterils, equipment nd furnishing should be developmentlly pproprite. A clssroom furnished with primrily pssive or directive mterils would not meet the intent of this criterion. Exmples include policy or perhps mission sttement regrding the selection nd purchse of mterils nd equipment. 9.C.12 I-T-P-K Not Currently Assessed: Best Prctice Any body of wter, including swimming pools, built-in wding pools, ponds, nd irrigtion ditches, is enclosed by fence t lest four feet in height, with ny gtes childproofed to prevent entry by unttended children. To prevent drowning ccidents, stff supervise ll children by sight nd sound in ll res with ccess to wter in tubs, pils, nd wter tbles. 9.C.13 I-T-P-K Rndom PP Ares tht hve been recently pinted, crpeted, tiled, or otherwise renovted re ventilted before they re used by children. Exmples of evidence could be, but re not limited to, policy or picture with nrrtive describing wht the progrm did when the progrm hd been pinted, crpeted, tiled or otherwise renovted; or memo to or from contrctors specifying dtes, times, nd conditions round renovtions tht void child exposure to chemicls. 9.C.14 I-T-P-K Not Currently Assessed: Best Prctice Vehicles tht progrms use re held to school bus stndrds or re multifunction school ctivity buses. These vehicles re lbeled with the progrm's nme nd phone number. Progrm vehicle mintennce is performed ccording to mnufcturers' recommended mintennce schedule. Documenttion of mintennce is vilble on-site for ech vehicle, showing dte of regulr nd t lest qurterly inspections nd preventtive mintennce. Stff crry out dily pre-trip inspections of vehicles nd correct ny unsfe conditions, including unstisfctory ir pressure in tires. If progrm stff re on the bus, pre-trip inspections could be conducted by stff nd documented. If the progrm does not provide stffing on the bus, pre-trip inspections could be ddressed s prt of the contrct or greement with the lesing compny. 9.C.15 I-T-P-K Not Currently Assessed: Best Prctice Stff use vehicles nd pproved child nd dult sfety-restrint devices in ccordnce with the mnufcturer's instructions, nd they use the restrints t ll times when trnsporting children. The criterion pplies to vehicles tht re owned or operted by, or on behlf of, the progrm. 9.C.16 I-T Alwys O Progrm stff identify choking hzrds nd remove them from the proximity nd rech of infnts nd toddlers/twos. Use the choke tube to mesure ny item tht might be too smll when observing in the infnt nd/or toddler/twos rooms. Note the specific hzrds in the Notes Section. 9.C.17 I -T Alwys O Bthrooms hve brriers to prevent entry by unttended infnts nd toddlers/twos. If the bthroom/toilet is in the room or connects to the room then door to the bthroom/toilet stll is considered brrier. If the bthroom/toilet is not in the room or connected to the room then the door to the clssroom is considered brrier. The door must prevent children from crwling under, or unltching to be considered brrier. The doors must be closed (brring children from ccess) for this criterion to be met. A prtil door is cceptble s brrier Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

81 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 81 of 97 9.D. Environmentl Helth 9.D.01 I-T-P-K Not Currently Assessed: Best Prctice Documentry evidence, vilble on site, indictes tht the building hs been ssessed for led, rdon, rdition, sbestos, fiberglss, or ny other hzrd from frible mteril. Evidence exists tht the progrm hs tken remedil or continment ction to prevent exposure to children nd dults if wrrnted by the ssessment. Led, rdon, rdition, sbestos, nd fiberglss hve ll been identified s potentilly hzrdous. Frible mterils re esily crumbled or reduced to powder, incresing the potentil for inhltion. Recognizing vritions in locl context, progrms re dvised to seek guidnce from locl uthorities to identify environmentl issues potentilly hzrdous in the re, pproprite forms of testing, nd necessry steps for remedition. 9.D.02 I-T-P-K Rndom PP When the wter supply source is well or other privte source (i.e., not served by public supply), onsite documentry evidence verifies tht the locl regultory helth uthority hs determined the wter to be sfe for humn consumption. Rte N/A if the progrm is served by municipl wter source. Written evidence my include documenttion from the locl regultory helth uthority showing tht the wter hs been tested nd is sfe for humn consumption. 9.D.03 I-T-P-K Rndom PP Progrm stff protect children nd dults from exposure to high levels of ir pollution from smog or hevy trffic by limiting outdoor nd physicl ctivity s precution during smog or other ir pollution lerts. Written evidence my include documenttion from locl helth uthorities bout ir pollution lerts s pplicble, s well s plns for providing physicl ctivity to children indoors when outdoor ctivities re not dvisble. Air pollution is not limited to smog (ozone) nd/or cr exhust nd could include ny ir contminnt such s llergens, prticle pollutnts, crbon monoxide, nitrogen oxides, sulfur dioxide nd led. 9.D.04 I-T-P-K Rndom O The progrm hs tken mesures in ll rooms occupied by children to control noise levels so norml converstion cn be herd without rising one s voice. Rte Yes if noise levels re under control in the room being observed. 9.D.05 I-T-P-K Not Currently Assessed: Best Prctice All rooms tht children use re heted, cooled, nd ventilted to mintin room temperture nd humidity level. The mintennce stff or contrctor certifies tht fcility systems re mintined in complince with ntionl stndrds for fcility use by children. Exmples my include HVAC (Heting, Ventilting, nd Air-Conditioning) systems should be mintined in ccordnce with ntionl stndrds for fcility use by children. Progrms should refer to the ASHRAE or EPA stndrds for more specific informtion. 9.D.06 I-T-P-K Alwys O, PP The fcility nd outdoor ply res re entirely smoke free. No smoking is permitted in the presence of children. Rte s Yes if no evidence of smoking is seen inside the fcility nd the plyground, OR if "No Smoking" signs re posted. Evidence my lso include policy in the stff nd/or prent hndbooks, memos, emils, contrcts, nd notes or minutes from stff nd/or prent meetings. 9.D.07 I-T-P-K Not Currently Assessed: Best Prctice Ares used by stff or children who hve llergies to dust mites or to components of furnishings or supplies re mintined by the progrm ccording to the recommendtions of helth professionls Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

