APPLE Accreditation Manual 2016 - · PDF fileAPPLE Accreditation Manual 2016 908 S. Andrews Avenue Fort Lauderdale, FL 33316 Phone (877) 634-9874 Fax (954) 767-4701

APPLE

Accreditation

Manual

2016

908 S. Andrews Avenue

Fort Lauderdale, FL 33316

Phone (877) 634-9874 Fax (954) 767-4701

www.faccm.org

Table of Contents

Introduction and Overview p. i-viii Standards and Policies p. 1-39 Appendices Summary of Employee Information Appendix 1 Attestation Appendix 2 Release and Hold Harmless Appendix 3 Classroom Inventory Appendix 4 Staff Resource Inventory Appendix 5 Parent Survey Appendix 9 Staff Survey Appendix 10 Director Survey Appendix 11

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The APPLE Accreditation process is a voluntary, self-directed program. Since 1999, APPLE has been providing Early Learning Centers with the necessary tools to achieve a level of quality to assist them in improving outcomes for the children and families they serve. Many states provide additional incentives to encourage accreditation; but the most important incentive is that by meeting accreditation standards, Centers have the opportunity to improve the health and safety of the children, improve learning outcomes through teacher interactions and research-based curriculum, and improve communication with staff, parents, and the community. There are several steps that a Center should take before beginning the accreditation process. The answers to the following questions are critical.

o Does the Center have a clearly defined mission? o Does the Center have a dedicated team that can work on the accreditation

process? o Is the Center ready to make the necessary changes to achieve accreditation? o Does the Center have the necessary resources to achieve the required

standards and the resources to sustain them? If the answers to the questions above are YES, then it is time to begin. Centers may proceed at their own pace with up to 18 months to assemble and submit their portfolio. The APPLE Program Office provides guidance and technical assistance at every step. On-site technical assistance is available for a fee. Our goal is to work with every Center, so that every child has access to a quality early childhood education program. To begin, the APPLE application is available at www.faccm.org/apple-forms. Once it is completed, it should be mailed to 908 S Andrews Avenue, Fort Lauderdale, FL 33316 or Faxed to 954-767-4701. Once the application and a non-refundable application fee are received, the clock begins. An APPLE ID and password will be sent via email to access the members area of the FACCM website, which includes the APPLE Manual, the Portfolio Self-Evaluation Checklist and instructions, as well as other useful documents.

EARLY LEARNING CENTERS LOCATED IN THE STATE OF FLORIDA APPLE accreditation is a member benefit of FACCM and the Center must be a member in good standing of FACCM to participate in APPLE Accreditation in every stage of the

accreditation process.

COMMUNICATIONS Communications from the APPLE office are sent via email. Please ensure that the owner’s and director’s email addresses are up to date. IF THE CENTER SERVES SCHOOL AGE CHILDREN AT ANY TIME DURING THE YEAR, all Standards and Procedures for this age group must be addressed. The verification will include a review of the School Age Program, and, if in compliance, the Center will earn the School-Age Unit Certificate Endorsement (SAUCE) in addition to the APPLE Accreditation. If the School-Age Program does not meet the APPLE standards, the APPLE Accreditation will not be awarded.

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All submitted materials become the property of FACCM, Inc. and will not be returned. Your intellectual property rights are protected.

NEW PROGRAMS SEEKING ACCREDITATION The Center has 18 months from the date APPLE emails the Center with its unique ID and password to complete the self-study phase of the APPLE Accreditation process and to submit the Portfolio. Under certain circumstances an extension may be requested through the APPLE Program Office. The APPLE Manual contains the Standards and Procedures that are the requirements to earn Accreditation. It provides detailed information about the documentation that must be submitted as evidence that the Standards are met. It also describes what the verifier will be observing when the Center moves to the verification phase of the accreditation process. The following timeline and process apply to applicants that choose the Standard accreditation process, for the Advanced process, please refer to this document.

POLICIES Other important policies are available in the members area of the website including policies on: Toxins, Attendance & Supervision, Confidentiality, Employee Records, Reaccreditation, Non-Compliance, and Revocation. The first step of the accreditation process is Compiling the Portfolio… The Portfolio Self-Evaluation Checklist is the guide to successfully compiling the Portfolio. It is important to pay attention to the timelines to ensure that the Portfolio is submitted on time.

• The Center will need to create an electronic copy of the Portfolio in PDF format that includes all required documentation. The Center should keep an identical paper copy onsite for the verifier’s reference, if needed, as well as for the Center’s records for the term of the accreditation period.

• Address each item in the Portfolio Self-Evaluation Checklist. Submit all documentation listed in the Evidence section of the Portfolio. Failure to submit required documentation will result in a “resubmit”. If an item is not included, or not applicable, a statement to that effect along with an explanation is required.

• All submitted materials must be organized and legible. • All attachments/enclosures must be titled and placed in the same order as listed

in the Portfolio Self-Evaluation Checklist. Failure to organize the Portfolio in the same order may result in a “resubmit.”

• The submitted Portfolio must be a professional presentation. • Additional instructions for electronic submission and recommended file naming

procedures can be found on the instructions page of the Portfolio Self-Evaluation checklist.

• All appendices must also be included.

http://www.faccm.org/pdf/APPLE/Advanced%20Apple%20Process.pdf

http://www.faccm.org/apple-forms

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• All appropriate fees must be paid prior to submitting the electronic copy of the Portfolio to the APPLE Program Office.

• The payment form and fee schedule are posted under the APPLE tab at FACCM.org.

Next Step: Portfolio Review… Once the Portfolio is submitted, it will be reviewed by the APPLE Program Office within 120 days. There are two (2) potential outcomes:

1. If the portfolio passes, MOVE TO THE VERIFICATION STAGE: This means that the Portfolio has substantially met the APPLE requirements and has passed with a 90% or higher score. The next step will be the assignment of a verifier who will visit the Center to ensure that all observable Standards and Procedures are met.

2. If the portfolio does not pass, RESUBMIT: This means that there is incomplete or missing documentation. The Center will be notified and given a list of the missing or incomplete criteria. The Center will have up to three (3) months to submit the remaining documents to raise the score to 90% or higher along with the appropriate resubmission fee. PLEASE NOTE: It is critical to note the dates and timing for re-accreditation. A Center may not want to take the full time allotted if that could lead to a lapse in accreditation. Should that happen, the Center would only be granted a three year accreditation period versus a five year reaccreditation period.

In the event of a “RESUBMIT”, the entire Portfolio must be revisited. All submissions must be brought up to current status. Additional documentation may be required. For example, new employees would have to be added to the employee documentation section, new licenses or certificates might need to be submitted etc. Next Step: Verification Visit… Once the Portfolio is approved and the Center is notified that it has been moved to the verification stage:

• The verifier will visit the Center within the three (3) month period following the Portfolio’s approval.

• The Center will be permitted to block out two (2) dates per month during which a visit will not take place.

• Once those dates are determined, the Center will be given a three (3) week window during which the verifier will make an unannounced visit.

PLEASE NOTE THAT THE ABILITY TO BLOCK OUT DATES IS ONLY POSSIBLE IN THE INITIAL THREE (3) MONTH PERIOD. IF A RE-VERIFICATION VISIT IS REQUIRED, THERE IS NO OPPORTUNITY TO BLOCK OUT ADDITIONAL DATES. IF THERE ARE EXTENUATING CIRCUMSTANCES, CONTACT THE APPLE OFFICE. The job of the verifier is to verify that the documentation submitted is reflective of what actually takes place at the Center. The verifier will observe each classroom to ensure

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that it meets the APPLE Standards and Procedures. The verifier will check for general safety and cleanliness of the facility. The verifier will observe the schedule, the classroom management, the teacher student interactions, and the literacy experiences as well as other criteria indicated in the APPLE Manual. It should be noted that if the Portfolio Reviewers had questions about any of the items in the Portfolio submitted, the verifier will request to see those specific items. The Center should plan for a full day of observation. If the Center’s enrollment is currently over 150 children, two verifiers may conduct the visit, or one verifier may conduct the visit over two or more days, depending on the availability of verifiers and the size of the Center. The completed parent and staff survey summary sheets as well as the completed surveys must be available for the verifier. Instructions for administering the surveys are included with the survey forms.

• Parent Surveys: (Appendix 9a-9c) Parent surveys are included in English and in Spanish. These are to be completed when the Center receives notice from the APPLE Program Office that the Center has been moved to the verification phase. A parent from the Center should be selected to be responsible for the collection of the parent surveys. After the surveys have been collected, the Director will then complete the Parent Survey Summary Form and have it available for the verifier along with the original survey forms. All of these forms can be found in the Appendices section of the APPLE Manual.

• Staff Surveys: (Appendix 10a-10c) are included in English and in Spanish. Each staff member must receive a copy of the survey. Staff should be instructed to complete the survey alone and NOT to discuss the survey with the other staff members. The survey should be submitted anonymously. Each staff member should return his/her own survey to the Center Director prior to the verification visit. The Director will complete the Staff Survey Summary Form and the Director response to Staff Survey Form to submit to the verifier, along with the original surveys, at the time of the visit. All these forms can be found in the Appendices section of the APPLE Manual.

When the verification is complete:

• The verifier will review the verification visit with the Center Director or the individual designated as the Center Representative at the end of the visit in the “Exit Review.”

• The Center Director or Representative will have the opportunity to provide responses and comments on the exit review form.

• Both the verifier and the Center Representative will e-sign the exit review form. • A copy will be emailed to the Center. • The verifier will then submit all verification materials and the Exit Review

materials to the APPLE Program Office. • All submitted materials will be reviewed by the APPLE Commission.

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Next step: Submit the Verifier Evaluation… The Center Director or Representative completes the Verifier Evaluation Form (Appendix #7) online within three (3) days of the visit. The link to this form will be emailed to the Center prior to the visit. The Verifier Evaluation Form serves to inform the APPLE Program Office about the onsite visit and the expertise of the verifier. Verifier evaluation forms are reviewed by the APPLE Program Office and the feedback is used to evaluate verifier performance and maintain quality. Next step: APPLE Commission Review… All verifier materials are reviewed within 60 days and may be compared with the Portfolio submission by the APPLE Commissioners. Members of the APPLE Commission will determine the status of the Center’s accreditation. The Commissioners have the following options:

• Recommendation for Accreditation • Probation for renewing Centers • Provisional for new Centers • Deferral (which will require a second verification visit); or • Denial with no re-verification option

If the center is substantially compliant with the APPLE standards, it will be notified via email that it is accredited. A copy of the accreditation certificate will be mailed to the center. If it is determined that a center’s environment poses a potential threat to the health and/or safety of the children, the center may be given a Probationary/Provisional accreditation. In the event a Center receives Probation or Provisional accreditation status, the Center will be given the task of submitting an action plan for improvement. The Commissioners may approve the plan as written or modify it. Once the plan is approved, the Center will continue this status for up to three (3) months. During that time, a verifier will make an unannounced visit to verify that the plan has been implemented. The verifier will file a report with the APPLE Program Office and a final determination on the status will be made. The Commissioners may decide to remove the Center from Probation or Provisional status or extend the status for up to an additional three (3) months. A fee will be assessed if either of these options are approved. An additional fee will be assessed if the status is extended beyond the three (3) month period. In the event of a deferral, the Center will have up to three (3) months to resubmit the necessary items and make changes or improvements. The Center must request a re-verification visit in writing once it is prepared to receive a second visit. There will be a second verification visit fee assessed and the APPLE office will schedule the unannounced visit as soon as practical If the Center is accredited and the current accreditation will expire during this re-verification time period, there will be no extensions issued by the APPLE Program Office. The APPLE Program Office will do everything possible to complete the process

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prior to the expiration, but it will not guarantee that a lapse will not occur. If there is a lapse in the accreditation, then the Center will receive a three (3) year accreditation instead of a five (5) year re-accreditation. NOTE: On a Center’s first deferral, technical assistance will be offered to assist the center to achieve accreditation. If the Center is deferred a second time, technical assistance will be required before the Center can move forward with the accreditation process. An automatic deferral occurs when a Center :

• Fails to complete background screening for all employees: or employs individuals whose background screening results preclude them from working with young children

• Provides inaccurate or fraudulent submissions • Leaves a child unattended; fails to account for the children in care. • Fails to maintain substantial compliance with child care licensing demonstrating

repeated serious violations. In the event of a denial, an applicant has the right to appeal the denial of accreditation within 30 days of receiving notice. If the denial is emailed, the clock starts at the time the email was delivered. If the denial is mailed, the clock begins five days from the date the APPLE staff documents its mailing. If an applicant wishes to appeal, it must submit a detailed letter to the APPLE Director outlining the objections. The APPLE Program Director will submit the appeal to the APPLE Governing Board, and the Board will have 30 days to make a decision. If an applicant wishes to appeal a deferral, it will have ten (10) days to submit in writing a detailed request for the APPLE Governing Board to review the decision. The Board will have thirty (30) days from the date the appeal is presented to make a decision. The APPLE Program Director will present the appeal requests to the Governing Board within 14 days of receipt. The Governing Board may overturn and/or modify the decision. The Governing Board will review the written evidence in the case of a denial or deferral and has the authority to authorize the APPLE Program Director to contact the applicant, verifier, or others to obtain additional evidence. Once a decision is rendered, the decision is final. Following is a list of reasons an applicant may appeal the Commission’s decision:

• Bias on the part of the verifier • Verifier’s inability to follow the proper procedures • Other reasonable objections based on the Exit Report

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ADVANCED APPLE

When considering accrediting or re-accrediting your center, Advanced APPLE might be an appropriate option. Advanced APPLE is an accelerated process with shorter timelines. The details about Advanced APPLE are in the Policies and Forms Section of the website.

Re-Accreditation: APPLE Accreditation is initially valid for 3 years with subsequent re-accreditation terms valid for 5 years. Centers may initiate the APPLE re-accreditation process 18 months before the the Accreditation expiration date. Centers that have initiated the APPLE re-Accreditation process must submit the new, completed Portfolio to the APPLE Program Office not less than 8 months, but not more than 12 months, before the end of the accreditation term. If the Portfolio is not submitted 8 months prior to the Accreditation expiration date, the Center will have the option of selecting Advanced APPLE by paying all additional fees to assure there is no lapse in accreditation. This option will only be available up to the fifth (5th) month prior to the Accreditation expiration date. APPLE will not guarantee there will not be a lapse in a Center’s accreditation. Moreover, if the re-accrediting Center is deferred after selecting Advanced APPLE, this could result in a lapse. The Advanced APPLE process will only guarantee that there is no lapse in accreditation if it is approved by the Commission upon its first submittal (See details under the Policies and Forms Section of this manual).

New Location or Change of Ownership: In these situations, follow the policy and guidelines for APPLE Accreditation Amendment in the Policies and Forms Section.

Annual Updates Required

All APPLE Accredited Programs must complete the Annual Update Report and submit it to the APPLE office by the last day of the month of the Center’s anniversary date. For instance, if your Accreditation anniversary date is June 15, the Annual Update Report must be submitted no later than June 30th. If a report is not submitted by the due date, the center will be notified that is is not in compliance with APPLE standards, and may have its accreditation revoked. Any report received after the last day of the month will be assessed a late fee. You will find the Annual Report Form under the Policies and Forms Section of the website at FACCM.org under the APPLE tab. Annual Reports are due the 1st and 2nd anniversary of a 3-year accreditation; Annual Reports are due the 1st, 2nd, 3rd, and 4th year of a 5-year accreditation

http://www.faccm.org/pdf/APPLE/Advanced%20Apple%20Process.pdf

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Disclaimer When the decision is made to pursue early childhood program accreditation it is a commitment on the part of the program to a standard of quality that is above the minimum requirement. For Owners and Directors engaged in the field of early education, the expectation is for professionalism. The expectations for the documentation submitted for review and the verification visit are that they present an accurate and truthful representation of the nature and extent of the program’s operating policies and day-to-day operation. The APPLE Program Office reserves the right to make unannounced visits to APPLE

accredited centers for the purpose of ensuring compliance with APPLE criteria throughout the accreditation period. APPLE has the authority to revoke APPLE accreditation if, during the period of accreditation, the Center’s quality is determined to be non-compliant to a degree which would have caused the Center to not become accredited had the same situations or conditions existed at the time of accreditation.

