NECPA Standards and Self Assessment Instrument Items

Standard or Standard #	NECPA Standard	Possible Evidence for Verification	SAI #	SAI Text
1.1	The Director or Administrator of a program must be at least 21 years old, hold a valid certificate in infant/child First Aid and CPR, and must have the following qualifications: Education/Experience (Must Meet ONE Criteria): A bachelor’s degree in early childhood education, school-age care, child development, social work, pediatric nursing, sociology, psychology, human development and family studies, or another child-related field and one year of experience as a teacher; OR An associate’s degree in early childhood education or an above noted field and two years of experience as a teacher; OR A national competency-based credential such as the Certified Childcare Professional® (CCP) or Child Development Associate™ (CDA) (or an approved state equivalent) and three years of experience as a teacher. Administrator Training (Must Meet ONE Criteria): The National Administrator Credential® (NAC)® or an equivalent approved administrator credential; OR A course in early childhood administration or business administration; OR One year of experience as the administrator of an early childhood program. Leadership Training: Documented leadership training, if not a holder of The NAC® or an equivalent administrator credential. Please Note: NECPA recognizes 12 credits in early childhood education and development as equivalent or comparable to most state credentials; therefore, any Director who meets this alternative qualification will satisfy this portion of the education requirement. **Please Note: Leadership training may be provided in-house or through an outside agency and must include topics such as delegation, communication, teamwork/team building, coaching, conflict management, and motivation. A certificate or agenda including the topics may be used as evidence.	Documentation may include: Valid state or government issued identification Unofficial Transcripts Diploma Resume Staff Training Certificates or Records First Aid and CPR Cards or Certificates	A-1	A-1) Is the Director at least 21 years of age?
1.1	The Director or Administrator of a program must be at least 21 years old, hold a valid certificate in infant/child First Aid and CPR, and must have the following qualifications: Education/Experience (Must Meet ONE Criteria): A bachelor’s degree in early childhood education, school-age care, child development, social work, pediatric nursing, sociology, psychology, human development and family studies, or another child-related field and one year of experience as a teacher; OR An associate’s degree in early childhood education or an above noted field and two years of experience as a teacher; OR A national competency-based credential such as the Certified Childcare Professional® (CCP) or Child Development Associate™ (CDA) (or an approved state equivalent) and three years of experience as a teacher. Administrator Training (Must Meet ONE Criteria): The National Administrator Credential® (NAC)® or an equivalent approved administrator credential; OR A course in early childhood administration or business administration; OR One year of experience as the administrator of an early childhood program. Leadership Training: Documented leadership training, if not a holder of The NAC® or an equivalent administrator credential. Please Note: NECPA recognizes 12 credits in early childhood education and development as equivalent or comparable to most state credentials; therefore, any Director who meets this alternative qualification will satisfy this portion of the education requirement. **Please Note: Leadership training may be provided in-house or through an outside agency and must include topics such as delegation, communication, teamwork/team building, coaching, conflict management, and motivation. A certificate or agenda including the topics may be used as evidence.	Documentation may include: Valid state or government issued identification Unofficial Transcripts Diploma Resume Staff Training Certificates or Records First Aid and CPR Cards or Certificates	A-2	A-2) Does the Director meet the required qualifications* for education/experience? (Circle ‘Yes” to all that apply, only one of the criteria is required to meet this standard.) A) Holds a bachelor’s degree in early childhood education, school-age care, elementary education, child development, social work, pediatric nursing, sociology, psychology, human development and family studies, or another child-related field, and one year of experience as a teacher? Yes No OR B) Holds an associate’s degree in early childhood education or an above noted field and at least two years of experience as a teacher? Yes No OR C) Holds a Certified Childcare Professional® (CCP) ® or Child Development Associate™ (CDA)™ or an approved higher-quality, comparable credential approved by the state* and at least three years of experience as a teacher?
1.1	The Director or Administrator of a program must be at least 21 years old, hold a valid certificate in infant/child First Aid and CPR, and must have the following qualifications: Education/Experience (Must Meet ONE Criteria): A bachelor’s degree in early childhood education, school-age care, child development, social work, pediatric nursing, sociology, psychology, human development and family studies, or another child-related field and one year of experience as a teacher; OR An associate’s degree in early childhood education or an above noted field and two years of experience as a teacher; OR A national competency-based credential such as the Certified Childcare Professional® (CCP) or Child Development Associate™ (CDA) (or an approved state equivalent) and three years of experience as a teacher. Administrator Training (Must Meet ONE Criteria): The National Administrator Credential® (NAC)® or an equivalent approved administrator credential; OR A course in early childhood administration or business administration; OR One year of experience as the administrator of an early childhood program. Leadership Training: Documented leadership training, if not a holder of The NAC® or an equivalent administrator credential. Please Note: NECPA recognizes 12 credits in early childhood education and development as equivalent or comparable to most state credentials; therefore, any Director who meets this alternative qualification will satisfy this portion of the education requirement. **Please Note: Leadership training may be provided in-house or through an outside agency and must include topics such as delegation, communication, teamwork/team building, coaching, conflict management, and motivation. A certificate or agenda including the topics may be used as evidence.	Documentation may include: Valid state or government issued identification Unofficial Transcripts Diploma Resume Staff Training Certificates or Records First Aid and CPR Cards or Certificates	A-3	A-3) Does the education of the Director ALSO include ONE of the following: (Circle ‘Yes” to all that apply, only one of the criteria is required to meet this standard.) A) The National Administrator Credential® (NAC)® or an equivalent approved administrator credential? Yes No OR B) A course in early childhood administration or business administration? Yes No OR C) At least one-year experience as the administrator of an early childhood program?
1.1	The Director or Administrator of a program must be at least 21 years old, hold a valid certificate in infant/child First Aid and CPR, and must have the following qualifications: Education/Experience (Must Meet ONE Criteria): A bachelor’s degree in early childhood education, school-age care, child development, social work, pediatric nursing, sociology, psychology, human development and family studies, or another child-related field and one year of experience as a teacher; OR An associate’s degree in early childhood education or an above noted field and two years of experience as a teacher; OR A national competency-based credential such as the Certified Childcare Professional® (CCP) or Child Development Associate™ (CDA) (or an approved state equivalent) and three years of experience as a teacher. Administrator Training (Must Meet ONE Criteria): The National Administrator Credential® (NAC)® or an equivalent approved administrator credential; OR A course in early childhood administration or business administration; OR One year of experience as the administrator of an early childhood program. Leadership Training: Documented leadership training, if not a holder of The NAC® or an equivalent administrator credential. Please Note: NECPA recognizes 12 credits in early childhood education and development as equivalent or comparable to most state credentials; therefore, any Director who meets this alternative qualification will satisfy this portion of the education requirement. **Please Note: Leadership training may be provided in-house or through an outside agency and must include topics such as delegation, communication, teamwork/team building, coaching, conflict management, and motivation. A certificate or agenda including the topics may be used as evidence.	Documentation may include: Valid state or government issued identification Unofficial Transcripts Diploma Resume Staff Training Certificates or Records First Aid and CPR Cards or Certificates	A-4	A-4) Does the Director have documented leadership training, if they do not hold The National Administrator Credential® (NAC)® or an equivalent approved administrator credential?
1.1	The Director or Administrator of a program must be at least 21 years old, hold a valid certificate in infant/child First Aid and CPR, and must have the following qualifications: Education/Experience (Must Meet ONE Criteria): A bachelor’s degree in early childhood education, school-age care, child development, social work, pediatric nursing, sociology, psychology, human development and family studies, or another child-related field and one year of experience as a teacher; OR An associate’s degree in early childhood education or an above noted field and two years of experience as a teacher; OR A national competency-based credential such as the Certified Childcare Professional® (CCP) or Child Development Associate™ (CDA) (or an approved state equivalent) and three years of experience as a teacher. Administrator Training (Must Meet ONE Criteria): The National Administrator Credential® (NAC)® or an equivalent approved administrator credential; OR A course in early childhood administration or business administration; OR One year of experience as the administrator of an early childhood program. Leadership Training: Documented leadership training, if not a holder of The NAC® or an equivalent administrator credential. Please Note: NECPA recognizes 12 credits in early childhood education and development as equivalent or comparable to most state credentials; therefore, any Director who meets this alternative qualification will satisfy this portion of the education requirement. **Please Note: Leadership training may be provided in-house or through an outside agency and must include topics such as delegation, communication, teamwork/team building, coaching, conflict management, and motivation. A certificate or agenda including the topics may be used as evidence.	Documentation may include: Valid state or government issued identification Unofficial Transcripts Diploma Resume Staff Training Certificates or Records First Aid and CPR Cards or Certificates	A-5	A-5) Does the Director have a valid certificate in infant and child First Aid and CPR?
1.2	Each Lead Teacher must be at least 21 years old and have the following qualifications: Education/Experience (Must Meet ONE Criteria): A bachelor’s degree in early childhood education, school-age care, child development, social work, nursing, sociology, psychology, human development and family studies, or another child-related field; OR An associate’s degree in early childhood education or an above noted field and at least one year of experience as a teacher; OR A national competency-based credential such as the Certified Childcare Professional® (CCP) or Child Development Associate™ (CDA) (or an approved state equivalent) and two years of experience as a teacher. Leadership Training: Documented leadership training if in a supervisory role.* Please Note: NECPA recognizes 12 credits in early childhood education and development as equivalent or comparable to most state credentials; therefore, any Lead Teacher who meets this alternative qualification will satisfy this portion of the education requirement. *Please Note: Leadership training may be provided in-house or through an outside agency and must include topics such as delegation, communication, teamwork/team building, coaching, conflict management, and motivation. Evidence of this standard is a certificate and/or agenda that includes/outlines the training topics. Supervisory role refers to a lead teacher who mentors/instructs other teaching staff.	Documentation may include: Valid state or government issued identification Unofficial Transcripts Diploma Resume Staff Training Certificates or Records	A-6	A-6) Are all Lead Teachers at least 21 years of age?
1.2	Each Lead Teacher must be at least 21 years old and have the following qualifications: Education/Experience (Must Meet ONE Criteria): A bachelor’s degree in early childhood education, school-age care, child development, social work, nursing, sociology, psychology, human development and family studies, or another child-related field; OR An associate’s degree in early childhood education or an above noted field and at least one year of experience as a teacher; OR A national competency-based credential such as the Certified Childcare Professional® (CCP) or Child Development Associate™ (CDA) (or an approved state equivalent) and two years of experience as a teacher. Leadership Training: Documented leadership training if in a supervisory role.* Please Note: NECPA recognizes 12 credits in early childhood education and development as equivalent or comparable to most state credentials; therefore, any Lead Teacher who meets this alternative qualification will satisfy this portion of the education requirement. *Please Note: Leadership training may be provided in-house or through an outside agency and must include topics such as delegation, communication, teamwork/team building, coaching, conflict management, and motivation. Evidence of this standard is a certificate and/or agenda that includes/outlines the training topics. Supervisory role refers to a lead teacher who mentors/instructs other teaching staff.	Documentation may include: Valid state or government issued identification Unofficial Transcripts Diploma Resume Staff Training Certificates or Records	A-7	A-7) Does each Lead Teacher meet the required qualifications* for education and experience: (Circle ‘Yes” to all that apply, only one of the criteria is required to meet this standard.) A) Holds a bachelor’s degree in early childhood education, school-age care, elementary education, child development, social work, nursing, sociology, psychology, human development and family studies, or another child-related field? Yes No OR B) Holds an associate’s degree in early childhood education or an above noted field and at least and one year of experience as a teacher? Yes No OR C) Holds a Certified Childcare Professional® (CCP) ® or Child Development Associate™ (CDA)™ or an approved higher-quality, comparable credential approved by the state** and two years of experience as a teacher? Please Note: Transcripts, diplomas or registries for the highest level of education must be presented as evidence during the verification visit. *Please Note: NECPA recognizes 12 credits in early childhood education and/or development as equivalent or comparable to most state credentials; therefore, any Teachers who meet this alternative qualification will satisfy this portion of the education requirement.
1.2	Each Lead Teacher must be at least 21 years old and have the following qualifications: Education/Experience (Must Meet ONE Criteria): A bachelor’s degree in early childhood education, school-age care, child development, social work, nursing, sociology, psychology, human development and family studies, or another child-related field; OR An associate’s degree in early childhood education or an above noted field and at least one year of experience as a teacher; OR A national competency-based credential such as the Certified Childcare Professional® (CCP) or Child Development Associate™ (CDA) (or an approved state equivalent) and two years of experience as a teacher. Leadership Training: Documented leadership training if in a supervisory role.* Please Note: NECPA recognizes 12 credits in early childhood education and development as equivalent or comparable to most state credentials; therefore, any Lead Teacher who meets this alternative qualification will satisfy this portion of the education requirement. *Please Note: Leadership training may be provided in-house or through an outside agency and must include topics such as delegation, communication, teamwork/team building, coaching, conflict management, and motivation. Evidence of this standard is a certificate and/or agenda that includes/outlines the training topics. Supervisory role refers to a lead teacher who mentors/instructs other teaching staff.	Documentation may include: Valid state or government issued identification Unofficial Transcripts Diploma Resume Staff Training Certificates or Records	A-8	A-8) If in a supervisory role,* does each supervisory Lead Teacher have documented leadership training*? Please Note: Supervisory role refers to a lead teacher who mentors/instructs other teaching staff. **Please Note: Leadership training may be provided in-house or through an outside agency and must include topics such as delegation, communication, teamwork/team building, coaching, conflict management, and motivation. A certificate or agenda including the topics may be used as evidence.
1.3	Each Assistant Teacher must be 18 years old, have a high school diploma or equivalent, AND AT LEAST 33% of assistant teachers* must have ONE of the following qualifications: Education/Experience (Must Meet ONE Criteria): Six credits in early childhood education (ECE) or early childhood development (ECD) and six months experience as a teacher; OR Three credits in EC or ECD and one year of experience as a teacher; OR A national competency-based credential such as the Certified Childcare Professional® (CCP) or Child Development Associate™ (CDA) (or an approved state equivalent*) and one year of experience as a teacher. Please Note: If implementation to meet the 33% education requirement for Assistant Teachers is in progress, a Statement of Intent or Plan of Action is valid as evidence to meet NECPA Standard 1.3. **Please Note: NECPA recognizes 12 credits in early childhood education and development as equivalent or comparable to most state credentials; therefore, any Assistant Teacher who meets this alternative qualification will satisfy this portion of the education requirement.	Documentation may include: Unofficial Transcripts Diploma Resume Staff Training Certificates or Records First Aid and CPR Cards or Certificates	A-10	A-10) Are all Assistant Teachers at least 18 years old and hold a high school diploma or equivalent?
1.3	Each Assistant Teacher must be 18 years old, have a high school diploma or equivalent, AND AT LEAST 33% of assistant teachers* must have ONE of the following qualifications: Education/Experience (Must Meet ONE Criteria): Six credits in early childhood education (ECE) or early childhood development (ECD) and six months experience as a teacher; OR Three credits in EC or ECD and one year of experience as a teacher; OR A national competency-based credential such as the Certified Childcare Professional® (CCP) or Child Development Associate™ (CDA) (or an approved state equivalent*) and one year of experience as a teacher. Please Note: If implementation to meet the 33% education requirement for Assistant Teachers is in progress, a Statement of Intent or Plan of Action is valid as evidence to meet NECPA Standard 1.3. **Please Note: NECPA recognizes 12 credits in early childhood education and development as equivalent or comparable to most state credentials; therefore, any Assistant Teacher who meets this alternative qualification will satisfy this portion of the education requirement.	Documentation may include: Unofficial Transcripts Diploma Resume Staff Training Certificates or Records First Aid and CPR Cards or Certificates	A-11	A-11) Do at least 33% of the Assistant Teachers meet ONE of the following qualifications* for education and experience? (Circle ‘Yes” to all that apply, only one of the criteria is required to meet this standard.) A) Do at least 33% of the Assistant Teachers have six credits in early childhood education or a related field and six months of experience serving the children of the age group(s) in care? OR Yes No B) Do at least 33% of the Assistant Teachers have three credits in early childhood education or a related field and one year of experience serving the children of the age group(s) in care? OR Yes No C) Do at least 33% of the Assistant Teachers hold a Certified Childcare Professional® (CCP) or Child Development Associate™ (CDA) or an approved higher-quality, comparable credential approved by the state,* and one year of experience serving the children of the age group(s) in care? OR Yes No D) If the program does not currently meet this standard, is there a Statement of Intent or Plan of Action to meet the 33% education requirement for Assistant Teachers? *Please Note: Transcripts, diplomas or registries for the highest level of education must be presented as evidence during the verification visit. NECPA recognizes 12 credits in early childhood education and/or development as equivalent or comparable to most state credentials; therefore, any Teachers who meet this alternative qualification will satisfy this portion of the education requirement.
1.4	Assistant Teachers may be counted in the child:staff ratio and supervise children independently, but must work under the guidance of a Lead Teacher.	Documentation may include: Staffing Schedule Staffing Policy/Procedure	A-13	A-13) Does each Assistant Teacher work under the guidance of a Lead Teacher to ensure continuity of curriculum goals for the children in care as well as following health and safety policies?
1.5	All Teacher Aides must be at least 18 years of age.	Documentation may include: Hiring Policy/Procedure Continuing Education Policy	A-14	A-14) Are all Teacher Aides at least 18 years?
1.6	Teacher Aides may be counted in the child:staff ratio, but never left alone with children.	Documentation may include: Staffing Schedule Staffing Policy/Procedure	A-15	A-15) Are Teacher Aides counted in child:staff ratio but never left alone with children?
