Guide to the Public School Standards

Welcome public school leaders! Use the tabs above to navigate through the Public School-based Standards. By clicking into the individual indicators, you can access standard clarifications, answers to frequently asked questions, suggestions for submitting high quality documentation, as well as links to key resources and further reading.

Select a Standard Category to Begin:

  • Classroom Environment
    Code Indicator Points Documentation
    CE-1

    Program administrative staff attends training on the Environment Rating Scales (ERS).

    2
    • Evidence in Aspire that at least 1 administrator has attended the relevant training within the previous 15 months, verified with training certificate
    CE-2

    Program completes an ERS self-assessment using the appropriate scale(s) and writes an improvement plan to address subscale scores below 3.25.

    8
    • Completed ERS self-assessment report stating overall score and subscale scores. If applicable, include improvement plan
    CE-3

    Program has an independent ERS assessment and achieves an overall score of 4.25 – 4.99. Written improvement plan for subscale scores below 3.50.

    30
    • Completed ERS report(s) is automatically sent to QUALITYstarsNY
    CE-4

    Program has an independent ERS assessment using the appropriate scale(s) and achieves an overall score of 5.00 – 5.49. Written improvement plan for subscale scores below 4.00.

    40
    • Completed ERS report(s) is automatically sent to QUALITYstarsNY
    CE-5

    Program has an independent ERS assessment using the appropriate scale(s) and achieves an overall score of 5.50 or higher. Written improvement plan for subscale scores below 4.50.

    50
    • Completed ERS report(s) is automatically sent to QUALITYstarsNY
  • Child Observation & Assessment
    Code Indicator Points Documentation
    COA-1

    Program has in place a child observation and assessment policy that includes the collection and protection of assessment results and sharing assessment results with families.

    2
    • Policy or practice statement that references the type(s) of child data collected; how and when data are collected; how data are held confidential; and how and when data are shared with families
    COA-2

    Program collects information at enrollment on children’s development including social emotional concerns, dominant language, preferences and any special needs.

    2
    • Copies of completed enrollment form(s) from 3 children, with identifying information removed. If information is collected on multiple forms, include an example of each completed form
    COA-3

    Program documents the developmental status of each child within 45 days of entering the program using a child development screening tool.

    2
    • Copy of completed developmental screening form(s) used to document developmental screening for 3 children, with identifying information removed
    COA-4

    Program uses a developmental screening tool that is valid and reliable.

    1

    Evidence must include completed forms, from a screening tool below, for 3 children.

    • Ages and Stages Questionnaires
    • Ages and Stages Questionnaires Social-Emotional
    • Battelle Developmental Inventory Screening Test
    • Bayley III Screening Test
    • Bayley InfantNeurodevelopmental Screener (BIDS)
    • Brigance Inventories System II
    • Brigance Self-Help and Social-Emotional Scales
    • Child Development Inventories (CDI)
    • Denver Developmental Screening Test (DDST)
    • Developmental Indicators for the Assessment of Early Learning (DIAL)
    • Early Screening Inventory
    • Infant-Toddler Developmental Assessment
    • FirstSTEP Screening Test for Evaluating Preschoolers
    • Kent Inventory of Developmental Skills (KIDS)
    • Learning Accomplishment Profile-Diagnostic Screens
    • Parents’ Evaluation of Developmental Status (PEDS)
    • Parents’ Evaluation of Developmental Status-Developmental Milestones (PEDS:DM)
    • Pediatric Symptom Checklist
    • Preschool and Kindergarten Behavior Scales (PKBS)
    • The Ounce Scale
    • Other
    COA-5

    Program documents the developmental progress of each child at least quarterly using a child development assessment tool(s).

    2
    • 4 completed assessment forms for 1 child. Forms must indicate that assessments were conducted quarterly, within the previous 15 months, with identifying information removed.
    COA-6

    Program uses a developmental assessment tool(s) that is valid and reliable.