The APPLE Program Office will notify the appropriate local and state agencies if APPLE accreditation is revoked. These entities may include DOH, DCF, OEL, local ELC, or local licensing authorities.

The APPLE Program Office will cooperate with all government and non-profit entities that have a vested interest in assuring that a Center maintains quality standards. The APPLE Program Office will provide requested information to these entities when requested as a result of an inquiry or investigation.

APPLE is open to all Early Learning Centers in the United States of America that meet the criteria.

For Centers located in the State of Florida, APPLE accreditation is considered a benefit of membership in the Florida Association for Child Care Management (FACCM) and membership in FACCM must be maintained throughout every phase of accreditation and during the period of accreditation.

FACCM reserves the right to refuse or revoke membership in the FACCM organization due to unprofessional conduct

APPLE ACCREDITATION MANUAL 2016 Page 1

PROGRAM STANDARDS AND PROCEDURES

Section 1 – Center Operations

1.1. Licensing STANDARDS AND PROCEDURES: • The early childhood Center is licensed by the state or local agency in whose jurisdiction the Center is

located and has been in operation for a period of one year or more. o The license is posted. o The license is not suspended, restricted, or has other serious violations. o All other violations have been corrected.

• The Center, if in Florida, is eligible for Gold Seal designation pursuant to DCF guidelines. • If the Center is exempt from licensing, to be eligible for accreditation, the Center has been in operation as a

preschool Center for a period of one year or more. o The Center meets all of the criteria in the APPLE Policy regarding Child Care Licensing Exempt

Centers. (see Forms and Policies section) o The Center exhibits that its standards are at least equal to those required by the licensing

authority. • All relevant inspections from any regulatory agency that requires compliance with its standards are up-to-

date. • If regulatory inspections are not required, the Center demonstrates that it conducts periodic self-inspections

for assurance of quality, health, and safety and maintains written documentation of said inspections for a period of at least one year.

PORTFOLIO EVIDENCE: Documentation that the Center has been licensed for a period of one year or more If exempt from licensing, documentation to that effect from the state or county in which the Center is

located along with evidence that the entity has been in operation as a preschool Center for a period of one year or more

Inspection reports from Department of Children and Families or other licensing authority for the twelve month period prior to the Portfolio submission date

o If the inspection reports contain violations, documentation that demonstrates how the violation was corrected and what policies were implemented to prevent a violation in the future

o Written records of self- inspections if the Center is not subject to regulatory inspections Copies of complaints, written documents, and enforcement intents/actions within the previous year along

with a written explanation and outline of procedures that have been taken to correct the problem(s) Inspection/monitoring reports from the 12 month period prior to the Portfolio submission date from the

following, if applicable: o Health Department or a statement if not subject to inspection o Federal, State, or local agencies providing funding to at risk, special needs, or income eligible

populations or statement if not subject to inspection o Outside agencies – examples include Fire Department, USDA food program (DOH) – or a

statement if not subject to inspection Documentation certifying building materials are non-toxic and no lead paint has been used, if the program

is housed in a building that was built prior to 1984, OR proof that the building was built after 1984


ON-SITE OBSERVATIONS: The verifier will observe and document whether the license is posted in a conspicuous place. The verifier will review all inspection reports received by the Center since the Portfolio submission

date. 1.2 Enrollment Package/Parent Handbook STANDARDS AND PROCEDURES: • The Enrollment Package/Parent Handbook provides parents/caregivers with information about the Center

and must state its policies regarding each of the required topics listed below. o An explanation of the new student/parent orientation o Information on hours and days of operation, holidays, closings o A statement of the Center’s philosophy and how it is reflected in the learning environment o An outline of the Center’s policy on sick child attendance limitations o The method/s in which the Center allows for the ongoing communication between teachers and

parents for the sharing of goals, expectations and also for problem solving o A clear statement of the Center’s open-door policy o Guidelines for parent involvement and volunteers o The Center’s guidance/discipline policy clearly stating that guidance will be appropriate,

respectful, not tied to food or toileting, within appropriate developmental expectations, and that corporal punishment is not permitted

o The Center’s expectations for children’s behavior, including guidelines for dis-enrolling a child o Information regarding meals provided by the Center or guidelines for meals brought from home o A statement outlining the Center’s policy on television and video viewing, which should clearly

state that it is NOT a regular occurrence and that it complies with all regulatory limitations o A requirement that all children must be signed in and out with time indicated by a responsible

adult and an explanation of the security procedures to prevent unauthorized persons from removing children

o The Center’s policy that prohibits the release of a child to an individual who appears intoxicated or otherwise impaired

o An explanation of the Center’s responsibility to report suspected abuse and/or neglect o The Center’s policy stating that it does not discriminate against anyone (adult or child, staff or

parent) on the basis of sex, age, religion, national origin, color, race, marital status, physical or mental disability, or veteran status

o A policy that states the Center includes children with special needs and makes accommodations as required by the Americans with Disabilities Act

• The Enrollment Package provides a means for the parent to share important information about the child with the Center. The information requested includes, at a minimum,

o Child’s name and date of birth o Complete contact information of parent/caregiver with current, accessible phone numbers

where calls and texts can be received in a timely manner. o Written emergency contact names and numbers of those who may pick up the child o Documentation of the child’s health history including up-to-date immunization records and

physical examination documentation within the previous two years, o Notification of any allergies, health issues, extenuating home/family circumstances, and

developmental concerns. PORTFOLIO EVIDENCE: A copy of the complete Enrollment Package/Parent Handbook Copies of any of the required policies/components stated above not already included in the Enrollment

Package/Parent Handbook with explanation how the information is presented to the parent/caregiver ON-SITE OBSERVATIONS: None. This section is for the Portfolio only.


1.3 Emergency Procedures STANDARDS AND PROCEDURES: • As part of its emergency preparedness plan, the Center regularly conducts fire/evacuation drills at least on a

monthly basis. Accurate records of each such drill are maintained that include the following information: o The date and time of the drill o The number of children in attendance o The number of staff members in attendance o The time it took to vacate the building

• The Center has a policy on what to do in the event of the following emergency situations, including such details as who remains with the children, who makes the necessary phone calls, who handles any procedures that relate to the particular situation.

o Severe storms / tornado warnings o Missing child o Emergency medical situations o Suspicious individuals or cars in the vicinity o Bomb threats, civil disturbances o Potential parental custody disputes / abduction threats o Attempts by unauthorized individuals to pick up a child o Child Abuse/Neglect Reporting

• In the event of evacuation, there is a policy describing the designated evacuation site and the process to get the children there safely.

• Emergency numbers are posted in readily accessible areas. • Teachers and all staff are trained and/or informed on all procedures upon hire and on a regular basis.

PORTFOLIO EVIDENCE: A log showing the record of fire/emergency drills for the twelve month period prior to the Portfolio

submission date Copies of policies regarding emergency situations A copy of a meeting agenda where emergency procedures are discussed within the 12 month period prior to

the Portfolio submission date Documentation used during staff orientation that outlines emergency procedures

ON-SITE OBSERVATIONS: The verifier will confirm where the emergency numbers are posted and that they are conveniently

located for all staff. The verifier will confirm that fire drills have been routinely conducted and recorded through the

month immediately prior to the verification visit The verifier will note how unusual incidents, if any, were addressed.

1.4 Insurance STANDARDS AND PROCEDURES: • The Center maintains accident insurance for children. • The Center maintains Worker’s Compensation insurance. • The Center maintains liability insurance in an amount not less than the statutory limit. • The Center maintains vehicle insurance, if applicable. PORTFOLIO EVIDENCE: Copies of all current certificates of insurance or a copy of the current declaration page of each policy

showing coverage limits and dates of coverage that are current at the time of the Portfolio submission ON-SITE OBSERVATIONS: The verifier will verify that the dates of coverage are current at the time of the validation visit.


1.5 Governance STANDARDS AND PROCEDURES: • The organization can identify its strengths and weaknesses and uses that information to set current goals

and objectives, and a plan for its future. The following areas are included in the plan. o Programmatic growth o Professional development o Regular assessments of policies and procedures and staff o An understanding of the population the program serves

• The Center has developed its definition of quality. • The organization has unique characteristics that should be emphasized. • Organizational records are kept on premises at all times and renewed when applicable. • The Center has financial control policies that are consistent with accepted business practices and clearly

define who is responsible for the financial aspects of the organization. • The organization’s plan addresses short and long term financial issues through appropriate budgeting. • The Center has an organizational structure in place and it contains the following details.

o An outline of who is responsible for specific elements of the business o A definition of the business structure o A description of the roles and responsibilities of each staff member, and any other individuals

such as board or committee members, if applicable o A master list that indicates the individuals/positions who are responsible for the curricular

aspects, staff training, parent involvement, etc. PORTFOLIO EVIDENCE:

A copy of the corporate annual report and business tax license from county and municipality, if required

A copy of the Center’s mission statement A brief description of the population served A copy of the financial control policy A copy of the current budget and recent year-end profit and loss statement A copy of the organizational structure in the form of a chart or policy A copy of the strategic plan, which should include a list of the Center’s strengths; goals for staff; and

proposed goals (short and long term) with specific timelines for each, including areas noted for improvement

A description of any unique qualities or characteristics of the organization A definition of quality in a statement of 100 to 300 words

ON-SITE OBSERVATIONS: None. This section is for the Portfolio only. 1.6 Personnel Management STANDARDS AND PROCEDURES:

• The Center has a recruitment policy in place. • The Center interviews all staff before hiring. • The Center maintains accurate records regarding the identity and employment of each staff member it

employs. • The Center conducts background checks on all employees and any adult who has contact with the

children and maintains documentation in the employees’ personnel files. • Emergency contact information is collected and maintained onsite for each individual employed by the

Center. • The Center has a formal staff orientation program in place, which can be in any format such as a

mentoring program. As part of the orientation, new employees are provided with the following: o A copy of the job description o The employee handbook


o Information and training explaining all relevant policies and procedures, including, but not limited to:

Handwashing Diapering Toxins Emergency Drills and other situations Abuse and Neglect Reporting Instructional duties.

• The Center’s formal orientation program contains provisions to include any temporary staff and all volunteers.

• The Center has a plan for staff retention. • The Center has a performance review after the probationary period and then reviews are conducted

annually at the minimum. The review is dated and signed by the reviewer and person being reviewed. • The Center has an employee handbook and/or associated documents that address(es) all operating

policies and procedures in a clear and concise manner to avoid any misunderstanding as to the Center’s expectations. This includes, but is not limited to, the topics that follow.

o Confidentiality: A statement that it is not ethical for a teacher to discuss a child with another child’s parent and that teachers do not discuss children (or parents) in front of other children, parents, or teachers

o Communication: Staff and parent interaction policies clearly stating the acceptable means of relaying

information between staff and parents An outline of the procedure for communicating issues of concern to management so

that they can be addressed appropriately o The probationary period: A description of the Center’s expectations for new employees during

that initial period o Job descriptions: A clear outline of roles and responsibilities for teachers, assistant teachers

and other staff o Training requirements and staff meetings:

An outline of all trainings required by the state A statement of the Center’s own requirements regarding

o staff meetings o continuing education o other required training on all policies and procedures

o Performance requirements: An outline of the expectations for staff performance, clearly outlining the performance review/ evaluation

• The Center trains staff in all policies and procedures. • The Center allows for staff self-assessment, requests feedback from staff about the performance of their

supervisor(s) and seeks out parents’ assessment of the Center and its staff.

PORTFOLIO EVIDENCE: A brief summary of how management recruits employees A list of at least 10 questions that would be asked of a prospective employee to assess his/her

understanding and application of early childhood education principles and the specific framework that is unique to the Center

The questions should also address the ability of the individual to be a supportive facilitator while being sensitive and responsive to children’s emotional needs.

A summary of the procedure used to check references and verify experience for all employees hired and how the information is documented

A copy of the Employee Emergency Contact Information Form A copy of both the Center’s Employee Orientation and its Volunteer Orientation Plan An example of an outline that shows how new employees receive training that is age and/or job specific A copy of a training log for a new employee illustrating all training aspects required A copy of the Center’s Staff Evaluation Form and/or Performance Review Form


It must include an annual classroom observation, defined evaluation criteria, employee input and an individualized employee improvement plan. The form may include a professional development plan for the employee.

A copy of the employee retention plan or a statement which addresses working conditions, opportunities for breaks away from children, methods to communicate the employee’s concerns, opportunities for salary increases, incentives, promotions, professional development, and creative alternatives to monetary compensation

A copy of the procedures or a summary of how employees communicate issues of concern expressed by others, including parents

A copy of the staff’s self-assessment and feedback procedures (see Appendix 9c, 10a, 10b, 10c, 11) A copy of the employee handbook Copies of at least 3 agendas from staff meetings over the 6-month period prior to the Portfolio

submission date and the corresponding dated sign-in sheets ON-SITE OBSERVATIONS: The verifier reserves the right to request any document and to review any document listed above for new employees hired after the Portfolio was submitted. 1.7 Staff Qualifications STANDARDS AND PROCEDURES: • All staff and personnel members possess the appropriate qualifications to serve in their assigned capacity

and meet the standards to ensure that they are suitable to work with children. o There must be a staff member who meets the criteria for Lead Teacher in 75% of the total

classrooms in the Center, with no more than 4 classrooms total that do not meet this criteria. o As a further requirement of this criteria, there is a minimum of one staff member assigned to a

classroom in each age category Infant/toddlers, and Preschool who meets the criteria for Lead Teacher.

• An individual, over the age of twenty-one (21), must be designated, in writing, as the person in charge in the Director’s absence.

• All employees and any adults who have contact with the children have a current, valid Level II Background Screening Clearance on file at the Center.

• All staff must complete twenty four (24) clock hours of continuing education/professional development annually.

• The minimum requirement for any instructional staff member is the completion of the Florida Department of Education approved Child Care Introductory Training, which is 40 clock hours of training in basic early childhood education, and the appropriate 5 hour state-approved online literacy course.

o Training must be initiated within 90 days of hire and completed within one year* of child care experience within the State of Florida, not necessarily from date of hire at this Center.

o Programs outside of Florida must follow the training requirements in the locality and state where the program is located. *Training must be completed within 90 days if center accepts school-readiness funding.