1.7	Substitute Teachers are defined as teachers hired for one day or for an extended period of time, who work under direct supervision of a permanent qualified teacher. Substitute Teachers must be at least age 18 years of age and meet the same requirements as an Assistant Teacher or higher.	Documentation may include: Hiring Policy/Procedure Staffing Policy/Procedure	A-16	A-16) If substitute staff are used/available, do they: A) At a minimum, meet the requirements of Assistant Teachers? B) Work under direct supervision of an employed teacher?
1.8	Substitute Teachers must receive the same screening that all other staff has received.	Documentation may include: Hiring Policy/Procedure	A-20	A-20) Prior to employment, does the Director/Administrator complete the following for all staff members, regardless of position, including substitutes: A) Check the applicant’s references? B) Verify past employment? C) Complete all criminal background checks as required by state regulations? D) Review and sign the discipline/behavior management policy, which specifically identifies the consequences for not adhering to this policy?* *Please note: Item D) This item may be verified through a policy/statement in the employee/staff handbook or a sample of the signed agreement.
1.9	Substitute Teachers must be given an orientation to the program and policies, that at a minimum covers to follow topics: 1. Names and developmental needs of the children they are responsible for; 2. Routines and transitions; 3. Acceptable methods of behavior management; 4. Meal patterns and food handling policies; 5. General and emergency health and safety procedures; 6. Handwashing procedures; 7. Diapering procedures; 8. Injury prevention and safety.	Documentation may include: Orientation Policy and Procedure	A-18	A-18) Does the program provide substitute staff and volunteers with training in the following areas before beginning work with children: A) The names and developmental needs of the children they are responsible for? B) Routines and transitions? C) Acceptable methods of behavior management? D) Meal patterns and food handling policies? E) General and emergency health and safety procedures? F) Handwashing procedures? G) Diapering procedures? H) Injury prevention and safety?
1.10	Substitute Teachers who are regularly scheduled to work at the program for an extended period of time must complete at least 30 clock hours of job-related continuing education in the first year of employment and at least 24 clock hours of continuing education based on individual competency needs each year thereafter.	Documentation may include: Hiring Policy/Procedure Continuing Education Policy	A-24	A-24) Does the program require at least 30 clock hours of job-related continuing education during the first year of employment and at least 24 clock hours of continuing education based on individual competency needs each year thereafter for all directors and teaching staff, including regularly scheduled substitutes?* *Please Note: For NECPA purposes, one college credit equals 45 clock hours.
1.11	Volunteers (parents, interns and high school students, etc.), must be at least 16 years old and must complete the same program orientation as Substitute Teachers. Volunteers must work under the supervision of a Lead Teacher and are not counted in the child:staff ratio.	Documentation may include: Staffing Policy and Procedure Orientation Policy and Procedure Staffing Schedule	A-17	A-17) If volunteers are used/available, are they: A) At least 16 years of age? B) Working under the direct supervision of an employed teacher? C) Never left alone with children and not counted in child:staff ratio?
1.12	All supportive staff (cooks, bus drivers, administrators, etc.), must have documented training in standard precautions and handwashing; the developmental characteristics of the children in care, mandated child abuse and neglect reporting, and the behavioral management philosophy of the program. Please Note: This training may be completed during the orientation process.	Documentation may include: Orientation policy and procedure Staff Training Certificates or Records	A-26	A-26) Do all supportive staff (cooks, bus drivers, administrators, etc.) and volunteers have documented training in the following? A) Standard precautions and handwashing; B) Developmental characteristics of the children in care; C) Mandated child abuse and neglect reporting; D) The behavioral management philosophy of the program. *Please note: This training may be completed during the orientation process. An orientation manual or training schedule may suffice as evidence.
1.13	The program must have a written job description for ALL staff positions. Please Note: This may include the Director, Assistant Director, Lead Teacher, Assistant Teacher, Aide, Bus Driver, Cook, etc.	Documentation may include: Job Descriptions in Staff Handbook	A-19	A-19) Does the program have written job descriptions for ALL staff positions? Please Note: This may include the Director, Assistant Director, Lead Teacher, Assistant Teacher, Aide, Bus Driver, Cook, etc.
1.14	In hiring new employees, the director must check the applicant’s references and verify past employment. An applicant is not considered an employee until the director/administrator assesses his or her mental and physical health, their ability to work effectively with young children, and verifies that the applicant does not have a criminal background which would preclude their work with children. Additionally, all staff members must review and sign a statement of agreement to the discipline/behavior management policy, which specifically identifies the consequences for not adhering to these policies.	Documentation may include: Hiring policy/procedure Signed Agreement on the Discipline Policy	A-20	A-20) Prior to employment, does the Director/Administrator complete the following for all staff members, regardless of position, including substitutes: A) Check the applicant’s references? B) Verify past employment? C) Complete all criminal background checks as required by state regulations? D) Review and sign the discipline/behavior management policy, which specifically identifies the consequences for not adhering to this policy?* *Please note: Item D) This item may be verified through a policy/statement in the employee/staff handbook or a sample of the signed agreement.
1.15	The program provides staff with a complete orientation to the program upon completion of the hiring process and prior to assuming responsibilities. Orientation methods for new employees may include but is not limited to: 1. Reviewing all policies and procedures, including the staff and parent handbooks and/or orientation manual; 2. Observing the classroom assigned; 3. Meeting children and coworkers; 4. Participating in a supervisory observation, so the Director may assess the new teacher’s mental and physical ability to work effectively with young children; 5. Participating in “in-service training”.	Documentation may include: Orientation Policy/ Procedure	A-21	A-21) Upon completion of the hiring process and prior to assuming responsibilities, which orientation methods does the program use with new teachers: A) Reviewing all policies and procedures, including the staff handbook and/or orientation manual? B) Observing the classroom assigned? C) Meeting children, coworkers and administrators? D) Participating in a supervisory observation, so the Director may assess the new teacher’s mental and physical ability to work effectively with young children? E) Participating in “In-service training”? F) Other, please specify _________________________
1.16	The program has a staff handbook which is developed using staff input.	Documentation may include: Handbook Development Policy/Procedure	A-22	A-22) Does the program have a staff handbook?
1.17	The staff handbook must be reviewed annually and updated, (if necessary based upon the review).	Documentation may include: Handbook Development Policy/Procedure	A-23	A-23) Has the staff handbook been reviewed and updated (if necessary based upon the review) in the last 12 months?
1.18	Directors, teachers and all staff working directly with children must have at least 30 clock hours of job related, continuing education in the first year of employment and 24 clock hours of continuing education based on individual competency needs each subsequent year. Please Note: For NECPA purposes, one college credit equals 45 clock hours.	Documentation may include: Continuing Education Policy	A-24	A-24) Does the program require at least 30 clock hours of job-related continuing education during the first year of employment and at least 24 clock hours of continuing education based on individual competency needs each year thereafter for all directors and teaching staff, including regularly scheduled substitutes?* *Please Note: For NECPA purposes, one college credit equals 45 clock hours.
1.19	The program must conduct an annual needs assessment to identify areas of training needs and create professional development plans for staff.	Documentation may include: Continuing Education Policy Professional Development Plan Sample/Template	A-27	A-27) Does the program conduct an annual needs assessment to identify areas of training needs and create a professional development plan for staff?
1.20	The results of formal classroom observations are also used to create individual professional development plans. Please Note: Pennsylvania programs must provide evidence of bi-annual observations per Keystone STARS QRIS, STAR 4 requirements.	Documentation may include: Continuing Education Policy Professional Development Plan Sample/Template	A-28	A-28) Are the results of formal classroom observations* also used to create individual professional development plans? *Please Note: Pennsylvania programs must provide evidence of bi-annual observations per Keystone STARS QRIS, STAR 4 requirements.
1.21	The program requires all teaching staff to complete training in the following: 1. Knowledge of typical and atypical physical, cognitive, and social-emotional child growth and development; 2. Designing and implementing developmentally appropriate lesson plans and group activities; 3. Discipline and behavioral management strategies, including positive guidance techniques; 4. Mandated child abuse and neglect identification and reporting; 5. Appropriate and positive touch; 6. Appropriate care of infants, including shaken baby syndrome, safe sleep practices and conditions; 7. Health practices and promotion, including: infectious disease control and prevention, proper handwashing, daily health checks, poison safety, knowing the signs and symptoms of childhood illnesses, and standard precautions; 8. Appropriate classroom management, including indoor and outdoor supervision and successful transition strategies; 9. Cultural diversity and working with diverse families; 10. Proper nutrition, including age appropriate serving sizes; 11. Developmentally appropriate physical activities, aimed at lowering the risk of childhood obesity; 12. Room arrangement and classroom planning, including accidental injury prevention strategies; 13. Appropriate cleaning protocols for classroom environments; 14. Management of job-related physical and mental health concerns; 15. Effective child and parent/guardian communication strategies; 16. Procedures and practice of handling emergency/disasters, including but not limited to: shelter in place, natural/weather related disasters, and intruder emergency situations; 17. Knowledge of available community resources to address health and safety needs, including working with health consultants; 18. Inclusion of children with developmental delays and/or special health care needs; 19. Implementation of child assessment measures in use.	Documentation may include: Continuing Education Policy Staff Training Schedule Orientation Manual	A-25	A-25) The program requires all teaching staff to complete training in the following: A) Knowledge of typical and atypical physical, cognitive, and social-emotional child growth and development; B) Designing and implementing developmentally appropriate lesson plans and group activities; C) Discipline and behavioral management strategies, including positive guidance techniques; D) Mandated child abuse and neglect identification and reporting; E) Appropriate and positive touch; F) Appropriate care of infants, including shaken baby syndrome, safe sleep practices and conditions (if serving infants); G) Health practices and promotion, including: infectious disease control and prevention, proper handwashing, daily health checks, knowing the signs and symptoms of childhood illnesses and standard precautions; H) Appropriate classroom management, including indoor and outdoor supervision and successful transition strategies; I) Cultural diversity and working with diverse families; J) Proper nutrition, including age appropriate serving sizes; K) Developmentally appropriate physical activities, aimed at lowering the risk of childhood obesity; L) Room arrangement and classroom planning, including accidental injury prevention strategies; M) Appropriate cleaning protocols for classroom environments; N) Management of job-related physical and mental health concerns; O) Effective child and parent/guardian communication strategies; P) Procedures and practice of handling emergency/disasters, including but not limited to: shelter in place, natural/weather related disasters, and intruder emergency situations; Q) Knowledge of available community resources to address health and safety needs; R) Inclusion of children with developmental delays and/or special health care needs; S) Implementation of child assessment measures in use. Please note: This training may be completed during the orientation process. An orientation manual or training schedule may suffice as evidence.
1.22	All staff who have food handling responsibilities, such as serving snack or meals, receive training in food protection/handling or equivalent. Please Note: In-house food protection/handling training will suffice as evidence.	Documentation may include: Training Certificates Staff Training Schedule	A-29	A-29) Do all staff who have food handling responsibilities, such as serving snack or meals, receive training in food protection/handling or equivalent? *Please note: In-house food protection/handling training will suffice as evidence.
1.23	The designated food service supervisor responsible for food preparation must have a certificate in food service and food safety.	Documentation may include: Training Certificates Staff Training Schedule	A-30	A-30) Does the designated food service supervisor or cook responsible for food preparation have a certificate in food service and food safety?
1.24	The program has a teacher retention plan that includes the following: a staff development plan or formal evaluation program, including a career ladder; training opportunities (which may include coverage of dues for professional organizations and/or training courses); merit raises and/or promotions (which may include bonuses); and employee benefits (which may include employee choice of health coverage or retirement savings plan).	Documentation may include: Staffing Policy/Procedure	A-32	A-32) Does the program have a teacher retention plan that includes the following: A) Staff development plan or formal evaluation program, including a career ladder? B) Training opportunities (which may include coverage of dues for professional organizations and/or training courses)? C) Merit raises and promotions (which may include bonuses)? D) Benefits (which may include employee choice of health coverage or retirement savings plan)? E) Other: _________________________________________
1.25	Regular staff communication is fostered through weekly staff meetings, a staff newsletter, ample opportunity for individual staff/administrative meetings, and written memoranda, in either paper or electronic form. Weekly staff meetings are held to ensure ongoing care is provided which meets the program’s short term and long term goals for children while using a team concept.	Documentation may include: Staff Meeting Schedule Open Door Policy and Available Meeting Times Prior Memos/Meeting Agendas	A-33	A-33) Does the program have an open door policy as well as other communication mechanisms in place which allow for regular and open communication between management and staff, that may include newsletters, individual staff/administrative meetings, and staff memos (paper or electronic)?
1.25	Regular staff communication is fostered through weekly staff meetings, a staff newsletter, ample opportunity for individual staff/administrative meetings, and written memoranda, in either paper or electronic form. Weekly staff meetings are held to ensure ongoing care is provided which meets the program’s short term and long term goals for children while using a team concept.	Documentation may include: Staff Meeting Schedule Open Door Policy and Available Meeting Times Prior Memos/Meeting Agendas	A-34	A-34) Are weekly staff meetings held to ensure ongoing care is provided using a team concept, which meets the program’s short term and long term goals for children? Please Note: Weekly staff meetings may include communication between the director and staff in a variety of means as referenced in item A-33. Evidence of continual weekly staff meetings must be provided for review in the program’s labeled documentation.
1.26	The program has a system in place for teachers to request the materials they need for classroom projects/activities and teaching supplies.	Documentation may include: Material Request Policy/Procedure	A-35	A-35) Is there a system in place for teachers to request materials for classroom projects/activities and teaching supplies?
2.1	Children must be under constant supervision by qualified teachers, by both sight and sound. This includes all ages of children, from infants to school-aged. Children must be supervised both indoors and out and during all rest periods. Please Note: Children must be able to be seen and heard at all times by the teacher. For example, if the teacher is working momentarily one-on-one with a child, but is able to see all of the children by slightly moving their position, then this standard is met.	Documentation may include: Staffing Policy/Procedure Observable items may include: Active and Positive Supervision	A-36	A-36) Is there a policy that states all children (including school-age) are always within sight and sound* of a qualified teacher*? Please Note: Children must be able to be seen and heard at all times by the teacher. For example, if the teacher is working momentarily one-on-one with a child, but is able to see all of the children by slightly moving their position, then this standard is met. **Qualified teacher is defined as a Lead Teacher, Assistant Teacher, Aide, and/or a Substitute Teacher who meets all NECPA requirements.
2.1	Children must be under constant supervision by qualified teachers, by both sight and sound. This includes all ages of children, from infants to school-aged. Children must be supervised both indoors and out and during all rest periods. Please Note: Children must be able to be seen and heard at all times by the teacher. For example, if the teacher is working momentarily one-on-one with a child, but is able to see all of the children by slightly moving their position, then this standard is met.	Documentation may include: Staffing Policy/Procedure Observable items may include: Active and Positive Supervision	B-1	B-1) Are all children (including school-age) within sight and sound* of a qualified teacher** at all times? Please Note: Children must be able to be seen and heard at all times by the teacher. For example, if the teacher is working momentarily one-on-one with a child, but is able to see all of the children by slightly moving their position, then this standard is met. * Qualified teacher is defined as a Lead Teacher, Assistant Teacher, Aide, and/or a Substitute Teacher who meets all NECPA requirements.
2.2	To ensure that all children are safe and accounted for, children must be counted by name to face on a regular basis. This includes any transition time (when going indoors to outdoors, moving from one room/area to another), during any field trip (including walks), when leaving vehicles (both on field trips and during regular transportation routes), and during emergency evacuations.	Observable items may include: Attendance log is present and used during transitions. Active and Positive Supervision	B-2	B-2) Do all teachers use a visual attendance (name to face) process to document child identification?
2.2	To ensure that all children are safe and accounted for, children must be counted by name to face on a regular basis. This includes any transition time (when going indoors to outdoors, moving from one room/area to another), during any field trip (including walks), when leaving vehicles (both on field trips and during regular transportation routes), and during emergency evacuations.	Observable items may include: Attendance log is present and used during transitions. Active and Positive Supervision	B-3	B-3) How often is attendance taken using the name to face process: A) When children arrive at and depart from the program? B) During any transitions (ex: when going indoors to outdoors or moving from one play area to another)? C) During any off-site activities, including field trips and walks? D) When getting off vehicles both on field trips and regular transportation routes? E) Emergency evacuations?
2.3	Teachers must know and be able to accurately state how many children are in their care at any given time.	Observable items may include: Active and Positive Supervision	B-4	B-4) When asked, are all teachers able to accurately state how many children are in their care at any given time?
2.4	Age appropriate child:staff ratios must always be met during all hours of operation, both indoors and outdoors. This includes any field trips or off site activities. Accepted best practice in the early childhood care and education field today is to maintain the following child:staff ratios during all hours of operation including evening and overnight care, with the exception of nap and rest periods: Age Group: Infants/; Age Range for Ratio: Birth to 18 months; Child:Staff Ratio: 3/4:1; Max Group Size: 8-Jun; Age Group: Toddlers/Two’s; Age Range for Ratio: 18 to 35 months; Child:Staff Ratio: 4/6:1; Max Group Size: 12-Aug; Age Group: Pre-School; Age Range for Ratio: 3 to 5 years; Child:Staff Ratio: 7/10:1; Max Group Size: 14/20; Age Group: School-Age; Age Range for Ratio: 5 to 12 years; Child:Staff Ratio: 12:01; Max Group Size: 24; Please Note: NECPA will defer to state ratios only if teacher to child interactions are of high quality. This will be observed, verified and reviewed through NECPA Standards regarding teacher to child interactions. When infants and toddlers are in a mixed age group, the child:staff ratio and group size for infants and toddlers must be maintained. The ratios do not include personnel who have other responsibilities that they must carry out simultaneously while watching children. When transporting children, child:staff ratios must be maintained. No person under the age of 18 will be considered for the purposes of determining child:staff ratios.	Observable items may include: Developmentally appropriate child:staff ratios met at all times.	B-5	B-5) Are developmentally appropriate child:staff ratios maintained at all times, including during naptime?* *Please Note: NECPA will defer to state ratios only if teacher to child interactions are of high quality. This will be observed, verified and reviewed through NECPA Standards regarding teacher to child interactions. When infants and toddlers are in a mixed age group, the child:staff ratio and group size for infants and toddlers must be maintained. The ratios do not include personnel who have other responsibilities that they must carry out simultaneously while watching children. When transporting children, child:staff ratios must be maintained. No person under the age of 18 will be considered for the purposes of determining child:staff ratios.
