Family Child Care Standards March 2014 Maryland Excels-Books Pdf

Family Child Care Standards March 2014 Maryland Excels
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Family Child Care Standards March 2014,Accreditation and Rating Scales ACR. QUALITY RATING LEVELS,ACR 1 2 3 4 5, ACR 1 2 Within the past 12 ACR 1 3 Within the past 12 ACR 1 4 Accreditation self study ACR 1 5 Accreditation awarded. Accreditation, months the provider has months the provider has visited completed and validation visit by NAFCC and the program. ACCREDITATION, completed MSDE approved or had a conversation with an requested remains in good standing with. Accreditation Training NAFCC accredited family child accrediting body. care provider, Accreditation Reflection and Accreditation Visit Verification Documentation from accrediting Letter or certificate of.
Planning form form organization that visit has been accreditation award. requested documentation from accrediting,organization that annual report. has been received, ACR 2 3 Self assessment ACR 2 4 FCCERS R conducted ACR 2 5 FCCERS R conducted. Family Child Care Program, conducted using FCCERS R by an approved assessor by an approved assessor. according to the schedule according to the schedule. Assessment,established by MSDE established by MSDE. Rating Scale Score Sheet Rating Scale Score Sheet Rating Scale Score Sheet. completed by MSDE assessor completed by MSDE,RATING SCALE.
ACR 3 3 Process for continuous ACR 3 4 Process for continuous ACR 3 5 Process for continuous. Program Improvement, quality improvement developed quality improvement developed quality improvement developed. informed by FCCERS R and implemented informed by and implemented informed by. assessment and program FCCERS R assessment FCCERS R assessment. priorities including school accreditation self study and accreditation standards and. readiness goals and objectives program priorities including program priorities including. school readiness goals and school readiness goals and. objectives objectives, Program improvement Plan Program improvement Plan Program improvement Plan. addressing any subscale score addressing any subscale score addressing any subscale score. below 4 0 and school readiness below 4 5 and school readiness below 5 0 and school readiness. goals and objectives a goals and objectives a goals and objectives a. statement of the process of statement of the process of statement of the process of. program improvement program improvement program improvement. FCCERS Family Child Care Environment Rating Scale, Accreditation Training may include webinar accreditation orientation conference seminar or workshop. Accreditation Reflection and Planning form available in the Maryland EXCELS online system. Accreditation Visit Verification form available in the Maryland EXCELS online system. Family Child Care Standards March 2014, Developmentally Appropriate Learning and Practice DAP. QUALITY RATING LEVELS,DAP 1 2 3 4 5, DAP 1 1 Children of all DAP 1 2 Children are provided DAP 1 3 Children are provided DAP 1 4 Children are provided with DAP 1 5 Children are provided.
abilities are provided with opportunities to interact with opportunities to interact opportunities to interact with their with opportunities to interact with. with opportunities to with their peers in a with their peers in a peers in a developmentally their peers in a developmentally. interact with their developmentally appropriate developmentally appropriate appropriate environment appropriate environment. Environment, peers in a environment welcoming of environment welcoming of welcoming of children of all abilities welcoming of children of all. developmentally children of all abilities that offers children of all abilities that offers that offers a balance of child abilities that offers a balance of. appropriate a balance of child initiated and a balance of child initiated and initiated and teacher directed child initiated and teacher directed. environment that offers teacher directed activities teacher directed activities activities reflecting the interests of activities reflecting the interests of. a balance of child reflecting the interests of the the children their primary the children their primary. initiated and teacher children their primary language language and cultural background language and cultural. directed activities and cultural background background. Daily Schedule Daily Schedule and Philosophy Daily Schedule and Philosophy Daily Schedule and Philosophy Daily Schedule and Philosophy. Statement Statement Statement Statement,CARE AND EDUCATION. DAP 2 2 Materials are DAP 2 3 Materials are DAP 2 4 Materials are DAP 2 5 Materials are. Learning Materials, developmentally appropriate developmentally appropriate developmentally appropriate developmentally appropriate. accessible reflect children s accessible promote multiple accessible promote multiple accessible promote multiple. interests and support children modes of exploration and modes of exploration and learning modes of exploration and learning. of all abilities learning reflect children s reflect children s interests culture reflect children s interests culture. interests and support children and language and support children and language support children of. of all abilities of all abilities all abilities and are rotated. Statement describing selection Statement describing selection Statement describing selection and Statement describing selection. and use of learning materials and use of learning materials use of learning materials and use of learning materials. DAP 3 1 Provider and DAP 3 2 Provider and any DAP 3 3 Provider and any staff DAP 3 4 Provider and any staff use DAP 3 5 Provider and any staff. any staff use positive staff use positive behavioral use positive behavioral supports positive behavioral supports and use positive behavioral supports. Positive Guidance, behavioral supports supports and strategies with and strategies with children that strategies with children that and strategies with children that. and strategies with children that include providing include providing choices include providing choices using include providing choices using. children that include choices using redirection and using redirection reflection and redirection reflection and problem redirection reflection and problem. providing choices and clear rules and expectations problem solving and clear rules solving and clear rules and solving and clear rules and. using redirection and expectations expectations developed with input expectations developed with input. from the children from the children, Written Policy for Written Policy for positive Written Policy for positive Written Policy for positive Written Policy for positive.