Lead Teachers: Education Required: • An Associate’s degree, or higher, in Early Childhood Education, Child Development, Social Work, Nursing

or other child related field of study or • An Associate’s degree, or higher, in a subject area not listed above (‘out of field’) with 3 college level

courses (9 credits) in Early Childhood/Child Development, or • An FCCPC (Florida Child Care Professional Credential), or • A National CDA (Child Development Associate) credential, or • An equivalency based credential Experience Required: • Two years’ of experience working with young children in a professional setting Age Requirement: • The minimum age requirement for lead teachers is 18 years of age


Additional Requirements: • Infant and Child CPR and First Aid (required of all Lead Teachers - ½ of the total number of staff members

must be CPR and First Aid certified) • Training in appropriate 5 hour state approved online literacy course • 10 hour DCF Developmentally Appropriate Practices for Infants coursework for all staff permanently

assigned to work with infants Teacher Assistants: Educational Requirements: • High school diploma or GED, or higher Age Requirement • The minimum age requirement for assistant teachers is 18 years of age Director and/or Administrator: Education Requirements: • An undergraduate degree in Early Childhood Education, Child Development, Social Work , Nursing or other

child related field of study, or • An undergraduate degree out of field with 4 college level courses (12 credits) in Early Childhood

Education/Child Development, or An Associate’s degree with at least 4 college level courses (12 credits) in Early Childhood Education/Child Development, or

• A current FCCPC (Florida Child Care Professional Credential), or a current CCP from another state, or • A current National CDA (Child development Associate) credential, or An equivalent, current competency

based credential Experience Required: • Two years’ of experience in working with young children in a similar setting Age Requirement: • The minimum age requirement for Directors and Administrators is 21 years of age Additional Requirements: • An Administrator / Director Credential • Infant and Child CPR and First Aid Early Childhood Specialist: (if applicable) • A BA degree, or higher, in Early Childhood Education/Child Development or related field and three years of

full time teaching experience with young children Food Preparer: • Must be trained in food preparation safety or have completed a Food Handler Course Van or Bus Driver: • Training in transporting children safely • A driving record that shows the individual is qualified and suitable to transport children • Physically able to transport children PORTFOLIO EVIDENCE: Using Appendix 1 list all employees using a unique employee number that will be assigned to each

employee record that is submitted. This will ensure efforts to maintain the privacy of each employee’s personal information. The last name of each employee may be blacked out or otherwise obscured and replaced with the unique employee number that has been assigned to each employee, as set forth in Appendix #1.(Example Sally # 1.). Include the following information:

o Position. Identify position for administrators, directors, lead teachers, assistant teachers, support staff, and all individuals that have contact with children

o Assigned Age Group o List and include a copy of highest diploma, GED, certificate, or relevant degree with field and

date obtained. Out of field degrees must include a transcript as evidence of 9 credits in ECE/CD

o Documentation of minimum state training requirements for instructional staff (45 hours) o Dates of level two background screening, within the previous five (5) years, for each staff,

personnel member, and volunteer who has contact with the Center’s children


Documentation must show that each employee has been successfully screened and cleared by way of applicable level-two background screening methods. Applicable and acceptable documentation for this category requires a background screening result of “eligible” under DCF Child Care through the Clearinghouse. VECHS screening is not acceptable. o Expiration dates for CPR and First Aid. Also include copies of training and completion

certificates o Hire date and the number of years of verifiable work experience with children in a formal early

childhood setting o Number of hours of in-service training for the period from July 1 to June 30 of the prior year

Provide documentation of staff requirements: o Copy of DCF transcript indicating a Staff Credential or other document proving satisfaction of

the requirements for the Florida Department of Education 40 hour Introductory Child Care Training plus the 5 hour literacy training

o Copies of the Center’s training or in-service summary records for each employee for the previous 12 month period from July 1 to June 30, showing a minimum completion of 24 clock hours or 2.4 CEUs or the equivalent of 1 college course in child care related topics

o Copy of a resume or employment application for all other personnel including drivers and food preparers

o A copy of the food handler card or training transcript for food safety for individuals(s) who serve as cook or food handler

o A copy of the Director’s resume o Confirmation that references were checked and experience verified for all employees

Maintain copies of staff health records of all staff and personnel members (including but not limited to bus drivers, van drivers, and onsite food service staff) to be exclusively reviewed on the premises of the Center due to stringent Health Insurance Portability and Accountability Act (HIPAA) confidentiality requirements:

o Physical examination performed by a licensed medical care Center or o Tuberculosis (TB) test within the previous two years, if the employee meets the requirements

for TB screening ON-SITE OBSERVATIONS: The verifier reserves the right to request any document and to review any document listed above for new employees hired after the Portfolio was submitted. 1.8 Professional Development STANDARDS AND PROCEDURES: • The Center encourages professional development and provides opportunities for all staff to increase their

skills and understanding of child development, working with families, the latest research findings and their application, as well as health, safety, and nutrition information.

• The Center provides support and incentives for each staff member in setting and reaching his/her individual professional goals.

• Staff has access to professional resources including books, journals, curriculum guides, magazines, videos, online resources, central agency libraries, or other appropriate and accessible materials that are

o appropriate to the educational level of the teachers o suitable for use with the range of ages and ability levels of the children in attendance o current and include recent research and best practices

• Staff resources are available in an area where staff has access to them. There should be a ‘check-out’ system so that materials can be tracked.

• Staff has access to resources in order to write developmentally appropriate lesson plans or to supplement lesson plans. There are resources that provide materials that pertain to all the developmental domains:

o Children’s language development o Social development o Gross motor development o Rhythm and music


o Child growth and development o Creativity development o Cognitive development o Assessing and observing children

• Teachers have access to information regarding the state rules and regulations (and to the local rules, if the requirements are different.)

PORTFOLIO EVIDENCE: A written summary of how training is chosen to meet the professional development goals of individual

teachers A list of training opportunities including name of program, description of training, location and dates, or

copies of flyers which include the same details Documentation of how the Center contributes to staff training, which can include access to videotape or on-

line training, reimbursement for training materials or classes, paid time off from school, scholarships, etc A completed copy of Appendix # 5 which may include links to websites A photograph of the staff resource area to serve as evidence that materials are available and accessible to

the teachers on an as-needed basis ONSITE OBSERVATIONS: The verifier may to ask to see this area and the resources indicated on Appendix # 5. 1.9 The Facility STANDARDS AND PROCEDURES: • The Center has sufficient space for the number of children it serves.

o The State of Florida requirement for indoor space is 35 square feet per child. This measurement is based solely on useable floor space. The measurement does not include toilet areas, built in cabinets, fixed furnishings or closets. Hallways, office space, and kitchens may not be counted in the square footage available for children.

o If the state or locality in which the Center is located requires a greater or lesser number of square feet per child, then that number applies. A statement is required if the Center is not required to comply with the 35 sq foot regulation.

• The facility’s room arrangement/physical layout locates diaper changing areas and toilets near sinks to facilitate hand washing.

• The floor plan within each classroom or group area provides for ease of movement within the area and from one area to the next. The floor plan provides the basis for a complete learning experience, divided into small and large group areas, as well as spaces where children can retreat individually.

• The classroom contains soft furniture appropriate for the age group of children using the room. (Example: carpeting or padding on the floor for crawling infants; soft furniture, bean bags, washable pillows for older children)

• All areas of the facility are clean and welcoming with good traffic flow. • There is no evidence of mold in the building. • There is an area to hold meetings with parents that provides some privacy from other parents and children. • Exit doors are unobstructed. • Stairways, if applicable, are well-lit and equipped with handrails (bannisters) to prevent injury. • All areas of the facility have adequate ventilation and are well-lit. • Electrical outlets are covered or meet GFCI/GFI – Ground Fault Circuit Interruption – standards and

electrical cords are secured in a safe manner throughout the classrooms and other areas of the facility. • Windows that open are fitted with screens that are in good repair to safeguard children and to prevent

insects from entering the building. Door that are propped open or left open for ventilation are also fitted with screens.

• There is a staff area separate from the children’s area and may be the location for the teacher resource materials, but the resources may be located elsewhere.


• Staff is able to get away from children and recharge in an area that provides adult sized seating and an uncluttered work space that is in good repair.

PORTFOLIO EVIDENCE: A copy of the floor plan of the building or a sketch of the floor plan that is clearly marked to indicate

dimensions or square footage This is required in order to evaluate the usage of space and the approximate square footage of the area designated for individual groups of children.

A floor plan with areas labeled with the name of the group that uses the space If groups share space, a written narrative is included explaining how 35 square feet per child is ensured when in use. A written explanation if the facility is not required to comply with 35 square feet (above or below)

A written statement explaining that staff has the opportunity to recharge during the day if no separate staff area or picture of the staff lounge and/or resource area exists

ON-SITE OBSERVATIONS: The verifier will observe the layout of the facility and determine if it provides ease of movement. The verifier will observe whether the sinks are adjacent to the diaper changing areas. The verifier will observe whether there is a separate meeting area for parents. The verifier will observe whether all exits are unobstructed. The verifier will observe whether there is adequate lighting and ventilation. The verifier will observe whether there are screens on any open windows and that doors that are left

open have a secured screen door attached. The verifier will observe that stairways are well-lit and equipped with handrails.


Section 2 - Classroom Management and Environment 2.1 Ratios and Group Size STANDARDS AND PROCEDURES: • In order to provide a quality educational experience and attend to the needs of each individual child, the

Center adheres to low staff-child ratios and limits group sizes. • Substitute teachers are incorporated into the Center, when necessary, in order to reach and maintain daily

staff-child ratio requirement at all times. • Each teacher is assigned to a group of children for whom he/she serves as the primary teacher. Reasonable

efforts are made to maintain continuity of teacher assignments throughout the school year. When feasible, this continuity of care can be expanded to allow teachers to ascend within age and classroom levels along with their children. This continuity ideally facilitates healthy levels of bonding and attachment between the children and their teachers.

• The following ratios reflect the opportunity for frequent contact between teachers and children, good supervision, the facilitation of learning, and responsiveness to children’s health and safety needs:

Infants 1:3-4

Toddler-ones 1:3-5

Two year olds 1:6-7

Three year olds 1:7-9

Four year olds 1:9-11

Five year olds 1:9-11

• When one or more infants is included in any group, the governing ratio requirement will drop to the infant

ratio level. • When one or more toddler-ones is included in any group, the governing ratio will drop to the toddler ones

ratio. • With groups containing twos, threes, fours and fives, the majority of children of one age will determine the

ratio. • A group or classroom consists of the children who are assigned to an individual teacher or team of teaching

staff for a substantial portion of the day and who occupy a specific classroom or well-defined space that prevents combining children from more than two groups together with other groups within a larger room or area.

• If jurisdictional regulatory agencies have more restrictive requirements, those rules will prevail. • The ratios stated above are maintained throughout the program day. PORTFOLIO EVIDENCE: A summary of staff to child ratios and group sizes. You may use the form here or your own form. Appendix # 1, which serves as part of the evidence that the Center is able to meet ratios ON-SITE OBSERVATIONS: During the initial tour, the Verifier will ask the Director to state the Center’s governing ratios and to describe group size considerations.

http://www.faccm.org/pdf/APPLE/Ratios%20and%20Group%20Size%20Chart.pdf


2.2 Scheduling STANDARDS AND PROCEDURES: • There is a schedule that shows which staff member is responsible for each group throughout the day. The

schedule adheres to and illustrates that a minimum number of transitions and regroupings have occurred or are occurring throughout the day.

• The schedule clearly shows ages of children and group sizes within acceptable ratios. • Each staff member is assigned primary responsibility for a particular group or class of children in order to

facilitate the building of bonds and the establishment of a trusting relationship between the children and the teacher.

• An example of a chart that can be used to explain staffing appears below. A scheduling chart similar to the example appearing below is maintained for each classroom. A different schedule format may be used, provided it clearly demonstrates the times each staff member is assigned and the age of the children in the classroom.

• A staff member with current valid CPR and first aid training is on premises at all times, and, additionally, a staff member with current valid CPR and first aid training accompanies any group that leaves the facility for a field trip or other activity. Staffing schedules reflect this requirement.

• The classroom daily schedule is available and posted in each classroom. PORTFOLIO EVIDENCE: A detailed schedule of staffing with a narrative to clearly show staff responsible for an assigned group of

children A sample staffing chart is below. Center may submit its own chart.

A schedule that reflects the number of children (and the ages of the children) present at any one time This schedule must reflect the minimum transition and re-grouping and classroom ratio standards set forth by APPLE or other local governing, licensing entities, whichever is more stringent. If local licensing requires lower ratios, then those ratios will apply.

ON-SITE OBSERVATIONS: The verifier will observe throughout the day whether the schedule is being followed.

Classroom Name _____________________

Ages of children_____

6AM 7 8 9 10 11 Noon 1 2 3 4 5 6PM

Number of Children in

attendance each hour

Teachers scheduled- draw a line under the hours that each teacher is scheduled

1. Example Kim_(7:30 to

4:30)

2. ___________________

3. ___________________


2.3 Attendance Records STANDARDS AND PROCEDURES: • Teachers maintain accurate attendance records that are continuously updated in real time throughout the

day as children join or leave the class/group. • Attendance records are updated when:

o A child leaves his/her existing group for an activity elsewhere in the Center i.e. therapist, dance, karate, visit to another classroom, etc.

o A child or children are moved from original group – i.e. lunch, nap, VPK wrap, combined at end of day

• Teachers must have attendance records with them at all times when working with children. • Attendance is always recorded using name to face recognition and periodically checked throughout the

day, including field trips. • Head counts must match the number of children listed on attendance records at all times. • When there is a teaching change such as when a teacher goes on break or leaves for the day, accurate

attendance records are passed to the new teacher. • When a class transitions from one place to another as a whole group, such as to and from the playground,

teachers must be able to accurately account for all the children who are present in the group. • Children are within sight and hearing of the teacher(s) at all times. • Children’s arrival and departure time from the Center must be recorded at the front desk OR in the

classroom. PORTFOLIO EVIDENCE: A short narrative explaining how teachers track children’s daily attendance to ensure accurate

classroom/group rosters are maintained throughout the day A copy of the attendance sheet or tracking form used ON-SITE OBSERVATIONS: The verifier will confirm that accurate attendance records are maintained and that teachers appropriately account for all children at all times. 2.4 Appropriate Furnishings STANDARDS AND PROCEDURES: • There are tables and chairs in the classroom area to accommodate the classroom activities. • The furnishings are sized appropriately for the age of the children. For example:

o Most children’s legs fit under the table comfortably. o Table tops are at a height that allows most children’s elbows to rest on the surface. o Most children’s feet touch the floor. (When/if infants and toddlers are in high chairs, their feet

are supported.) • The classroom contains soft furniture that is appropriate to the age group of children using the room.

(Example: carpeting or padding on the floor for crawling infants; soft furniture, bean bags, washable pillows for older children)

• Shelves and storage are sized to allow children independent access. Tall shelves are securely anchored to prevent tipping.

• Furnishings are clean and in good condition. • Sinks and toilets are sized appropriately for young children’s independent usage or there are stable steps

for children to access sinks and toilets. • All other furnishings are sized appropriately for the children using them. Children can comfortably reach

easels, water tables, etc. PORTFOLIO EVIDENCE: Two photographs of 2 different groups sitting at tables in their classroom


ON-SITE OBSERVATIONS: The verifier will observe throughout the day whether there are sufficient tables and chairs that are

appropriately sized. The verifier will observe whether shelves are secure. The verifier will observe whether sinks and toilets are appropriately sized or whether there are stable

steps for children’s access. The verifier will observe whether all other appropriate materials are within the children’s reach. 2.5 Classroom or Age Group Schedule STANDARDS AND PROCEDURES: • A schedule is posted in each classroom that reflects consistent daily routines. • The schedule is written in ink or typed/word processed. • The schedule provides for large blocks of time that include a variety of activities that afford children longer

play periods o Small Group o Large Group o Outside Time o Eating, Resting, and Self-help

• There is a balance of activities to provide the following opportunities o Active and Quiet play o Large and Small motor skills o Child-directed and teacher-directed

• Reading time is scheduled daily for all children, including infants and toddlers. • The schedule does not include daily TV or video time. • The schedule is appropriate for the specific class or age grouping. • Infants maintain individual schedules based on their unique needs.

PORTFOLIO EVIDENCE: Copies of daily or weekly schedules for each classroom or age group Pictures of where the schedules are posted so that they can be viewed by parents ON-SITE OBSERVATIONS: The verifier will observe whether schedules are posted and reflect the appropriate criteria. 2.6 Classroom Setting STANDARDS AND PROCEDURES: • SPACE:

o The classroom is divided into learning or interest areas using a variety of classroom features such as furniture or shelving.

o The space is large enough so that children can move around. o There is sufficient room for large group activities. Children are not crowded. o There is a designated space where children can be alone, yet still within sound and sight of an

adult. o There is adequate lighting. o Children who spend a full day at the Center have their own cubby space with their name and

picture. o Children have a place to keep their personal belongings, artwork, and other items. o The environment is soothing, not overly loud. o Recorded music played is appropriate, planned, and used to support learning activities or,

occasionally, for soft background music. o Children are not expected to wait for extended periods of time without an intentional activity.


• MATERIALS: o Materials and displays in the classroom do not depict stereotypes and reflect a variety of

cultures, races, genders, ages, and abilities. o Books and posters include portrayals of real people. o Teachers inventory and assure that there are enough appropriate materials and supplies for the

children, and that there are sufficient choices. • DISPLAYS:

o Children’s artwork is displayed throughout the classroom and facility. (at eye level, wherever possible)

o Photographs of children and children’s families are displayed in the classroom (at eye level wherever possible).

o Displays on bulletin boards reflect current themes, seasonal displays, or children’s recent interests.

o Most items are labeled with words and/or pictures, as appropriate to the age of the children. o The classroom setting is inviting and organized and activities are attractively displayed.

• SAFETY: o Teachers assure that the classroom is organized and in good repair. Windows, tables, and

mirrors are cleaned. o Teachers assure that materials and supplies are in good condition. o Staples, push pins, and thumbtacks are not used. Old tape is removed. o Teachers guard against choke hazards especially when children are engaged in activities

utilizing glitter or other small objects. o Teachers are extra vigilant when children are engaged in certain activities, which are inherently

more risky. o Diaper bags are kept in the classroom and are stored safely. o Walkers are not used in infant or toddler rooms.