2.5	The program must have a plan/policy for maintaining required child:staff ratio at all times. Please Note: This may include a procedure for calling-in a staff member early or requiring the Director or Assistant Director to join the classroom if attendance is higher than anticipated.	Documentation may include: Staffing Schedule Staffing Policy/Procedure	A-37	A-37) Does the program have a policy and procedure for maintaining age appropriate child:staff ratios at all times of operation?* *Please Note: This may include a procedure for calling-in a staff member early or requiring the Director or Assistant Director to join the classroom if attendance is higher than anticipated.
2.6	There must also be a documented prevention plan in place that states, at any given time, (even during times of low enrollment and/or attendance), there must be two staff members, (which may include the Director), present at the program during operational hours.	Documentation may include: Staffing Schedule Staffing Policy/Procedure	A-38	A-38) Does the program have a policy and procedure that ensures at any given time, (even during times of low enrollment and/or attendance), there are two staff members, (which may include the Director), present at the program during operational hours?
2.7	Each age group must have an assigned Lead Teacher, including school-age. At all times of operation when children are in care, the program must have at least one teacher who meets the Lead Teacher requirements on site, with the exception of nap and rest periods for overnight care.	Documentation may include: Staffing Schedule Staffing Policy/Procedure	A-39	A-39) Does the program: A) Have an assigned Lead Teacher for each age group (including school-age)? B) Have at least one qualified Lead Teacher working in the program at all times when children are in care? Please Note: Lead teachers are not required to be present during the designated rest/nap period and the designated sleep period of evening and overnight care. Recommended age groups are defined on page 127 of the Glossary.
2.8	Programs are required to have policies and maintain records of attendance for all the children in care. At the time of enrollment, parents/guardians must provide contact information, (for example email address, cell and work phone numbers), to help ensure there is always a method of contacting the parent/guardian. It should be stressed to parents/guardians, that this information must always be current. A printed roster of all children currently enrolled must be accessible within 60 seconds in case of an emergency that requires evacuation. The program must maintain a daily attendance log that identifies the time of arrival and departure for each child.	Documentation may include: Attendance Policy and Procedure Attendance Records Parent Communication Policy and Procedure	A-40	A-40) Does the program’s attendance policy require the following: A) An accessible document that provides parent/guardian contact information, (for example email address, cell and work phone numbers), so there is always a method of contacting the parent/guardian? B) A printed roster of all children currently enrolled is accessible within 60 seconds in case of an emergency that requires evacuation? C) A daily attendance log that identifies the time of arrival and departure for each child?
2.9	The program must have an established procedure for verifying who is authorized to pick up a child from care. Written authorization must be available in the child’s file, including bus transportation for school-age children. Teachers or the director/administrator must verify the identity of each person picking up a child from care. The program ensures that any staff member who may be responsible for verifying the identity of an individual picking up a child is trained on what to do in the case of having to deny the release of a child.	Documentation may include: Attendance Policy and Procedure Staff Training Certificates or Records	A-41	A-41) Is there an established procedure for verifying who is authorized to pick up a child from care that includes the following: A) Written authorization in the child’s file (including bus transportation for school-age)? B) Verification of the identity of any new person picking up a child from care? C) Training for any staff member responsible for verifying identity and what to do in the case of having to deny the release of a child?
2.10	All teachers must practice active and positive supervision, both indoors and outdoors. Teachers must: A) Be aware of children’s activities at all times by scanning play activities, circulating around the area, and standing in strategic positions; B) Monitor children’s behavior to help ensure children’s safety, and be aware of and scan for potential safety hazards; C) Establish clear and simple safety rules and teaching children how to use playground equipment appropriately and safely; D) Have knowledge of the skills and abilities of the children in care.	Observable items may include: Teachers using active and positive supervision both indoors and out.	B-6	B-6) Do all teachers practice active and positive supervision, both indoors and outdoors, which includes: A) Being aware of children’s activities at all times by scanning play activities, circulating around the area, and standing in strategic positions? B) Monitoring children’s behavior to help ensure children’s safety and being aware of and scanning for potential safety hazards? C) Establishing clear and simple safety rules and teaching children how to use playground equipment appropriately and safely? D) Knowledge of the skills and abilities of the children in care?
3.1	The program must have clear, written, behavioral management policies in place. These policies specify the program’s behavioral management philosophy, including responses to individual behaviors. Behavioral management policies clarify the program’s response to specific behaviors, both prevention and response oriented. These policies must be explained to parents/guardians at the time of enrollment and be defined for children in an age appropriate manner.	Documentation may include: Behavioral Management Policy and Procedure	A-42	A-42) Does the program’s behavioral management policy: A) Include the program’s expectations and responses to children’s developmentally appropriate behaviors? B) Include preventative and reactive approaches and other positive methods of guidance appropriate to the ages of the children enrolled? C) Clarify prohibited teacher behaviors?
3.1	The program must have clear, written, behavioral management policies in place. These policies specify the program’s behavioral management philosophy, including responses to individual behaviors. Behavioral management policies clarify the program’s response to specific behaviors, both prevention and response oriented. These policies must be explained to parents/guardians at the time of enrollment and be defined for children in an age appropriate manner.	Documentation may include: Behavioral Management Policy and Procedure	A-43	A-43) Is the program’s behavioral management policy: A) Discussed with families upon enrollment in the program? B) Discussed with children of appropriate ages upon enrollment in the program?
3.2	Discipline is seen as providing guidance to the child rather than punishment. Teachers must have knowledge of age appropriate behavior management techniques including positive guidance, redirection, and providing concise limits to help children develop self-control.	Observable items may include: Teachers utilizing positive behavior management techniques	B-7	B-7) Do teachers use age-appropriate, positive guidance techniques with children that emphasize self-control on the part of the child?
3.3	These practices are clear, consistent and understandable to the child. Anytime a teacher redirects a child's behavior, they provide the child with a brief explanation of limits and rationale.	Observable items may include: Teachers utilizing positive behavior management techniques	B-8	B-8) When teachers redirect a child's behavior, do they provide a brief explanation of limits and rationale?
3.4	The teacher assists the child in learning socially acceptable behavior, by focusing on the positive rather than the negative to teach a child what is safe and appropriate for them and other children.	Observable items may include: Teachers utilizing positive behavior management techniques	B-11	B-11) Do teachers focus on the positive rather than the negative to teach a child what is safe and appropriate for the child and other children?
3.5	Positive behavior is encouraged through positive reinforcement. Teachers provide sincere, descriptive encouragement and attention for children’s behaviors they would like to see again.	Observable items may include: Teachers utilize positive behavior management techniques.	B-9	B-9) Do teachers provide sincere, descriptive encouragement and attention for children’s behaviors they would like to see again?
3.6	Teachers must intervene immediately when a child’s behavior is a threat to themselves, to others, or to property. Teachers respond quickly and calmly to prevent children from hurting each other while showing understanding of the children's needs and feelings.	Observable items may include: Teachers utilize positive behavior management techniques.	B-10	B-10) Do teachers respond quickly and calmly to prevent children from hurting each other while showing understanding of the children's needs and feelings?
3.7	Teachers address the specific behavior or situation and never label a child ‘good’ or ‘bad’. Please Note: This standard refers to calling/labeling a child ‘good’ or ‘bad’ for a particular behavior or action, this does not refer to praising a child’s work.	Observable items may include: Teachers utilize positive behavior management techniques.	B-12	B-12) Do teachers address the specific behavior or situation rather than labeling the child ‘good’ or ‘bad’?* *Please Note: This item refers to calling/labeling a child ‘good’ or ‘bad’ for a particular behavior or action, this does not refer to praising a child’s work.
3.8	Any form of child maltreatment is prohibited. This includes: emotional abuse, including teasing, humiliating, ignoring, isolating, bullying, and harassment; the withholding or use of food, meals, or snacks; and verbal abuse, including taunting, speaking harshly, or sarcastically that is meant to demean the child in any way. The use of corporal punishment is not tolerated in any child care program, by any staff, teacher, substitute or volunteer. Corporal punishment is defined as physical punishment that intentionally causes pain and discomfort on children in response to undesired behavior.	Documentation may include: Behavioral Management Policy and Procedure	A-44	A-44) Are the following teacher/staff behaviors prohibited: A) The use of corporal punishment? B) Any form of emotional abuse, including teasing, humiliating, ignoring, isolating, bullying or harassment? C) The withholding or use of food, meals, or snacks? D) Verbal abuse, including taunting, speaking harshly, or sarcastically that is meant to demean the child in any way? Please Note: Corporal punishment is defined as physical punishment that intentionally causes pain and discomfort to children in response to undesired behavior.
4.1	The program has a designated staff member(s) who is responsible for health and safety issues at the program. This person is responsible for the day to day issues related to the health and safety of the program, serves as an additional resource for children and parents, and ensures program-level health and safety concerns are addressed/resolved.	Documentation may include: Health and Safety Policy Parent Communication Policy and Procedure	A-54	A-54) Is there a designated staff member(s) who has responsibility for health and safety issues at the program?
4.1	The program has a designated staff member(s) who is responsible for health and safety issues at the program. This person is responsible for the day to day issues related to the health and safety of the program, serves as an additional resource for children and parents, and ensures program-level health and safety concerns are addressed/resolved.	Documentation may include: Health and Safety Policy Parent Communication Policy and Procedure	A-55	A-55) Who is that person(s)? ____________________________________________________ Name(s)
4.1	The program has a designated staff member(s) who is responsible for health and safety issues at the program. This person is responsible for the day to day issues related to the health and safety of the program, serves as an additional resource for children and parents, and ensures program-level health and safety concerns are addressed/resolved.	Documentation may include: Health and Safety Policy Parent Communication Policy and Procedure	A-56	A-56) Which of the following are included in their responsibilities: A) Oversees day-to-day program-level health and safety issues? B) Serves as an additional resource for families when they have health concerns or needs? C) Ensures that program-level health and safety concerns are addressed/resolved?
4.2	The program has a formal or informal relationship with a medical professional who is available as a resource regarding health and safety issues, including mental and behavioral wellness.	Documentation may include: Health and Safety Policy	A-65	A-65) Does the program have a formal or informal relationship with a medical professional who is available as a resource regarding health and safety issues, including mental and behavioral wellness?
4.3	When planning and preparing meals and snacks, the program must ensure that the child’s daily nutritional needs will be met, keeping in mind the number of meals and snacks the child will be eating at the program and at home. This is outlined in the program’s food and nutrition service policy.	Documentation may include: Food and Nutrition Services Policy and Procedure	A-70	A-70) Does the program’s food and nutrition policy include the following: A) Age-appropriate nutrition and food requirements that include healthy eating and the daily schedule for snacks and mealtimes? B) Food handling protocol to prevent cross contamination? C) Protocol for teachers working with families to introduce food? D) Policy/guideline on food brought from home?
4.4	Attention is paid in teaching children proper portion size and healthy food choices. Calorie dense foods like sugary beverages, desserts and snacks should not be served. Teachers work with families to introduce new foods and promote healthy eating. The food and nutrition service policy also outlines foods brought from home.	Documentation may include: Food and Nutrition Services Policy and Procedure Parent Education	A-70	A-70) Does the program’s food and nutrition policy include the following: A) Age-appropriate nutrition and food requirements that include healthy eating and the daily schedule for snacks and mealtimes? B) Food handling protocol to prevent cross contamination? C) Protocol for teachers working with families to introduce food? D) Policy/guideline on food brought from home?
4.5	To ensure the health and safety of children in care, at least 90% of the staff involved in the provision of direct care must be certified in infant and child First Aid that includes management of a blocked airway and rescue breathing. Written verification of CPR certification must be kept on file. At least one certified staff person must be in attendance at all times and in all places that children are in care. Please Note: First aid training, including rescue breathing and first aid for choking, is consistent with training developed by the American Red Cross, the American Heart Association, the National Safety Council for First Aid Training Institute, any state approved organization, or the equivalent of one of the four. The NECPA Verifier must see the original First Aid and CPR cards/certificates issued by the trainer for each employee or a notarized copy. The original card or certificate are required as proof of verification. Photocopies of the cards or certificates are not acceptable proof of verification. Rosters are not acceptable proof of verification. Printed certificates or cards with a verifiable certificate number and/or barcode are accepted.	Documentation may include: Original/notarized CPR Cards or Certificates	A-51	A-51) Complete the chart below to verify the number of staff involved in the provision of care who are certified in infant and child First Aid and CPR: Verification Item # of Staff A) Total number of full-time and part-time staff involved in the provision of care, including support staff that may assist or supervise children: B) Total number of staff certified in infant and child First Aid and CPR:
4.5	To ensure the health and safety of children in care, at least 90% of the staff involved in the provision of direct care must be certified in infant and child First Aid that includes management of a blocked airway and rescue breathing. Written verification of CPR certification must be kept on file. At least one certified staff person must be in attendance at all times and in all places that children are in care. Please Note: First aid training, including rescue breathing and first aid for choking, is consistent with training developed by the American Red Cross, the American Heart Association, the National Safety Council for First Aid Training Institute, any state approved organization, or the equivalent of one of the four. The NECPA Verifier must see the original First Aid and CPR cards/certificates issued by the trainer for each employee or a notarized copy. The original card or certificate are required as proof of verification. Photocopies of the cards or certificates are not acceptable proof of verification. Rosters are not acceptable proof of verification. Printed certificates or cards with a verifiable certificate number and/or barcode are accepted.	Documentation may include: Original/notarized CPR Cards or Certificates	A-52	A-52) In accordance with item A-51, are 90% of staff involved in the provision of care, including support staff that may assist or supervise children, currently certified in infant and child First Aid and CPR? *Please Note: First aid training, including rescue breathing and first aid for choking, must be consistent training developed by the American Red Cross, the American Heart Association, the National Safety Council for First Aid Training Institute, a state approved organization, or the equivalent of one of the four. Verifier must see the actual First Aid card issued by the trainer for each employee or a notarized copy. The original card or certificate are required as proof of verification. Photocopies and rosters are not acceptable evidence. Printed certificates or cards with a verifiable certificate number and/or barcode are accepted.
4.5	To ensure the health and safety of children in care, at least 90% of the staff involved in the provision of direct care must be certified in infant and child First Aid that includes management of a blocked airway and rescue breathing. Written verification of CPR certification must be kept on file. At least one certified staff person must be in attendance at all times and in all places that children are in care. Please Note: First aid training, including rescue breathing and first aid for choking, is consistent with training developed by the American Red Cross, the American Heart Association, the National Safety Council for First Aid Training Institute, any state approved organization, or the equivalent of one of the four. The NECPA Verifier must see the original First Aid and CPR cards/certificates issued by the trainer for each employee or a notarized copy. The original card or certificate are required as proof of verification. Photocopies of the cards or certificates are not acceptable proof of verification. Rosters are not acceptable proof of verification. Printed certificates or cards with a verifiable certificate number and/or barcode are accepted.	Documentation may include: Original/notarized CPR Cards or Certificates	A-53	A-53) At a minimum, does the program ensure that at least one staff member certified in infant and child First Aid and CPR is present at the program at all times?
4.6	There must be a fully-stocked, readily accessible first aid kit at the program, in every vehicle when children are being transported, and for all field trips or any activity away from the program, including walks and off-site outdoor play. This kit is stored in a designated location that is accessible to staff at all times, but inaccessible to children.	Observable items may include: The program has readily accessible first aid kits which include all the required items.	B-14	B-14) Is there always a readily accessible first aid kit at the program?
4.6	There must be a fully-stocked, readily accessible first aid kit at the program, in every vehicle when children are being transported, and for all field trips or any activity away from the program, including walks and off-site outdoor play. This kit is stored in a designated location that is accessible to staff at all times, but inaccessible to children.	Observable items may include: The program has readily accessible first aid kits which include all the required items.	B-15	B-15) Is there an additional first aid kit available when children (including school-age) are taken on field trips and for off-premises outdoor play, including walks, etc.? Please Note: If the program does not conduct activities off-premises, this item may be answered N/A. A supporting policy must be provided as evidence in the labeled documentation box/file for item B-15.