82 b c NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 82 of 97 9.D.08 I-T-P-K Alwys PP The progrm mintins fcilities so they re free from hrmful nimls, insect pests, nd poisonous plnts. Pesticides nd herbicides, if used, re pplied ccording to the mnufcturer s instructions when children re not t the fcility nd in mnner tht prevents skin contct, inhltion, nd other exposure to children. Rte s N/A if IPM is used t the progrm nd is the only method necessry to control pests nd unwnted vegettion or if the progrm documenttion sttes tht the progrm does not use pesticides nd herbicides. Bit trps re n cceptble method for pplying pesticides, if the bit trps re plced out of rech of children. The progrm uses the techniques known s Integrted Pest Mngement (IPM) so the lest hzrdous mens re used to control pests nd unwnted vegettion. IPM is the ppliction of n interconnected set of methods for mnging pests (insects, diseses, weeds, rodents) in homes, schools, workplces nd public res. IPM includes pest prevention techniques, pest monitoring methods, biologicl controls, pest ttrctnts nd repellents, biopesticides, nd pesticides. IPM tretment could include ny of the following techniques: Using vrious trpping devices Emptying trsh continers frequently Keeping trsh continers clen both inside nd out Keeping full trsh bgs tied securely nd plced in outdoor grbge storge res Using tight fitting lids nd/or closed dumpsters to store grbge outdoors Clening food prticles nd grese from kitchen pplinces (tosters, ovens, microwves, ovens, stoves, nd refrigertors) Storing food products in plstic snp-lid continers or kept in the refrigertor Vcuuming nd sweeping floors nd furniture regulrly, especilly round eting res such s kitchens nd clssrooms Clening food storge res nd shelves regulrly, where pests my be hrboring Screening windows nd doors Inspecting children s book bgs nd lunch boxes on regulr bsis to prevent trnsporting pests from school to home Looking for rodent droppings nd gnwing mrks in food sources, which indicte pest problem Keeping log of time nd plce of pest sightings Applying pesticides Although pesticide use is not eliminted in IPM, mesures other thn pesticides re implemented first. When pesticides re needed, IPM seeks to use nturl or biologicl substnces or those tht re the lest toxic to humns nd other nontrget orgnisms. 9.D.09 I-T-P-K Alwys O Toxic substnces (used only s directed by the mnufcturer) re: stored in originl lbeled continer nd Rte s Yes UNLESS evidence to the contrry is seen: toxic substnces stored in continer other thn the originl lbeled continer. Diluted blech solutions my be in spry bottle (not originl pckging). b kept in locked room or cbinet, inccessible to children, nd wy from medictions nd foods. c Undiluted blech should be in the originl continer nd kept in locked room or cbinet. Blech is corrosive; liquid blech is not considered flmmble. Diluted blech solutions my be in spry bottle (not originl pckging); diluted blech solutions should be out of the rech of children but do not need to be in locked room or cbinet. Hnd snitizer should be inccessible to children, but does not need to be in locked room or cbinet. Mtches nd lighters re not ccessible, nd gsoline nd other flmmble mterils re stored (when needed) in seprte building. Products tht re specificlly lbeled s flmmble, including gsoline, should be stored in seprte building. Flmmble products in smll quntities such s white-out, lcohol wipes, nd hnd snitizer do not need to be stored off-site, but must be kept out of rech of children Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

83 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 83 of 97 9.D.09 I-T-P-K Alwys O Toxic, combustible, nd flmmble substnces re ll included in this criterion. Toxic substnces re defined s those tht cn produce personl injury if inhled, swllowed, or bsorbed through the skin (includes clening supplies nd pesticides). Combustible mterils re ny substnce tht cn burn. Flmmble mterils give off vpors tht cn ignite t lower temperture (under 100 degrees F) thn combustible mterils. Note lbels crefully; some sun protection products or insect repellents re lbeled s flmmble nd should not be used. Stndrd 10 Ledership nd Mngement 10.A. - Ledership 10.A.01 I-T-P-K Rndom PP The progrm hs well-rticulted mission nd philosophy of progrm excellence tht guide its opertion. The gols nd objectives relte to the mission, philosophy, nd ll progrm opertions nd include child nd fmily desired outcomes. The progrm s gols nd objectives should specificlly ddress the desired child nd fmily outcomes tht the progrm is working to chieve or support. Progrms should be ble to demonstrte tht they hve set gols for their progrm tht re tied to specific outcomes for children s well s fmilies nd tht they ssess how well they meet these gols through their ssessment of child progress nd through fmily evlutions or other input. Child nd fmily outcome sttements my include generl sttements such s, Children will experience growth nd lerning in their socil-emotionl, physicl, lnguge, nd cognitive development, nd Fmilies will feel supported nd nurtured in their child rering efforts s well s more specific sttements linked to the prticulr context of the progrm, for exmple, Children will gin competence in their home lnguge s well s in second lnguge, or Fmilies will experience greter support in deling with the chllenges of recent immigrtion. 10.A.02 I-T-P-K Required PP The progrm dministrtor hs the eductionl qulifictions nd personl commitment required to serve s the progrm s opertionl nd pedgogicl leder. This criterion cn be met in one of three wys: The dministrtor b c hs t lest bcclurete degree. [AND] hs t lest 9 credit-bering hours of specilized college-level course work in dministrtion, ledership, nd mngement (which cn be in school dministrtion, business mngement, communiction, technology, erly childhood mngement or dministrtion, or some combintion of these res.) [AND] hs t lest 24 credit-bering hours of specilized college-level course work in erly childhood eduction, child development, elementry eduction, or erly childhood specil eduction tht encompsses child development nd children s lerning from birth through kindergrten; fmily nd community reltionships; the prctices of observing, documenting, nd ssessing young children; teching nd lerning processes; nd professionl prctices nd development. Rte N/A if indictor b or indictor c pplies. The dministrtor documents tht pln is in plce to meet the bove indictors (detiled in Box #1) within five yers. Rte N/A if indictor or indictor c pplies. The dministrtor cn provide documenttion of hving chieved combintion of relevnt forml eduction nd experience s specified in the tble titled Alterntive Pthwys to Achieve Eductionl Qulifictions of Progrm Administrtor. The referenced tble is vilble in the Assessor Mnul nd in every NAEYC Self-Study Kit. Rte N/A if indictor or indictor b pplies Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