• CLEANLINESS: o Carpeting is clean and there are no trip hazards. o Vents are clean, the temperature is appropriate, and there is adequate ventilation. o The classroom is not cluttered and items hung from the ceiling are secured so there is no falling

hazard. o In infant rooms, belongings are kept organized and accessible.

• NAPS/REST:

o There must be cribs in the Infant area. There are no items hanging over cribs. o Infants only sleep in cribs. o All other children sleep on cots or mats at least two (2) inches thick. The bedding is clean and

regularly washed and stored in a sanitary manner. Children do not share mats. o Infants do not have pillows, blankets, or any other items in the cribs. o Centers that provide night time care have cots, cribs, or beds for children. o Infants are placed on their backs while sleeping unless the parent provides a written note from a

licensed medical practitioner to the contrary. o Teachers frequently check on children while asleep in their cribs. o There are extra blankets for children who do not have them or if one is soiled. o While children are sleeping, there are at least eighteen (18) inches between mats or cribs, or

there is a solid divider.

ON-SITE OBSERVATIONS: The verifier will observe and document each item listed above.


2.7 Classroom Interactions STANDARDS AND PROCEDURES: • Children are within sight and hearing of the teachers at all times. • Teachers know how many and which children they are responsible for at all times. • Teachers are not engaged in teacher to teacher chatting. • BEHAVIOR

o Teachers use their tone of voice or props to gain children’s attention. o Teachers act proactively to encourage positive behaviors and to discourage misbehaviors. o Teachers anticipate problems and are proactive; but, when necessary, teachers deal with

disruptions efficiently and refocus the class to the activities. o Teachers stop hurtful behaviors immediately. o Teachers remind children of classroom rules. o Infants and Toddlers are gently guided when mistaken behaviors occur. o Preschoolers are guided through: redirection, limit setting, conflict resolution and other positive

guidance techniques. o Children are given the opportunity to calm and collect themselves and make appropriate

choices, with adult assistance as needed, so that they can safely return to the class activity. o Teachers respond to disciplinary situations in the classroom quickly and act appropriately. o Children who make positive choices are rewarded with smiles and affirmation.

• ENVIRONMENT o Teachers arrange the environment to facilitate positive interactions. o The overall tone of the classroom is happy, the sound of children engaged in playful exploration. o Teachers use soft voices and encourage children to use inside voices, Adult voices do not

dominate and teachers practice active listening. • INSTRUCTION

o Teachers are aware of teachable moments and use them to promote learning. Inst. o Teacher directed activities are balanced with child initiated activities. Inst o Teachers are prepared in advance with books, materials, supplies, and activities. The majority

of class time is spent in positive interaction with small groups of children as well as with individual children to scaffold their learning.

o Children are encouraged to engage in activities independently. The teacher is nearby to offer assistance, scaffold learning and assist with problems.

o Teachers encourage and assist children but do not complete tasks for them. o Children receive individual attention and are not always just addressed as part of a group.

• SCHEDULES/ROUTINES o The order of the day is predictable since it follows a defined schedule. o Teachers give transition warnings and use songs or other prompts to transition. o Transitions are conducted smoothly in a developmentally appropriate way. o The children respond to the transition in a manner that indicates it is a customary procedure for

the class. o Infants and toddlers do not sleep or spend long periods of time confined in swings, bouncers,

high chairs or other confining furniture. • SOCIAL-EMOTIONAL AWARENESS

o Teachers are sensitive to the social and emotional needs of all the children. o Teachers are responsive to individual children’s needs, make eye contact with children, use

care giving routines to positively interact with individual children. o Teachers and children are respectful of each other. o Teachers address children using their names. o Teachers talk with children about feelings, getting along, and good citizenship. Sensitivity


o Teachers comfort and help children who are crying or distressed due to surface injuries such as scrapes, abrasions, or cuts that occur on site. Teachers also wipe children’s noses and tie shoe laces, when necessary.

• MEAL TIMES

o Meals are a pleasant time and children are not rushed. o Teachers sit with children and converse naturally while they are eating. o Teachers model good table manners and good nutrition. o Teachers encourage self-sufficiency in children during meal times, attending to those children

who need assistance. o Teachers in infant rooms use meal times to interact positively with individual children.

ON-SITE OBSERVATIONS: The verifier will observe each classroom throughout the day and document these indicators.


Section 3- Curriculum and Child Development 3.1 Staff Members Work Cooperatively STANDARDS AND PROCEDURES: • Teachers have the opportunity to plan together to share ideas and resources. • A teacher with more experience assists and scaffolds the learning or capability of a new teacher or staff

person. • Staff works cooperatively by interacting in a respectful and supportive manner. • Staff is dedicated and takes pride in their work. • The environment promotes communication, high expectations, trust, support, teamwork, and recognition for

accomplishments and contributions. • There is good morale and professional pride characterized by staff. • Staff adheres to appropriate guidelines concerning confidentiality. PORTFOLIO EVIDENCE: Sections in the staff handbook outline the Center’s guidance for cooperation in the workplace OR A memo or directive to staff that outlines the standards listed above that is dated and signed by both

administration and each staff member ON-SITE OBSERVATIONS: The verifier will look for teachers working together in a cooperative manner throughout the day 3.2 The Curriculum STANDARDS AND PROCEDURES: • The written curriculum outline defines the goals for learning and development for each particular age group

and includes the following elements: o Experiences in all developmental domains o Cultural and linguistic sensitivity o Preparation of the environment by teachers to allow children time for active, hands-on exploration

with real objects o Materials and activities that are easily accessible to the children o Positive guidance techniques that are employed while children are given opportunities to develop

character and social skills o Meaningful interactions with teachers and students as well as relevant activities Literacy, language

development, and cognitive development that are integrated into the everyday life of the Center and are not taught in isolation or by drill

o Opportunities to provide for daily large and small muscle development o Opportunities for children to express their artistic abilities, creativity, and their natural curiosity o Assessment of children’s abilities in order to guide instruction and plan appropriate activities o A strong early literacy component

• A list of goals or themes for children alone is NOT a curriculum. • The curriculum may be purchased or it may be self-developed, providing it is appropriate to the age and

developmental level of the group and is inclusive of the above-mentioned elements. • The curriculum is research-based reflecting new theories and best practices in early childhood education. • Curriculum choice may be regulated by local, regional, or state requirements.

PORTFOLIO EVIDENCE: Copies of the curriculum outline for each age group

ON-SITE OBSERVATION: None. This is for the Portfolio only.


3.3 Written Lesson Plans /Instructional Strategies STANDARDS AND PROCEDURES: • The lesson plan addresses all domains of development and includes experiences to meet state

performance standards. • The lesson plan is posted in the classroom. The lesson plan states the specific activities and concepts that

will be presented to the children during the week. The lesson plan is based on the framework of the curriculum, taking into account the developmental level of the children in the class.

• Teachers are aware of the concept of the ‘teachable moment’ and may change or adapt their written plans according to the children’s interests and needs.

• The lesson plan is written and dated in ink or typed/word processed. • The lesson plan is written in English. A copy in the language predominantly spoken may also be posted. • The lesson plan includes activities in the following areas:

o Circle time or large group time o Small group activities including:

Math readiness Science Cooking and nutrition Creative expression and artistic representation Music and movement Language Reading readiness Writing readiness Dramatic play and representation

o Outdoor activities o Gross motor activities o The names of the books to be read

• Lesson plans show evidence of planned early literacy experiences which give children exposure to: o Language development o Print and book knowledge o Phonological awareness o Letter knowledge o Written expression o The motivation to read

• There is sufficient information on the plan so that a substitute can understand what is planned for the children, including a list of materials.

PORTFOLIO EVIDENCE: If commercially developed plans or Center developed plans are used, one week’s plan along with notations

of any variations or changes the Center makes to the plan OR If the Center uses daily lesson plans, one week’s worth of plans Plans submitted in English

ONSITE OBSERVATIONS: Upon request, the previous six weeks’ worth of lesson plans will be made available to the verifier. The verifier will look for evidence that plans are being followed. The verifier will observe and document the items indicated above.


3.4 Assessments STANDARDS AND PROCEDURES: • The Center staff recognizes that all children develop through a prescribed sequence of development.

o Every child is seen as an individual and does not develop according to the same timetable. o In order to meet each individual child’s developmental needs, the teacher frequently assesses, or

measures, the child’s current skill level. • Children’s assessments give a clear picture of which concepts/skills the teacher must plan for in the future.

For instance, if the teacher notices that quite a few children are having trouble cutting. The teacher plans more opportunities for the children to use scissors along with individual assistance for the children who are having difficulty.

• Children’s progress and development are monitored through the use of observations, trends, checklists, anecdotal notes or other forms of documentation, such as Portfolios or commercial instruments.

• The Center gets written permission from parents before assessing children. PORTFOLIO EVIDENCE: A written description of the type of monitoring of progress that is done along with at least two examples The name and edition number of any commercially available assessment instrument used A copy of the form used to gain permission from the parent/caregiver to assess the child A copy of a completed assessment tool A written statement that explains the process of assessment, including:

o The frequency of usage o Which children are assessed o Who administers the assessment o Who scores the assessment instrument, if needed o Who shares the information with parents

ON-SITE OBSERVATIONS: None. This is for the Portfolio only. 3.5 Referrals When Appropriate STANDARDS AND PROCEDURES: • When in the course of assessments, monitoring or observation, there is a concern about developmental,

behavioral or emotional needs, delays, or disabilities, the Center communicates these concerns to the parents.

• The Center also maintains a list of contact numbers for early intervention services, Child Find, preschool intervention services, as well as local agencies that will provide counseling or assistance to families in need, for the purpose of providing those contact numbers to parents when needs arise.

PORTFOLIO EVIDENCE: A copy of the form used when providing written communication with parents about concerns related to

children’s development or behavior A written statement that describes the steps followed when making a referral A copy of the list of early intervention services that is maintained ON-SITE OBSERVATIONS: None. This is for the Portfolio only. 3.6 Character Development STANDARDS AND PROCEDURES: • Classroom teachers adapt character development to the ages of the children by offering positive social-

emotional support strategies including relationship building, cooperation, and respect for differences. • Teachers use classroom activities and children’s interactions to provide age appropriate real life

opportunities for children to develop social skills, a healthy sense of self, and positive character traits. • Age-appropriate classroom rules are clearly presented in meaningful ways, such as pictures, rhymes, and

songs for the youngest children, and may include job charts for preschoolers.


PORTFOLIO EVIDENCE: A written statement that describes the character development program in place and how it is used in

classrooms ONSITE OBSERVATIONS: The verifier will observe whether the teacher is integrating character development into the daily

activities and interactions with children. The verifier will observe whether the classroom rules are displayed in each classroom in an age-

appropriate manner. 3.7 Persistent Behavioral Issues STANDARDS AND PROCEDURES: • Unacceptable behaviors range from the mildly disturbing to the unsanitary, to the chronically disruptive. The

response from the Center will vary, depending on the nature of the offense and the age of the child. • The withholding of food, drink or toileting is not an acceptable means of handling any behavior problems. At

no time are physical punishment, ridicule or belittling used as a means of controlling problem behavior. • Teachers are watchful of the entire class or group of children for whom they have responsibility. Hurtful

behaviors are stopped immediately. Unsafe behaviors are stopped and the possible dangers are discussed with the children. Redirection is used to offer choices, when appropriate, to distract and engage young children in alternative activities.

• A protocol is established to ensure the safety of all children in the event of dangerous behaviors. PORTFOLIO EVIDENCE: A written description of how behavior problems are handled while keeping the age of the child and the

nature and frequency of the offense in perspective A written explanation of the method used when a dangerous behavior situation occurs. The documentation

shall include: o Who handles which responsibilities o Who remains with the other children o Who makes the necessary phone calls o The location of posted emergency numbers o Any other procedures that relate to the particular setting and population

ON-SITE OBSERVATIONS: The verifier will observe throughout the visit how teachers and staff handle behavioral issues. 3.8 Activities and Resources STANDARDS AND PROCEDURES: • Children’s learning is enhanced when the materials they use are varied and age appropriate. • Materials and supplies are readily available and accessible. • Materials and supplies for Infants and toddlers differ from those used by preschoolers. • Programs regularly review the amount, condition, and purpose of the materials in the Center. • Broken equipment is repaired or discarded • Classroom equipment items are rotated to stimulate new thinking patterns and sustain children’s interest. • School Age children have access to age appropriate resources that stimulate development and learning. • Teachers understand the intended purpose of all items in the classroom and how they are used to enhance

and scaffold children’s learning. PORTFOLIO EVIDENCE: A written description of the Center’s plan for rotating classroom materials or for adding new items to spark

children’s interest and curiosity


Appendix # 4a, 4b, and 4c completed in full for each age level/class served. An alternative to the inventory list is to upload pictures of the equipment that meets each of the categories listed in the Appendix

ON-SITE OBSERVATIONS: The verifier will utilize Appendix 4a, b and c (or Portfolio pictures) for each age group and class and document whether the resources are available, rotated, and easily accessible.

3.9 Books STANDARDS AND PROCEDURES: • Children’s books are available and accessible. • In addition to the book area, there are relevant books in at least two other classroom areas. • Preschoolers, infants, and toddlers are provided with a variety of books in sufficient numbers to promote

sustained interest in literary experiences. o Infants and Toddlers have durable books accessible. There are at least two of the following types of

books available for each group of children - picture books, story books, wordless books, and rhyming books.

o Preschoolers have access to the books described above plus alphabet books and actual books. o Books are varied; there is a selection of each the following types of age-appropriate books in the

classroom: topics about real people including multicultural, varying abilities, non stereotypical

individuals real animals nature books the arts math science health and wellness other genres books that support the curriculum

o There is evidence that books are used in the course of learning. • Books related to the theme or lesson plan activities are accessible to the children. • Teachers have a plan for rotating the books. • Books may include teacher and class made books. • All books are age appropriate and in good repair. • The books that are accessible are attractively displayed on low shelves in all classrooms, library, and within

the learning Centers. • The book area is NEVER used as an area for disciplinary actions or time out. • Use of public library facilities promotes literacy and connects reading readiness to the larger community. • Books are replaced and purchased as needed. PORTFOLIO EVIDENCE: A photograph of the different areas in which books are kept in each classroom to illustrate how the books

are available and accessible A photograph of any other library areas in the facility A written statement describing the Center’s use of public library facilities A written description of the Center’s method for rotating books to maintain children’s interest in reading, for

replacing books, and for procuring new books

ON-SITE OBSERVATIONS: The verifier will observe whether each classroom has a sufficient variety of age-appropriate books as described above, that they are in good repair, and easily accessible.


3.10 Developmental Differences STANDARDS AND PROCEDURES: • Lesson plans are developmentally appropriate for all the children in the group. • Planned activities engage all children and address their specific interests. • Teachers take children’s varying learning styles into account. • Teachers use children’s developmental screenings and observational notes to inform classroom instruction

and to meet children’s needs. • Teachers include children with disabilities and make accommodations to support their active learning. • Teachers are knowledgeable of children’s abilities and aware of and responsive to children who need

assistance. PORTFOLIO EVIDENCE: Copies of specific plans that address how the individual needs of the children are met. ON-SITE OBSERVATIONS: The verifier will observe and document whether each classroom follows the standards and procedures listed above. 3.11 Classroom Literacy STANDARDS AND PROCEDURES: The following components of Classroom Literacy are in place: EXPRESSIVE LANGUAGE • Teachers respond to infants’ verbalizations and value all children’s attempts to express themselves through

verbal and non-verbal communication. • There are activities and props that support children’s expressive language (examples: puppets, telephones,

digital recorders, show and tell, etc.). For children two years and older • Teachers encourage children’s expressive language by asking open-ended questions, by being patient with

children as they struggle to find the right words, by broadening children’s language by restating and expanding on their language, by explaining their actions and mapping them for the children.

• Teachers plan opportunities throughout the day for children to use spoken language and to engage in conversations with other children and with the teacher.

• There is evidence of teacher created charts and dictation that captures the children’s expressive language . Dictation is not required under the age of 2.