    1

    Evidence of use of one of the following tools:

    • Ages and Stages Questionnaires
    • Creative Curriculum Developmental Continuum Assessment
    • Bayley Scale of Infant and Toddler Development
    • Brigance Inventories
    • Galileo Preschool Assessment Scales
    • High Scope Child Observation Record (COR)
    • Learning Accomplishment Profile-Diagnostic(English or Spanish)
    • Mullen Scales of Early Learning
    • Ounce Scale
    • Work Sampling System
    • Teaching Strategies GOLD
    • Other
    COA-7

    Program has a plan to ensure that child screenings and assessments are done in a culturally and linguistically appropriate manner, including in the appropriate language.

    2
    • Written statement that references accommodations made to both screen and assess children in their dominant language
    COA-8

    All teaching staff receives annual training in child observation and assessment that include recognition of developmental milestones and identifying possible developmental delays and linking child observation and assessment to curriculum implementation.

    3
    • Evidence in Aspire that at least 60% of teaching staff have attended the relevant training within the previous 15 months, verified with training certificate
    COA-9

    Program can document that assessment results are used to inform instruction that addresses the needs of individual children.

    3
    • A child’s assessment results

    AND

    • Evidence of how instruction is tailored to address assessment results

    AND

    • Statement of how program uses the assessment results to make appropriate adaptations
    COA-10

    Program can document that aggregated assessment results are used to inform program practice.

    2
    • Aggregated data report(s)

    AND

    • Statement or improvement plan of how program uses assessment data to inform program practices
  • Curriculum Planning & Implementation
    Code Indicator Points Documentation
    CPI-1

    Program has a written education philosophy or statement.

    2
    • Education philosophy or statement noting the program’s beliefs about how children learn and how the program supports children's learning and needs
    CPI-2

    Program uses a written curriculum or curriculum framework that is developmentally appropriate and addresses the key domains of child development.

    3
    • Curriculum or curriculum framework that references all key domains of child development

    AND

    • Evidence of program’s use of curriculum
    CPI-3

    Program uses a written curriculum or curriculum framework that is evidence-based, meaning research has been conducted regarding the relationship between the curriculum and children’s learning.

    3

    Cover page of one of the following curricula:

    • Before ABCs: Promoting School Readiness in Infants and Toddlers
    • Caring for Infants and Toddlers in Groups: Developmentally Appropriate Practice
    • Creative Curriculum
    • Create Curriculum for Infants, Toddlers, and Two’s
    • High Scope Curriculum
    • The Montessori Method
    • The Carolina Curriculum
    • Zero to Three Cradling Literacy
    • Other – submit evidence that curriculum is evidence-based
    CPI-4

    Program uses a written curriculum or curriculum framework that aligns with the NYS Early Learning Guidelines and/or the Pre-K Foundation for the Common Core.

    4
    • Curriculum cover page or curriculum framework

    AND

    • Completed curriculum crosswalk
    CPI-5

    Program uses a written curriculum or curriculum framework that is adapted to be culturally competent by incorporating into the classroom curriculum culturally sensitive, books, themes and projects.

    2
    • 3 activity/lesson plans indicating use of culturally sensitive books, themes or projects
    CPI-6

    All teaching staff receives annual training to implement the curriculum and supervision support is provided to staff to assist with curriculum implementation. 

    3
    • Evidence in Aspire that at least 60% of teaching staff have attended the relevant training within the previous 15 months, verified with training certificate
    CPI-7

    Program implements appropriate modifications and provides additional supports to enable children with IFSPs or IEPs more effective inclusion in the full range of the program’s activities.

    3
    • Statement describing 1 currently enrolled child with an IFSP or IEP and modifications made for the child and/or family by the program, with the child’s name excluded
  • Physical Well-being and Health
    Code Indicator Points Documentation
    PH-1

    Program provides infants daily opportunities to move freely under adult supervision to explore indoor and outdoor environments, including tummy time when awake.