84 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 84 of A.02 I-T-P-K Required PP This criterion is ssessed bsed on the documenttion submitted within the Cndidcy Mterils or Renewl Mterils. Your progrm my choose to include copies of Progrm Administrtor Qulifiction Pges nd relevnt documenttion tht ws submitted within Cndidcy Mterils or Renewl Mterils in the Progrm Portfolio. However, the NAEYC Assessor will not evlute this documenttion within the Progrm Portfolio during the site visit. This informtion ws lredy evluted by the NAEYC Acdemy during the review of your progrm s Cndidcy Mterils or Renewl Mterils. For this criterion, only one of the 3 indictors cn be Yes or No. When more thn one person shre dministrtive responsibilities, t lest one person must meet the qulifictions detiled in Criterion 10.A.02. Any chnges to the designted progrm dministrtor must be reported to the Acdemy while progrm is engged in the process of Accredittion. Progrms must demonstrte tht there is designted progrm dministrtor who meets Criterion 10.A.02 t ll times to become Cndidte, remin Cndidte, nd remin eligible for site visit. This is required criterion. If child is in immedite dnger, ssessors must immeditely notify the progrm dministrtor nd contct the NAEYC Acdemy. 10.A.03 I-T-P-K Rndom PP The progrm dministrtor demonstrtes commitment to high level of continuing professionl competence (see Progrm Administrtor Definition nd Competencies in the TORCH Resource Librry) nd n bility to promote temwork. Exmples could include but re not limited to performnce evlutions or evidence of continuing eduction or professionl trining relted to progrm dministrtor competencies (gends, trining certifictes, etc.). 10.A.04 I-T-P-K Rndom PP ONLY ONE of the four indictors cn be rted Yes or No ; the other 3 must be rted N/A. The progrm, regrdless of its size or funding uspices, hs designted progrm dministrtor with the eductionl qulifictions detiled in Criterion 10.A.02. When progrm hs totl enrollment of fewer thn 60 full-time equivlent (FTE) children, employs fewer thn eight FTE stff, or both, the progrm my hve prt-time dministrtor or n dministrtor who fulfills dul role (e.g., techer-dministrtor), nd [OR] Rte N/A if progrm hs stellite loctions. b in multi-site progrms, the sites my shre n off-site dministrtor. Rte N/A if progrm does not hve stellite loctions. When progrm hs totl enrollment of 60 or more FTE children nd employs eight or more FTE stff c the progrm hs full-time dministrtor, OR Rte N/A if progrm hs stellite loctions. in multi-site progrms with 60 or more FTE children nd 8 or more FTE stff, individul fcilities hve d on-site full-time dministrtor or full-time mnger under the direct supervision of n individul who meets the qulifictions outlined for the progrm dministrtor. Rte N/A if progrm does not hve stellite loctions. This criterion is bout the ssocition between, full-time or prt-time, designted progrm dministrtor nd the totl number of stff nd enrolled children within the progrm. In progrms of 60 or more FTE children nd 8 or more FTE stff, someone must perform dministrtive duties full time not, for exmple, work in clssroom prt-time. Evidence my include job description detiling the full-time or prt-time sttus of the designted progrm dministrtor. A full-time dministrtor is defined s hving 75% or more time devoted to progrm dministrtion. For progrms tht operte on prt-dy nd/or prt-yer bsis, full-time is defined s the time tht the progrm is in opertion. A full-time dministrtor is required when progrms enroll 60 or more children AND employ 8 or more FTE stff. For this criterion, the number of FTE children equls the mximum number of children present AT ANY ONE TIME (cross ll sites for multi-site progrms). Number of FTE stff equls the mximum number of stff needed to serve the FTE children cross ll sites, not including the designted progrm dministrtor. When more thn one person shre dministrtive responsibilities, t lest one person must meet the qulifictions detiled in criterion 10.A.02. This person is considered the designted dministrtor, nd her or his contributions will be included in the ssessment of criteri within the Ledership topic re Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

85 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 85 of A.05 I-T-P-K Not Currently Assessed: Best Prctice The progrm dministrtor provides ledership to stff to implement the progrm mission. Exmples my include: the progrm hs mission sttement or cler sttement of its purpose, gols nd responsibilities to the children nd fmilies nd cn show tht it is communicted to stff; the progrm hs evidence of providing inservices nd trinings to stff. 10.A.06 I-T-P-K Not Currently Assessed: Best Prctice The progrm dministrtor responds proctively to chnging conditions to enhnce progrm qulity. The progrm dministrtor nticiptes chnges or difficulties nd is prepred for nd prepres the stff for the chnge/difficulty before it occurs. 10.A.07 I-T-P-K Rndom TS, FS, PP The progrm dministrtor nd other progrm leders systemticlly support n orgniztionl climte tht fosters trust, collbortion, nd inclusion. The progrm leders hve systems, plns, policies or procedures in plce tht re inclusive of ll stff, show support for stff, build mutul trust, nd foster support nd collbortion between stff. 10.B. Mngement Policies nd Procedures 10.B.01 I-T-P-K Rndom PP Policies detil stff responsibilities, plnning time, nd trining nd resources, ddress the importnce of fmilies nd professionls cross disciplines, nd emphsize the need to work s tems nd to build community prtnerships. The intent of this criterion is on the existence of policies defining nd supporting the roles of full-time stff, fmilies, nd ncillry professionls in the progrm. Polices tht ddress the importnce of professionls cross disciplines re intended to strengthen community reltionships nd encourge collbortion nd prtnership between the progrm, fmilies, nd other professionls including, but not limited to, therpists, nutritionists, socil workers, etc. 10.B.02 I-T-P-K Not Currently Assessed: Best Prctice All components of progrm opertion re guided by written policies nd re crried out through rticulted plns, systems, nd procedures tht enble the progrm to run smoothly nd effectively nd tht guide the progrm towrd chieving its gols. "Components" re brodly defined nd cn vry by progrm mission nd structure. Written policy should guide ech component of the progrm's dily opertions, nd ll components should work together to meet the overll progrm mission. For exmple, policies regrding stffing rtios, child ssessment, fmily involvement, curriculum plnning, npping schedules, etc. should function cohesively together in line with the progrm gols nd mission. 10.B.03 I-T-P-K Emerging PP Technology-bsed informtion mngement systems re in plce. Procedures guide stff in collecting nd nlyzing dt tht re used to monitor the opertions of the progrm nd to inform progrm improvement. Rte s Yes if progrms use computer softwre for informtion mngement nd hve procedures for how they collect nd nlyze informtion receive credit. Use of computer spredsheets developed for progrms s prt of the Self-Study nd Self-Assessment tools for NAEYC Accredittion meets this criterion. 10.B.04 I-T-P-K Required PP The progrm nd fcility re licensed to operte or re regulted by the pplicble stte nd locl regultory systems. The progrm mintins documenttion showing tht it is considered in good stnding by its regultory bodies, nd it cn document ll certifictions, pprovls, nd corrections of violtions nd deficiencies Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

86 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 86 of B.04 I-T-P-K Required PP The Assessor completes the 10.B.04 Worksheet to rte this criterion. Credit is given if the progrm hs full license tht is current nd vlid. If progrm hs temporry, probtionry, provisionl or expired license this criterion is possibly not met nd is listed s such on the Required Criterion Report Form. NAEYC defines regulted s progrms tht re not licensed but under the regultion of public gency, such s Deprtment of Defense or Bord of Eduction (for exmple, public school progrms). For progrms tht re not licensed or regulted, refer to the Eligibility Requirements on the website. Progrms tht re license-exempt my need to execute License-Exempt Acknowledgement Form on the dy of the visit in order to meet this criterion. If progrm chooses to complete the License-Exempt Acknowledgment Form prior to the visit, the Assessor will need to mke digitl copy of the signed form nd submit the form with visit mterils to the Acdemy. Evidence for this criterion my vry from progrm to progrm. Exmples of evidence for progrms regulted by public school system include: letter from the school district indicting tht the progrm is prt of the school district; printout of webpge tht indictes tht the progrm is regulted by the school district. This is required criterion. If child is in immedite dnger, ssessors must immeditely notify the progrm dministrtor nd contct the NAEYC Acdemy. If the ssessor determines tht this criterion is not fully met, Assessors MUST list it on the Missing Evidence Request Form (MERF) for the Progrm Portfolio Source of Evidence. If the criterion is still not fully met fter the progrm responds to the MERF, ssessors must note this on the Required Criterion Report Form. This form is shred with the progrm dministrtor t the Closing Meeting, t which point the Progrm Administrtor will be given chnce to respond in writing directly on the Required Criterion Report Form; OR choose not to respond during the site visit by checking the pproprite box on the form; AND/OR provide dditionl contextul informtion to the NAEYC Acdemy s prt of the Administrtor Evlution of the Site Visit. 10.B.05 I-T-P-K Rndom PP Accident nd libility insurnce coverge is mintined for children nd dults. A certificte of insurnce is vilble for review. Accident nd libility insurnce protects children nd progrm stff from the medicl expenses tht cn rise from n ccidentl injury. In order to meet 10.B.05, the progrm would need to hve (1) generl libility coverge nd (2) ccident insurnce coverge for children nd dults. Worker's compenstion is considered form of ccident insurnce for dults. 10.B.06 I-T-P-K Rndom PP If progrm is led or governed by bord of directors, dvisory group, council, or other similr group, written policies define their roles nd responsibilities long with those of the progrm stff who work directly with those entities. The intent of the criterion is tht there re policies in plce to ensure trnsprency in the expecttions, limittions, nd responsibilities of progrm s governing body, if pplicble. Rte N/A if progrm is not led or governed by bord of directors, dvisory group, council, etc. However, evidence should be included in the Progrm Portfolio indicting tht this is the cse. 10.B.07 I-T-P-K Rndom PP The progrm hs strtegic plnning process tht outlines ctions the progrm will tke to implement the progrm s vision nd mission. b chieve outcomes desired for children. c mintin high-qulity services to children nd fmilies. d provide long-term resources to sustin the opertion of the progrm. A strtegic pln is intended to ensure tht progrms conduct self-evlutions nd reflect on their current prctices to improve ll services provided, nd then mke pln for how those improvements will be implemented in the progrm. Some exmples of evidence to document this criterion include: Plns for professionl development Documenttion of progrm's qulity gols Evidence of how the progrm is crrying out its mission Surveys tht re distributed to fmilies nd used to inform strtegic plnning Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