4.7	This first aid kit must include the following: 1. Disposable nonporous gloves and sealable nonporous plastic bags for disposal of bloody materials; 2. Sealed packages of alcohol wipes/wound cleaning solution; 3. Scissors; 4. Tweezers; 5. Thermometer; 6. Bandage tape; 7. Sterile gauze pads and ‘Band-Aids’; 8. Flexible roller gauze; 9. Triangular bandage or arm-sling; 10. Safety pins; 11. Eye dressing; 12. Pen/pencil and notepad; 13. Cold pack; 14. Current American Academy of Pediatrics or American Red Cross standard first aid text or equivalent first aid guide; 15. Cell phone or coins for use at a pay phone;* 16. Insect sting preparation (if allowed by state regulations); 17. Poison control center telephone number; 18. Small plastic or metal splints, or rolled magazine, or newspaper; 19. Soap (not bar soap); 20. Emergency numbers; 21. Flashlight; 22. Whistle. Please Note: If your state licensing/regulations prohibit any of the above, please include labeled documentation for verification item B-16. *Item O) A cell phone does not have to be kept in the first aid kit, however it must always be accessible for emergency use.	Observable items may include: The program has readily accessible first aid kits which include all the required items.	B-16	B-16) Does each first aid kit contain the following: A) Bandage tape; B) Cell phone or coins for use at a pay phone;* C) Cold pack; D) Current American Academy of Pediatrics or American Red Cross standard first aid text or equivalent first aid guide; E) Disposable nonporous gloves and sealable nonporous plastic bags for disposal of bloody materials; F) Emergency numbers; G) Eye dressing; H) Flashlight; I) Flexible roller gauze; J) Insect sting preparation (if allowed by state regulations); K) Pen/pencil and notepad; L) Poison control center telephone number; M) Safety pins; N) Scissors; O) Sealed packages of alcohol wipes/wound cleaning solution; P) Small plastic or metal splints, or rolled magazine, or newspaper; Q) Soap; R) Sterile gauze pads and ‘Band-Aids’; S) Thermometer; T) Triangular bandage or arm-sling; U) Tweezers; V) Whistle. *Please Note: If your state licensing/regulations prohibit any of the above, please answer ‘No’ and include a copy of the rule/regulation in your labeled documentation box/file for Item B-16. Item O) A cell phone does not have to be kept in the first aid kit, however it must be accessible for emergency use.
4.8	Teachers instruct children on hand washing by breaking the process into meaningful steps. The handwashing procedure must be posted at each handwashing sink. Staff and children wash their hands at the following times: 1. Before and after any food service activity (including preparation, handling, setting the table, or serving); 2. Before and after eating meals or snacks; 3. Before toileting or changing diapers/pull-ups (for staff ONLY); 4. After toileting or changing diapers/pull-ups (for staff AND children); 5. After assisting a child with toilet use or toileting accidents; 6. After having any contact with bodily fluids (including mucous); 7. Upon arrival to the classroom, including coming in from outdoors; 8. After handling or feeding animals (including fish, insects and reptiles). *Please Note: All staff, children and volunteers must use a state approved handwashing procedure or the following handwashing procedure: 1. Thoroughly rub damp hands with liquid soap, optimally for 20 seconds but no less than 10, and rinse off hands with warm, clean, running water. 2. Dry hands with a single-use paper towel or dryer and turn off faucet with the paper towel or other hands-free method to prevent re-contamination. 3. Deposit used paper towel into hands-free trash receptacle. ONLY when clean, running water is unavailable, the use of hand sanitizers by children over twenty-four months of age and adults in child care programs is an appropriate alternative to the use of traditional handwashing with soap and water. The use of alcohol-based hand sanitizer is not an acceptable substitute for hand washing for children under the age of 24 months because of the potential for them to eat the sanitizer rather than rubbing their hands together. Hand sanitizer using an alcohol-based active ingredient must contain 60% to 95% alcohol. A single pump of an alcohol-based sanitizer should be dispensed. Hands should be rubbed together, distributing sanitizer to all hand and finger surfaces and hands should be permitted to air dry.	Observable items may include: Staff follow the posted handwashing policy/procedure and wash hands at appropriate times Children follow the posted handwashing policy/procedure and wash hands at appropriate times	B-17	B-17) Do all staff and children wash their hands at the following times:* A) Before and after any food service activity (including preparation, handling, setting the table, or serving); B) Before and after eating meals or snacks; C) Before toileting and/or changing diapers/pull-ups (for STAFF ONLY); D) After toileting and/or changing diapers/pull-ups E) After assisting a child with toilet use and/or toileting accidents; F) After having any contact with bodily fluids (including blood and mucous); G) Upon arrival to the classroom, including coming in from outdoor play; H) After handling and/or feeding animals (including fish, insects and reptiles)? Please Note: All staff, children and volunteers must use a state approved handwashing procedure or the following handwashing procedure: 1. Thoroughly rub damp hands with liquid soap, optimally for 20 seconds but no less than 10, and rinse off hands with warm, clean, running water. 2. Dry hands with a single-use paper towel or dryer and turn off faucet with the paper towel or other hands-free method to prevent re-contamination. 3. Deposit used paper towel into hands-free trash receptacle. *ONLY when clean, running water is unavailable, the use of hand sanitizers by children over twenty-four months of age and adults in child care programs is an appropriate alternative to the use of traditional handwashing with soap and water. The use of alcohol based hand sanitizer is not an acceptable substitute for hand washing for children under the age of 24 months because of the potential for them to eat the sanitizer rather than rubbing their hands together. Hand sanitizer using an alcohol-based active ingredient must contain 60% to 95% alcohol. A single pump of an alcohol-based sanitizer should be dispensed. Hands should be rubbed together, distributing sanitizer to all hand and finger surfaces and hands should be permitted to air dry.
4.8	Teachers instruct children on hand washing by breaking the process into meaningful steps. The handwashing procedure must be posted at each handwashing sink. Staff and children wash their hands at the following times: 1. Before and after any food service activity (including preparation, handling, setting the table, or serving); 2. Before and after eating meals or snacks; 3. Before toileting or changing diapers/pull-ups (for staff ONLY); 4. After toileting or changing diapers/pull-ups (for staff AND children); 5. After assisting a child with toilet use or toileting accidents; 6. After having any contact with bodily fluids (including mucous); 7. Upon arrival to the classroom, including coming in from outdoors; 8. After handling or feeding animals (including fish, insects and reptiles). *Please Note: All staff, children and volunteers must use a state approved handwashing procedure or the following handwashing procedure: 1. Thoroughly rub damp hands with liquid soap, optimally for 20 seconds but no less than 10, and rinse off hands with warm, clean, running water. 2. Dry hands with a single-use paper towel or dryer and turn off faucet with the paper towel or other hands-free method to prevent re-contamination. 3. Deposit used paper towel into hands-free trash receptacle. ONLY when clean, running water is unavailable, the use of hand sanitizers by children over twenty-four months of age and adults in child care programs is an appropriate alternative to the use of traditional handwashing with soap and water. The use of alcohol-based hand sanitizer is not an acceptable substitute for hand washing for children under the age of 24 months because of the potential for them to eat the sanitizer rather than rubbing their hands together. Hand sanitizer using an alcohol-based active ingredient must contain 60% to 95% alcohol. A single pump of an alcohol-based sanitizer should be dispensed. Hands should be rubbed together, distributing sanitizer to all hand and finger surfaces and hands should be permitted to air dry.	Observable items may include: Staff follow the posted handwashing policy/procedure and wash hands at appropriate times Children follow the posted handwashing policy/procedure and wash hands at appropriate times	B-18	B-18) Is the handwashing procedure posted at each handwashing sink?
4.8	Teachers instruct children on hand washing by breaking the process into meaningful steps. The handwashing procedure must be posted at each handwashing sink. Staff and children wash their hands at the following times: 1. Before and after any food service activity (including preparation, handling, setting the table, or serving); 2. Before and after eating meals or snacks; 3. Before toileting or changing diapers/pull-ups (for staff ONLY); 4. After toileting or changing diapers/pull-ups (for staff AND children); 5. After assisting a child with toilet use or toileting accidents; 6. After having any contact with bodily fluids (including mucous); 7. Upon arrival to the classroom, including coming in from outdoors; 8. After handling or feeding animals (including fish, insects and reptiles). *Please Note: All staff, children and volunteers must use a state approved handwashing procedure or the following handwashing procedure: 1. Thoroughly rub damp hands with liquid soap, optimally for 20 seconds but no less than 10, and rinse off hands with warm, clean, running water. 2. Dry hands with a single-use paper towel or dryer and turn off faucet with the paper towel or other hands-free method to prevent re-contamination. 3. Deposit used paper towel into hands-free trash receptacle. ONLY when clean, running water is unavailable, the use of hand sanitizers by children over twenty-four months of age and adults in child care programs is an appropriate alternative to the use of traditional handwashing with soap and water. The use of alcohol-based hand sanitizer is not an acceptable substitute for hand washing for children under the age of 24 months because of the potential for them to eat the sanitizer rather than rubbing their hands together. Hand sanitizer using an alcohol-based active ingredient must contain 60% to 95% alcohol. A single pump of an alcohol-based sanitizer should be dispensed. Hands should be rubbed together, distributing sanitizer to all hand and finger surfaces and hands should be permitted to air dry.	Observable items may include: Staff follow the posted handwashing policy/procedure and wash hands at appropriate times Children follow the posted handwashing policy/procedure and wash hands at appropriate times	B-19	B-19) Do teachers instruct children on handwashing by breaking the process into meaningful steps?
4.9	There must be a trash receptacle readily accessible for each handwashing sink.	Observable items may include: Trash cans are available for each sink.	B-20	B-20) Is there a trash receptacle readily accessible: A) For each handwashing sink? B) And, if applicable, a hands-free receptacle in the toileting/bathroom area if toilet training is occurring for the disposal of diapers and/or pull-ups?
4.10	Children must be able to open toilet doors from inside and teachers must be able to open toilet doors from the outside so they may assist children when necessary.	Observable items may include: Toilet doors are in proper working order.	B-21	B-21) Are the toilet doors for children’s use able to be opened on the outside by the teacher?
4.10	Children must be able to open toilet doors from inside and teachers must be able to open toilet doors from the outside so they may assist children when necessary.	Observable items may include: Toilet doors are in proper working order.	B-22	B-22) Are children able to open toilet doors from the inside?
4.11	A closable, foot-pedal operated, or motor sensor operated, plastic-lined trash receptacle must be provided in the toileting area if toilet training is occurring for the disposal of diapers and/or pull-ups.	Observable items may include: Trash cans are hands-free and in proper working order.	B-20	B-20) Is there a trash receptacle readily accessible: A) For each handwashing sink? B) And, if applicable, a hands-free receptacle in the toileting/bathroom area if toilet training is occurring for the disposal of diapers and/or pull-ups?
4.12	The administration of medicines at the program is limited to: * Prescription or nonprescription medication (including over-the-counter cold medicines or pain reliever) with written orders from a prescribing health care professional and written permission from a parent/guardian.* * Medication is dated and kept in the original container or labeled by a pharmacist with the child’s first and last name. The written orders or label specifies the date the prescription was filled, the name of the health care provider who wrote the order, the medication’s expiration date, and specific, legible instructions for administration, storage and information on any possible side effects. Only designated persons, who are certified through Medication Administration Training (MAT) or a state approved, standardized, competency-based training provided by a licensed health professional, are authorized to administer medications. *Please Note: Non-prescription sunscreen and insect repellent must have parental/guardian consent, but do not require instructions from a health professional.	Documentation may include: Medication Administration Policy	A-58	A-58) Does the program administer medication? Yes No* N/A* *(If No or N/A, please select N/A for Items A-59 and A-60.) Please Note: Non-prescription sunscreen and insect repellent must have parental/guardian consent, but do not require instructions from a health professional.
4.12	The administration of medicines at the program is limited to: * Prescription or nonprescription medication (including over-the-counter cold medicines or pain reliever) with written orders from a prescribing health care professional and written permission from a parent/guardian.* * Medication is dated and kept in the original container or labeled by a pharmacist with the child’s first and last name. The written orders or label specifies the date the prescription was filled, the name of the health care provider who wrote the order, the medication’s expiration date, and specific, legible instructions for administration, storage and information on any possible side effects. Only designated persons, who are certified through Medication Administration Training (MAT) or a state approved, standardized, competency-based training provided by a licensed health professional, are authorized to administer medications. *Please Note: Non-prescription sunscreen and insect repellent must have parental/guardian consent, but do not require instructions from a health professional.	Documentation may include: Medication Administration Policy	A-59	A-59) If the program administers medication, is there a written medication policy that includes the following: N/A A) Only designated persons, who are certified through Medication Administration Training (MAT) or a state approved, standardized competency-based training provided by a licensed health professional, are authorized to administer medications? B) Signed parental/guardian consent for the administration of a specified prescription or nonprescription medication? C) Prescription issued directly by a healthcare provider with specific dosage and administration instructions? D) Information on medication, including possible side effects, is provided to the program by parents/guardian(s)? E) Medication administration log?
4.13	A log is kept and filed of all medication administered. The medication log must contain the following: 1. Child's first and last name; 2. Expiration date of medication; 3. Name of the medication; 4. Age appropriate or provider specified dosage; 5. The manufacturer’s instructions or prescription label with specific, legible instructions for administration; 6. Storage and disposal; 7. If prescription, the name of the health care provider who wrote the prescription; 8. Time to be administered and date; 9. Parent/guardian(s) signature; 10. Person who administered the medication, the dosage/amount and time administered.	Documentation may include: Medication Administration Log	A-60	A-60) Is there a medication administration log that contains the following information: A) Child's first and last name? Yes No B) Expiration date of medication? Yes No C) Name of the medication? Yes No D) Age appropriate or provider specified dosage? Yes No E) The manufacturer’s instructions or prescription label with specific, legible instructions for administration, storage and disposal? Yes No F) If a prescription, the name of the health care provider who wrote the prescription? Yes No G) Time(s) and date(s) to be administered? Yes No H) Parent/guardian(s) signature? Yes No I) Person who administered the medication, the dosage/amount and time administered?
4.14	The program must have a written policy for reporting child abuse and neglect. When child abuse, neglect or exploitation is suspected reports are made to the appropriate jurisdiction, such as the Department of Social Services, Child Protective Services Agency, or police. All staff must be made aware that they are mandated reporters and are informed of their responsibilities in reporting child abuse and neglect. All teachers, staff, and volunteers at the program are given clear information about reporting child abuse. This includes the state child abuse reporting regulations, instructions on reporting, the chain of command, and a statement of reassurance that the person who reports abuse will not be fired merely because they made a report. When a child is enrolled in the program, the parents/guardians are notified of the program’s legal responsibility to report any suspected incidence of child abuse.	Documentation may include: Child Abuse and Neglect Policy	A-46	A-46) Does the program have a written policy for reporting child abuse and neglect that includes the following: A) Documented new hire and ongoing training for recognizing common symptoms and signs of child abuse? B) Notification to parents or guardians that is given upon enrollment making them aware of the program’s legal responsibility to report child abuse and neglect? C) Requirement that any instance where there is reasonable cause to believe that child abuse, neglect, or exploitation may have occurred, it must be reported to the Department of Social Services, Child Protective Services Agency, or police?
4.15	The program must have policies in writing on the following: 1. Clear instructions for handling emergency and critical care situations; 2. Illness inclusion and exclusion policies for both children and staff, that addresses reentry into the program after illness; 3. Guidelines that address seasonal and pandemic flu policies, including reporting designated infectious diseases to the CDC;* 4. An explanation of common child care illnesses that includes a plan to handle sick children, as well as safety measures to protect the health of other children and staff; 5. Prevention protocol for communicable diseases. *Please Note: NECPA defers to the CDC's National Notifiable Diseases Surveillance System as the guideline for required reporting.	Documentation may include: Health and Safety Policy	A-45	A-45) Does the program have policies and procedures in the Parent and/or Staff Handbook on the following health protection and promotion topics: A) Clear instructions for handling emergency and critical care situations? B) Illness inclusion and exclusion policies for both children and staff that addresses reentry into the program after illness? C) Guidelines that address seasonal and pandemic flu policies, including reporting designated infectious diseases to the CDC? D) An explanation of common child care illnesses that includes a plan to handle sick children, as well as safety measures to protect the health of other children and staff? E) Prevention protocol for communicable diseases?
4.15	The program must have policies in writing on the following: 1. Clear instructions for handling emergency and critical care situations; 2. Illness inclusion and exclusion policies for both children and staff, that addresses reentry into the program after illness; 3. Guidelines that address seasonal and pandemic flu policies, including reporting designated infectious diseases to the CDC;* 4. An explanation of common child care illnesses that includes a plan to handle sick children, as well as safety measures to protect the health of other children and staff; 5. Prevention protocol for communicable diseases. *Please Note: NECPA defers to the CDC's National Notifiable Diseases Surveillance System as the guideline for required reporting.	Documentation may include: Health and Safety Policy	A-63	A-63) Does the program have a policy in all handbooks/manuals that requires: A) A child's parents be notified as soon as possible when the child's behavior indicates any sign or symptom of possible illness that may require exclusion from the program? B) A separate area to care for children who are too ill to receive care in the regular group until a parent or guardian arrives to pick up the sick child?
4.16	In order to minimize the spread of illness, there must be a separate area to care for children who are too ill to receive care in the regular group until a parent or guardian arrives to pick up the ill child. This separate area could be an administrative office or an area of the classroom, away from other children, but always within sight and sound supervision.	Documentation may include: Attendance Policy and Procedures Exclusion Due to Illness Policy	A-63	A-63) Does the program have a policy in all handbooks/manuals that requires: A) A child's parents be notified as soon as possible when the child's behavior indicates any sign or symptom of possible illness that may require exclusion from the program? B) A separate area to care for children who are too ill to receive care in the regular group until a parent or guardian arrives to pick up the sick child?
4.17	Parents must be notified as soon as possible when a child’s behavior indicates possible illness.	Documentation may include: Attendance Policy and Procedures	A-63	A-63) Does the program have a policy in all handbooks/manuals that requires: A) A child's parents be notified as soon as possible when the child's behavior indicates any sign or symptom of possible illness that may require exclusion from the program? B) A separate area to care for children who are too ill to receive care in the regular group until a parent or guardian arrives to pick up the sick child?