    1

    Evidence must show daily, supervised exercise opportunities that include free movement on the stomach and other movement indoors and outdoors.

    • Parent/family handbook

    OR

    • Curriculum

    OR

    • Daily schedules

    OR

    • Lesson plans or goal statements

    OR

    • Other
    PH-2

    Program provides opportunities for toddlers and/or preschoolers to have at least 15 minutes of developmentally appropriate, structured and unstructured, moderate to vigorous physical activity (both inside and outside) for every hour they are in care. For example, in a 3 hour program, children should have at least 45 minutes of physical activity in total, not necessarily continuously.

    1

    Evidence must name the specific structured and unstructured physical activities provided and demonstrate that these activities occur both inside and outside.

    • Parent/family handbook

    OR

    • Policy statement

    OR

    • Daily schedule or plan

    OR

    • Other
    PH-3

    Program has a policy that details the use of TV/video for children, including that TV/video is never used during nap and meal time or for children birth to age 2. For children ages 2 to 5 there is no more than 30 minutes once a week of high quality educational or movement-based commercial-free programming.

    2
    • Policy statement on use of TV/video that references how viewing policies are differentiated by age group
    PH-4

    Program promotes the service or consumption of meals and snacks that meet the Child and Adult Care Food Program (CACFP) meal pattern for the ages served.

    2
    • If program participates in School Lunch Program (CACFP), submit evidence of School Lunch Program (CACFP) participation

    OR

    • If program does not participate in School Lunch Program (CACFP), submit 1 week of menus for all meals and snacks served using standard NYSED menu planning form

    AND 

    • Statement of compliance with CACFP minimum meal pattern components for all meals and snacks served
    PH-5

    Program adopts a formal obesity prevention program

    1

    Evidence must demonstrate adoption of a formal obesity prevention program.

    • Program assessment(s)

    OR

    • Action plan(s)

    OR

    • Timeline(s)

    OR

    • Goal statement(s)

    OR

    • Other
    PH-6

    Teaching or administrative staff attends training regarding implementation of the obesity prevention program.

    1
    • Evidence in Aspire that at least 60% of teaching or administrative staff have attended the relevant training within the previous 15 months, verified with training certificate
  • About Learning Environment

    There is substantial evidence that classroom environment featur es are central to program quality and there is limited evidence that varied and appropriate classroom materials support children's development. T here is substantial evidence that the quality of teacher-child interactions contributes to qua lity in early care and education settings and substantial evidence that children with involved and responsive caregivers fare better on a wide variety of child development measures. There is a substa ntial amount of evidence that developmentally appropriate curriculum is related to other measures of program quality and substantial evidence that a developmentally appropriate curriculum is related to child outcomes. There is a moderate amount of evidence tha t developmentally-appropriate assessment is associat ed with improved child development outcomes.

  • Communication
    Code Indicator Points Documentation
    C-1

    Program communicates with parents of infants in writing on a daily basis about care giving routines such as feeding, sleeping, and diapering/toileting

    3
    • 3 completed copies of form(s) used for communicating with families about care routines that pertain to feeding, sleeping, diapering, and the times of day that these events occur

    AND

    • Evidence that care routine information is shared with families on a daily basis
    C-2

    Program communicates with families in a comprehensive, written format about the program’s history, philosophy, admissions policies, applicable regulations, parent involvement opportunities, and other policies.

    5

    Evidence must include information on the program’s history, admissions policies and parent/family involvement opportunities.

    • Parent/family handbook

    OR

    • Handouts

    OR

    • Website posting(s)

    OR

    • Other
    C-3

    Program periodically communicates in writing with families about program and child activities and other pertinent information.

    3
    • 3 sources of evidence stating the specific nature of activities shared and clearly indicating that information was communicated on 3 different dates within the previous 15 months
    C-4

    Program meets one-on-one with parents about their individual child’s developments at least twice a year.

    3

    Evidence must demonstrate that meetings occurred on at least 2 different dates within the previous 15 months.