87 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 87 of B.08 I-T-P-K Not Currently Assessed: Best Prctice The progrm hs written policies nd procedures tht demonstrte how the progrm prepres for, orients, nd welcomes children nd fmilies. These policies nd procedures re shred verblly nd in writing with fmilies of enrolled children nd re vilble in lnguges tht fmilies use nd understnd. Policies ddress the progrm's philosophy nd b curriculum gols nd objectives, c the progrm's commitment to welcome children nd fmilies; nd d guidnce nd discipline. Procedures ddress e the vriety of strtegies used by the progrm for ongoing communiction with fmilies, including communiction in their preferred lnguge or through trnsltion; f how Individulized Fmily Service Plns (IFSPs), Individulized Eduction Plns (IEPs), nd other individulized plns will be ddressed for children with disbilities nd other specil lerning needs; IFSP = Individul Fmily Service Pln. IEP = Individul Eduction Pln. g helth nd sfety precutions nd requirements tht ffect fmilies nd their children including building security nd ccess, medictions, inclusion or exclusion of ill children, nd emergency plns; h the vriety of techniques used by the progrm to negotite difficulties nd differences tht rise in interctions between fmilies nd progrm stff; i pyment, mels nd sncks, nd sleeping rrngements; j how the progrm ensures confidentility of child nd fmily informtion; k how nd when children re scheduled for field trips; sfety precutions tht will be used to sfegurd the children on trips, including hving communiction l device to cll for help whenever necessry while on the trip, hving first-id supplies on the trip, nd lternte trnsporttion rrngements if there is problem with the trnsporttion vehicles during the trip. Exmples my include relevnt informtion from prent hndbooks, introductory informtion, welcome pckets, prent newsletters, etc. 10.B.09 I-T-P-K Alwys PP The progrm hs plns nd policies to ttrct nd mintin consistently qulified, well-trined stff nd reduce stff turnover. Evidence my include low turnover nd benefits such s trining reimbursements nd retirement pln contributions. 10.B.10 I-T-P-K Emerging PP Policies guide the pproprite use of specilized consultnts to support stff s efforts to meet the needs of children nd fmilies to prticipte fully in the progrm, including children with disbilities, behvior chllenges, or other specil needs. Procedures ddress expected consultnt skills, pyment, ccess, vilbility, nd working reltionships with stff s well s how the progrm will rrnge with other gencies to use their consultnts for children who re eligible for their services. Specilized consultnts re individuls outside of the progrm who re invited into the progrm to support stff efforts to meet the needs of children nd fmilies. Evidence my include stff hndbook, job descriptions, nd contrcts. 10.B.11 I-T-P-K Rndom O, PP Policies prescribe tht ech group be ssigned teching stff who hve primry responsibility for working with tht group of children. These teching stff provide ongoing personl contct, meningful lerning ctivities, supervision, nd immedite cre s needed to protect children s well-being. The intent of the criterion is tht children know nd become fmilir with those cring for them nd experience stble lerning environment through continuity of cre. Assessors will wtch to see the teching stff s sensitivity to nd fmilirity with the individul children. Rte No if there re no teching stff present during the observtion who correspond to those identified in informtion posted or if the cregivers clerly do not know the children nd their routines. Evidence in the Progrm Portfolio my include relevnt policies from stff or progrm hndbook Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

88 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 88 of B.12 I-T-P-K Alwys O, PP Written procedures ddress the mintennce of developmentlly pproprite teching stff-child rtios within group size to fcilitte dult-child interction nd constructive ctivity mong children. Teching stff-child rtios within group size (see tble below)re mintined during ll hours of opertion, including: indoor time, b outdoor time, nd Rte NoOpp if the group does not go outside during the observtion. If more thn one group intermingles outside on n undivided plyground (or in lrge undivided indoor ply spce), group size is clculted s the combined totl of intermingled groups. Rte s No if the combined group c size is bove the ceilings listed in the tble below. during trnsporttion nd field trips (when trnsporting children, the teching stff-child rtio is used to guide the dult-child rtio). Adults other thn teching stff (drivers, prent volunteers, etc.) cn be present during trnsporttion, but must be in the sme rtio s stff-child rtios listed by ge in the tble below. Rte s N/A if progrm does not trnsport children nd/or does not go on field trips. Neighborhood wlks re generlly prt of routine outdoor ply nd re not to be rted s field trips. Groups of children my be limited to one ge or my include multiple ges. (A group or clssroom consists of the children who re ssigned to techer or tem of teching stff for most of the dy nd who occupy n individul clssroom or well-defined spce tht prevents intermingling of children from different groups within lrger room or re.) A written rtio is not necessry to meet this criterion. Refer to the chrt below. When children join group, it is considered seprte group if the children intermingle for more thn two hours nd the composition of the originl group of children chnges by more thn 50%. In such cses the seprte group should be reported s such (for exmple, when kindergrtners join preschool clssroom fter their school dy). When n ncillry professionl (such s music techer, rt techer, or librrin) is providing plnned ctivity for one hour or less, tht person my be counted towrd the teching stff rtio but does not need to be included in other reporting requirements for teching stff. Mixed-ge groupings For infnt/toddler mixed-ge groups, the rtio nd group size for the youngest ge rnge present pplies. For toddler/preschool mixed-ge groups: o o When more thn four children between the ges of 30 months nd 36 months re present, the rtio nd group size for the youngest ge rnge present pplies. When fewer thn four children between the ges of 30 months nd 36 months re present, the rtio nd group size for the predominte ge rnge present pplies. For ll other mixed-ge combintions, the rtio nd group size for the youngest ge rnge present pplies. The rtio remins in complince when stff member leves the group without being replced by substitute for no more thn five minutes (e.g., to get crft supplies, tlk in the hll to prent, go to the bthroom). If teching stff re bsent for more thn five minutes but less thn 20 minutes (e.g., to tke children to the bthroom, to dminister first id, to tke personl brek), the rtio remins in complince when nother dult who is not prt of the teching stff substitutes for the stff member. Specil Events (Observtion Only): During specil events (such s puppet shows, ssemblies, nd chpel), if children remin in their own groups (i.e., they re not intermingling with others) nd if the teching tem tht is responsible for the group remins with the group, rte s if the group is not intermingling. If the group being observed is intermingling with one or more other groups during the specil event, then rte s single combined group. Np Time: When two or more dults must be present during np time, t lest one of the dults present must be techer or ssistnt techer techer ide (for exmple, group of five to eight infnts would require t lest two people, one of whom is techer or ssistnt techer techer ide, to be present to meet the rtio). Additionl dults my be stff members or other dults who function in different role. Substitutes my be used to meet rtios becuse they re considered temporry member of the teching stff. For group of 10 children, in Toddler/Two group with ges 12 months to 28 months, there must be three teching stff to meet Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