4.18	The program maintains a file or log, tracking all illnesses and/or communicable diseases. This illness log must include: 1. The date, time, and name of the person impacted; 2. Identification of the symptoms; 3. Detailed explanation of how the teacher or staff member responded to the symptoms; 4. Person contacted, including a parent/guardian, emergency contact, nurse, or local health department (if warranted); 5. The name of the person who filled out the log.	Documentation may include: Sample Illness Log	A-61	A-61) Is there a file or log in which all illnesses/communicable diseases are recorded at the program?
4.18	The program maintains a file or log, tracking all illnesses and/or communicable diseases. This illness log must include: 1. The date, time, and name of the person impacted; 2. Identification of the symptoms; 3. Detailed explanation of how the teacher or staff member responded to the symptoms; 4. Person contacted, including a parent/guardian, emergency contact, nurse, or local health department (if warranted); 5. The name of the person who filled out the log.	Documentation may include: Sample Illness Log	A-62	A-62) Does the illness log include the following: A) The date, time, and name of the person impacted? B) Identification of the symptoms? C) Detailed explanation of how the teacher/staff member responded to the symptoms? D) Person contacted, including a parent/guardian, emergency contact, nurse, or local health department (if warranted)? E) Name of the person who filled out the log?
4.19	The program has a system for daily health screenings along with a record of the teachers’ concerns. The daily screenings include the following: 1. Changes in usual behavior or appearance; 2. Taking the child’s temperature with a thermometer, if there are changes in the child’s behavior or appearance, 3. Skin rashes, itchy skin, or lice/nits (during a lice outbreak); 4. Complaints of pain or not feeling well; 5. Other signs or symptoms of illness (including drainage from eyes, vomiting, and diarrhea); 6. Reported illness or injury to child since last day of attendance.	Documentation may include: Daily Health Screening Policy and Procedure	A-50	A-50) Does the program conduct daily health screenings of the children which include: A) Changes in usual behavior or appearance? B) Taking the child’s temperature by the use of a thermometer, if there are changes in the child’s behavior or appearance? C) Skin rashes, itchy skin, or lice/nits (during a lice outbreak)? D) Complaints of pain or not feeling well? E) Other signs or symptoms of illness (including drainage from eyes, vomiting, and diarrhea)? F) Reported illness or injury to child since last day of attendance?
4.20	The program maintains a file or log, tracking all injuries that occur at the facility. This injury log must include: 1. Name, gender, and age of the injured person; 2. Description of the injury; 3. Date and time of injury; 4. Location where injury took place; 5. Body part(s) involved; 6. Description of any consumer product involved; 7. Name of the staff member responsible for supervising the child at the time of the injury; 8. Actions taken on behalf of the injured following the injury; 9. Name of person who completed the report; 10. Name and address of the program.	Documentation may include: Sample Injury Log/Form	A-64	A-64) Is there a file or log in which all injuries are recorded? AND Does the injury log include the following: Yes No A) Name, gender, and age of the injured person? B) Description of the injury? C) Date and time of injury? D) Location where injury took place? E) Body part(s) involved? F) Description of any consumer product involved? G) Name of the staff member responsible for supervising the child at the time of the injury? H) Actions taken on behalf of the injured following the injury? I) Name of person who completed the report? J) Name and address of the program? Please Note: A blank sample of the form/log used in the injury file/log is sufficient as evidence for this standard.
4.21	The program must have a policy and procedure in place to ensure that within 90 days of enrollment children (excluding school-age) are referred to any needed health related screenings, including, vision, speech and language, hearing, and special health care needs. Health related screenings may be done at the program or through an outside health organization.	Documentation may include: Screening and Assessment Policy	A-47	A-47) Does the program have a policy and procedure in place to ensure that at least annually children, excluding school-age, are referred to any needed screenings, including; A) Vision? B) Speech/Language? C) Hearing? D) Special health care needs? E) Other _____________________________________ Yes No *Please Note: Screenings may be performed at the program or through an outside health organization.
5.1	The overall appearance of the program both inside and outside must be clean, free from clutter, well-maintained, odor-free, and welcoming. Each room in the program must have adequate lighting and ventilation. In order to best protect children, there must be an entry area to the facility for parents, children, and guests that is separate from play areas.	Observable items may include: Well-maintained classrooms and common areas. Distinct entrance or foyer to greet parents and visitors.	B-23	B-23) Is the overall appearance of the program, both indoor and outdoor, inviting and well-maintained by the following: A) Areas are clean, free from clutter, and odor-free; B) Areas have proper lighting and ventilation; C) Facilities, equipment and toys (both indoor and out), are free of chipping or peeling paint; D) Broken and inoperable toys or equipment are removed until repaired or replaced; E) Indoor and outdoor play equipment is free of pinch or crush points; F) A specific entry area is available to greet parents/guardians and guests that is separate from play areas; G) Proof that no paint contains lead in excess of 0.06 if facility is built before 1978?
5.2	Facilities, equipment and toys (both indoor and out), are free of chipping or peeling paint. Indoor and outdoor play equipment is free of pinch or crush points. Broken and/or inoperable toys or equipment are removed until repaired or replaced.	Observable items may include: Doors, windows, walls and other surfaces as well as equipment that children may come into contact with have no peeling or chipping paint both indoors and outdoors. Toys and other classroom materials are operable.	B-23	B-23) Is the overall appearance of the program, both indoor and outdoor, inviting and well-maintained by the following: A) Areas are clean, free from clutter, and odor-free; B) Areas have proper lighting and ventilation; C) Facilities, equipment and toys (both indoor and out), are free of chipping or peeling paint; D) Broken and inoperable toys or equipment are removed until repaired or replaced; E) Indoor and outdoor play equipment is free of pinch or crush points; F) A specific entry area is available to greet parents/guardians and guests that is separate from play areas; G) Proof that no paint contains lead in excess of 0.06 if facility is built before 1978?
5.3	In order to prevent food contamination, food preparation and feeding activities must be separated from diapering and toileting areas. Please Note: If only one sink is available in a classroom then it may be used for both handwashing and food preparation as long as the sink is sanitized before each instance of food preparation, including bottle prep. This procedure must be posted at the sink.	Observable items may include: Distinct feeding/eating and diapering/toileting areas.	B-24	B-24) Are there separate functional areas for food preparation, feeding, sleeping, playing, and diapering? Please Note: If only one sink is available in a classroom then it may be used for both handwashing and food preparation as long as the sink is sanitized before each instance of food preparation. This procedure must be posted at the sink.
5.4	Equipment is child-sized and adjusted for the developmental ages of the children.	Observable items may include: Chairs, tables, book shelves and learning center equipment is the correct size for the children in care.	B-25	B-25) Is equipment child-sized and adjusted for the developmental ages of all children in care?
5.5	Each classroom or area must have storage space for staff materials and classroom supplies. Staff member’s personal items, hot beverages, and medication are limited to a designated area which is inaccessible to children.	Observable items may include: Classrooms have areas for staff to store their equipment and personal belongings.	B-26	B-26) Does each classroom or area have storage space for staff materials and classroom supplies?
5.5	Each classroom or area must have storage space for staff materials and classroom supplies. Staff member’s personal items, hot beverages, and medication are limited to a designated area which is inaccessible to children.	Observable items may include: Classrooms have areas for staff to store their equipment and personal belongings.	B-27	B-27) Are staff member’s personal items, hot beverages, and medication limited to a designated area which is inaccessible to children?
5.6	The program provides space for gross motor play/development inside the facility on days when outdoor experiences are inappropriate. Please Note: This standard does not require a separate specific indoor gross motor area but requires that gross motor play/development is made available to children in the classroom on days when outdoor play is unavailable.	Observable items may include: Indoor gross motor play can be made available for children in care.	B-28	B-28) Does the program provide space for gross motor play and development inside the program on days when outdoor experiences are inappropriate?* *Please Note: This standard does not require a separate specific indoor gross motor area, but requires that gross motor play and development can be made available in the classroom on days when outdoor play is unavailable.
5.7	If indoor climbing equipment is used that is over 18 inches high: AND if used as part of a permanent indoor gymnasium, it must be placed on impact-absorbing surfacing* which extends 6 feet beyond** the perimeter of the equipment; OR if used as part of a temporary or movable indoor gross motor area, it must be placed on impact-absorbing surfacing* which extends at least 2 feet beyond the perimeter of the equipment. Please Note: NECPA defers to the Consumer Product Safety Commission (CPSC) regarding the required fall-zone and surfacing for indoor play equipment. Evidence of meeting this standard may be the manufacturer’s guidelines on the surfacing’s installation and approved use. Include a hard copy of this in your labeled documentation file/box for item B-29. *Please Note: If, and only if, state regulations/licensing permits the surface material to extend a minimum of 4 feet beyond the perimeter of the equipment, answer No to Item A and include a hard copy of the specific state regulation in your labeled documentation box/file for Item B-29.	Observable items may include: Indoor climbing equipment is on the proper surfacing with the required fall zone perimeter. Copy of manufacturer’s guidelines on the surfacing’s installation and approved use.	B-29	B-29) If indoor climbing equipment is used that is over 18 inches high: A) AND if used as part of a permanent indoor gymnasium, is it placed on impact-absorbing surfacing which extends 6 feet beyond* the perimeter of the equipment? B) AND if used as part of a temporary or movable indoor gross motor area, is it placed on impact-absorbing surfacing which extends at least 2 feet beyond the perimeter of the equipment? Please Note: NECPA defers to the Consumer Product Safety Commission (CPSC) regarding the required fall-zone and surfacing for indoor play equipment. Evidence of this standard may be the manufacturer’s guidelines on the surfacing’s instillation and approved use for indoor climbing equipment. Include a hard copy of this in your labeled documentation file/box for item B-29. *Please Note: If, and only if, state regulations/licensing permits indoor playground surfacing to extend 4 feet beyond the perimeter of the equipment, answer No to Item A and include a hard copy of the specific state regulation in your labeled documentation box/file for item B-29.
5.8	The program must have a planned and documented cleaning schedule that includes daily, weekly, and more extended cleaning duties. Major cleaning projects* must be anticipated and budgeted accordingly. *Please Note: A documented list of scheduled major cleaning may be used as evidence for Item A-76.	Documentation may include: Cleaning Schedule	A-75	A-75) Are major cleaning projects, including carpet cleaning, done on a scheduled and/or as needed basis in order to maintain a healthy and clean environment?
5.8	The program must have a planned and documented cleaning schedule that includes daily, weekly, and more extended cleaning duties. Major cleaning projects* must be anticipated and budgeted accordingly. *Please Note: A documented list of scheduled major cleaning may be used as evidence for Item A-76.	Documentation may include: Cleaning Schedule	A-76	A-76) If yes, what are the types of cleanings and the schedule for the major cleanings? Yes No *Please Note: A documented list of scheduled major cleaning may be used as evidence.
5.9	Teachers’ responsibilities should include cleaning spills and accidents when necessary to maintain a clean and healthy environment. This includes maintaining the general classroom area, bathrooms and dining areas. Mouthed toys are put aside and cleaned and disinfected before being made available to other children.	Documentation may include: Cleaning Schedule Job Descriptions	A-73	A-73) Are the following daily cleaning tasks outlined to ensure a healthy and safe environment between major cleanings: A) Cleaning and disinfecting mouthed infant and toddler toys? B) Cleaning general classroom areas? C) Cleaning bathrooms? D) Cleaning dining areas?
5.10	The following weekly cleaning tasks are conducted to ensure a healthy and safe environment between major cleanings: 1. Cots, mats, and cribs are kept separate, notated for individual child’s use, and cleaned and sanitized; 2. Sheets and blankets are kept separate, notated for individual child’s use, and washed; 3. Non-mouthed toys are cleaned and sanitized.	Documentation may include: Cleaning Schedule	A-74	A-74) Are the following weekly cleaning tasks outlined to ensure a healthy and safe environment between major cleanings: A) Cots, mats, and cribs are kept separate, notated for individual child’s use, and cleaned and sanitized? B) Sheets and blankets are kept separate, notated for individual child’s use, and washed? C) Non-mouthed toys are cleaned and sanitized?
5.11	The program must have a system in place to order needed repairs or replacement of equipment in a timely fashion.	Documentation may include: Facilities Maintenance Policy	A-77	A-77) Is there a system in place to order needed repairs or replacement of equipment in a timely fashion?
5.12	Any potentially toxic materials must be stored in labeled containers and used only in accordance with the manufacturer’s directions and specific purpose. Cleaning, sanitizing and disinfecting products are not used in close proximity to children, and adequate ventilation is maintained during any cleaning, sanitizing or disinfecting procedure to prevent children and teachers from inhaling potentially toxic fumes. When not in actual use, such materials must be kept in a place inaccessible to children and separate from stored medications and food.	Observable items may include: Cleaning products are properly stored and never left in reach of children.	B-30	B-30) Are all cleaning materials present at the program: A) Stored in labeled containers? B) Used according to the manufacturer’s instructions and the specific purpose? C) Always kept out of reach of children and stored separately from medications and food?
5.13	All arts and crafts materials used in the program must be nontoxic. To prevent accidental poisoning, children and staff are not be permitted to eat or drink while using arts and crafts materials. Arts and crafts are used in well-ventilated areas.	Documentation may include: Health and Safety Policy	A-72	A-72) Does the program have a policy to ensure the following criteria for the arts and crafts supplies/materials and area: A) Are supplies/materials nontoxic? B) Children and staff are not permitted to eat or drink while using materials? C) Supplies/materials are only used in well-ventilated areas?
5.14	All plants accessible to children must be labeled and identified by name with the local poison control center to determine safe use. Potentially harmful plants must always be inaccessible to children.	Documentation may include: Health and Safety Policy	B-31	B-31) If applicable, are all plants at the program labeled with the poison control center’s status of toxic or non-toxic and are toxic plants always kept out of children’s reach?
5.15	No paint containing lead in excess of 0.06 percent is used when surfaces are repaired or when any new surfaces accessible to children are painted. Proof of lead levels of paint are required for buildings made before 1978.	Documentation may include: Health and Safety Policy Lead paint testing for buildings made before 1978.	B-23	B-23) Is the overall appearance of the program, both indoor and outdoor, inviting and well-maintained by the following: A) Areas are clean, free from clutter, and odor-free; B) Areas have proper lighting and ventilation; C) Facilities, equipment and toys (both indoor and out), are free of chipping or peeling paint; D) Broken and inoperable toys or equipment are removed until repaired or replaced; E) Indoor and outdoor play equipment is free of pinch or crush points; F) A specific entry area is available to greet parents/guardians and guests that is separate from play areas; G) Proof that no paint contains lead in excess of 0.06 if facility is built before 1978?
5.16	Programs that provide daily or regular transportation for children must have the following in place: 1. Regularly scheduled maintenance of the vehicle(s) and a maintenance log for each vehicle; 2. A policy and routine to protect children from being forgotten in vehicles, or being left unattended and unsupervised, both inside and outside of vehicles during times of entering or departing: 3. A protocol that includes a final bus walkthrough by a lead teacher, bus driver, or bus monitor; 4. Current liability and vehicle insurance; 5. Transportation logs; 6. The use of age appropriate restraint systems for all children, (if available or required by the state); 7. Adequate supervision for children being transported; 8. Emergency information for each child available on each vehicle; 9. A first aid kit properly equipped for each vehicle.	Documentation may include: Transportation Policy including a final walkthrough policy. Facilities Maintenance Policy Job Descriptions	A-78	A-78) Does the program provide regular transportation as part of their service? A) To and from home; B) To and from local schools; C) Field trips. *(If No or N/A for all items, answer N/A to Items A-79 through A-80.)
5.16	Programs that provide daily or regular transportation for children must have the following in place: 1. Regularly scheduled maintenance of the vehicle(s) and a maintenance log for each vehicle; 2. A policy and routine to protect children from being forgotten in vehicles, or being left unattended and unsupervised, both inside and outside of vehicles during times of entering or departing: 3. A protocol that includes a final bus walkthrough by a lead teacher, bus driver, or bus monitor; 4. Current liability and vehicle insurance; 5. Transportation logs; 6. The use of age appropriate restraint systems for all children, (if available or required by the state); 7. Adequate supervision for children being transported; 8. Emergency information for each child available on each vehicle; 9. A first aid kit properly equipped for each vehicle.	Documentation may include: Transportation Policy including a final walkthrough policy. Facilities Maintenance Policy Job Descriptions	A-79	A-79) If the program provides transportation, does it have the following in place: N/A A) Regularly scheduled maintenance of the vehicle(s) and a maintenance log for each vehicle? B) A policy and routine to protect children from being forgotten in vehicles, or being left unattended and unsupervised, both inside and outside of vehicles during times of entering or departing? C) A protocol that includes a final bus walkthrough by a lead teacher, bus driver, or bus monitor? D) Current liability and vehicle insurance? E) Transportation logs? F) The use of age appropriate restraint systems for all children, (if available or required by the state)? G) Adequate supervision for children being transported?* H) Emergency information for each child available on each vehicle? I) A first aid kit properly equipped for each vehicle. *Please Note: Child:staff ratios must be maintained on all field trips and during transport.