    • Meeting invitation

    OR

    • Calendar showing schedule of teachers’ conferences

    OR

    • Conference announcement(s)

    OR

    • Parent/family handbook

    OR

    • Sign in sheet(s)

    OR

    • Other
    C-5

    Program communicates with families in writing about staff member’s educational qualifications and professional experience.

    3

    Evidence must clearly show staff qualifications and experiences for at least 1 administrator and 1 teacher.

    • Parent/family handbook

    OR

    • Staff member profiles

    OR

    • Website

    OR

    • Other
    C-6

    Program communicates with families about program activities and policies in a group setting.

    3

    Evidence must demonstrate that program communicates with families in a group setting about activities and policies.

    • Announcement

    OR

    • Agenda

    OR

    • Sign-in sheet

    OR

    • Other
    C-7

    Program provides written information about family resources and supports, such as information on child development, oral health, child health insurance, tax credits, and child care financial assistance.

    5

    Evidence must show that written information about relevant family resources and supports is accessible to families.

    • Reference to the availability of resources

    AND

    • 3 sample resources/supports offered
  • Family Involvement & Support
    Code Indicator Points Documentation
    FIS-1

    Program supports breastfeeding.

    2
    • If participating in CACFP, provide a completed CACFP Breastfeeding Friendly Certificate

    OR

    • If not participating in CACFP, provide the  Completed CACFP Self-Assessment
    FIS-2

    Program offers family social gatherings that intentionally include other family members, in addition to parents.

    2

    Evidence must show that program offers family social gatherings that include family members beyond just parents.

    • Announcement or invitation

    OR

    • Calendar showing gathering(s)

    OR

    • Newsletter

    OR

    • Other
    FIS-3

    Program provides workshops, training or other events for families on educational topics.

    2

    Evidence must show that program provides educational opportunities to families.

    • Announcement or invitation

    OR

    • Calendar showing gathering(s)

    OR

    • Newsletter

    OR

    • Other
    FIS-4

    Program offers volunteering opportunities for families, such as help with field trips and opportunities to share talents and expertise.

    2

    Evidence must show that program offers opportunities for family members to volunteer.

    • Policy Statement

    OR

    • Memo

    OR

    • Announcement or invitation

    OR

    • Other
    FIS-5

    Families complete a program evaluation or survey annually and results are used for program improvement.

    4
    • 3 samples of completed surveys or other evaluation tool(s)

    AND

    • Improvement/implementation plan(s) based on survey/evaluation results
    FIS-6

    Program provides regular opportunities for parents to participate in program-level decisions.

    4

    Evidence must demonstrate that families are given opportunities to participate in program-level decisions.

    • Parent Advisory Council member list

    OR

    • Governing Board member list

    OR

    • Hiring Board

    OR

    • Other
    FIS-7

    Program completes a program assessment using a tool on family responsive practices such as the Center for the Study of Social Policy’s Family Strengthening Self-Assessment tool and results are used for program improvement.

    3
    • Program assessment tool, at least 50% completed

    AND

    • 1 improvement/action plan based on assessment results
    FIS-8

    Program completes a self-assessment of cultural competence using a tool, such as the National Association for the Education of Young Children Pathways to Cultural Competence Checklist, the Self-Assessment Checklist for Personnel Providing Services and Supports In Early Intervention and Early Childhood Settings from the National Center on Cultural Competence, or other tool. The results are used for program improvement.

    3
    • Completed NAEYC Pathways self-assessment checklist

    OR

    • Completed NCCC self-assessment checklist

    AND

    • Completed improvement plan based on assessment results
    FIS-9

    Program staff greets children and parents in the home languages of the children and parents.

    2
    • List of home language(s) spoken other than English

    AND

    • Policy/philosophy statement indicating how staff greet children in their home language(s)
    FIS-10

    Program staff is trained to address the needs of children whose home language is not English.