89 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 89 of B.12 I-T-P-K Alwys O, PP The following Techer-Child Rtios within the Group Size Chrt should be used for best prctices. Assessor will rte this criterion ccording to the highest rtio nd group size for ech Age Ctegory (Infnt, Toddler/Two, Preschool, nd Kindergrten). Techer-Child Rtios within Group Size (ssessed in Criterion 10.B.12) Age Ctegory Age Rnge 1 Group Size Infnt Birth to 15 months 1:3 1:4 Toddler /Two Preschool Kindergrten 12 to 28 months 1:3 1:4 1:4 3 1:4 21 to 36 months 1:4 1:5 1:6 30 to 48 months (2½ to 4 yers) 48 to 60 months (4 to 5 yers) 60 months to Kindergrten Enrollment (5 yers to Kindergrten Enrollment) Enrolled in ny public or privte kindergrten 1:6 1:7 1:8 1:9 1:8 1:9 1:10 1:8 1:9 1:10 1:10 1:11 1:12 1 These ge rnges purposefully overlp. If group includes children whose ges rnge beyond the overlpping portion of two ge ctegories, then the group is mixed-ge group. For mixed-ge groups, universl criteri nd criteri relevnt to the ge ctegories for tht group pply. 2 Group sizes s stted re ceilings, regrdless of the number of stff. 3 Group size of 10 is permissible for this ge rnge, but n dditionl dult is required to sty within the best prctice rtio. 10.B.13 I-T-P-K Alwys O, TS, PP The progrm is orgnized nd stffed to minimize the number of: group [trnsitions during the dy], Rte s Yes if children experience no more thn 2 clssroom trnsitions in hlf dy nd 3 in full dy. Rte s Yes if children experience no more thn 2 clssroom trnsitions during the observtion. A group trnsition is defined s when the composition of the group of children chnges by more thn 50%. b Teching stff [trnsitions during the dy], nd Rte s No if the composition of the teching stff chnges by more thn 50% during the observtion. Do NOT include stff chnges resulting from stff substitutions for posted, scheduled stff breks. c clssroom trnsitions experienced by n individul child during the dy nd progrm yer. Consider clssroom trnsitions experienced by child per dy. For exmple, if child gets moved from room-toroom to meet rtio, rte s No. Clssroom trnsitions experienced by child during the dy should be minimized. Rte s NA if there is only one group nd/or clssroom in the progrm. Rte s NoOpp during the observtion unless there is cler reson to rte No. Every ttempt is mde to mintin continuity of reltionships between teching stff nd children nd mong groups of children. The intent of this criterion is tht progrms crete policies nd procedures to support continuity of cre for children over time, supporting continuity between teching stff nd children s well s mong children Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

90 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 90 of B.14 I-T-P-K Rndom TS, PP Procedures ddress trnsition plnning by dministrtors, techers, nd fmilies to fcilitte children s trnsition from one techer to nother, from one group to nother, from one clssroom to nother, nd from one progrm to nother. The intent of this criterion is tht progrms crete policies nd procedures to support continuity of cre for children over time-- supporting continuity between teching stff nd children, s well s between fmilies nd the progrm. Evidence my include relevnt policies from prent hndbook or progrm mnul, documenttion of collbortion with public/privte school orienttions, smple trnsition schedule children moving to new rooms or new cregivers. 10.B.15 I-T Rndom PP Policies encourge keeping infnts nd toddler/ twos together with their teching stff for nine months or longer. 10.C. Fiscl Accountbility Policies nd Procedures 10.C.01 I-T-P-K Rndom PP Finncil policies nd the procedures to implement them provide evidence of sound fiscl ccountbility using stndrd ccounting prctices. Finncil policies nd procedures re consistent with the progrm s vision, philosophy, mission, gols, nd expected child outcomes. Operting budgets re prepred nnully, nd there is t lest qurterly reconcilition of expenses to budget. A system exists to review or djust the budget if circumstnces chnge, nd it includes yerly udit. Budgets re reviewed nd mended s needed. Fiscl records (such s revenue nd expenditure sttements, blnce sheets, bnking reconcilition, etc.) re kept s evidence of sound finncil mngement. Intent- The progrm cn document tht n individul with ccounting expertise ensures tht the progrm hs sound fiscl prctices regrding its economic resources, the clims to those resources, nd the chnges in them. Guidnce on Evidence: Exmples of the types of evidence for this criterion include but re not limited to: blnce sheets, profit nd loss sttements, budget, externl udit; ll evidence should be dted nd current within one yer. Definitions: stndrd ccounting prctices: common nd widely ccepted system of setting up, mintining, nd verifying the finncil records of business. It includes nlyzing the finncil helth of the business through study of its sles, purchses, nd generl cost of running the business. These nlyses re done repetedly, t regulr intervls (such s monthly, qurterly or nnully). Progrms my provide n ffidvit by the corporte finncil officer ttesting tht ech of the indictors of this criterion is met. A yerly udit should be completed by n individul or firm not involved in the progrm or its dministrtion, nd should follow generlly ccepted ccounting prctices. An informl internl ssessment is not considered n udit. 10.C.02 I-T-P-K Rndom PP The person directly responsible for progrm implementtion (dministrtor, site mnger, progrm mnger, or supervising techer) is included in long-rnge fiscl plnning nd in operting budget preprtion, reconcilition, nd review. Exmples could include but re not limited to: meeting gend or minutes showing tht the dministrtor, site mnger, progrm mnger, or supervising techer ws involved in the budgeting, reconcilition nd review processes; progrm policy stting tht the person responsible for dily opertions will be involved in budgeting, reconcilition nd review; job description for the dministrtor, site mnger, progrm mnger, or supervising techer listing budgeting, reconcilition nd review s job functions or duties. 10.C.03 I-T-P-K Rndom PP The progrm hs resources to support the progrm s vision, philosophy, mission, gols, opertion, nd expected child outcomes. Progrm dministrtors nd other progrm leders ctively work to generte nd mnge the resources needed to support progrm of excellence. Check fiscl records nd long-rnge budget to ensure tht the progrm is not operting with budget deficit or, if so, tht pln is in plce to chieve finncil solvency. Progrms my provide n ffidvit from corporte finncil officer (e.g., CFO) nd/or Certified Public Accountnt (CPA) ttesting tht this criterion is met. A written sttement from the progrm dministrtor ttesting to the progrm's finncil solvency is not sufficient evidence to meet this criterion Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