EMERGENT WRITING • There are age-appropriate materials that foster emergent writing skills. Examples include:

o Infants: Squeeze toys, rattles, picking up cheerios o Toddlers: clay and playdough, basters, large tweezers o Two and older: children have access to safe emergent writing tools appropriate to the children’s

age and ability level. (Markers, pencils, crayons, stubby crayons, chalk, magnetic letters, stamps, chalk, paint brushes, fingerpaints etc, as well as scissors and hole punchers)

For children two years and older • Children have a variety of opportunities and planned time for emergent writing exploration and expression. • There is an ample supply of writing surfaces such as paper in various size color, texture, as well as

chalkboards, dry erase boards, windows, mirrors etc. This also includes sensory materials such as sand or grains, clay, mud.

• Writing materials are available in at least two areas of the classroom. • Children are given the support they need to write on their own with the alphabet and samples of printed

words easily accessible to them • Teachers model writing (“I’ll write a note so that I will remember”).


PRINT-RICH ENVIRONMENT • Teachers provide a developmentally appropriate print-rich environment.

o Infants: Using pictures to convey ideas and concepts. o Toddlers: Showing pictures with names and labels to illustrate routines and visual cues. o Two and older: Arranging multiple examples of meaningful print models throughout the

classroom, books, props for classroom activities, labels, and signs For children two years and older • There are books and puzzles along with other materials and activities that support children’s emergent

alphabetic skills. • Teachers provide children with opportunities for emergent writing using their own words by taking dictation,

writing group stories, composing letters to family, class charts and graphs etc. (Not under 2 years of age) • Teachers encourage children’s emergent writing by providing enriching activities and opportunities for

writing (examples; mail cards for Valentine’s Day, make shopping list for our cooking activity.) • Props that support early literacy are accessible to children. The items are age-appropriate and in sufficient

number to group size (examples such as menus in dramatic play, maps and blueprints in the block area.) READING ALOUD • Books provide the starting point for many activities for children of all ages. They provide a shared

background experience and are read for pleasure as well as instructional purposes. • Infants and young toddlers are read to individually, sitting close or on the teacher’s lap. It becomes a

language experience, as much about comfort and the sounds of language as about the book. • For toddlers and older, teachers read to the whole group and often read to small groups or to individual

children, as well. • Teachers encourage questioning and discussion about books. • The object of reading is to expand knowledge and to build a love of reading. It is not just to finish the book. • Teachers take breaks during reading to ask the children questions, which stimulates their thinking and

invites problem solving. • Teachers use a variety of rich language with children, reinforcing what was read by using new vocabulary

words in daily speech. • Teachers read with expression placing emphasis on the sounds of language. PARENT INVOLVEMENT • Teachers share information with parents about the early literacy activities children are engaged in while in

the classroom. • Teachers share suggestions for activities the parents can do at home with the child to support early literacy. • Teachers create opportunities for children and parents to share early literacy activities (examples include:

send home book bags, teddy bear with a journal, lending library, etc.) ONSITE OBSERVATIONS: The verifier will observe each classroom throughout the day and document whether these standards and procedures are included.


Section 4 – The Playground 4.1 Outside Playground Area STANDARDS AND PROCEDURES: • Children have outdoor play experiences to develop large muscles and to play in a natural environment. • The outdoor area includes different surfaces: cement, grass, sand, etc. • A minimum of seventy five (75) square feet per child is provided to allow sufficient space for children to run

and play. Measurement is based on the number of children using the playground at any one time or on one half of the enrollment of the Center, whichever is greater.

• The playground provides an area where children can run. • Sun exposure is monitored to prevent health concerns about overexposure. The outdoor play area provides

shade over a significant portion, and at minimum twenty-five percent (25%). • Children have access to drinking water while on the playground.

o This access can be from a water fountain or from pitchers of water and cups brought outside. o Water fountains are clean and in working order.

• A minimum of 30 minutes is scheduled for all classrooms each morning of playground time and 30 minutes each afternoon, weather permitting.

• A secure fence, at least four feet high, surrounds the playground. • Gates in the fence are secured in a safe manner and the bottom and edges of the fence are safe and

secure. • Teachers can see all children and interact with groups of children while monitoring others. PORTFOLIO EVIDENCE: A sketch or drawing of the outdoor play area with actual dimensions Photographs of the playground and the toys and outdoor equipment A written explanation that describes how the Center ensures 75 square feet of playground space per child,

when in use ON-SITE OBSERVATIONS: The verifier will observe and calculate the amount of shade. The verifier will observe and document whether the fencing is secure and free of dangerous

conditions. The verifier will confirm the children’s access to water. The verifier will observe and confirm whether teachers, while interacting with children, can monitor

others. 4.2 Activities Available for Outside Play STANDARDS AND PROCEDURES: • The outdoor play space provides a variety of gross motor activities. • A variety of equipment is available for climbing, swinging, sliding, rolling, jumping, throwing, catching, etc. • The outdoor play space provides opportunities for quiet play: books, blocks, manipulative and dramatic play.

It is a natural place for science activities art, and sand and water exploration. • Children have access to riding equipment. PORTFOLIO EVIDENCE: A list of all outdoor play equipment and experiences, divided by age groups Different toys and activities for younger and older children ON-SITE OBSERVATIONS: The verifier will observe and document the different types of equipment available.


The verifier will observe and document whether there is sufficient and appropriate equipment for all age groups.

4.3 Safety Rules STANDARDS AND PROCEDURES: • Children’s safety is a primary concern for childcare staff. Young children are taught safety awareness,

especially on the playground where they engage their whole bodies in challenging activities. • Playground safety rules are written and discussed with the children. • Playground rules are posted in an age and developmentally appropriate manner. • Rules are stated positively. • Pictures help children understand the rules before they can read. • Teachers enforce the rules.

PORTFOLIO EVIDENCE: A photo of the playground rules where they are posted A brief written statement as to how and when the rules are shared with the children (i.e. daily, weekly, in a

group, individually during play, etc…) ON-SITE OBSERVATIONS: Verifier will observe and document whether the teacher is enforcing the rules and that the rules are posted in each playground area.

4.4 Safety Inspections STANDARDS AND PROCEDURES:

• Because playground equipment is exposed to natural elements and to wear and tear, routine safety inspections are systematically performed on a routine basis to ensure the safety, comfort and health of each child.

• A hard copy of the Handbook for Playground Safety, (available at http://www.cpsc.gov//PageFiles/122149/325.pdf) serves as a guideline for a safe playground.

o There is an appropriate fall zone around equipment that is raised three (3) feet or more above the ground.

o There are no potential for entrapment. Spaces should be less than 3 inches apart or, in case of ladder rungs, over 9 inches apart.

• Documented safety inspections are done as frequently as needed or observed based on the amount and type of equipment, but not less than on a monthly basis.

• Center has a checklist to document the safety inspections performed. All pieces of equipment are on the checklist as well as any potentially hazardous areas that are included in the regular inspections.

• Inspection forms indicate any problems or concerns found on the Center’s premises and also describe the action(s) taken to resolve the problem(s).

• Inspections include: o Checking for protruding, rusting or loose bolts or fastenings o Checking toys and pieces of equipment routinely for broken or unsafe components or loose pieces

that could become a potential hazard to a child o Measuring ground cover/surfacing that serves as cushioning in fall zones under and around

climbing equipment for safe levels as required in the Playground Safety Handbook o Inspecting fencing and gates o Ensuring access to safe drinking water o Assuring there is no standing water o Determining that the environment is litter-free o Determining that playground area is free of biting or stinging insects and free of insect or rodent

infestations

http://www.cpsc.gov/PageFiles/122149/325.pdf


PORTFOLIO EVIDENCE A copy of the facility’s playground safety checklists for the 6 month period prior to the Portfolio submission

date - one from each month Documentation that the surfacing under fall zones is regularly inspected for sufficient cushioning and

surface is repaired, replaced, or replenished (as with mulch) as needed ON-SITE OBSERVATIONS: The verifier will observe any issues or areas of concern and document them.


Section 5 - Health and Safety 5.1 Nutritious Meals and Snacks STANDARDS AND PROCEDURES: • The Center assures that the child’s nutritional needs are being met through the provision of balanced and

nutritious meals. Studies have demonstrated that children are best equipped to concentrate on learning when and if their basic nutritional needs are met on an ongoing basis.

• Parents are required to complete, sign, and submit to the Center a Parental Allergen Advisory Form to advise the Center of any food or environmental allergies from which their child may suffer along with the specific food or environmental items which may contribute to or trigger the child’s allergies.

• All Parental Allergen Advisory Forms that have been completed and signed by a child’s parent includes detailed information regarding the medical remedies that must be administered in the event that such an allergic reaction is triggered.

• Lists detailing the allergies of each individual child are prominently posted in the classrooms and kitchen along with instructions regarding the treatment of any allergic reaction.

• Teachers model pleasant conversation during mealtimes. Nutrition is one subject that can be discussed informally during meals, snacks and cooking experiences. Teachers also use meal times to model proper manners.

• If the Center participates in the CACFP Food Program and is monitored by that agency or any other central agency, a statement is provided to that effect.

• Parents are notified of the requirements under the CACFP, including the procedures for requesting food substitutions. .

• If the Center provides meals, a daily menu is prominently posted where all parents are able to view it. Changes are noted. If the Center does not participate in the CACFP Food Program, all food components and serving sizes meet USDA guidelines.

• If the program does not participate in the CACFP Food Program, if a parent wishes to substitute another liquid for milk, the Center will request written notice on a form drafted by the Center.

• When juice is served, it is 100% fruit juice. (Juice is not served in baby bottles). • If the Center does not provide meals or snacks, it ensures that children are eating healthy diets and that

their nutritional needs are being met. • When children bring food from home, the Center encourages parents to pack nutritious meals for children

that meet the USDA requirements for milk, juice, and serving sizes. • Infants are on their own schedules. PORTFOLIO EVIDENCE: A copy of the written procedure and/or policy that is used to track children’s food allergies A copy of the policy that explains how the Center meets the nutritional and food storage and safety needs of

children A copy of a written statement that describes how the Center meets all USDA recommendations A copy of the policy that addresses the CACFP requirement to serve milk and the process to notify parents. A copy of the form used when a child has “special dietary needs” Copies of notes to parents about nutrition, lunch box ideas, snack suggestions, nutrition brochures or

handouts etc

ON-SITE OBSERVATIONS: Verifier will check kitchen area for cleanliness and organization. Verifier will observe that the Standards above are met.


5.2 Food Safety STANDARDS AND PROCEDURES: • Foods that may be choking hazards (hot dogs, grapes etc.) are cut up into non-hazardous sizes before

serving to children. Foods that may be choke hazards which cannot be cut up into safe sizes (hard candy, popcorn, nuts) are NOT served to young children at any time.

• Food is served at an appropriate temperature for young children. • Areas where food is prepared or served are clean and organized. • Food is served at times appropriate for young children. • Food brought by children from outside / home conforms to the above indicators regarding choking. • Food brought from home is kept in safe, sanitary storage until meal time. • A Center and the teachers affiliated with the Center reserve the right to decline or refuse to serve to any

child any food item that has been provided by the child’s parent if said food item is inappropriate for the child’s age category, appears to lack freshness, fails to meet basic nutritional and food safety guidelines, or otherwise fails to adequately ensure the safety and nutritional betterment of the child.

• Children and teachers wash hands before eating or touching food and tables are sanitized before eating. • Children are served their meals on plates with utensils and napkins. Snacks are served on appropriate table

ware (on plates, in cups or on napkins). Food and drinks are served using age appropriate tools (“sippy” cups for toddlers and bottles for infants).

• Infant formula and foods are stored and served at appropriate temperatures. • Food is labeled clearly and any food or drink used is checked for freshness. • All partially used food products are securely sealed and stored properly according to USDA guidelines. • Food is stored according to USDA guidelines. • Infants are held while being fed bottles. Bottles are clearly labeled with the child’s name. Children are not

fed out of glass containers. • Trash cans are covered.

. PORTFOLIO EVIDENCE: A copy of a typical weekly menu, if the Center serves meals A meal-time schedule ON-SITE OBSERVATIONS: Verifier will observe, confirm, and document whether food is served and eaten at appropriate

temperatures for the children in care. Verifier will observe, confirm, and document whether all meals are served in a sanitary manner. Verifier will observe that menus are posted, if the Center serves meals. 5.3 Clean and Safe Facility STANDARDS AND PROCEDURES: • CHILD SECURITY

o There is a system in place to safeguard children’s arrival and departure from the Center. o The children are only released to parents or other adults who have been authorized in writing to pick

up the child. o If an adult is authorized but unknown to the Center and/or staff, a system is in place to verify

identification. o There are security measures in place to safeguard the children and staff. o There is always someone present at the front desk or the Center has an electronic access system

that allows only authorized persons to enter the building. • CLEANING PROCEDURES

o There is a cleaning log or cleaning checklist showing regular cleaning and sanitizing (where necessary) of classrooms, toilet areas, sinks, diapering areas, kitchen or food preparation areas and all common areas including hallways and lounges.

o If there is a cleaning service, the contract shows details of the scope and frequency of service.


o There is a daily system in place for sanitizing toys and equipment. Toys which have been placed in or around the mouth area of any child are promptly removed from the active play area and set aside for sanitizing.

o A Bleach and water solution that is diluted in accordance with the Center for Disease Control guidelines and placed in a bottle outfitted with a “Spray nozzle” and clearly labeled as containing bleach that is used for sanitizing and disinfecting may be stored out of reach of all children, unless local regulations specify otherwise. Please see the Toxin Policy for other exceptions. This can be found on the website. http://www.faccm.org/pdf/apple/Policy%20on%20Toxins.pdf

o Sanitizing is done more frequently when children in care exhibit signs of illness. o Tables are sanitized before children sit down to eat meals or snacks. o Bathrooms and toileting areas are cleaned and sanitized at least daily. o Diapering areas are cleaned and sanitized after each use. o Sinks and water fountains are cleaned and sanitized daily. o Trash cans used for diaper disposal are hands-free (foot or sensor operated) and are emptied,

cleaned, and sanitized daily. • TOXINS/MEDICATIONS

o Toxic and hazardous products are securely stored behind locked cabinet doors or locked storage areas out of reach of all children.

o The term “securely locked and stored” means that children are not able to reach or otherwise access the items because standard child safe-locks and/or devices have been employed in order to keep the items secure.

o Teachers’ handbags and other personal items are in locked cabinets or in a locked room where the children do not have access.

o All art materials used at the Center are non-toxic. o Medications are placed in locked medication cabinets and/or boxes out of the reach of all children

unless they must be refrigerated. If refrigeration is necessary, the medication must be inaccessible and kept on a shelf out of the reach of all children.

• EVACUATION o Emergency exit doors are kept clear from all obstructions at all times. They are clearly marked in

English as well as any other language of the Center’s primary population. • UNIVERSAL PRECAUTIONS

o Universal precautions are in place when dealing with situations that may involve contact with bodily fluids.

o Disposable gloves are used when handling blood, or other potential contaminants. PORTFOLIO EVIDENCE: A copy of six cleaning logs completed during the six month period prior to the Portfolio submission date A copy of any executed cleaning contract, if applicable Pictures of exits clearly labeled A copy of the policy about the universal procedures and precautions used when handling blood and/or other

bodily fluids or contaminants

ON-SITE OBSERVATIONS: Verifier will observe and document whether all standards and procedures listed above and those in

the APPLE toxin policy are in use. Verifier will read the warning label on any questionable product.

5.4 Hand Washing STANDARDS AND PROCEDURES: • Proper hand washing is essential to keep children and teachers safe and healthy and to reduce the spread

of intestinal infections. • Procedures are posted at all sinks. • The following procedure for hand washing are as follows:

http://www.faccm.org/pdf/apple/Policy%20on%20Toxins.pdf

https://www.osha.gov/SLTC/etools/hospital/hazards/univprec/univ.html


1. Using liquid soap and warm running water, wash hands by briskly rubbing hands together. Full and proper hand washing includes the tops of the hands and the wrists.

2. Rinse hands under running water. 3. Washing hands properly takes about 20 seconds or the amount of time to sing the Happy

Birthday song. 4. Dry hands using single-use paper towels or air dry with a blower. Paper towels may not be

shared. 5. Paper towels need to be disposed of in a trash can. Trash cans need to have a hands free lid or

foot operated lid. 6. Care must be taken to avoid the recontamination of hands after washing before eating.