5.17	Any driver who transports children for a child care program must be at least 21 years of age and meet the following criteria: 1. Possess a valid driver’s license OR commercial license (if required by the state) that authorizes them to operate the type of vehicle being driven; 2. Has evidence of a safe driving record for more than three years; 3. Has no medical condition that would compromise driving, supervision or evacuation capability and no use of alcohol or any prescription, nonprescription, or over the counter medications that may impair driving abilities; 4. Completed all state background checks.	Documentation may include: Job Descriptions	A-80	A-80) Does the program require all employed drivers to meet the following criteria: N/A A) Are at least 21 years old? B) Possess a valid driver’s license or commercial license (if required by the state) that authorizes them to operate the type of vehicle being driven? C) Have evidence of a safe driving record for more than three years? D) No medical condition that would compromise driving, supervision or evacuation capability and no use of alcohol or any prescription, nonprescription, or over the counter medications that may impair driving abilities? E) Have completed all state background checks?
6.1	To ensure continuity of care, the program limits the number of qualified teachers who care for any one child during a normal day.	Documentation may include: Staffing Policy/Procedure Staffing Schedule	A-81	A-81) To ensure continuity of care,* does the program limit the number of qualified teachers who care for any one child during a normal day? *Please Note: This standard does not include staff members who relieve teachers for lunch breaks. This standard is referencing the specific team of teachers for this classroom and child in order to ensure continuity of care. Continuity of care is evident in both policy and scheduling.
6.2	Staff greet each child and parent/guardian. Teachers address each child by name and provide children one-on-one attention as much as possible.	Observable items may include: Teachers refer to each child by name and are often seen actively engaged with children one-on-one.	B-32	B-32) Do staff greet each child and parent/guardian?
6.2	Staff greet each child and parent/guardian. Teachers address each child by name and provide children one-on-one attention as much as possible.	Observable items may include: Teachers refer to each child by name and are often seen actively engaged with children one-on-one.	B-33	B-33) Do teachers address each child by name?
6.2	Staff greet each child and parent/guardian. Teachers address each child by name and provide children one-on-one attention as much as possible.	Observable items may include: Teachers refer to each child by name and are often seen actively engaged with children one-on-one.	B-34	B-34) Do teachers give one-on-one attention to each child as much as possible?
6.3	The teachers must be available and responsive to children, encourage them to share experiences, ideas and feelings, and listen to them with attention and respect. The interaction should be a back and forth communication where the teacher encourages and expands upon children’s verbal communication.	Observable items may include: Teachers are often seen listening and responding to children, encouraging communication.	B-35	B-35) Do teachers enhance interactions with the children in their care by: A) Frequently talking with individual children using clear and correct language patterns and maintaining eye contact? B) Using affectionate and supportive speech when appropriate? C) Engaging in back and forth communication with children that expands upon children’s communication? D) Listening attentively to children, trying to understand what they want to communicate, and assisting them in expressing themselves? E) Encouraging children to share experiences, ideas and feelings of affection, joy, delight, sadness, anger, and other emotional responses to everyday events? F) Responding sensitively when children are frustrated, angry and/or afraid (i.e. when they are separating from their parents)? G) Responding in a reassuring and nurturing manner when a child seeks support? H) Using positive reinforcement to encourage children to feel good about their individual and group accomplishments?
6.4	Teachers speak to each child frequently, making eye contact and using clear, correct language patterns and affectionate, supportive words.	Observable items may include: Teachers use clear, supportive language when speaking with children.	B-35	B-35) Do teachers enhance interactions with the children in their care by: A) Frequently talking with individual children using clear and correct language patterns and maintaining eye contact? B) Using affectionate and supportive speech when appropriate? C) Engaging in back and forth communication with children that expands upon children’s communication? D) Listening attentively to children, trying to understand what they want to communicate, and assisting them in expressing themselves? E) Encouraging children to share experiences, ideas and feelings of affection, joy, delight, sadness, anger, and other emotional responses to everyday events? F) Responding sensitively when children are frustrated, angry and/or afraid (i.e. when they are separating from their parents)? G) Responding in a reassuring and nurturing manner when a child seeks support? H) Using positive reinforcement to encourage children to feel good about their individual and group accomplishments?
6.5	Teachers make a concerted effort to understand what children are trying to communicate, assist them in expressing themselves and respond sensitively when children are frustrated, angry and/or afraid (i.e. when they are separating from their parents). Teachers welcome children who come for support with a reassuring and nurturing response. For children with special needs, alternative methods of communication should be used if necessary.	Observable items may include: Teachers listen carefully and respond sensitively to children seeking support.	B-35	B-35) Do teachers enhance interactions with the children in their care by: A) Frequently talking with individual children using clear and correct language patterns and maintaining eye contact? B) Using affectionate and supportive speech when appropriate? C) Engaging in back and forth communication with children that expands upon children’s communication? D) Listening attentively to children, trying to understand what they want to communicate, and assisting them in expressing themselves? E) Encouraging children to share experiences, ideas and feelings of affection, joy, delight, sadness, anger, and other emotional responses to everyday events? F) Responding sensitively when children are frustrated, angry and/or afraid (i.e. when they are separating from their parents)? G) Responding in a reassuring and nurturing manner when a child seeks support? H) Using positive reinforcement to encourage children to feel good about their individual and group accomplishments?
6.6	Children are encouraged to express their feelings of affection, joy, delight, sadness, anger, and other emotional responses to everyday events.	Observable items may include: Teachers are often seen listening and responding to children, encouraging communication.	B-35	B-35) Do teachers enhance interactions with the children in their care by: A) Frequently talking with individual children using clear and correct language patterns and maintaining eye contact? B) Using affectionate and supportive speech when appropriate? C) Engaging in back and forth communication with children that expands upon children’s communication? D) Listening attentively to children, trying to understand what they want to communicate, and assisting them in expressing themselves? E) Encouraging children to share experiences, ideas and feelings of affection, joy, delight, sadness, anger, and other emotional responses to everyday events? F) Responding sensitively when children are frustrated, angry and/or afraid (i.e. when they are separating from their parents)? G) Responding in a reassuring and nurturing manner when a child seeks support? H) Using positive reinforcement to encourage children to feel good about their individual and group accomplishments?
6.7	Teachers encourage children to feel good about their individual and group accomplishments by using positive reinforcement. They focus on the children as individuals.	Observable items may include: Teachers encourage children by focusing on their individual and group accomplishments.	B-35	B-35) Do teachers enhance interactions with the children in their care by: A) Frequently talking with individual children using clear and correct language patterns and maintaining eye contact? B) Using affectionate and supportive speech when appropriate? C) Engaging in back and forth communication with children that expands upon children’s communication? D) Listening attentively to children, trying to understand what they want to communicate, and assisting them in expressing themselves? E) Encouraging children to share experiences, ideas and feelings of affection, joy, delight, sadness, anger, and other emotional responses to everyday events? F) Responding sensitively when children are frustrated, angry and/or afraid (i.e. when they are separating from their parents)? G) Responding in a reassuring and nurturing manner when a child seeks support? H) Using positive reinforcement to encourage children to feel good about their individual and group accomplishments?
6.8	A relaxed routine is established to make mealtimes pleasant.	Observable items may include: Transitions into and out of mealtimes is relaxed due to an established routine present in the classroom.	B-36	B-36) Is a relaxed routine established to make mealtimes pleasant?
6.9	Teachers sit with the children, including those in high chairs, during meals while modeling appropriate behavior and using mealtime as a learning experience.	Observable items may include: Teachers sit with children and engage with them during meals.	B-37	B-37) Do teachers sit with the children, including those in high chairs, during meals while modeling appropriate behavior and using mealtime as a learning experience?
6.10	Teachers use mealtime as a time to encourage language and discussion, talking with children about the taste, size, color, smell and texture of foods.	Observable items may include: Teachers introduce and revisit language and learning topics regarding food and/or nutrition.	B-38	B-38) Do teachers use mealtime as a time to encourage language and discussion, talking with children about the taste, size, color, smell and texture of foods?
6.11	Food is prepared and served in a manner that is appropriate for the developmental level of the child and which prevents cross-contamination.	Observable items may include: Teachers ensure that food is appropriately portioned and prepared for the children in care.	B-39	B-39) Is food prepared and served in a manner that is appropriate for the developmental level of the child and which prevents cross-contamination?
7.1	Each qualified teacher has primary responsibility for, and develops deeper attachment to, an identified group of infants/toddlers. Every attempt is made to have continuity of adults who work with children, particularly infants and toddlers, for a period of no less than 9 months. A primary teacher is assigned to each child under the age of two years. The program also limits the number of qualified teachers who interact with any one infant to no more than three teachers (not staff members) in a given day.* *Please Note: This standard does not include staff members who relieve teachers for lunch breaks. This standard is referencing the specific team of teachers for this classroom and infant in order to ensure continuity of care. Continuity of care is evident in both policy and teacher scheduling.	Documentation may include: Staffing Policy/Procedure Staffing Schedule Observable items may include: Posted Primary Teacher and Staffing Schedule	A-81	A-81) To ensure continuity of care,* does the program limit the number of qualified teachers who care for any one child during a normal day? *Please Note: This standard does not include staff members who relieve teachers for lunch breaks. This standard is referencing the specific team of teachers for this classroom and child in order to ensure continuity of care. Continuity of care is evident in both policy and scheduling.
7.1	Each qualified teacher has primary responsibility for, and develops deeper attachment to, an identified group of infants/toddlers. Every attempt is made to have continuity of adults who work with children, particularly infants and toddlers, for a period of no less than 9 months. A primary teacher is assigned to each child under the age of two years. The program also limits the number of qualified teachers who interact with any one infant to no more than three teachers (not staff members) in a given day.* *Please Note: This standard does not include staff members who relieve teachers for lunch breaks. This standard is referencing the specific team of teachers for this classroom and infant in order to ensure continuity of care. Continuity of care is evident in both policy and teacher scheduling.	Documentation may include: Staffing Policy/Procedure Staffing Schedule Observable items may include: Posted Primary Teacher and Staffing Schedule	B-40	B-40) Does the program serve infants under the age of 15 months?*
7.1	Each qualified teacher has primary responsibility for, and develops deeper attachment to, an identified group of infants/toddlers. Every attempt is made to have continuity of adults who work with children, particularly infants and toddlers, for a period of no less than 9 months. A primary teacher is assigned to each child under the age of two years. The program also limits the number of qualified teachers who interact with any one infant to no more than three teachers (not staff members) in a given day.* *Please Note: This standard does not include staff members who relieve teachers for lunch breaks. This standard is referencing the specific team of teachers for this classroom and infant in order to ensure continuity of care. Continuity of care is evident in both policy and teacher scheduling.	Documentation may include: Staffing Policy/Procedure Staffing Schedule Observable items may include: Posted Primary Teacher and Staffing Schedule	B-41	B-41) Does the program limit the number of qualified teachers who interact with any one infant to no more than three teachers (not staff members) in a normal day to ensure continuity of care? Please Note: This standard does not include staff members who relieve teachers for lunch breaks. This standard is referencing the specific team of teachers for this classroom and infant in order to ensure continuity of care. Continuity of care is evident in both policy and teacher scheduling
7.1	Each qualified teacher has primary responsibility for, and develops deeper attachment to, an identified group of infants/toddlers. Every attempt is made to have continuity of adults who work with children, particularly infants and toddlers, for a period of no less than 9 months. A primary teacher is assigned to each child under the age of two years. The program also limits the number of qualified teachers who interact with any one infant to no more than three teachers (not staff members) in a given day.* *Please Note: This standard does not include staff members who relieve teachers for lunch breaks. This standard is referencing the specific team of teachers for this classroom and infant in order to ensure continuity of care. Continuity of care is evident in both policy and teacher scheduling.	Documentation may include: Staffing Policy/Procedure Staffing Schedule Observable items may include: Posted Primary Teacher and Staffing Schedule	B-56	B-56) Is a primary teacher assigned to each child under the age of two years old for a period of no less than 9 months?
7.2	Infants are allowed to establish and maintain their own eating and sleeping patterns. The teacher records each infant’s feeding, sleeping, and diapering/toileting activities daily. This information is made available to parents at the end of the day.	Observable items may include: Infants’ activities do not follow a set schedule. Information on infants’ activities is recorded throughout the day and provided to parents.	B-42	B-42) Are infants allowed to establish and maintain individual eating and sleeping patterns AND are feeding, sleeping, and diapering activities recorded daily for each infant, and the information made available to the parent at the end of the day?
7.3	Infants and toddlers are encouraged to engage in social play and interaction with teachers during feeding, bathing, dressing, and other aspects of care.	Observable items may include: Teachers are seen engaging with infants in a variety of activities throughout the day.	B-58	B-58) Are infants and toddlers encouraged to engage in social play and interaction with teachers during feeding, bathing, dressing, and other aspects of care?
7.4	Teachers provide warm and loving physical contact with infants in a variety of ways from soothing to stimulating, depending on the infant's readiness and needs.	Observable items may include: Teachers are seen holding and nurturing infants throughout the day.	B-43	B-43) Do teachers provide warm and loving physical contact with infants in a variety of ways from soothing to stimulating, depending on the infant's readiness and needs?
7.5	The teacher is responsive to the young child’s initiatives to play, move, and use toys and materials.	Observable items may include: Teachers are seen engaging with infants in a variety of activities throughout the day.	B-59	B-59) Are teachers alert and responsive to infant’s and toddler's initiatives to play, move and use toys and materials?
7.6	To help maintain a healthy environment, the program requires that all persons remove their shoes, put on shoe covers, or put on slippers/booties that are only worn in that room prior to entering a play area used by non-mobile infants.	Observable items may include: Slippers or shoe covers are readily available before entering this area.	B-44	B-44) Prior to entering a play area used by non-mobile infants, do all persons remove their shoes, put on shoe covers, or put on slippers or booties that are only worn in that room?
7.7	In order to prevent food contamination, food preparation and feeding activities must be separate from diapering and toileting areas in all infant and toddler classrooms. Please Note: If only one sink is available in a classroom then it may be used for both handwashing and food preparation as long as the sink is sanitized before each instance of food preparation, including bottle prep. This procedure must be posted at the sink.	Observable items may include: Distinct areas throughout the classroom.	B-60	B-60) Are food preparation and feeding areas separated from diapering and bathing areas in infant and toddler classrooms? Please Note: If only one sink is available in a classroom then it may be used for both handwashing and food preparation as long as the sink is sanitized before each instance of food preparation. This procedure must be posted at the sink.
7.8	Teachers working with young infants must use coverings, including a burping cloth or child’s bib, that are changed daily or more frequently if they become soiled. Each covering is specific to one infant in order to help prevent the spread of germs.	Observable items may include: Teachers are seen using child specific coverings when caring for infants.	B-45	B-45) Do teachers working with young infants use child-specific* coverings (including burping cloth or child’s bib) that are changed daily or more frequently if they become soiled? *Please Note: Teachers must use each child’s specific covering when caring for young infants. The intention is to help prevent the spread of germs.
7.9	Cribs that are touching must be separated by a see-through barrier to help prevent the spread of germs. Please Note: This barrier must not restrict direct line of sight supervision, for example, the barrier may be Plexiglas affixed to or between the cribs.	Observable items may include: Clear barriers between cribs.	B-46	B-46) Are cribs that are touching separated by a see-through* barrier to help prevent the spread of germs? *Please Note: This barrier must not restrict direct line of sight supervision, for example, the barrier may be Plexiglas affixed to or between the cribs.
7.10	The program must have special evacuation equipment or cribs for enrolled infants.	Observable items may include: Evacuation cribs present in the infant classroom.	B-47	B-47) Does the program have special evacuation equipment or cribs for enrolled infants?
7.11	Young infants are held and carried frequently and their positions and locations changed.	Observable items may include: Teachers are often seen holding and nurturing infants.	B-48	B-48) Are young infants held and carried about frequently, and their positions and locations changed?
7.12	The use of infant swings, exersaucers, infant seats, molded seats or any other confining equipment, if used, is limited to no longer than 15 minute time periods. Equipment is only used when infants are age and developmentally capable.	Observable items may include: Teachers ensure the use of restrictive equipment is limited to 15 minutes or less at a time.	B-49	B-49) Is there minimal use* of infant seats and swings, exersaucers, molded seats or any other confining equipment, and only when infants are age and developmentally capable? *Please Note: ‘Minimal use’ is defined as 15 minutes or less at a time.
7.13	Qualified teachers working with infants encourage babbling and the development of verbal and social skills by repeating and expanding on their limited verbal skills and by naming familiar objects, discussing routine activities and by imitating common sounds. The teacher talks to the infants describing what they are doing and what they feel, hear, touch, and see. Teachers working with infants/toddlers play interactive games, talk, read and provide access to a variety of books, and sing to the children.	Observable items may include: Teachers are often seen engaged with infants in language development throughout the day in an informal manner.	B-61	B-61) Do teachers encourage infant babbling and toddler vocalizations by: A) Imitating sounds (such as cars, animal sounds, nonsense words, rhymes, and imaginative stories)? B) Naming familiar objects and discussing routine activities in the infant/toddler environment? C) Describing what they are doing and what they feel, hear, touch, and see as it happens or soon thereafter?
7.14	Teachers assist toddlers in learning the names of common objects and talk about their experiences and observations as they happen or soon thereafter.	Observable items may include: Teachers are often seen engaged with toddlers in language development throughout the day in an informal manner.	B-61	B-61) Do teachers encourage infant babbling and toddler vocalizations by: A) Imitating sounds (such as cars, animal sounds, nonsense words, rhymes, and imaginative stories)? B) Naming familiar objects and discussing routine activities in the infant/toddler environment? C) Describing what they are doing and what they feel, hear, touch, and see as it happens or soon thereafter?