91 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 91 of D. Helth, Nutrition, nd Sfety Policies nd Procedures 10.D.01 I-T-P-K Rndom TS, PP The progrm hs written policies to promote wellness nd sfegurd the helth nd sfety of children nd dults. Procedures re in plce tht ddress: steps to reduce occuptionl hzrds such s infectious diseses (e.g., exposure of pregnnt stff to CMV [cytomeglovirus], chicken pox), injuries (e.g., bck strin, flls), environmentl exposure (e.g., indoor ir pollution, noise, stress); b mngement plns nd reporting requirements for stff nd children with illness, including mediction dministrtion, nd inclusion/exclusion; c supervision of children in instnces when teching stff re ssigned to specific res tht re ner equipment where injury could occur; Equipment is defined s nything kept, furnished or provided within the fcility. Equipment is generlly movble or built onto the structure. Exmples of equipment re ply-structures, tbles, computers, lighting fixture; the building itself does not constitute equipment. d the providing of spce, supervision, nd comfort for child witing for pick up becuse of illness; e f g h i j the providing of dequte nutrition for children nd dults; sleeping nd npping rrngements, including sleep positioning for infnts; Rte N/A if progrm is ½ dy nd does not include np time nd/or does not enroll infnts. snittion nd hygiene, including food hndling nd feeding; mintennce of the fcility nd equipment; prohibition of smoking, firerms, nd other significnt hzrds tht pose risks to children nd dults; nd Exception: Lw enforcement personnel who re required to crry firerms. the providing of referrls for stff to resources tht support them in wellness, prevention nd tretment of depression, nd stress mngement. Look for evidence tht stff hs ccess to informtion bout medicl resources. 10.D.02 I-T-P-K Rndom PP The progrm hs written procedures to protect children nd dults from environmentl hzrds such s ir pollution, led, nd sbestos, ccording to public helth requirements. Evidence of written procedures to protect children nd dults from the pertinent environmentl hzrds could include stff nd/or fmily hndbooks, memos, emils, notices, wrnings, nd posted signs. The progrm should check with their locl heth uthority to see if ll, or some of these environmentl hzrds hve helth requirements pertinent to their re. Evidence of wht environmentl hzrds re pertinent to their re could include communiction between the progrm nd the locl helth uthority, bulletins, nd notices. 10.D.03 I-T-P-K Rndom PP The progrm hs written policy for reporting child buse nd neglect s well s procedures in plce tht comply with pplicble federl, stte, nd locl lws. The policy includes requirements for stff to report ll suspected incidents of child buse, neglect, or both by fmilies, stff, volunteers, or others to the pproprite locl gencies. Stff who report suspicions of child buse or neglect where they work re immune from dischrge, retlition, or other disciplinry ction for tht reson lone unless it is proven tht the report is mlicious. 10.D.04 I-T-P-K Rndom PP The progrm hs written procedures to be followed if stff member is ccused of buse or neglect of child in the progrm tht protect the rights of the ccused stff person s well s protect the children in the progrm. Note tht this criterion is NOT bout the progrm s reporting procedure for child buse or neglect (see Criterion 10.D.03), but rther is bout the progrm s internl processes for mnging prticulr cses when stff member is ccused of buse or neglect. Policies should ddress confidentility nd due process for the stff member. Evidence could include written policy s prt of prent, stff, or progrm guidebook Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

92 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 92 of D.05 I-T-P-K Rndom O, PP The progrm hs written procedures tht outline the helth nd sfety informtion to be collected from fmilies nd to be mintined on file for ech child in one centrl loction within the fcility. The files re kept current by updting s needed, but t lest qurterly. The content of the file is confidentil, but is immeditely vilble to dministrtors or teching stff who hve consent from prent or legl gurdin for ccess to records, b the child s prents or legl gurdin, nd c regultory uthorities, on request. Assessors will be looking during the rting of Progrm Observble Evidence to ensure tht files re on site but re inccessible nd/or locked in cbinet, drwer, etc. Rte ll indictors Yes if child helth nd sfety informtion is present in the fcility nd kept in centrl loction. Written evidence s prt of the Progrm Portfolio my include written policies/procedures outlining how helth nd sfety informtion is collected, used, updted, nd how ccess to the informtion is controlled. 10.D.06 I-T-P-K Rndom FS, PP Written procedures ddress ll spects of the rrivl, deprture, nd trnsporttion of children. The procedures fcilitte fmily-stff interction. ensure tht ll children trnsported during the progrm dy re ccounted for before, during, nd fter b trnsport. Progrms my need procedures relted to trnsport even when the progrm itself does not own, operte or contrct for the trnsporttion service; for exmple, if the progrm receives children from public school bus, how does the progrm ssure tht ll children re ccounted for when they receive custody? Rte N/A only if children re never trnsported nywhere other thn by their prent or legl gurdin, including pick-up, drop-off, nd field trips. c ensure the sfety of ll children s pedestrins nd s pssengers. d ddress specific procedures for children with disbilities. Rte s N/A if there re no children with disbilities currently enrolled or if the group s identified specil needs do not require trnsporttion ccommodtion. e ddress specil circumstnces in picking up children t the end of the dy. Exmples of Specil circumstnces : someone other thn the prents or legl gurdins picking up children; possibly impired dult rriving to pick up child. Policies/procedures should include how the progrm responds nd wht documenttion is needed to relese child to someone other thn the person leglly responsible for the child. Documenttion my include policies or procedures in the stff nd/or prent hndbooks, memos, posted notices, or emils. 10.D.07 I-T-P-K Not Currently Assessed: Best Prctice Trnsporttion services re mnged nd progrm vehicles re licensed nd insured in ccordnce with pplicble federl nd stte lws. Certifiction of licensing nd insurnce is vilble on-site. Trnsporttion services re defined s regulr, expected trnsporttion services provided by the progrm (e.g., pickup/drop-off services between the progrm nd schools, outside ctivities, etc.). This definition does not include one-time or irregulr trnsporttion in instnces of fieldtrips/specil events. When trnsporttion services re contrcted through n outside compny, certifiction of licensing nd insurnce should be kept on file. Rte 'N/A' if the progrm does not own vehicles nor regulrly use outside trnsporttion services. 10.D.08 I-T-P-K Not Currently Assessed: Best Prctice The progrm hs written nd posted disster prepredness nd emergency evcution procedures. The procedures designte n pproprite person to ssume uthority nd tke ction in n emergency when the dministrtor is not on-site. The procedures include b plns tht designte how nd when to either shelter in plce or evcute nd tht specify loction for the evcution; c plns for hndling lost or missing children, security threts, utility filure, nd nturl dissters; Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