• Hand washing is done upon arrival at the Center and whenever hands become soiled or contaminated throughout the day.

• The following list contains some of the times when hand washing is required: After: Outdoor play Touching pets Toileting or assisting a child with toileting Diaper Changes Wiping noses Touching items that are soiled or contaminated (such as children’s soiled clothes or bedding) Sneezing, coughing Before and after: Eating Drinking Food preparation or distribution Cooking Water play, play dough play, other fluid or messy play Helping a child with injuries Attending to a child who is ill

PORTFOLIO EVIDENCE: A copy of the hand washing procedure A picture showing that the procedures are displayed in the appropriate places

ON-SITE OBSERVATIONS: The verifier will observe throughout the day that the appropriate hand washing procedures are used. 5.5 Diapering and Toileting STANDARDS AND PROCEDURES: • The diapering and toileting areas are kept clean and sanitized. • Diaper changing instructions are posted at each applicable location. • The area is organized with all supplies needed at hand. • The following is a diapering outline to follow:

o Teacher prepares for diapering by assembling needed items, including: the diaper diaper wipes sufficient for the job ointment or diaper cream if needed a plastic bag for disposal of the used diaper a change of clothes if needed a plastic bag for sanitary removal of soiled clothes gloves

o Latex or vinyl gloves are worn (vinyl is preferred due to the potential for latex allergies). o Each child is treated respectfully throughout the diapering procedure.


o The child’s bottom is gently wiped from front to back. o Soiled clothing is placed in a plastic bag, sealed, and sent home on the day of soiling. o The soiled diaper, wipes used and gloves are placed in a sealed plastic bag for disposal in a covered

lined, hands-free trash can that is used for diapers only. o One hand is kept on the child’s body throughout the diapering procedure to assure that the child is stable

and safe on the diaper changing surface. o The teacher washes the child’s hands after diapering child. The child can then be placed in a supervised

area while teacher finishes the diaper changing area cleaning procedure. o Teacher cleans and sanitizes diaper changing area. o Teacher moves to sink and washes hands thoroughly and properly with liquid soap and warm running

water (per hand washing procedures.) • Local licensing regulations differ in the specifics of the diaper changing process Centers are required to

follow. ALL diaper changing processes have the same goal: to change the child’s diaper while upholding the highest possible health and safety standards.

• A detailed diaper changing process can be found in the reference: Caring for our Children: National Resource Center for Our Children. (http://cfoc.nrckids.org/StandardView/3.2.1.4).

• Hand washing must be done immediately after diapering a child or assisting a child with toileting. • Both the teacher’s and the child’s hands must be washed after assisting a child with toileting. • Diapering surface is sanitized with a bleach and water solution after every diaper change. • Hand washing is done even if gloves are worn. As soon as gloves are removed, hands are washed. • Sanitizer is not a substitute for hand washing but can be utilized in instances where there is no water

immediately available (example on the playground or on a field trip). PORTFOLIO EVIDENCE: Procedures are posted in the appropriate location A copy of the diaper changing procedures in effect ON-SITE OBSERVATIONS: The verifier will observe and document this procedure. The verifier will observe whether diaper changing instructions are posted at each changing location. 5.6 CPR and First Aid STANDARDS AND PROCEDURES: • Lead Teacher Requirements: current valid Infant and Child CPR and First Aid (required for 50% of all

personnel) • Director Requirements: current valid Infant and Child CPR and First Aid • Staffing Requirements: at least one staff member who has current valid CPR and first aid training MUST be

on premises at all times, and a staff member with current valid CPR and first aid training accompanies a group that leaves the Center for a field trip or other activity. Staffing schedules must reflect this requirement.

• The Center has at least one first aid kit on premises. • The first aid kit contains at a minimum: bandages, gauze pads, gauze rolls, scissors, tweezers, soap,

gloves, wet wipes, ace bandage and a first aid guide. • A group on a field trip will take a fully stocked first aid kit along. PORTFOLIO EVIDENCE: Copies of all training certificates of completion earned by all teachers in the areas of CPR and First Aid ON-SITE OBSERVATIONS: The verifier will observe and document whether the appropriate number of staff onsite has met the

CPR and First Aid requirements. The verifier will observe and document whether the first aid kit is available and whether it is

appropriately stocked.

http://cfoc.nrckids.org/StandardView/3.2.1.4


5.7 Administering Medication STANDARDS AND PROCEDURES: • The Center maintains a written policy for the administration of medication (both prescription and over-the-

counter) to children. • The Center has designated one individual on site to administer medications. • In order for the Center to dispense medication to a child, A Parental Medication Consent Form must be

completed, signed and submitted to the Center by the parents. • If the medication that is to be administered is prescription medication, then the medication must remain in its

original packaging as provided by the child’s pharmaceutical or medical Center and must bear a printed label clearly stating the name of the child to whom the medication has been prescribed. The name that appears on the printed prescription label must exactly match the name of the child to whom the medication is to be administered.

• The Center does not accept Parental Medical Consent Forms from parents advising that a specific medication is merely to be administered “as needed.” Medications bearing such vague and subjective administration directions must instead be administered at home by the child’s parents or must be accompanied by a completed and signed Parental Medical Modification Form on which the child’s parents have advised in writing of their specific, desired alternative administration of the medication in lieu of the “as needed” directive that appears on the medication’s printed label.

• The Center will not administer to any child a medication whose label indicates that the medication’s expiration date has passed.

• The Center reserves the right to decline or refuse to administer medication to a child that appears to pose potential harm to the child (foul odor, odd or uneven discoloration, tampered safety seals, etc.). In such cases, the child’s parents will be immediately advised of the issue.

• The Center reserves that right to decline or refuse to administer to any child any non-traditional medication that is provided by the parent and that has not been authoritatively approved by the medical community (FDA, etc.).

• A child’s parents must replace expiring or depleted prescription medications sufficiently in advance of the medication’s expiration or depletion.

• In the event that a medical professional who presides over the health of a child advises child’s parents to discontinue or otherwise modify the administration of the child’s prescribed medication, the child’s parents must advise the Center in writing of this prescription discontinuation or modification through a Parental Medication Discontinuation or Modification Consent Form. Blank copies of both the Parental Medication Consent Form and the Parental Medication Discontinuation or Modification Consent Form are included in the enrollment package. All completed and signed Forms must be secured for each medication whose administration a parent has advised to be discontinued or modified.

• The Center will administer prescription medication doses to a child during off-site field trip activities ONLY if the child’s parent has consented in advance in writing to such remote (off-site) medication administration on the completed and signed Parental Medication Consent Form that the Center maintains on file onsite. The Center will designate one individual to administer the medication when off-site.

• The signature of the administering staff member and time and date of each medication administration must be noted on the Medication Log maintained on site at the Center. Medication Log records are maintained onsite at the Center for a period of 6 months.

• Medications are properly stored according to individual prescription indications out of the children’s reach in locked containers or cabinets, under refrigeration if necessary.

PORTFOLIO EVIDENCE: Sample copies of the Parental Medication Consent Forms, the Parental Medication Discontinuation or

Modification Consent Form, and the Medication Log. The Parental Medication Consent Forms and Medication Logs are two separate documents and must both be maintained in an updated and current manner on-site.

If the Center does not administer medicine, a statement to that effect.


ON-SITE OBSERVATIONS: The verifier will confirm that all standards and procedures are followed. The verifier reserves the right to view a consent form or log of a child observed taking medicine. 5.8 Transportation STANDARDS AND PROCEDURES: • All vehicles are equipped with age appropriate child restraints or approved child safety seats. • In localities where regulation is in force, any vehicle that carries six or more children must be installed with a

van alarm. • All vehicles used to transport children are inspected annually. Inspection reports show that all important

safety systems and mechanisms (brakes, lights, wipers, seat belts, etc.) are in good condition and are functioning adequately.

• A well-stocked first aid kit is onboard every vehicle used to transport children. • Smoking is not permitted in vehicles. • Vehicles are locked at all times when not in use. Not in use means that an adult is not immediately adjacent

to the vehicle while loading or unloading children or physically on the bus or driving it. • Drivers are never permitted at any time to engage in the use of any cellular telephone or any similar or

related device during the occupation and/or operation of the vehicle. This provision includes telephonic or other similar devices that have been outfitted with use-altering attachments, such as “bluetooth” devices or other such “hands-free” enhancements. The only permissible exception to this provision would be the use of a cellular telephone or similar device to alert authorities and/or advise the Center of the occurrence of an emergency matter relevant to the health and safety of the children and/or the driver. Such necessary and exceptional cellular telephone use should only occur when the vehicle has been safely parked and is no longer in motion.

• Drivers complete a Transportation Log which documents the name of each child, the time each child entered the vehicle and the time each child exited the vehicle.

• All drivers document in written detail any and all behavioral, medical or emergency events of distractions that take place onboard the vehicle while transporting the children.

• When the driver gets to the destination, the driver performs a physical check of the full interior space of the vehicle to be certain that all children are out of the vehicle. Upon performing a satisfactory interior search of the vehicle and the driver determines that no children remain onboard, the driver signs or initials the Transportation Log.

• A second adult performs an additional visual sweep of the vehicle and then certifies that there are no children remaining in the vehicle by also signing the Transportation Log.

• Transportation Logs are retained for a period of 6 months and can be maintained on a daily, weekly or monthly basis, as best suits the Center.

• Current and complete driving records are maintained on site for all bus and van drivers who are employed by the Center.

• Drivers receive orientation / training on how to handle emergencies while in the vehicle. • Drivers have been background screened and their driving records have been checked for compliance with

driving rules and regulations and are evaluated for suitability for transporting young children. • Those individuals who serve as van or bus drivers have an annual physical on file showing that they are

physically able to drive the van or bus. • Additional training in safely transporting young children is documented. PORTFOLIO EVIDENCE: A copy of the latest vehicle safety inspection report Copies of all certifications, driving records, and examinations that are maintained on file regarding the

suitability of each bus or van driver (The personal information of each bus or van driver may be blacked out or otherwise obscured)

Proof that transportation logs are maintained by providing a copy of at least three logs


ON-SITE OBSERVATIONS: Verifier will observe and document how Center conducts its transportation procedures. The verifier reserves the right to request any document listed above to confirm the policy and

procedures are being followed and that the vehicles are safe and drivers are qualified. Verifier will review the last 6 months of transportation logs.


Section 6 – Parent/Family Involvement 6.1 Parent/Staff Interaction Standards and Procedures: • Parents and staff have opportunities for ongoing interaction and communication. The frequency of this

communication is especially important the younger the child. • Parents of infants and toddlers are given daily written communication about the child’s day, including

information on eating and toileting. • Information concerning the child’s health, needs, fears and habits passes back and forth frequently. • The Center communicates with parents about their child’s development, behavior, or other issues. • There is trust and respect between staff and families at all times. • Teachers are sensitive to cultural differences. • The Center informs parents of the importance of reading to their child daily • The Center schedules planned and formal meetings and they are documented. • The Center shares with the parents the importance of reading. • One of the responsibilities of the early education Center is to share information with parents on matters

relating to child development, children’s health, nutrition, developmentally appropriate activities, and any other information that will help parents to be better informed.

• Information is shared in many ways. Brochures and flyers can be self-developed or purchased. • There is an area designated as ‘parent information’ or ‘parent resources’ that is easily accessible. • In addition to brochures, other methods for disseminating nutritional information to parents can be in the

form of notes in lunch boxes suggesting foods to pack or letters to parents explaining the importance of good nutrition.

• The Center is aware of the languages spoken by parents and provide all brochures, if available, in other languages.

• The Center encourages parent involvement. Some examples would be: collecting materials for projects, assisting in the ‘publishing’ of class books, preparing materials for class, attending special events like a tea party or Thanksgiving play. These are suggestions only.

• Parents can volunteer by: visiting the class for ‘career day’, reading to the class, assisting on field trips or on special ‘party days’, presenting a special Center (music or art for example), sharing the family’s culture, being lunch or snack helpers or any one of many other ways.

PORTFOLIO EVIDENCE: Copies of flyers or brochures that are made available to parents A written statement that briefly explains how the material is distributed to parents For example: the brochures could be available upon request, they could be made available when a need is

recognized (ex. child watches too much television), periodically throughout the year (perhaps in the newsletter), or when a problem arises (how to effectively get rid of lice).

Any other evidence of communication in the form of written policy statements, daily reports, newsletters, parent/teacher conferences. brief explanation of how daily communications are handled.

For instance, can parents and staff interact at drop-off and pick-up times? Other documentation of communication can include copies of sign-in sheets from parent teacher

conferences, notes of parent teacher meetings, telephone log documenting telephone conferences with parents

A written explanation as to how the Center encourages parent involvement, including supporting documentation

Photographs from six separate occasions with dates, during the 12 month period prior to the Portfolio submission date, showing parents involved in the classroom, on field trips, or otherwise engaged with the Center including a brief written explanation of each photo


ON-SITE OBSERVATIONS: The verifier will observe and document parent and staff interaction throughout the

day. 6.2 Parent Feedback STANDARDS AND PROCEDURES: • To assess how well the Center is meeting the needs of parents, satisfaction is assessed at least annually.

This can be done in the form of a questionnaire distributed to parents and staff. An example is found in Appendix 9a and 9b.

PORTFOLIO EVIDENCE: Samples of any form used to gauge parent satisfaction A written explanation that describes how the feedback received is used to make changes to more fully meet

parent’s and children’s needs


Section 7 – Community Engagement 7.1 Community Outreach STANDARDS AND PROCEDURES: • It is important for a Center to be involved in the community as it sets a positive example for the children. It is

not about trips into the community but giving back to the community. • Community outreach may include: a canned food drive, participation in fund drives such as the March of

Dimes Hop-a-thon or the Trike-a-thon. • Being involved brings attention to the business of early learning and the role the Center plays in making its

community a better place. A Center’s businesses involvement in the community sets a good example for the early learning community in general.

• Community outreach also includes advocacy on behalf of early learning and children in general. It is a responsibility of those who work with young children to advance the issues that must be heard to improve the lives of all children. There are many ways a Center can advocate, which include:

o Letters to legislators, regulators, or foundations o Letters to the editor of your local newspaper or an industry magazine o Articles that talk about and promote issues related to the early learning community and the

welfare of children o Speaking at school board meetings or your local early learning coalition o Speaking at workshops scheduled by regulators on issues relevant to the early learning

community or important to children’s issues in general o Speaking to your local Chamber, Rotary, or other business or community group about an

early childhood topic o Engaging in political activities to educate elected leaders

PORTFOLIO EVIDENCE: Photographs from two separate occasions with dates, during the 12 month period prior to the Portfolio

submission date, of the Center’s community outreach, including a brief explanation of each photo Copies of all awards, memberships, certificates and acknowledgements that the Center received in the prior

24 month period Copies of any of the following from the 12 month period prior to the Portfolio submission date:

o A copy of a letter and proof of mailing from the Center that was sent to a legislator, early learning coalition, funding agency, or foundation OR

o A copy of a letter that was sent to the local newspaper or a trade magazine. If sent by e-mail, a copy of the e-mail indicating the date it was sent OR

o A copy of an article about an early childhood topic that was submitted to parents, a newspaper, a professional journal, or newsletter OR

o A copy of the agenda showing the date and time of the meeting at which a representative of the Center spoke about an early childhood topic OR

o Proof of engagement in the political process ON-SITE OBSERVATIONS: There is evidence of community outreach not older than 2 years such as plaques, awards, pictures of

events, etc…


Section 8 - After-Care Programs

8.1 After-Care Ratios and Activities STANDARDS AND PROCEDURES: In addition to all of the other Standards and Procedures, there are special considerations for those Centers that have After-Care programs for school age children. • The programs offered enrich a child’s academic experience. • Extra-curricular activities and materials are age appropriate. • There is time set aside for school homework. Staff is available to assist the children who need help. • There are sufficient outdoor activities scheduled to engage the older children. • Ratios for groups of children ages 6 and older are between 1:18 and 1:20. • Ratios vary according to the age and ability level of the children and according to the type of complexity of

the activity. • Group size does not exceed 36 children. • An open door policy is in effect and parents are encouraged to visit and participate when available,

especially on field trips. • Families are kept informed about the activities provided and staff regularly communicates with parents about

the children’s progress and if a child is having difficulty completing his/her homework. • Parents are provided information about age appropriate resources in the community. • Activities are planned to involve the children in giving back to the community. • There are age-appropriate materials, activities, furniture for older children. PORTFOLIO EVIDENCE: A schedule of a typical week for School-Age children A specific description how the Center deals with homework time. Copy of the policy or description in a paragraph or two, how parents are encouraged to participate A sample of a communication form that addresses a child’s performance in the program Samples of brochures or newsletters that give parents information about resources in the community Pictures or evidence of an activity where school-age children are involved in community activities ON-SITE OBSERVATIONS: The verifier will observe homework time. The verifier will observe the children in outdoor play. The verifier will observe if ratios and group size are appropriate for the age and ability level of the school-

age children. The verifier will observe if there are sufficient age-appropriate materials and activities available. The verifier will observe the interaction between parents and staff during pick up.