7.15	Teachers check infants and toddlers diapers/pull-ups on a regular basis and change wet or soiled diapers/pull-ups/clothing immediately. Teachers use diapering and toileting as a time to talk with and relate warmly to children.	Observable items may include: Teachers talk warmly with infants and toddlers during diapering and toileting.	B-62	B-62) Do teachers check infants and toddlers diapers/pull-ups on a regular basis and are wet or soiled diapers/pull-ups/clothing changed immediately?
7.15	Teachers check infants and toddlers diapers/pull-ups on a regular basis and change wet or soiled diapers/pull-ups/clothing immediately. Teachers use diapering and toileting as a time to talk with and relate warmly to children.	Observable items may include: Teachers talk warmly with infants and toddlers during diapering and toileting.	B-66	B-66) Is diapering/toileting used as a time to talk with and relate warmly to children?
7.16	Changing tables must consist of impervious, nonabsorbent surfaces. Tables are sturdy and the appropriate adult height. Teachers ensure that children are protected from falling during the diapering procedure.* A closable, foot-pedal operated, or motor sensor operated, plastic-lined trash receptacle must be provided in every diaper/pull up changing area for contaminated diapers and wipes. This receptacle must be functionally operational and require no hand contact for disposal. *Please Note: The use of clips/belts on the changing table is prohibited.	Observable items may include: Diapering tables are the appropriate height and consists of nonabsorbent material. Teachers never leave a child unattended on the diaper changing table. Trash cans are hands-free and in proper working order.	B-63	B-63) Are the following diaper changing requirements in place for infants and toddlers: (Diaper changing table/equipment ): A) Are changing surfaces made of impervious, nonabsorbent material that are cleaned and sanitized after each use? B) Are changing tables adult height? C) Are children protected from falling during the diapering procedure? (The use of clips/belts is prohibited.) D) Is there a hands-free, closable, foot-pedal operated, or motor sensor operated, plastic-lined trash receptacle provided to receive contaminated diapers or wipes located in all diaper changing areas? (This must be a properly functioning receptacle that operates without the use of hands.) (Diapering supplies): E) Does the program use disposable diapers, pull-ups, a recognized diaper service, or arrange with parents/guardians to provide a daily diaper supply? (Diapering procedure): F) Is there a posted changing procedure at each changing table and in any bathrooms where toilet training is occurring? G) Do all teachers use and follow this procedure for each diaper change? H) Are new disposable gloves used during each diaper change? I) Do all teachers clean then disinfect the changing surface after each diaper change?* *Please Note: Item I) Changing tables must be properly cleaned then disinfected following the manufacturer’s instructions for cleaning the nonabsorbent changing surface.
7.17	The program must use either disposable diapers, or a recognized diaper service, or require that parents/guardians provide a sufficient daily diaper supply.	Observable items may include: Teachers have a ready supply of diapers for children in care.	B-63	B-63) Are the following diaper changing requirements in place for infants and toddlers: (Diaper changing table/equipment ): A) Are changing surfaces made of impervious, nonabsorbent material that are cleaned and sanitized after each use? B) Are changing tables adult height? C) Are children protected from falling during the diapering procedure? (The use of clips/belts is prohibited.) D) Is there a hands-free, closable, foot-pedal operated, or motor sensor operated, plastic-lined trash receptacle provided to receive contaminated diapers or wipes located in all diaper changing areas? (This must be a properly functioning receptacle that operates without the use of hands.) (Diapering supplies): E) Does the program use disposable diapers, pull-ups, a recognized diaper service, or arrange with parents/guardians to provide a daily diaper supply? (Diapering procedure): F) Is there a posted changing procedure at each changing table and in any bathrooms where toilet training is occurring? G) Do all teachers use and follow this procedure for each diaper change? H) Are new disposable gloves used during each diaper change? I) Do all teachers clean then disinfect the changing surface after each diaper change?* *Please Note: Item I) Changing tables must be properly cleaned then disinfected following the manufacturer’s instructions for cleaning the nonabsorbent changing surface.
7.18	A chart or policy showing proper diapering procedures must be posted at each changing table and in each toilet where toilet training is occurring. Teachers follow this procedure and ensure standard precautions are practiced at all times. To prevent the spread of germs, teachers should wear disposable gloves when changing diapers. New gloves must be used with each diaper change. Changing tables must be properly cleaned then disinfected following the manufacturer’s instructions for proper disinfection of the nonabsorbent changing surface.	Observable items may include: Diapering procedures are posted at each changing table. Teachers follow the posted procedures.	B-63	B-63) Are the following diaper changing requirements in place for infants and toddlers: (Diaper changing table/equipment ): A) Are changing surfaces made of impervious, nonabsorbent material that are cleaned and sanitized after each use? B) Are changing tables adult height? C) Are children protected from falling during the diapering procedure? (The use of clips/belts is prohibited.) D) Is there a hands-free, closable, foot-pedal operated, or motor sensor operated, plastic-lined trash receptacle provided to receive contaminated diapers or wipes located in all diaper changing areas? (This must be a properly functioning receptacle that operates without the use of hands.) (Diapering supplies): E) Does the program use disposable diapers, pull-ups, a recognized diaper service, or arrange with parents/guardians to provide a daily diaper supply? (Diapering procedure): F) Is there a posted changing procedure at each changing table and in any bathrooms where toilet training is occurring? G) Do all teachers use and follow this procedure for each diaper change? H) Are new disposable gloves used during each diaper change? I) Do all teachers clean then disinfect the changing surface after each diaper change?* *Please Note: Item I) Changing tables must be properly cleaned then disinfected following the manufacturer’s instructions for cleaning the nonabsorbent changing surface.
7.19	Handwashing sinks with liquid soap dispensers/bottles are provided and accessible to each changing table/toileting area. Handwashing sinks are located in the same room/area as the diaper changing table, optimally within arms-reach, to prevent the spread of contaminants and disease. One designated handwashing sink should be conveniently accessible for every two changing tables. To decrease the spread of germs, in infant and toddler classrooms, designated sinks and changing tables should be used only by the children and adults assigned to that classroom.	Observable items may include: Handwashing sinks are located near diaper changing tables to prevent the spread of germs.	B-64	B-64) Does each handwashing sink for infants and toddlers meet the following: A) Located in the same room/area as the diaper changing table, (optimally within arms-reach), to prevent the spread of contaminants and disease? B) Placed to ensure sight and sound supervision of all children in care? C) Liquid soap bottles/dispensers are available at each sink? D) Handwashing procedures are posted at each sink?
7.20	If the program accepts cloth diapers, the diaper must have an absorbent inner liner as well as an outer cover that is waterproof. A formal proper disposal/procedure for handling contaminated cloth diapers must be in place and conform to current state regulations and requirements. All teachers and staff who may change the cloth diapered child must be trained in the protocol.	Documentation may include: Cloth Diapering Policy and Procedure	A-82	A-82) Does the program allow the use of cloth diapers?
7.20	If the program accepts cloth diapers, the diaper must have an absorbent inner liner as well as an outer cover that is waterproof. A formal proper disposal/procedure for handling contaminated cloth diapers must be in place and conform to current state regulations and requirements. All teachers and staff who may change the cloth diapered child must be trained in the protocol.	Documentation may include: Cloth Diapering Policy and Procedure	A-83	A-83) If the program allows the use of cloth diapers, are the following plans and procedures in place: A) A written, articulated sanitation plan that includes disposal of waste and how to return diapers to parents/guardians? B) Training for any staff member who will have contact with that child, including substitutes, on the care of soiled cloth diapers? C) A requirement that cloth diapers have an absorbent liner as well as an outer cover that is waterproof?
7.21	When toddlers are ready for toilet training, the teacher: coordinates a toilet training plan with the child’s parent/guardian; ensures supplies (toilet paper, soap, and paper towels) are available to the child; monitors the bathroom to ensure appropriate toilet hygiene occurs, including flushing toilets and making sure that toilet seats and floors are clean; and ensures that proper handwashing occurs after toilet use.	Observable items may include: Teachers assist toddlers in toileting, monitors the toileting area for supplies and cleanliness, and ensures proper handwashing after toileting.	B-67	B-67) When toddlers are ready for toilet training, does the teacher do the following: A) Coordinate a toilet training plan with the child’s parent/guardian? B) Assist children with toileting? C) Ensure the toilet seat and floor are clean? D) Assist children with proper handwashing after every use of the toilet?
7.22	Toileting areas in infant and toddler rooms must have barriers to prevent children from entering this space unattended. Please Note: This barrier does not have to be a permanent structure. A baby gate or mobile structure is sufficient evidence for this standard.	Observable items may include: Barriers are present in these areas.	B-68	B-68) Do bathrooms in infant and toddler rooms have a barrier to prevent children from entering unattended?* *Please Note: This barrier does not have to be a permanent structure. A baby gate or mobile structure is sufficient evidence for this standard.
7.23	Teachers must supervise infants and toddlers by sight and sound at all times, including when children are asleep. Please Note: Children must be able to be seen and heard at all times by the teacher. For example, if the teacher is working one-on-one with a child, but is able to see all of the children by slightly moving their position, then this standard is met.	Observable items may include: Infants and toddler are always within sight and sound of teachers.	B-69	B-69) Are infants and toddlers within sight and sound* of a qualified teacher** at all times, including when asleep? Please Note: Children must be able to be seen and heard at all times by the teacher. For example, if the teacher is working momentarily one-on-one with a child, but is able to see all of the children by slightly moving their position, then this standard is met. *Qualified teacher is defined as a Lead Teacher, Assistant Teacher, Aide, and/or a Substitute Teacher who meets all NECPA requirements.
7.24	If there is only one teacher in the classroom, the diaper changing area must be located so the teacher is able to provide constant sight and sound supervision of all of the children entrusted to their care.	Observable items may include: Diaper changing tables are placed to ensure continuous sight and sound supervision.	B-70	B-70) If there is only one teacher available to supervise a group of infants or toddlers, is the diaper changing area located so the teacher is able to provide constant sight and sound supervision of all the children in care?
7.25	If dividers are used to separate one area from another, they must be low enough to provide for easy supervision of all infants/toddlers.	Observable items may include: Dividers do not block teachers’ sight supervision.	B-71	B-71) Are dividers that are used to separate one area from another low enough to provide for easy supervision of all infants or toddlers?
7.26	The program must develop and implement a written policy using current American Academy of Pediatrics’ (AAP) Guidelines that defines the safe sleeping practices to be used when infants are napping or sleeping. To minimize the risk of Sudden Infant Death Syndrome, qualified teachers do not swaddle infants and always puts infants and toddlers to sleep on their back on cribs with a flat, firm mattress. Teachers also ensure the following items are never placed in the crib; blankets, pillows/boppies, bumpers, soft toys, pacifier attachments, and necklaces. Please Note: If there is a medical reason for any exceptions to the current safe sleep plan, a physician’s note must be on file and documentation of a care plan must be present in the classroom.	Documentation may include: Safe Sleep Policy Observable items may include: Teachers follow the safe sleep policy.	A-84	A-84) Does the program have a policy stating that infants are always put to sleep using current American Academy of Pediatrics’ (AAP) Guidelines for Infant Sleep Safety and SIDS Risk Reduction, including: A) On their back? B) On flat, firm mattress with tight fitting sheets? AND are the following items prohibited: C) Soft toys? D) Blankets? E) Bumpers? F) Pillows or boppies? G) Swaddling? H) Necklaces? I) Bibs? J) Strings or attachments to pacifiers? Please Note: If there is a medical reason for any exceptions to the current safe sleep plan, a physician’s note must be on file and documentation of a care plan must be present in the classroom.
7.26	The program must develop and implement a written policy using current American Academy of Pediatrics’ (AAP) Guidelines that defines the safe sleeping practices to be used when infants are napping or sleeping. To minimize the risk of Sudden Infant Death Syndrome, qualified teachers do not swaddle infants and always puts infants and toddlers to sleep on their back on cribs with a flat, firm mattress. Teachers also ensure the following items are never placed in the crib; blankets, pillows/boppies, bumpers, soft toys, pacifier attachments, and necklaces. Please Note: If there is a medical reason for any exceptions to the current safe sleep plan, a physician’s note must be on file and documentation of a care plan must be present in the classroom.	Documentation may include: Safe Sleep Policy Observable items may include: Teachers follow the safe sleep policy.	B-51	B-51) Are infants always put to sleep using current American Academy of Pediatrics’ (AAP) Guidelines for Infant Sleep Safety and SIDS Risk Reduction, including: A) On their back? B) On flat, firm mattress with tight fitting sheets? AND are the following items prohibited in the crib: C) Soft toys? D) Blankets? E) Bumpers? F) Pillows or boppies? G) Swaddling? H) Necklaces? I) Bibs? J) Strings or attachments to pacifiers? Please Note: If there is a medical reason for any exceptions to the current safe sleep plan, a physician’s note must be on file and documentation of a care plan must be present in the classroom.
7.27	Parents are required to remove infants from their car seat upon arrival at the program, even if the child is asleep.	Observable items may include: Parents abide by the posted infant drop-off policy/procedure.	B-50	B-50) Are parents required to remove infants from their car seat upon arrival at the program, even if the child is asleep? *Please Note: Evidence of this standard is an observed practice that aligns with a posted procedure or policy.
7.28	Small objects and foods which frequently cause choking must not be accessible to young children.	Observable items may include: Teachers ensure small objects are inaccessible to young children.	B-73	B-73) Are small objects (less than one inch in diameter) and foods which frequently cause choking (grapes, hot dogs, peanuts) inaccessible to infants and toddlers?
7.29	Young infants are fed individually and held for bottle feedings.	Observable items may include: Teachers hold young infants during feedings.	B-52	B-52) Are young infants individually fed and held for bottle feedings?
7.30	Infant foods are never warmed in a microwave. Bottles for infants are warmed under warm tap water or placed in a container of water that may not exceed 120 degrees Fahrenheit.	Observable items may include: Teachers warm infant foods and bottles without using a microwave.	B-53	B-53) Is the use of a microwave prohibited for warming infant foods?
7.31	Mobile infants and toddlers are offered finger foods when developmentally appropriate. Toddlers are encouraged to feed themselves. Teachers encourage older infants and toddlers to use appropriate child-sized cups and utensils.	Observable items may include: Teachers provide toddlers with developmentally appropriate foods and utensils.	B-74	B-74) Are mobile infants and toddlers offered finger foods when developmentally appropriate, and toddlers encouraged to feed themselves?
7.31	Mobile infants and toddlers are offered finger foods when developmentally appropriate. Toddlers are encouraged to feed themselves. Teachers encourage older infants and toddlers to use appropriate child-sized cups and utensils.	Observable items may include: Teachers provide toddlers with developmentally appropriate foods and utensils.	B-75	B-75) When developmentally appropriate, do teachers encourage older infants and toddlers to use appropriate child-sized cups and utensils?
7.32	The program supports breastfeeding by having a policy regarding breastfeeding at the facility and proper care for breast milk brought from home. The program provides accommodations for mothers who choose to breastfeed and/or pump at the program.* Teachers must receive appropriate training on the proper handling, storing, and serving of breast milk. *Please Note: This may include a designated area or the use of the staff lounge, an empty room or office, or a curtained off area with seating within the classroom.	Documentation may include: Breastfeeding Support Policy Staff Training Certificates Observable items may include: The program provides space for requesting mothers to breastfeed and/or pump.	A-85	A-85) Does the program have a policy to support breastfeeding at the program and proper care for breast milk brought from home?
7.32	The program supports breastfeeding by having a policy regarding breastfeeding at the facility and proper care for breast milk brought from home. The program provides accommodations for mothers who choose to breastfeed and/or pump at the program.* Teachers must receive appropriate training on the proper handling, storing, and serving of breast milk. *Please Note: This may include a designated area or the use of the staff lounge, an empty room or office, or a curtained off area with seating within the classroom.	Documentation may include: Breastfeeding Support Policy Staff Training Certificates Observable items may include: The program provides space for requesting mothers to breastfeed and/or pump.	A-86	A-86) Does the program provide teachers with appropriate training on the proper handling, storing, and serving of breast milk?
7.32	The program supports breastfeeding by having a policy regarding breastfeeding at the facility and proper care for breast milk brought from home. The program provides accommodations for mothers who choose to breastfeed and/or pump at the program.* Teachers must receive appropriate training on the proper handling, storing, and serving of breast milk. *Please Note: This may include a designated area or the use of the staff lounge, an empty room or office, or a curtained off area with seating within the classroom.	Documentation may include: Breastfeeding Support Policy Staff Training Certificates Observable items may include: The program provides space for requesting mothers to breastfeed and/or pump.	B-77	B-77) Does the program provide accommodations for mothers who choose to breastfeed or pump at the program? Please note: This may include a designated area or the use of the staff lounge, an empty room or office, or an area with seating within the classroom.
7.33	If pacifiers are used, they must be cleaned before and after each use; be free of fluid before being given to the child; closely monitored to prevent shared use; and be free from strings or attachments.	Observable items may include: Teachers monitor pacifier use and clean pacifiers as needed.	B-78	B-78) If pacifiers are used, are they; A) Cleaned before and after each use? B) Free of fluid before being given to the child? C) Closely monitored to prevent shared use? D) Free from strings or attachments?
7.34	Infants are given ample opportunities for tummy time, and to crawl, explore, and walk as they develop, both independently and teacher supported.	Observable items may include: Teachers engage infants and toddlers in varying activities throughout the day.	B-54	B-54) Do teachers provide infants with ample, independent opportunities to practice tummy time, crawling, creeping, standing, and walking?
7.35	Infants and toddlers are also given opportunities to develop small muscles through activities and materials which they are able to grasp, drop, pull, push, throw, finger and mouth.	Observable items may include: Teachers engage infants and toddlers in varying small muscle development opportunities throughout the day.	B-55	B-55) Do teachers provide activities and materials to help infants develop their small muscles by grasping, dropping, pulling, pushing, throwing, fingering, and mouthing?