93 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 93 of D.08 I-T-P-K Not Currently Assessed: Best Prctice d rrngements for emergency trnsport nd escort from the progrm; nd e monthly prctice of evcution procedures with t lest yerly prctice of other emergency procedures. Evcution procedures should be posted in rooms in which children or dults my gther (e.g., office, stff lounge, librry or indoor ply re). All other policies should be documented. Exmples include posted emergency procedures, policy from the stff nd/or fmily hndbook, memos, nd emergency hndbooks. 10.D.09 I-T-P-K Rndom PP The progrm hs written, up-to-dte, comprehensive procedures to prepre for nd respond to medicl nd dentl emergencies for children nd dult stff. The procedures include identifiction of hospitl or other source of medicl cre s the primry site for emergency cre (progrm stff hve informed the fcility of their intent to use their services in n emergency); b immedite ccess to written fmilil-consent forms to relevnt helth insurnce informtion for emergency medicl tretment nd trnsporttion rrngements; c rrngements for emergency trnsport nd escort from the progrm for individuls who require immedite medicl ttention; presence of n dult with current peditric first-id trining certifiction on-site t ll times (trining d includes providing rescue brething, mngement of blocked irwy, nd ny specil procedures tht physicins of enrolled children hve documented tht the children require); nd e individul emergency cre plns for children with known medicl or developmentl problems or other conditions tht might require specil cre in n emergency (llergy, sthm, seizures, orthopedic or sensory problems, nd other chronic conditions; conditions tht require regulr mediction or technology support) The rtionle for this criterion is tht the helth insurnce informtion my be required in non-life thretening emergencies. 10.D.10 I-T-P-K Not Currently Assessed: Best Prctice Policies ddress the use of medictions nd specil medicl procedures needed by enrolled children: Medictions re lbeled with () the child's first nd lst nme, nme of clinicin, expirtion dte, nd mnufcturer's instructions or (b) the originl prescription lbel tht detils the nme nd strength of the mediction s well s directions on dministering nd storing. Mediction is dministered only with written permission of the prent or legl gurdin nd s prescribed or s recommended in writing or by nother form of direct communiction with licensed helth cre b provider for specific child. A stnding order from licensed helth cre provider my guide the use of over-the-counter medictions with children in the progrm when tht order detils the specific circumstnces nd provides specific instructions for individul dosing of the mediction. Teching stff who dminister cre to children requiring specil medicl procedures re competent in the c procedure nd guided in writing by the prescribing helth cre provider. Non-prescription preventtives such s sunscreen, insect repellent, diper crem, lotion, lip blm, nd toothpste b-c re not considered medictions nd only require prentl/gurdin consent. Stff do not need to be trined or evluted in their use. Exmples include progrm policies ddressing these spects of mediction hndling nd dministrtion. 10.E. Personnel Policies 10.E.01 I-T-P-K Rndom TS, PP The progrm hs written personnel policies tht define the roles nd responsibilities, b qulifictions, nd c specilized trining required of d stff nd e volunteer positions Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

94 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 94 of E.01 I-T-P-K Rndom TS, PP The policies outline f nondiscrimintory hiring procedures nd g policies for stff evlution. Policies detil h job descriptions for ech position, including reporting reltionships; i slry scles with increments bsed on professionl qulifiction, length of employment, nd performnce evlution; NAEYC does not need to know the py scle ssocited with ech level, but tht the progrm hs rticulted to employees nd stkeholders the py scle nd how professionl qulifictions, length of employment nd performnce evlutions ffect their py. j benefits; nd k resigntion, termintion, nd grievnce procedures. l Personnel policies provide for incentives bsed on prticiption in professionl development opportunities. m The policies re provided to ech employee on hiring. Progrms dministrtors, stff members nd volunteers benefit from cler, written policies relted to job responsibilities, benefits, hours, performnce reviews, nd expecttions for behvior nd involvement in professionl development ctivities. The existence of nd discussion of written policies nd procedures for stff serve to reduce mbiguity nd provide frmework for conflict resolution. 10.E.02 I-T-P-K Rndom PP Hiring procedures ensure tht ll employees in the progrm (including bus drivers, bus monitors, custodins, cooks, clericl nd other support stff) who come into contct with children in the progrm or who hve responsibility for children hve pssed criminl-record check. Progrms should check with their stte to see wht requirements the stte might hve for pssing criminl bckground check loclly. The purpose of the criminl bckground check is to uncover ny pst criminl ctivity nd/or history of child buse or neglect before hiring stff member. b re free from ny history of substntited child buse or neglect. The NAEYC criteri do not specify time rnge. The intent of the criterion is to ensure tht the individul is free of ny history of substntited child buse or neglect so the clernce should be current to be effective. c re t lest 18 yers old (except vehicle drivers, who must be t lest 21). d hve completed high school or the equivlent. The following guidnce represents the current best prctices regrding this criterion. It should be used to guide progrm improvement nd in preprtion for ssessment. If ssessed, NAEYC Assessors will use this guidnce to rte the criterion during the ssessment visit. Individuls who re juniors or seniors in high school nd re enrolled in, or hve completed, n ECE voctionl progrm my meet this indictor. hve provided personl references nd current helth ssessment tht ttest to the prospective e employee s bility to perform the tsks required to crry out the responsibilities of his or her position Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

95 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 95 of E.03 I-T-P-K Rndom PP Efforts re mde nd documented to hire nd mintin stff with the culturl nd rcil chrcteristics of the fmilies served. Policies re in plce for obtining stff or volunteers who spek the lnguge of the children served, nd these individuls regulrly interct with the children nd fmilies. The intent of this criterion is to ensure tht progrms re ctively seeking stff composition tht reflects the fmilies nd children being served. However, while culturl nd rcil chrcteristics cn be considered, ll hiring policies should reflect those of n Equl Opportunity Employer. Some exmples of how to meet this criterion include the following: - Asking (on voluntry bsis) current stff nd fmilies their culturl nd rcil chrcteristics for the purpose of recognizing the diversity tht exists nd building on the strengths tht it represents or if there is significnt disprity in the chrcteristics of the progrm stff compred to the fmilies served (documenttion would be the compiled summry of findings nd plnned steps if identified). - Encourging fmily nd community members to volunteer in the progrm nd ttend trinings (documenttion could include nnouncements bout this or informtion bout the current numbers involved in this wy). - Announcing position openings to fmily members nd community members (smple flyers or ds in community ppers would be evidence). 10.E.04 I-T-P-K Not Currently Assessed: Best Prctice Progrms mintin current helth informtion from documented helth ssessments for ll pid stff nd for ll volunteers who work more thn 40 hours per month nd hve contct with children. A current helth ssessment (not more thn one yer old) is received by the progrm before n employee strts work or before volunteer hs contct with children. The helth ssessment is updted every two yers. Documented helth ssessments include immuniztion sttus, b cpcities nd limittions tht my ffect job performnce, nd c documenttion by licensed helth professionl of TB skin testing using the Mntoux method nd showing the employee to be free from ctive TB disese. For those who hve positive TB skin tests nd who develop persistent cough or unexplined fever, immedite ssessment by licensed physicin is required. For those who hve incresed risk of TB ccording to the Centers for Disese Control (CDC), documenttion is required nnully by licensed helth professionl showing tht the employee is free from ctive TB disese. The helth ssessment for stff is to be updted ccording to stte requirements. Individuls with previously negtive skin test results do not need to be retested for tuberculosis unless required by the locl or stte helth deprtment. Those who hve incresed risk of TB bsed on the definitions of the Centers for Disese Control need to provide nnul documenttion by their physicin tht they re free of ctive TB disese. 10.E.05 I-T-P-K Rndom PP New stff members serve n introductory period of employment during which the dministrtor or other qulified person mkes professionl judgment s to their physicl nd psychologicl competence for working with children. Psychologicl competence refers to n individul s bility to interct effectively with children nd dults, including other teching stff nd fmilies. 10.E.06 I-T-P-K Rndom TS, PP The progrms offer benefits pckges for full-time stff who hve stisfctorily completed their introductory period of employment. Written policies detil employee benefits nd include: helth insurnce; b employee leve, including sick, vction, holidy, nd personl leve; c eduction benefits; nd d retirement. The written policies re shred with ech employee. Benefits for prt-time employees re vilble on prorted bsis. If some or ll of these benefits re not vilble, written pln for improving benefits is developed nd implemented Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