Appendix 1

Summary of Employee Information

Directions: Include all center staff on this form. Identify position for administrators, directors, lead teacher, assistant teacher, support staff, and all individuals who have contact with the children. For Education list highest diploma, GED, certificate, credential or relevant degree with field and date obtained. Centers submitting out of field degrees must include transcript as evidence of 9 credits in ECE/CD.

J

Employee Name Position Age

Group Assigned

Education And

Date Awarded

45 Hours and Date

Completed

Background Screening

Dates

First Aid valid until

CPR valid until

Hire Date and Years experience

For APPLE office use

(in service)

1

2

3

4

5

6

7

8

9

10

Make copies of this page for additional employees. You may black out the last name of the individual for confidentiality purposes.

Appendix 1—Summary of Employee Info 2016

Mike

Typewritten Text

Separate Copies Availabe on FACCM.ORG

http://faccm.verticalwisdom.com/pdf/APPLE/Appendix%201.pdf

APPENDIX #2

Appendix 2 - 2016

Note: This form needs to be notarized

Attestation

I hereby attest that all the information provided throughout the accreditation process and submitted to or received by the APPLE Program staff, contractors, and Commission, including all enclosures and appendices, is truthful and accurate. I understand if any of the information provided is found to be false, that my accreditation may not be granted or may be revoked.

Authorized Representative ______________________________ Print name ______________________________ Title/Position_____________________________

STATE OF FLORIDA COUNTY OF ________________

Sworn to (or affirmed) and subscribed before me this _____ day of _____, 20___, by

_____________________________________(Authorized Representative) .

NOTARY SEAL:

Signature of Notary______________________________________

Personally Known ______ OR Produced Identification _______ Type of Identification Produced__________________

Appendix # 3

Appendix #3—Release and Hold Harmless 2016

Note: This form needs to be notarized

Release and Hold Harmless Agreement Indemnity Agreement

The applicant for accreditation agrees to indemnify and hold harmless, The Florida Association for Child Care Management, Inc., it’s agents, employees, subcontractors, board members, APPLE Commission members, APPLE committee members, APPLE Verifiers, and all APPLE program staff from all claims, actions, liability, loss, damage or suit arising before, during or after the APPLE Accreditation Process, whether or not related to the APPLE program. Authorized Representative _________________________________ Print name __________________________________________ Title/Position__________________________________________

STATE OF FLORIDA COUNTY OF ________________

Sworn to (or affirmed) and subscribed before me this _____ day of _____, 20___, by

_____________________________________ (Authorized Representative)

NOTARY SEAL:

Signature of Notary______________________________________

Personally Known ______ OR Produced Identification _______ Type of Identification Produced__________________

Appendix 4a Infant/Toddler Inventory 2016

APPLE Appendix # 4a

Infant / Toddler Inventory (Birth to 30 Months) APPLE ID #______ Classroom Name____________________ Reproduce this list for each class, ages Birth to 30 months

List a minimum of three (3) items under each heading that are available in the classroom. An item may only be listed once unless there are multiple items available. Regardless of the items listed here, the classroom must contain sufficient activities and materials for the number of children enrolled Items must be appropriate to the age and developmental level of the children

1 Literacy and Language Development For APPLE use only

a Expressive language (Activities and materials that encourage children to talk to the teacher and to others.) 1. 2. 3.

___1 ___2 ___3

1.a Met ___

b Receptive language (Activities and materials that give children opportunities to listen to speech and to gain understanding by listening) 1. 2. 3.

___1 ___2 ___3

1.b Met ___

c Reading exploration (Activities and materials that promote the exploration of the written word.) 1. 2. 3.

___1 ___2 ___3

1.c Met ___

d Scribbling (Beginning writing experimentation- Activities and materials that let children experiment with the formation of lines and shapes) 1. 2. 3.

___1 ___2 ___3

1.d Met ___

2 Mathematical Thinking For APPLE use only a Filling, dumping, pouring and measuring (Activities and materials

that let children experiment with measurement concepts including height, weight, volume, length, etc.) 1. 2. 3.

___1 ___2 ___3

2.a Met ___

b Classifying, matching and sorting (Activities and materials that children may use to identify and group items by common characteristics, likenesses and differences.) 1. 2. 3.

___1 ___2 ___3

2.b Met ___


3 Personal and Social development For APPLE use only a Family life (Activities and materials are available for children to act out

home living scenarios.) 1. 2. 3.

___1 ___2 ___3

3.a Met ___

b Relating to others (Activities and materials that promote relationships and communication with others.) 1. 2. 3.

___1 ___2 ___3

3.b Met ___

c Imaginative play (Activities and materials that allow the child to experiment with different roles.) 1. 2. 3.

___1 ___2 ___3

3.c Met ___

d Self-help (Activities and materials which give children practice in taking care of their own needs) 1. 2. 3.

___1 ___2 ___3

3.d Met ___

4 Creative Expression For APPLE use only a Stroking (Activities and materials that support children’s painting and

finger painting efforts.) 1. 2. 3.

___1 ___2 ___3

4.a Met ___

b Smearing, molding and squishing (Activities and materials that allow children tactile expression through the manipulation of moldable and smear-able materials.) 1. 2. 3.

___1 ___2 ___3

4.b Met ___

c Drawing (Activities and materials which give children opportunities to express themselves artistically using developmentally appropriate tools.) 1. 2. 3.

___1 ___2 ___3

4.c Met ___


d Music, movement and dance (Activities and materials which support and enhance children’s musical and movement activities.) 1. 2. 3.

___1 ___2 ___3

4.d Met ___

5 Fine motor development For APPLE use only a Tearing (and cutting if appropriate to child’s developmental level)

(Activities and materials that children can use to enhance and further develop their fine motor abilities, with the goal of the successful use of scissors) 1. 2. 3.

___1 ___2 ___3

5.a Met ___

b Construction and engineering (Activities and materials that children can use to build and create.) 1. 2. 3.

___1 ___2 ___3

5.b Met ___

c Fitting together, stacking and nesting (Activities and materials which give children the opportunity to develop their eye-hand coordination skills and problem solving skills) 1. 2. 3.

___1 ___2 ___3

5.c Met ___

d Cause and effect and pounding (Activities and materials which the children can manipulate to see that their actions cause an effect) 1. 2. 3.

___1 ___2 ___3

5.d Met ___


6 Gross motor development- Indoor or outdoor activities and equipment List the activities and equipment available to the children on a regular basis to meet the following needs. All equipment must be appropriately sized and safe for the children using it.

For APPLE use only

a Crawling through and under (Equipment and activities which children can explore with their whole bodies to strengthen their arms and legs)

___1

6.a Met ___

b Climbing, swinging and/or sliding (Equipment or apparatus that children can climb on, swing on or from and /or slide on)

___1

6.b Met ___

c Balancing (Equipment or activity which allows children to practice their balancing skills) .

___1

6.c Met ___

d Throwing (Equipment or activities that give children opportunities to

throw and catch)

___1

6.d Met ___

e Riding (Equipment for scooting, riding and cycling)

___1

6.e Met ___

f Pushing and pulling (Activities or equipment which allow the children to push or pull, exerting force on items to make them move)

___1

6.f Met ___

7 Outdoor activities and equipment for social / solitary play For APPLE use only a Creative expression (Equipment or activities available for artistic

expression outdoors)

___1

7.a Met ___

b Imaginative play (Equipment or activities available for role playing, construction etc.)

___1

7.b Met ___


c Choices for calm activities on the playground (Equipment or activities available for quiet outdoor times)

___1

7.c Met ___

Comments

Appendix # 4a Infant / Toddler Total Met _________

Appendix 4b Preschool Inventory 2016

APPLE Appendix # 4b Preschool Inventory (30 to 72 months)

APPLE ID #________ Classroom Name__________________

Reproduce this list for each Preschool class, ages 2 1/2 to 5 (30 months to Kindergarten entry)

List a minimum of three (3) items under each heading that are available in the classroom. An item may only be listed once unless there are multiple items available. Regardless of the items listed here, the classroom must contain sufficient activities and materials for the number of children enrolled Items must be appropriate to the age and developmental level of the children

1 Literacy and Language Development For APPLE use only

a Talking (Activities and materials that encourage children to talk to / with the teacher and to / with others.) 1. 2. 3.

___1 ___2 ___3

1.a Met ___

b Listening (Activities and materials that give children opportunities to listen to speech and to gain understanding by listening) 1. 2. 3.

___1 ___2 ___3

1.b Met ___

c Reading exploration (Activities and materials that promote the exploration of the written word.) 1. 2. 3.

___1 ___2 ___3

1.c Met ___

d Writing experimentation (Activities and materials that let children experiment with the formation of lines, shapes, letters and words.) 1. 2. 3.

___1 ___2 ___3

1.d Met ___

e Sequencing (Activities and materials that support children’s efforts to order according to defined guidelines. Ex. Story retelling with flannel board and pieces.) 1. 2. 3.

___1 ___2 ___3 1.e Met___


2 Mathematical Thinking For APPLE use only a Measuring (Activities and materials that let children experiment with

measurement concepts including height, weight, volume, length, etc.) 1. 2. 3.

___1 ___2 ___3

2.a Met ___

b Classifying, matching and sorting (Activities and materials that children may use to identify and group items by common characteristics, likenesses and differences.) 1. 2. 3.

___1 ___2 ___3

2.b Met ___

c Patterning (Activities and materials that give children opportunities to recognize and copy simple patterns.) 1. 2. 3.

___1 ___2 ___3

2.c Met ___

3 Personal and Social development For APPLE use only a Family life (Activities and materials are available for children to act out

home living scenarios.) 1. 2. 3.

___1 ___2 ___3

3.a Met ___

b Relating to others and to the community (Activities and materials that allow the child to demonstrate an understanding of people and places in the community) 1. 2. 3.

___1 ___2 ___3

3.b Met ___

c Problem solving (Activities and materials which support children’s efforts at finding their own resolution to problems and situations within the classroom) 1. 2. 3.

___1 ___2 ___3

3.c Met ___

d Self-help (Activities and materials which give children practice in taking care of their own needs) 1. 2. 3.

___1 ___2 ___3

3.d Met ___


4 Creative Expression For APPLE use only a Stroking (Activities and materials that support children’s painting and

finger painting efforts.) 1. 2. 3.

___1 ___2 ___3

4.a Met ___

b Smearing, molding and squishing (Activities and materials that allow children tactile expression through the manipulation of moldable and smear-able materials) 1. 2. 3.

___1 ___2 ___3

4.b Met ___

c Drawing (Activities and materials which give children opportunities to express themselves artistically.) 1. 2. 3.

___1 ___2 ___3

4.c Met ___

d Creating / crafting (Activities and materials which children can manipulate and with which they can create and express themselves including 3 dimensionally.) 1. 2. 3.

___1 ___2 ___3

4.d Met ___

e Music, movement and dance (Activities and materials which support and enhance children’s musical and movement activities.) 1. 2. 3.

___1 ___2 ___3

4.e Met ___

5 Motor development. Fine motor For APPLE use only a Tearing and cutting (Activities and materials that children can use to

enhance and further develop their fine motor abilities, with the goal of the successful use of scissors) 1. 2. 3.

___1 ___2 ___3

5.a Met ___

b Construction and engineering (Activities and materials that children can use to build and create. Must include a set of unit blocks) 1. 2. 3.

___1 ___2 ___3

5.b Met ___


c Eye-hand coordination (Activities and materials which give children the opportunity to develop their eye-hand coordination skills) 1. 2. 3.

___1 ___2 ___3

5.c ___Met

d Stacking and nesting (Activities and materials which the children can use for stacking, nesting and fitting together) 1. 2. 3.

___1 ___2 ___3

5.d___Met

6 Outdoor activities and Equipment- Gross motor development List the activities and equipment available to the children on a regular basis to meet the following needs outdoors. All equipment must be appropriately sized and safe for children aged 2 1/2 to 5 years.

For APPLE use only

a Hanging (Equipment and activities which allow children to strengthen their arms and legs)

6.a ___Met

b Swinging and/or sliding (Equipment or apparatus that children can swing on or from and /or slide on)

6.b___Met

c Balancing (Equipment or activity which allows children to practice their balancing skills)

6.c ___Met

d Throwing (Equipment or activities that give children opportunities to throw and catch)

6.d ___Met

e Riding (Equipment for riding and cycling)

6.e ___Met


f Climbing (Equipment which the children can climb)

6.f ___Met

g Fluid play (Equipment / activities available on a regular basis for sand and water play)

6.g ___Met

7 Outdoor activities and equipment for social and solitary play

For APPLE use only

a Creative expression (Equipment or activities available for creative or artistic expression outdoors)

7.a ___Met

b Imaginative play (Equipment or activities available outdoors for role playing, construction etc.)

7.b ___Met

c Choices for calm activities on the playground (Equipment or activities available for quiet outdoor times)

7.c ___Met

Comments

Appendix #4b Total Met

__________

Appendix #4c—School-age Inventory July 2016

APPLE Appendix # 4c

School-Age Inventory (Ages 5 and Older) Center #________ Classroom Name_______________________

TO BE COMPLETED BY ALL PROGRAMS SERVING SCHOOL-AGE CHILDREN

Number of children enrolled in the school-age program ________ 1 Identify four (4) activities and the materials associated with them

that are a part of the school-age environment and list the equipment available if applicable. (Do not include computers or board games here. See # 3 and #4)

APPLE Use only

1.1 Activity____________________

1.1

1.2 Activity____________________

1.2

1.3 Activity____________________

1.3

1.4 Activity____________________

1.4


2 Special interests may change from week to week. List two (2) recent special interest areas or activities and the materials associated with them that have been set-up in the school-age environment if applicable.

APPLE Use only

2.1

2.1

2.2

2.2

3 List age and developmentally appropriate board games in good repair available to the children

3.


4 If there are computers for children’s use in the school-age

environment, please list the age and developmentally appropriate software and games installed on the computer’s hard drive, CD or available via the internet for the children’s use.

APPLE Use only 4.

5 Explain what makes your school-age program unique / special.

5.


6 If you provide a full day program for school age children on

school holidays, teacher inservice days or during vacation periods, provide a summary of two typical days. Each day’s summary shall include a brief description of the activities, crafts and field trips (if the children leave the center). Also include:

a. A description of how staffing is scheduled to provide ample coverage

b. Provide the program’s plan to include time for homework and meals/snacks as applicable.

APPLE Use only

6.1 Day 1

6.1

6.2 Day 2

6.2

Total School-Age Inventory

APPLE APPENDIX # 5

Appendix #5 Staff Resource Inventory 2016

Staff Resource / Development Inventory

• List titles of books, journals, magazines or other resources (ex. Internet based)

available to teachers when developing their curriculum / lesson plans. • There must be resources for all age groups enrolled at the program • These resources must be available and accessible to teachers during their

planning time. • Each category MUST have the specified number of materials.

1 Language / Early Literacy Development

1

2

3

4

5

6

APPLE use only

___1

___2

___3

___4

___5

___6

1. Met ___

2 Social Development / Character Development

1

2

3

4

5

6

___1

___2

___3

___4

___5

___6

2. Met____

3 Gross Motor Development

1

2

3

4

5

6

___1

___2

___3

___4

___5

___6

3. Met ____

APPLE APPENDIX # 5


4 Rhythm and Music

1

2

3

APPLE use only

___1

___2

___3

4. Met____

5 Cognitive Development –Early math, social studies, science

1

2

3

4

5

6

___1

___2

___3

___4

___5

___6

5. Met____

6 Child Growth and Development

1

2

3

4

5

___1

___2

___3

___4

___5

6. Met_____

7 Creativity Development

1

2

3

4

5

6

___1

___2

___3

___4

___5

___6

7. Met____

8 Screening and Observing Children

1

2

APPLE use only ___1

___2

8. Met____

APPLE APPENDIX # 5


Comments:

Appendix # 5 Total met

________

Appendix #9a-c—Parent Survey-Instructions to Parent Designee-Parent Survey Summary Form- Director Response - 2016

Appendix # 9a

Parent Survey—ENGLISH Directions: Parents, please respond to all items below regarding this early learning program.