    4
    • Evidence in Aspire that at least 60% of teaching staff have attended the relevant training within the previous 15 months, verified with training certificate
    FIS-11

    Program employs at least one staff member who speaks the home language(s) of the children.

    4
    • List of home languages of children/families

    AND

    • Resume(s) of current staff showing language fluency

    OR

    • Evidence of bi-lingual CDA

    OR

    • Staff transcripts

    OR

    • Program Information Report (Head Start)

    OR

    • Other
  • Transitions
    Code Indicator Points Documentation
    T-1

    Program has a written policy and/or procedures for transitioning children into the program, which includes providing information on separation and attachment to families.

    3

    Evidence must reference ways in which the program supports families when starting the program, including providing information on separation and attachment.

    • Policy statement

    OR

    • Procedures
    T-2

    Program has a written policy and/or procedures to support children and families during transitions within the program (i.e. moving from the threes class to the fours class or when a teacher leaves and a new one is hired).

    3

    Evidence must reference ways in which the program supports families transitioning within the program.

    • Policy statement

    OR

    • Procedures
    T-3

    Program supports children and families transitioning out of the program including when children transition to another educational setting (e.g., other center, kindergarten).

    3

    Evidence must reference ways in which the program supports families in transitioning out of their school and into another.

    • Policy statement

    OR

    • Procedures

    OR

    • Information from parent/family handbook

    OR

    • Sample of information given to families (e.g. kindergarten registration)

    OR

    • Evidence of meetings or other supports
    T-4

    Program promotes the quality and continuity of teacher-child relationships through teacher training, teacher scheduling or other policies, such as ensuring no more than one transition within the child’s first two years.

    6

    Evidence must demonstrate how program promotes the quality and continuity of child-teacher relationships.

    • Policy

    OR

    • Information from parent/family handbook

    OR

    • Sample written transition plan

    OR

    • Staffing schedule

    OR

    • Other
  • About Family Engagement

    There is substantial evidence that parent involvement and parent-provider communication is important for high quality early childhood education. There is subs tantial evidence that parent-involvement is related to child development outcom es. Parent-provider communication in the parent's dominant language is necessary for optimum results.

  • Administrator Qualifications
    Code Indicator Points Documentation
    AQ-1

    Associate’s degree in ECE or an Associate’s degree in a related field and at least 9 credits in ECE, or any Associate’s degree and at least 24 credits in ECE.

    -OR-

    6
    • As indicated in Aspire, verified with transcript
    AQ-2

    Bachelor’s degree in ECE or a Bachelor’s degree in a related field including at least 9 credits in ECE, or any Bachelor’s degree including at least 24 credits in ECE.

    -OR-

    12
    • As indicated in Aspire, verified with transcript
    AQ-3

    Master’s degree or higher in ECE, or a Master’s degree or higher in a related field including at least 9 credits in ECE or any Master’s degree or higher including at least 24 credits in ECE.

    16
    • As indicated in Aspire, verified with transcript
    AQ-4

    3 to 5 college credits (4.5 to 7.5 CEUs) in management, supervision, leadership, and/or administration.

    -OR-

    1
    • As indicated in Aspire, verified with transcript
    AQ-5

    6 to 8 college credits (9 to 12 CEUs) in management, supervision, leadership, and/or administration.

    -OR-

    2
    • As indicated in Aspire, verified with transcript
    AQ-6

    9 or more college credits (13.5 or more CEUs) in management, supervision, leadership, and/or administration.