96 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 96 of E.06 I-T-P-K Rndom TS, PP The criterion does not prohibit employee contributions to supplement the benefit costs pid by the employer. Prt-time stff re defined s employees of the progrm who work fewer hours per py period thn the progrm s definition of fulltime. Progrms should offer benefits to prt-time employees on pro-rted bsis for ny employee tht does not meet the progrm's definition of full-time. 10.E.07 I-T-P-K Rndom TS, PP Stff re provided spce nd time wy from children during the dy. When stff work directly with children for more thn four hours, stff re provided breks of t lest 15 minutes in ech four-hour period. In ddition, stff my request temporry relief when they re unble to perform their duties. Evidence my include brek schedules, policies, nd relevnt pges from stff hndbook. Temporry relief refers to n unforeseen short nd immedite brek wy from children, for instnce when stff member becomes stressed, overwhelmed, or needs bthroom brek. 10.E.08 I-T-P-K Rndom O, PP Confidentil personnel files, including pplictions with record of experience, trnscripts of eduction, helth-ssessment records, documenttion of ongoing professionl development, nd results of performnce evlution, re kept in secure loction. Rte s Yes if progrm documenttion sttes tht stff records re kept confidentil or secured. Rte s NoOpp if personnel files re kept in n off-site loction. A secure loction mens either locking cbinet or closet, or within n dministrtive office tht is lockble nd not ccessible by unsupervised teching stff. The cbinet, closet or room does not hve to be locked t the time of your observtion. 10.E.09 I-T-P-K Rndom TS, PP All stff re evluted t lest nnully by n pproprite supervisor or, in the cse of the progrm dministrtor, by the governing body. 10.E.10 I-T-P-K Not Currently Assessed: Best Prctice An individul professionl development pln is generted from the stff-evlution process nd is updted t lest nnully nd ongoing s needed. Exmples include written policies, smple stff evlution forms with individulized professionl development pln, relevnt informtion from progrm hndbooks, nd new employee orienttion mterils. 10.E.11 I-T-P-K Rndom TS, PP The progrm hs n implementtion pln for professionl development, including orienttions for new stff. Credit-bering course work is included in the professionl development pln whenever possible. The pln improves stff credentils nd competencies. It is updted t lest nnully or s needed bsed on the evlution process, the need to keep stff s knowledge current, or other identified needs. The intent of this criterion is tht progrm stff re provided meningful opportunities to enhnce skills nd knowledge. Evidence my include relevnt informtion from progrm or stff hndbook, resources for vilble trinings or creditbering coursework, nd progrm wide professionl development pln. 10.E.12 I-T-P-K Rndom TS, PP The progrm s professionl development pln is bsed on needs identified through stff evlution nd from other informtion from progrm evlution processes. Evidence my include memos, policies, meeting notes, relevnt pges from stff hndbook, nd smple stff evlution form. b is written nd shred with stff. Evidence my include n emil, sign-off sheet, cknowledgement form, nd stff meeting notes. -b The intent of indictors nd b is to inform how the progrm-wide professionl development pln is designed nd implemented. c includes mentoring, coching, nd other professionl development opportunities for ll stff. d includes discussions of ethicl issues. e includes trining in the policies nd procedures of the progrm Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.

97 NAEYC Erly Childhood Progrm Stndrds nd Accredittion Criteri & Guidnce for Assessment, Pge 97 of E.12 I-T-P-K Rndom TS, PP includes trining in skills for building positive reltionships, ll spects of the curriculum, teching f prctices, skills for prtnering with fmilies nd communities, nd skills for collborting nd prticipting s member of tem. Trinings my be prt of stff orienttion nd on-going development bsed on stff evlution. c-f Identify key components of wht the progrm-wide professionl development pln should include. Written evidence for this criterion my include progrm-wide professionl development pln, trining policy, nd trinings. 10.F. Progrm Evlution, Accountbility, nd Continuous Improvement 10.F.01 I-T-P-K Not Currently Assessed: Best Prctice At lest nnully, dministrtors, fmilies, stff, nd other routinely prticipting dults re involved in comprehensive progrm evlution tht mesures progress towrd the progrm's gols nd objectives. Vlid nd relible processes re used to gther dt nd evidence. Exmples include fmily nd teching stff surveys developed for self-study or self-ssessment. 10.F.02 I-T-P-K Rndom TS, FS, PP The nnul evlution processes include gthering evidence on ll res of progrm functioning, including: policies nd procedures, b progrm qulity, c children s progress nd lerning, fmily involvement nd stisfction, nd community wreness nd stisfction. A report of the nnul evlution findings is shred with fmilies, stff, nd pproprite dvisory nd d governnce bords, nd the results re used s bsis for continuing successful ctivities nd for chnging those tht need improvement. Evidence my include the NAEYC self-ssessment fmily nd teching stff surveys. 10.F.03 I-T-P-K Rndom PP The progrm estblishes gols for continuous improvement nd innovtion using informtion from the nnul progrm evlution. The progrm uses this informtion to pln professionl development nd progrm qulity-improvement ctivities s well s to improve opertions nd policies. Evidence does not hve to include the ctul nnul progrm evlution, but must include the gols creted for improvement from the nnul evlution. 10.F.04 I-T-P-K Rndom TS, FS, PP The progrm offers stff nd fmilies opportunities to ssist in mking decisions to improve the progrm. Collbortive nd shred decision mking is used with ll prticipnts to build trust nd enthusism for mking progrm chnges. Stff nd fmilies meet t lest nnully to consult on progrm plnning nd ongoing progrm opertions. Evidence my include written policy, meeting schedules, gends, newsletters nd memos showing collbortions nd shred decision mking mong stff nd fmilies nd tht such opportunities re offered t lest nnully. 10.F.05 I-T-P-K Emerging PP The progrm hs n ongoing monitoring system to ensure tht ll progrm gols nd requirements re met. The progrm hs dt system tht is used to collect evidence tht gols nd objectives re met. This evidence is incorported in the nnul progrm evlution. A dt system used to collect evidence tht gols nd objectives re met could be n Excel spredsheet, Word tble or ny system tht the progrm chooses. The purpose is to both collect nd compile the evidence for reporting in the nnul progrm evlution Ntionl Assocition for the Eduction of Young Children. This form my be reproduced for use by progrms seeking or mintining NAEYC Accredittion. All rights reserved. Updted April 1, 2015.