If you make a mistake and need to change an answer, please ask for a new survey form. PLEASE TAKE YOUR TIME AND ANSWER THOUGHTFULLY.

Parent: I have ____ child(ren) enrolled at this program in the following age groups:

___Infant ___ 1 yr old ___2 yr old ___ 3 yr old ___ 4 yr old ___5 yr old ___School age

Agree Disagree Comments

1 My child attends a clean, well organized program.

2 I feel secure with the safety of my child while at the program and the supervision my child receives while there.

3 The outdoor playground area provides many safe activities for my child to engage in.

4 My child receives individualized attention from caring teachers to meet my child’s needs. (Example- My child’s diaper is changed as often as necessary. My child receives help with eating. Etc.)

5 The activities, toys and materials in this program are clean, in good repair and my child always has something available to play with.

6 Whenever I walk through the program I see children engaged in activities. I do not see children waiting long periods of time for an activity to be available.

7 My child seems happy and eager to go to the program each day and is happy to see his teacher and classmates.

8 I am confident that my child’s teacher has the educational qualifications and experience to provide appropriate quality learning experiences.

9 Teachers’ voices are even toned and cheerful. Teachers are not loud, threatening or aggressive.

10 The guidance given to children in my child’s classroom and in the program is not embarrassing or punishing.

11 I am provided nutritional information through newsletters or notes home. If the program provides meals to my child they are nutritious.

12 I am informed about the program through newsletters and notes sent home.

13 My child’s teacher (or the director) communicates with me about my child’s behavior and development through conferences, parent-teacher meetings and notes sent home.

14 I am periodically invited to participate in my child’s classroom program and feel I am a welcome visitor.

15 My family’s culture is accepted by the teacher and the program. The program includes multicultural materials and displays.

Comments: Please feel free to make additional comments about your experiences with this program.


Apéndice # 9a

Encuesta para los Padres - Español Instrucciones: Padre, por favor responda a todas las preguntas sobre el programa de edad temprana

Si comete un error y necesita cambiar su respuesta, por favor pida otra forma Tómese su tiempo y conteste a todas las preguntas cuidadosamente

Padre: Yo tengo _____ niño (s) matriculados en el programa en los siguientes grupos: ___Infante ___ 1 año ___2 años ___ 3 años ___ 4 años ___5 años ___ Edad elemental

De acuerdo Discrepo Comentarios

1 Mi niño asiste a un programa limpio y bien organizado

2 Me siento satisfecho de la seguridad de mi niño mientras esta en el programa y de la supervisión que recibe cuando esta allí.

3 El área al aire libre del patio proporciona muchas actividades en las cuales mi niño puede participar

4 Mi niño recibe la atención individualizada a todas sus necesidades de los profesores que los cuidan (Por ejemplo: mi hijo se le cambia el pañal las veces que sea necesario. Mi niño recibe ayuda cuando come, etc.)

5 Las actividades, los juguetes, y los materiales en este programa están limpios, en buenas condiciones, y mi niño siempre tiene algo disponible con que jugar.

6 Cuando visito el programa veo a los niños ocupados con las actividades. No veo a los niños esperando por largos periodos de tiempo, a que las actividades estén disponibles.

7 Mi niño parece estar feliz y deseoso de llegar al programa y esta contento de ver a su maestro y compañeros

8 Estoy seguro de que los maestros de mi niño tiene los niveles de instrucción y la experiencia para proporcionar la calidad de aprendizaje apropiada.

9 El tono de voz de los profesores es adecuado y alegre. Los profesores no son ruidosos, amenazadores o agresivos

10 La dirección dada a los niños en la clase de mi hijo y en el programa no esvergonzoso o castigadora.

11 Me dan información sobre la nutrición proporcionada por medio de boletines de noticias o notas a la casa. Si el programa proporciona comidas, son nutritivas

12 Me informan sobre el programa por medio de boletines de noticias o notas enviado a la casa.

13

Los profesores de mi niño (o el director) se comunica conmigo sobre el comportamiento y el desarrollo de mi niño, através de conferencias, reuniones de padre y profesor, y notas enviado a la casa.

14 Periódicamente soy invitado a participar en el aula de mi niño y me siento bienvenido.

15 La cultura de mi familia es aceptada por el profesor y el programa. El programa incluye materiales y exhibiciones multiculturales.

Comentarios: Por favor, siéntese libre de hacer comentarios sobre sus experiencias en este programa


Appendix # 9b Parent Survey – Instructions for Parent Designee--ENGLISH

The director (or other school representative) will ask a parent volunteer to see to the completion of the parent and staff surveys. Following are the simple steps for the volunteer to follow to complete this process.

I, ________________________________________, a parent of a child enrolled at the applicant’s child care program, agree to perform the following: 1. I will make myself available to spend a sufficient period of time at the child care program for the purpose of distributing and collecting the parent surveys immediately after the program has been informed that a verification visit has been scheduled. 2. I will ask the program to make copies of the enclosed survey for all parents and staff. (You might request the program send home a notice about the APPLE accreditation and the upcoming required parent survey.) 3. On the day I have selected, I will position myself in an area where parents pick-up their children for the purpose of requesting completion of the survey. Please note: A minimum of 75% of the enrolled parents MUST complete the survey for the program to fulfill this requirement. 4. Surveys are confidentially completed in the Child Care Facility (in your presence). The surveys must be completed in ink. No erasures or mark-outs will be accepted. Should an error be made, the parent will need to fill out a new survey. 5. No one, other than yourself is allowed to be in possession of the surveys. At the end of the day, return all completed surveys, with this cover sheet, to the program director. Date parent surveys completed ________________________ Number of surveys completed ________________________ Total enrollment ____________ Parent signature ______________________________________Date ___/____/____ My signature attests to the truthfulness and compliance with the conditions outlined above. I have no family relationship with anyone on the staff or management of this center. If I do, I have stated it below. ____________________________________________________________________ Address of parent volunteer: ______________________________________________ Phone # ________________________________


Apéndice # 9b

FACCM – APPLE Encuesta Para Padres—Español Instrucciones

El director (u otro representante escolar) invita a los padres voluntaries que velen por la terminación de los cuestionarios a los padres. A continuación están los simples pasos que se deben seguir para completar este proceso. Yo, _________________________________, padre de un niño(a) matriculado como aplicante del centro de cuidado, acuerdo realizar lo siguiente:

1. Estarė disponible suficiente tiempo para el centro de cuidado de niños con el propósito de distribuir y colectar el resultado de las encuestas a los padres, dentro de los 5 dias del horario del centro para la visita de Verificación).

2. La pediré al centro las copias de la encuesta adjunta para todos los padres. (Ud. Podria pedirle al centro

que enviara a su casa una notificación sobre la acreditación y la proxima encuesta requerida para los padres por FACCM-APPLE).

3. En el día que yo haya elegido, estaré en una área donde los padres recojan a sus niños con el proposito

de requerir de ellos la terminación de la encuesta. Por favor, note: Un minimo del 75% de los padres matriculados TIENEN que completer la encuesta del centro llenando estos requisitos.

4. Las encuestas estarán confidencialmente completadas en el Centro de Cuidado Infantil (en su presencia).

Las encuestas tienen que ser hechas en tinta. No se acepta borrar o tachar. Si se cometiera un error, el padre necesita llenar una nueva forma de la encuesta.

5. Nadie, además de usted, puede estar en posesión de las encuestas, al final del día, devuelva todas las

encuestas terminadas, con esta pagina corno cubierta dirigidas al director del centro. Fecha de las encuestas completadas por los padres _____________________ Numero de encuestas completadas ___________________________________ Total de matriculados ______________________________________________


Appendix # 9c

Parent Survey Summary Form--ENGLISH Directions: To be completed by the Director—Collect the original parent surveys. Record the responses on this form in the space provided.

Agree Disagree APPLE use only

1 My child attends a clean, well organized program.

2 I feel secure with the safety of my child while at the program and the supervision my child receives while there.

3 The outdoor playground area provides many safe activities for my child to engage in.

4 My child receives individualized attention from caring teachers to meet my child’s needs. (Example- My child’s diaper is changed as often as necessary. My child receives help with eating. Etc.)

5 The activities, toys and materials in this program are clean, in good repair and my child always has something available to play with.

6 Whenever I walk through the program I see children engaged in activities. I do not see children waiting long periods of time for an activity to be available.

7 My child seems happy and eager to go to the program each day and is happy to see his teacher and classmates.

8 I am confident that my child’s teacher has the educational qualifications and experience to provide appropriate quality learning experiences.

9 Teachers’ voices are even toned and cheerful. Teachers are not loud, threatening or aggressive.

10 The guidance given to children in my child’s classroom and in the program is not embarrassing or punishing.

11 I am provided nutritional information through newsletters or notes home. If the program provides meals to my child they are nutritious.

12 I am informed about the program through newsletters and notes sent home.

13

My child’s teacher (or the director) communicates with me about my child’s behavior and development through conferences, parent-teacher meetings and notes sent home.

14 I am periodically invited to participate in my child’s classroom program and feel I am a welcome visitor.

15 My family’s culture is accepted by the teacher and the program. The program includes multicultural materials and displays.

General Summary of Comments:


Appendix 9c

Director Response to Parent Survey Recommendations ACTION PLAN

Directions: To be completed by the program Director—Develop an Action Plan and describe how you plan to act on the survey responses to improve your program: Have the Director’s Action Plan, Parent Survey Summary form, as well as the original Parent Surveys, available for the Verifier on the day of the Verification visit. Director’s signature ___________________________________ Date ___/___/___

Appendix #10a-c—Staff Survey–Staff Survey Summary Form–Director’s Action Plan 2016

APPENDIX #10a

APPLE Staff Survey-ENGLISH

Directions: Please respond to each item honestly. The survey is to be completed at home and brought back to the program. Please do not discuss your responses with other staff members. Completed surveys shall be turned in to your program Director when complete. The Director shall devise a way the staff surveys can be handled anonymously. (One way would be a staff survey drop box)


1

The director assists with my professional development by providing information about the training I need to meet state or program requirements, to increase my education and to improve my skills in working with young children.

2 I have received a copy of my job description and receive an annual written performance review.

3 Staff work together, are prepared, organized, and dedicated professionals.

4 Staff meetings are held monthly to share information. Concerns or problems raised are addressed quickly.

5 I am permitted and encouraged to keep parents informed of their child’s progress/behavior.

6 The Director helps with problems and concerns with children and their parents.

7

The curriculum this program has adopted provides opportunities for children to learn and play in a safe and healthy early learning environment that is well equipped with the materials necessary.

8 Bathrooms are cleaned and sanitized daily and whenever soiled. Diaper changers are sanitized after each use.

9 I have an assigned group of children and am consistently scheduled to be with them.

10 The Director enrolls children and schedules staff to maintain APPLE ratios and group sizes.

11 Early literacy is an important focus in this program and is included in my activity or lesson plan throughout each day.


Apéndice # 10a

FACCM – APPLE Encuesta para el personal — Español Direcciones: Todos los miembros del personal responderán honestamente a cada pregunta. Será completada en la casa y devuelta al centro. Por favor NO discuta sus respuestas con sus compañeros del personal. Cada encuesta debe ser devuelta al director del centro cuando este completada. El director puede sugerir alguna manera para que las encuestas del personal sean manejadas anónimamente. (Una forma puede ser el uso de una caja para epositar las encuestas).

Comentarios:

De acuerdo Discrepo Comentarios

1

El Director asiste con mi desarrollo profesional al proporcionarme con la información necesaria para satisfacer los requisitos del estado ódel programa para poder mejorar mi educación, así como mi habilidad de trabajar con niños pequeños.

2 He recibido copia de la descripción de las funciones de mi trabajo y he recibido por escrito una evaluación de mi trabajo.

3 El personal trabaja en equipo, esta preparado, organizado y es un grupo de profesionales dedicados a su trabajo.

4 El personal se reúne mensualmente para intercambiar información. Problemas ó preocupaciones se discuten tan pronto como son identificados.

5 Me permiten y alientan a mantener a los padres informados sobre el progreso y comportamiento de sus hijos.

6 El director del Centro ayuda con los problemas y preocupaciones de los niños y de los padres.

7

El programa de educación adoptado, provee oportunidades para que los niños aprendan y jueguen en un ambiente educativo, sano y saludable y se les proporcionan el equipo necesario.

8 Los baños están limpios y son desinfectados diariamente. Las áreas donde se cambian los pañales, son desinfectadas después de cada uso.

9 Me han asignado un grupo específico de niños y estoy con ellos regularmente.

10 El director del centro matrićula a los niños y planea el horario de los maestros guiándose por los balances que APPLE requiere y por el tamaño de las clases.

11 El programa educativo se concentra en la literatura infantil e incluye mis actividades y planes diarios.


APPENDIX #10b

Staff Survey Summary Form Directions: To be completed by the Director—Collect the original staff surveys. Record the responses on this form in the space provided. Use this form to tally the responses from the staff surveys. Have this tally page and the original surveys available for the verifier’s review.

General summary of Comments: (You may write on the back)

Agree Disagree APPLE use only

1

The director assists with my professional development by providing information about the training I need to meet state or program requirements, to increase my education and to improve my skills in working with young children.

2 I have received a copy of my job description and receive an annual written performance review.

3 Staff work together, are prepared, organized, and dedicated professionals.

4 Staff meetings are held monthly to share information. Concerns or problems raised are addressed quickly.

5 I am permitted and encouraged to keep parents informed of their child’s progress/behavior.

6 The Director helps with problems and concerns with children and their parents.

7

The curriculum this program has adopted provides opportunities for children to learn and play in a safe and healthy early learning environment that is well equipped with the materials necessary.

8 Bathrooms are cleaned and sanitized daily and whenever soiled. Diaper changers are sanitized after each use.

9 I have an assigned group of children and am consistently scheduled to be with them.

10 The Director enrolls children and schedules staff to maintain APPLE ratios and group sizes.

11 Early literacy is an important focus in this program and included in my activity or lesson plan throughout each day.


APPENDIX #10c

Director Response/Action Plan to Staff Survey

Action plan: Describe how you plan to act on the survey responses to improve your program. Add additional pages as needed. Have the Director’s Action Plan, Staff Survey Summary Form, as well as the original Staff Surveys, available for the Verifier on the day of the Verification visit. Director’s signature ___________________________________ Date ___/___/___

Appendix #11—Director Survey 2016

APPENDIX #11

APPLE Director / Administrator Survey

Directions: Please respond to each item honestly. As Director / Administrator of this program: As Director / Administrator of this program:


1 I assist individual staff with the development of written professional development plans with educational goals.

2

I provide my staff information about available training to meet state or program requirements, to increase their education, to meet specific needs and to improve their skills in working with young children.

3 Each staff member has received a copy of their job description and receives an annual written performance review.

4 I hold staff meetings monthly to share information and to address concerns or problems.

5

I arrange Open Houses, parent teacher meetings and conferences to help teachers keep parents informed of their child’s progress and behavior.

6 I help teachers find solutions and offer assistance with problems and concerns with children and their parents.

7 I encourage parent involvement and help to arrange occasions when parents can participate in the program.

8 I assure that teachers are familiar with the program curriculum and know how to implement it effectively.

9 I arrange the schedule so that teachers are consistently with the same group of children.

10 I take APPLE ratios and group sizes into account when I enroll children and schedule staff.

11 Early literacy is an important focus in this program and is included daily in each classrooms activity or lesson plan.

12 I provide oversight that all health and safety requirements are met.

Documents

APPLE Accreditation Manual 2016 - · PDF fileAPPLE Accreditation Manual 2016 908 S. Andrews Avenue Fort Lauderdale, FL 33316 Phone (877) 634-9874 Fax (954) 767-4701