    3
    • As indicated in Aspire, verified with transcript
    AQ-7

    Children’s Program Administrator Credential (CPAC)

    4
    • As indicated in Aspire, verified with certificate
    AQ-8

    NYS School Administrator certificate

    4
    • As indicated in Aspire, verified with certificate
  • Administrator Experience
    Code Indicator Points Documentation
    AE-1

    At least 3 years of experience in supervision or management in an early care or education program

    3
    • As indicated in Aspire employment tab
  • Teaching Staff Qualifications
    Code Indicator Points Documentation
    TSQ-1

    First Aid/CPR training

    2
    • As indicated in Aspire, verified training or certification card
    TSQ-2

    Child Development Associate (CDA) credential with Preschool specialization

    -OR-

    Child Development Associate (CDA) credential with Infant-Toddler specialization

    20
    • As indicated in Aspire, verified with certificate
    TSQ-3

    Montessori Infant/Toddler Credential

    -OR-

    Montessori Early Childhood Credential

    -OR-

    Montessori International Credential

    25
    • As indicated in Aspire, verified with certificate
    TSQ-4

    NYS Infant-Toddler Credential

    28
    • As indicated in Aspire, verified with certificate
    TSQ-5

    18 college credits in ECE/CD

    -OR-

    32
    • As indicated in Aspire, verified with transcript
    TSQ-6

    Associate’s degree in ECE, or Associate’s degree in a related field and 9 ECE credits, or any Associate’s degree including at least 24 credits in ECE.

    -OR-

    35
    • As indicated in Aspire, verified with transcript
    TSQ-7

    Bachelor’s degree in ECE, or Bachelor’s degree in a related field and 9 ECE credits, or any Bachelor’s degree including at least 24 credits in ECE.

    -OR-

    42
    • As indicated in Aspire, verified with transcript
    TSQ-8

    Master’s degree or higher in ECE, or Master’s degree in a related field and 9 ECE credits or any Master’s degree or higher including at least 24 credits in ECE.

    45
    • As indicated in Aspire, verified with transcript
    TSQ-9

    NYS Early Childhood Teacher (Birth – Grade 2) Certificate

    -OR-

    NYS Students with Disabilities (Birth – Grade 2) Certificate

    -OR-

    NYC Teacher (N-6) Certificate

    5
    • As indicated in Aspire, verified with certificate
  • Teaching Staff Experience
    Code Indicator Points Documentation
    TSE-1

    At least 3 years of experience teaching in an early care and education program

    4
    • As indicated in Aspire employment tab
  • Retention
    Code Indicator Points Documentation
    R-1

    The overall retention rate for PreK teaching staff is 80% or above.

    4
    • Calculated automatically based on employment information in Aspire
  • About Qualifications and Experience

    There is a substantial amount of evidence that teacher education and traini ng are related to other measure s of program quality and to child outcomes. There is substantial evidenc e that director professional development is related to other measures of program quality and limited evidence that director pr ofessional development is related to child outcomes. While the re is limited and conflicting evidence that experience of staff is rela ted to other measures of progr am quality or child development outcomes, consumers value experience

    Note: A program can earn points in both the administrator and t he teaching staff categories. Points are earned for the highest degree completed AND for each of several credentials AND for experience. Teaching staff points are weighted by percent of time worked and averaged (to account for programs with different numbers of staff).

  • Administrative Self-Assessment
    Code Indicator Points Documentation
    ASA-1

    Program conducts a program management self-assessment using a tool, such as the Program Administration Scale (PAS), the National Association for the Education of Young Children (NAEYC) self-study or Head Start Monitoring Protocol or another administrative/management assessment tool.

    5
    • Completed PAS Item Summary Form and completed PAS Profile

    OR

    • NAEYC Candidacy Report

    OR

    • NAEYC Annual Accreditation Assessment

    OR

    • Head Start Monitoring Protocol with an additional summary cover sheet

    OR

    • Head Start Assessment tool with an additional summary cover sheet

    OR

    • Other self-assessment tool, including the full tool with an additional summary cover sheet

     

    ASA-2

    Program demonstrates progress on a plan aligned to the administrative/management self-assessment.

    5
    • Plan indicating progress made in at least 3 areas identified as needing improvement with concrete steps to make improvements in each area
  • Financial Accountability & Sustainability
    Code Indicator Points Documentation
    FAS-1
    Liability insurance is current to date.