positive behavioral behavioral practices behavioral practices behavioral practices behavioral practices. practices Discipline,Family Child Care Standards March 2014. Developmentally Appropriate Learning and Practice Continued. QUALITY RATING LEVELS,DAP 1 2 3 4 5, DAP 4 2 MSDE Healthy DAP 4 3 MSDE Healthy DAP 4 4 Implementation of a DAP 4 5 Implementation of a state. Beginnings Maryland Early Beginnings Maryland Early curriculum that is aligned with recommended or recognized. Curriculum, Learning Standards or state Learning Standards or state Maryland Early Learning Standards curriculum. recommended or recognized recommended or recognized and or state recommended or. curriculum guides the lesson curriculum guides the lesson recognized curriculum. planning process planning process, DAP 5 2 Lesson plans include DAP 5 3 Lesson plans include DAP 5 4 Lesson plans include age DAP 5 5 Lesson plans include. age appropriate activities age appropriate domain based appropriate domain based culturally competent age. reflective of children s interests activities reflective of children s activities reflective of children s appropriate domain based. and skills address the interests and skills address the interests and skills address the activities reflective of children s. developmental needs of each developmental needs of each developmental needs of each and interests and skills address the. and every child and include and every child are informed by every child are informed by developmental needs of each and. information from an IFSP IEP if observations and include observations and information every child are informed by. provided information from an IFSP IEP if gained from families about their ongoing assessments. provided children and include information observations and information. from an IFSP IEP if provided gained from families about their. TEACHING STRATEGIES,children and include information.
from an IFSP IEP if provided, Curriculum statement lesson Curriculum statement lesson Curriculum statement lesson Curriculum statement lesson. planning process statement planning process statement planning process statement planning process statement. DAP 6 1 Activities are DAP 6 2 Activities provide DAP 6 3 Domain based DAP 6 4 Domain based activities DAP 6 5 Domain based activities. individualized to opportunities for whole group activities provide opportunities provide opportunities for whole provide opportunities for whole. address the small group and individual for whole group small group group small group and individual group small group and individual. Implementation, developmental needs learning experiences and and individual learning learning experiences that include learning experiences that include. of each and every include adequate time for experiences that include adequate time for transitions adequate time for transitions. child and are informed transitions literacy and reading adequate time for transitions literacy and reading opportunities literacy and reading opportunities. by information from opportunities literacy and reading. an IFSP IEP if opportunities, Daily Schedule or Recent lesson plan Daily Recent lesson plan Daily Recent lesson plan Daily Schedule Recent lesson plan Daily. lesson plan Schedule Schedule Schedule, DAP 7 2 Television computers DAP 7 3 Television computers DAP 7 4 Television computers or DAP 7 5 Television computers or. Screen Time, or other media devices are used or other media devices are used other media devices are used only other media devices are used only.
only when directly related to only when directly related to when directly related to facilitated when directly related to facilitated. facilitated learning experiences facilitated learning experiences learning experiences and no learning experiences and no. and no screen time for children and no screen time for children screen time for children under the screen time for children under the. under the age of 2 under the age of 2 age of 2 age of 2. Statement of policy regarding Statement of policy regarding Statement of policy regarding Statement of policy regarding. screen time screen time screen time screen time, Healthy Beginnings Healthy Beginnings Supporting Development and Learning from Birth through Three Years of Age. Domains for children Birth through Three Years of Age Personal and Social Development Language Development Cognitive Development and Physical Development. Domains for children Three through Five Years of Age Social and Personal Development Language and Literacy Mathematical Thinking Scientific Thinking Social Studies. the Arts and Physical Development and Health, IFSP Individualized Family Service Plan IEP Individualized Education Program. Family Child Care Standards March 2014, Developmentally Appropriate Learning and Practice Continued. QUALITY RATING LEVELS,DAP 1 2 3 4 5, DAP 8 1 Developmental DAP 8 2 Developmental DAP 8 3 Developmental DAP 8 4 Developmental DAP 8 5 Developmental screenings are. screenings are screenings are conducted screenings are conducted screenings are conducted on all conducted on all children Birth through age. conducted on all children on all children Birth on all children Birth children Birth through age 5 5 within 90 days of enrollment and at. Developmental Screening, Birth through age 5 through age 5 within 90 through age 5 within 90 within 90 days of enrollment and scheduled intervals as determined by MSDE.
ASSESSMENT AND DEVELOPMENTAL PROGRESS, within 90 days of days of enrollment and at days of enrollment and at at scheduled intervals as results are shared with families and referrals. enrollment and at scheduled intervals as scheduled intervals as determined by MSDE results are are made when appropriate. scheduled intervals as determined by MSDE determined by MSDE shared with families and referrals Date to be determined. determined by MSDE results are shared with results are shared with are made when appropriate. results are shared with families and referrals are families and referrals are Date to be determined. families and referrals made when appropriate made when appropriate. are made when Date to be determined Date to be determined. appropriate,Date to be determined, To be determined To be determined To be determined To be determined To be determined. DAP 9 2 Provider observes DAP 9 3 Provider DAP 9 4 Provider observes DAP 9 5 Provider observes children s. Developmental, children s developmental observes children s children s progress using progress and conducts ongoing. progress progress using developmental checklists that are assessments that include observation and. developmental checklists either designed for or aligned with anecdotal records portfolios and checklists. the curriculum that are either designed for or aligned with. the curriculum, Statement of observation Statement of observation Statement of observation Sta. Family Child Care Standards March 2014 Healthy Beginnings Healthy Beginnings Supporting Development and Learning from Birth through Three Years of Age Domains for children Birth through Three Years of Age Personal and Social Development Language Development Cognitive Development and Physical Development Domains for children Three through Five Years of Age Social and Personal

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