     

    2

    Evidence must reference program’s liability and be in effect at least 1 month past the submission date.

    • Insurance declaration page

    OR

    • Proof of payment

    OR

    • Other
    FAS-2
    Payroll and payroll taxes are paid on time.

     

    2

    Evidence of paid payroll taxes must be dated within the previous 15 months.

    • Voided check to appropriate state/federal entity indicating payment

    OR

    • Report from a payroll management company

    OR

    • Other
    FAS-3

    State and federal taxes are paid or IRS Form 990 is filed on time.

    2

    Evidence must demonstrate that state and federal income taxes were paid within the previous 15 months.

    • IRS Form 990

    OR

    • Proof of tax payment
    FAS-4

    Program has a current-year operating budget related to the early care and education program showing revenues and expenses.

    4
    • Current program/operating budget showing revenues and expenses
    FAS-5

    Program generates at least quarterly income and expense statements, comparing actual revenues and expenses to budget.

    4

    Evidence must be dated within the previous 15 months.

    • Quarterly (4) financial reports comparing actual and projected income and expenses

    OR

    • Policy statement that program has a system to generate income and expense statements
    FAS-6
    Program has written fiscal policies and procedures that detail the management of funds and payroll.

     

    5
    • Fiscal policies and procedures outlining management of income, expenses and payroll
    FAS-7
    There is an independent review of accounting records (reconciliation of bank statements to the general ledger) by someone with accounting or bookkeeping expertise who is not an employee of the organization.

     

    5

    Evidence must be dated within the previous 15 months.

    • Evidence of financial review comparing accounting records against bank accounts

    AND

    • Statement regarding the reviewer’s relationship to program
    FAS-8

    Program has established procedures to market and fill open child care slots/vacancies.

    3
    • Procedures used to market and fill openings

    AND

    • A sample of 1 tool used for marketing
  • Policies and Procedures
    Code Indicator Points Documentation
    PP-1

    Program has written job descriptions for all positions.

    1
    • Job descriptions, including job title and list of responsibilities, for at least 1 administrator and 1 teacher
    PP-2
    Employees are given access to an employee handbook when hired.

     

    2
    • Employee handbook with signed employee receipts from at least 1 administrator and 1 teacher

    OR

    • Hiring procedures referencing the sharing of employee handbook with new hires 
    PP-3

    Program provides new employees with an orientation that includes:

    • Review of  job description
    • Discussion/Review of regulations applicable to the program
    • Review of evacuation and emergency procedures

    Review of educational plan/curricula

    2

    Evidence must indicate that the all of the orientation topics listed are reviewed during staff orientation.

    • Staff orientation checklist

    OR

    • Description of orientation process
    PP-4

    Program has a written employee confidentiality policy that dictates how child, family and employee information are kept confidential.

    2
    • Confidentiality policy describing how employees maintain confidential information on children, families, and other employees
    PP-5

    All program staff participates in at least 4 staff meetings during operational months.

    2

    Evidence must be dated within the previous 15 months and indicate that all-program staff meetings occur at least 4 times throughout the program year.

    • Dated staff meeting attendance lists

    OR

    • Program calendar indicating staff meetings

    OR

    • Dated meeting notes

    OR

    • Dated meeting agendas

    OR

    • Other
    PP-6

    Written notes are taken at program staff meetings and then shared with staff.

    2

    Evidence must be dated within the previous 15 months.

    • Staff meeting notes from 2 meetings

    AND

    • Email, memo, or statement referencing the sharing of notes
    PP-7
    Program philosophy and staff recruitment strategies demonstrate commitment to diversity and having staff reflect its community.

     

    2

    Evidence must reference program’s commitment to staff diversity and its intention to hire staff that reflects its community.

    • Philosophy or policy statement including commitment to diversity

    OR

    • Staff recruitment strategy statement
    PP-8

    All employees have formal, written performance assessments annually.

    4
    • Statement indicating all staff (including direct and non-direct care staff) are formally assessed at least 1x/program year

    AND

    • 2 completed performance assessments for 1 administrative staff position and 1 teaching staff position within the previous 15 months
    PP-9

    Teaching staff have individual professional development plans that match the Core Body of Knowledge: New York State’s Core Competencies for Early Childhood Educators (CBK) competency areas.

    5

    Evidence must be provided for 1 teaching staff position and have been completed within the previous 15 months.

    • CBK Professional Development Planning Tool Plan or Paula Jorde Bloom Staff Development Action Plan

    OR

    • Other pre-approved professional development plan that refers to at least 2 CBK areas

    AND

    • Statement of how Plan(s) refer to the CBK competencies
    PP-10

    Performance assessment, including observations and feedback, informs individual professional development plans.

    5
    • Completed performance assessment for 1 teaching staff position that includes observation(s), assessment criteria and comments/feedback

    AND

    • Professional development plan with at least 2 goal statements highlighted with link to performance assessments clearly demonstrated
  • Staff Compensation and Benefits
    Code Indicator Points Documentation
    SCB-1

    Program has an up-to-date written wage scale that is based on position, education, training, and years of relevant experience.

    1
    • Wage scale that is based upon position, education, training and years of relevant experience
    SCB-2

    Program offers full-time staff a compensation package with benefit options: (2 POINTS PER BENEFIT OPTION, UP TO 8 POINTS MAXIMUM)

    • paid holidays
    • paid time off (sick, vacation, personal)
    • health insurance
    • professional development days
    2
    • Employee handbook detailing benefits

    OR

    • Compensation package

    OR

    • Employee policy

    OR

    • Other
    SCB-3

    Program offers full-time staff a compensation package with at least 3 of the following benefit options:

    • family and medical leave (beyond what is required by law)
    • flexible scheduling
    • retirement
    • life insurance
    • flexible spending account
    • dependent care assistance plan
    • tuition discounts for employee’s children
    • tuition reimbursement for education
    • employee assistance program
    • dental insurance
    1

    Evidence must indicate that the program offers at least 3 of the listed benefit options for full time staff.

    • family and medical leave (beyond what is required by law)
    • flexible scheduling
    • retirement
    • life insurance
    • flexible spending account
    • dependent care assistance plan
    • tuition discounts for employee’s children
    • tuition reimbursement for education
    • employee assistance program
    • dental insurance
    SCB-4

    Program offers part-time staff a pro-rated compensation package that includes, at a minimum, paid time off.

    1

    Evidence must reference some or all of the listed benefit options for part-time staff.

    • Employee handbook detailing benefits

    OR

    • Compensation package

    OR

    • Employee policy

    OR

    • Other
  • Staff Planning
    Code Indicator Points Documentation
    SP-1

    Program has a written general plan to cover planned and unplanned absences.

    3
    • Plan for absences, both planned and unplanned
    SP-2

    Program provides lead teachers with at least 1 hour of paid planning time per week.

    4

    Evidence must indicate that at least 1 hour of paid planning time each week is provided for lead teachers.

    • Staffing plan

    OR

    • Policy statement

    OR

    • Other
    SP-3

    Program provides at least 1 hour every other week of paid planning time for classroom staff to plan together (away from children).

    4

    Evidence must indicate that paid planning time is provided for classroom staff time to plan together (away from children) for at least 1 hour every other week.

    • Policy statement

    OR

    • Staffing plan

    OR

    • Evidence of staff meeting OR
    • Other
    SP-4

    Staff has access to computers and the Internet during planning time.

    2

    Evidence must demonstrate that all teaching staff has internet access during planning time.

    • Staff handbook

    OR

    • Policy statement

    OR

    • Staff e-mails

    OR

    • Other
  • About Management and Leadership

    Public school-operated programs receive 59 out of 90 possible points in the Management and Leadership selection. The standards that receive automatic points are in bold and grey below. Additional documentation is requi red to receive other points.