7.36	Teachers foster cognitive learning by providing opportunities and materials to encourage infants/toddlers to discover how they can make things happen and to solve simple problems.	Observable items may include: Teachers engage infants and toddlers in varying activities throughout the day.	B-79	B-79) Do teachers provide opportunities and materials to encourage infants and toddlers to discover how they can make things happen and solve simple problems?
7.37	Teachers respect the toddler’s right to say “no” or not participate, understanding the normal developmental stages of young children.	Observable items may include: Teachers adjust the activities to the mood of the children in care.	B-80	B-80) Do teachers respect the toddler's right to say "no" or not participate?
7.38	Teachers provide physical assistance, support and encouragement for mobile infants and toddlers when walking, climbing, descending stairs, and performing other gross motor movements.	Observable items may include: Teachers engage infants and toddlers in varying gross motor development opportunities throughout the day.	B-81	B-81) Does the teacher provide physical assistance, support and encouragement for mobile infants and toddlers when walking, climbing, descending stairs, and performing other gross motor movements?
7.39	Teachers working with toddlers encourage self-help skills when eating, getting dressed, using toys and equipment, and cleaning up.	Observable items may include: Teachers engage toddlers in varying self-help opportunities throughout the day.	B-82	B-82) Do teachers encourage and help toddlers develop and practice self-help skills when eating, getting dressed, using toys/equipment, and cleaning up?
7.40	Teachers encourage toddlers to follow good health practices by instructing them on how to wash their hands at the proper times and preventing the children from sharing feeding utensils, facial tissues, and other personal items.	Observable items may include: Teachers engage toddlers in good health practices throughout the day.	B-83	B-83) Do teachers encourage toddlers to follow good health practices by instructing them on how to: A) Wash their hands after toileting, before and after eating, and at other times as needed; B) Use personal items, such as feeding utensils and tissues, and not to ‘share’ them with other children?
8.1	The program must have a well-articulated, written statement of its mission, philosophy, principles, and goals for children. This information is used to shape the program and curriculum and is included in the staff handbook, parent handbook, and orientation materials.	Documentation may include: Written statement of mission, philosophy, principles, and goals for children in care.	A-87	A-87) Does the program have a written statement of its mission, philosophy, principles and developmental goals for children that is included in the staff handbook, parent handbook, and orientation materials?
8.2	The program must have a written comprehensive, coordinated, and planned curriculum based on the program’s philosophy, principles, goals for children’s development, that if applicable, aligns with state guidelines or principles. The curriculum plans must be based on developmentally appropriate practices and be modified based on; assessment of children’s individual needs and interests; ages of children; special needs of children; and the social, emotional, cognitive, physical and language development of individual children. Plans must also be developed with input from teachers; family needs, traditions and language; children’s progress reports; and be culturally sensitive.	Documentation may include: Curriculum plan or policy that outlines the incorporation of the required practices and input.	A-88	A-88) Does the program have a written comprehensive, coordinated, and planned curriculum based on the program’s philosophy, principles, goals for children’s development, that if applicable, aligns with state guidelines or principles?
8.2	The program must have a written comprehensive, coordinated, and planned curriculum based on the program’s philosophy, principles, goals for children’s development, that if applicable, aligns with state guidelines or principles. The curriculum plans must be based on developmentally appropriate practices and be modified based on; assessment of children’s individual needs and interests; ages of children; special needs of children; and the social, emotional, cognitive, physical and language development of individual children. Plans must also be developed with input from teachers; family needs, traditions and language; children’s progress reports; and be culturally sensitive.	Documentation may include: Curriculum plan or policy that outlines the incorporation of the required practices and input.	A-91	A-91) Are curriculum choices made using the following: A) Individual needs of children? B) Developmentally appropriate practice? C) Reliable & valid assessments of children? D) Teacher's input? E) Ages of children? F) Special needs of children? G) Cultural sensitivity? H) Progress reports? I) Social development of child? J) Emotional development of child? K) Cognitive development of child? L) Language development of child? M) Physical development of child?
8.3	Written curriculum plans provide a common understanding between the program, teachers, and parents/guardians. The daily schedule and routine are based off the curriculum plan to ensure they meet the developmentally appropriate learning goals for each child. The daily schedule allows for children to revisit experiences/concepts over time.	Documentation may include: Curriculum plan or policy that outlines the incorporation of the required practices and input.	A-92	A-92) Does the daily schedule and routine: A) Ensure children are able to meet their developmentally appropriate learning goals as based off the curriculum plan? B) Allow for children to revisit experiences/concepts over time?
8.4	The curriculum plan and developmental program is reviewed annually by administration, teachers, program staff, and parents/guardians to be sure the plan is meeting the needs of every child.	Documentation may include: Annual Program Review Policy and Procedure	A-89	A-89) Does the program have an internal committee(s), which includes program administration, teachers, program staff, and parents/guardians which annually: Yes No A) Reviews the curriculum plan and developmental program? B) Recommends changes in writing, (if necessary), based upon the review?
8.4	The curriculum plan and developmental program is reviewed annually by administration, teachers, program staff, and parents/guardians to be sure the plan is meeting the needs of every child.	Documentation may include: Annual Program Review Policy and Procedure	A-135	A-135) Does the director, program staff, and parents/guardians evaluate the program annually?
8.4	The curriculum plan and developmental program is reviewed annually by administration, teachers, program staff, and parents/guardians to be sure the plan is meeting the needs of every child.	Documentation may include: Annual Program Review Policy and Procedure	A-136	A-136) How is parent/guardian input gathered for the annual program evaluation (circle all that apply): A) Holding forums; B) Small group meetings; C) Written surveys; D) Anonymous methods, including surveys or drop box?
8.4	The curriculum plan and developmental program is reviewed annually by administration, teachers, program staff, and parents/guardians to be sure the plan is meeting the needs of every child.	Documentation may include: Annual Program Review Policy and Procedure	A-137	A-137) Are results from the annual program evaluation: A) Used to update the program's continuous quality improvement plan? B) Used to identify two goals for the next year, including any specific action steps towards completing those two goals, and identifies the program staff member responsible for its completion? C) Used as a training opportunity for teaching staff to ensure proper use and implementation of any changes to the curriculum? D) Shared with the program staff, parents and stakeholders?
8.5	Results of this review must be used to modify the program or curriculum plan, if necessary, which include specific, executable goals for the program. The annual review is also a training opportunity for teaching staff to ensure proper use and implementation of the curriculum and is reflective of any changes as a result of the annual review.	Documentation may include: Annual Program Review Policy and Procedure Annual Curriculum Training	A-89	A-89) Does the program have an internal committee(s), which includes program administration, teachers, program staff, and parents/guardians which annually: Yes No A) Reviews the curriculum plan and developmental program? B) Recommends changes in writing, (if necessary), based upon the review?
8.5	Results of this review must be used to modify the program or curriculum plan, if necessary, which include specific, executable goals for the program. The annual review is also a training opportunity for teaching staff to ensure proper use and implementation of the curriculum and is reflective of any changes as a result of the annual review.	Documentation may include: Annual Program Review Policy and Procedure Annual Curriculum Training	A-135	A-135) Does the director, program staff, and parents/guardians evaluate the program annually?
8.5	Results of this review must be used to modify the program or curriculum plan, if necessary, which include specific, executable goals for the program. The annual review is also a training opportunity for teaching staff to ensure proper use and implementation of the curriculum and is reflective of any changes as a result of the annual review.	Documentation may include: Annual Program Review Policy and Procedure Annual Curriculum Training	A-136	A-136) How is parent/guardian input gathered for the annual program evaluation (circle all that apply): A) Holding forums; B) Small group meetings; C) Written surveys; D) Anonymous methods, including surveys or drop box?
8.5	Results of this review must be used to modify the program or curriculum plan, if necessary, which include specific, executable goals for the program. The annual review is also a training opportunity for teaching staff to ensure proper use and implementation of the curriculum and is reflective of any changes as a result of the annual review.	Documentation may include: Annual Program Review Policy and Procedure Annual Curriculum Training	A-137	A-137) Are results from the annual program evaluation: A) Used to update the program's continuous quality improvement plan? B) Used to identify two goals for the next year, including any specific action steps towards completing those two goals, and identifies the program staff member responsible for its completion? C) Used as a training opportunity for teaching staff to ensure proper use and implementation of any changes to the curriculum? D) Shared with the program staff, parents and stakeholders?
8.6	Teachers are required to develop written lesson plans for both indoor and outdoor activities and these are reviewed weekly by the director or education coordinator.	Documentation may include: Lesson plans and review process.	A-93	A-93) Does the program require written indoor and outdoor lesson plans?
8.6	Teachers are required to develop written lesson plans for both indoor and outdoor activities and these are reviewed weekly by the director or education coordinator.	Documentation may include: Lesson plans and review process.	A-94	A-94) Are indoor and outdoor lesson plans reviewed weekly?
8.7	The program has written outdoor play policies that include: addressing the benefits of physical activity; outlining the duration of required physical activity; and specifying the clothing requirements of children.	Documentation may include: Physical Activity Policy	A-95	A-95) Does the program have a written policy to promote physical activity?
8.7	The program has written outdoor play policies that include: addressing the benefits of physical activity; outlining the duration of required physical activity; and specifying the clothing requirements of children.	Documentation may include: Physical Activity Policy	A-96	A-96) Does the written physical activity policy: A) Address the benefits of physical activity? B) Outline the duration of physical activity required? C) Require that each child have at least one change of weather appropriate clothing in case of accidents?
8.8	Wherever possible, children with special needs must be included in all classroom activities and opportunities. The program must have a philosophy and practice of inclusion. Please Note: NECPA defers to the Individuals with Disabilities Education Act (IDEA) and the U.S. Department of Education’s Office for Civil Rights (OCR) to define children with special needs.	Documentation may include: Policy regarding inclusion of children with special needs.	A-99	A-99) If the program does not currently serve a child with special needs, does the program have a plan and procedure in place for enrolling a child with special needs and their continued care?
8.9	In addition, each child with special needs must have an individual program service plan and be professionally evaluated. Ongoing reviews of each child’s progress are done using a team concept with available community service providers/professionals, teaching staff and families. The program has access to a referral system for additional support.	Documentation may include: Policy regarding inclusion of children with special needs. Ongoing progress reviews Information regarding local referral systems.	A-97	A-97) Does the program currently serve any children with special needs? Please Note: NECPA defers to the Individuals with Disabilities Education Act (IDEA) and the U.S. Department of Education’s Office for Civil Rights (OCR) to define children with special needs.
8.9	In addition, each child with special needs must have an individual program service plan and be professionally evaluated. Ongoing reviews of each child’s progress are done using a team concept with available community service providers/professionals, teaching staff and families. The program has access to a referral system for additional support.	Documentation may include: Policy regarding inclusion of children with special needs. Ongoing progress reviews Information regarding local referral systems.	A-98	A-98) If the program currently serves children with special needs, does it provide or ensure the following: A) An individualized program plan? B) Professional evaluation(s)? C) A referral system that the program has access to? D) Ongoing reviews of the child's progress using a team concept with available community service providers/professionals, teaching staff and families?
8.10	Teachers must assess each child’s ongoing developmental progress with reliable and valid measures that they have been trained on. This assessment aligns with the program’s curriculum goals. The tool(s) must assess and monitor children’s ongoing development (including sensory, cognitive, gross motor, fine motor, socio-emotional, and language), through observation and documentation of children’s work, play, behaviors, and interactions.	Documentation may include: Example Assessment Screening and Assessment Policy	A-100	A-100) Does the program use a research based assessment tool to evaluate and monitor children’s development (including sensory, cognitive, gross motor, fine motor, socio-emotional, and language)? Please Note: Refer to the Glossary on page 127 for examples of assessment tools. This item is not assessed for school-age children.
8.10	Teachers must assess each child’s ongoing developmental progress with reliable and valid measures that they have been trained on. This assessment aligns with the program’s curriculum goals. The tool(s) must assess and monitor children’s ongoing development (including sensory, cognitive, gross motor, fine motor, socio-emotional, and language), through observation and documentation of children’s work, play, behaviors, and interactions.	Documentation may include: Example Assessment Screening and Assessment Policy	A-101	A-101) Does the assessment tool align with the program’s curriculum goals?
8.10	Teachers must assess each child’s ongoing developmental progress with reliable and valid measures that they have been trained on. This assessment aligns with the program’s curriculum goals. The tool(s) must assess and monitor children’s ongoing development (including sensory, cognitive, gross motor, fine motor, socio-emotional, and language), through observation and documentation of children’s work, play, behaviors, and interactions.	Documentation may include: Example Assessment Screening and Assessment Policy	A-102	A-102) Does the tool require at least observation and documentation of children’s work, play, behaviors and interactions?
8.11	The program takes into account families’ needs, traditions and language when choosing, evaluating and communicating child assessments, to ensure they will best meet each child’s developmental goals. Parents/guardians are also encouraged to participate in and share their at-home observations. This information is used to influence children’s ongoing assessments at the program. Parents are encouraged to meet with teachers as needed through formal and informal meetings.	Documentation may include: Example Assessment Screening and Assessment Policy	A-103	A-103) Does the program take into account families’ needs, traditions and language when choosing, evaluating and communicating child assessments AND are parents/guardians encouraged to participate in and share their at-home observations in order to influence children’s ongoing assessments at the program?
8.12	This written assessment is used in teacher/parent conferences and shared at any other time as needed to keep parents/guardians abreast of their child’s milestones and to plan for future learning opportunities for the child.	Documentation may include: Example Assessment Screening and Assessment Policy	A-104	A-104) Is the written assessment used during teacher/parent conferences and shared at any other time as needed to keep parents/guardians abreast of their child’s milestones and to plan for future learning opportunities for the child?
9.1	Separate indoor areas/classrooms are provided to meet the developmental needs of different age groups enrolled at the program. In each area/classroom there are separate areas to provide a variety of experiences and learning opportunities. Materials with similar use are placed together to make interest areas which are developmentally appropriate. Interest areas/learning centers are organized, accessible and inviting to children. The areas are set up so that traffic patterns do not interfere with activities and children have ample space to maneuver, work, and play. Children’s work is displayed at children’s eye-level. Quiet and active interest areas/learning centers are in separate areas of the room.	Observable items may include: Children are separated by age group into different areas/classrooms. The classroom is arranged to allow for children to work/play in unique learning areas/centers. Active and quiet areas are separate. Children’s work is displayed throughout the program at the children’s eye-level.	B-84	B-84) Are separate indoor areas/classrooms provided to meet the developmental needs of different age groups (including school-age) enrolled in the program?
9.1	Separate indoor areas/classrooms are provided to meet the developmental needs of different age groups enrolled at the program. In each area/classroom there are separate areas to provide a variety of experiences and learning opportunities. Materials with similar use are placed together to make interest areas which are developmentally appropriate. Interest areas/learning centers are organized, accessible and inviting to children. The areas are set up so that traffic patterns do not interfere with activities and children have ample space to maneuver, work, and play. Children’s work is displayed at children’s eye-level. Quiet and active interest areas/learning centers are in separate areas of the room.	Observable items may include: Children are separated by age group into different areas/classrooms. The classroom is arranged to allow for children to work/play in unique learning areas/centers. Active and quiet areas are separate. Children’s work is displayed throughout the program at the children’s eye-level.	B-85	B-85) Are separate interest areas/learning areas created in the program for each age group that meet the following: A) Are materials with similar use placed together to create interest areas/learning centers which correspond to the program’s curriculum? B) Are interest areas/learning centers organized, accessible, and inviting to children? C) Are areas/centers set up so that traffic patterns do not interfere with activities? D) Are areas/centers for quiet and active play separate? E) Is there space enough in each area/center to ensure children can comfortably maneuver, work and play? F) Is children's work displayed at children’s eye-level?
9.1	Separate indoor areas/classrooms are provided to meet the developmental needs of different age groups enrolled at the program. In each area/classroom there are separate areas to provide a variety of experiences and learning opportunities. Materials with similar use are placed together to make interest areas which are developmentally appropriate. Interest areas/learning centers are organized, accessible and inviting to children. The areas are set up so that traffic patterns do not interfere with activities and children have ample space to maneuver, work, and play. Children’s work is displayed at children’s eye-level. Quiet and active interest areas/learning centers are in separate areas of the room.	Observable items may include: Children are separated by age group into different areas/classrooms. The classroom is arranged to allow for children to work/play in unique learning areas/centers. Active and quiet areas are separate. Children’s work is displayed throughout the program at the children’s eye-level.	B-86	B-86) Is furniture and equipment intentionally placed to ensure: A) The safety of children and prevent unintentional injuries? B) Proper supervision of all areas, both inside and outside?
9.2	Furniture, equipment and any dividers used to create areas are intentionally placed to prevent unintentional injuries and are low enough to ensure proper supervision of all areas, both inside and outside.	Observable items may include: Dividers do not block teachers’ sight supervision.	B-87	B-87) Are dividers and/or furniture that are used to separate one area from another low enough to provide for easy supervision of all children?
9.3	The room arrangement creates a warm, nurturing, comfortable atmosphere for children by using home-type furnishings, displaying photographs of the children and their families at child’s eye-level, and by providing each child with a personal storage area and personalizing/labeling each child’s nap/rest materials.	Observable items may include: Pictures of children’s families is displayed at children’s eye-level. Children’s personal items are kept in a labeled storage area and each child’s nap/rest materials are labeled.	B-85	B-85) Are separate interest areas/learning areas created in the program for each age group that meet the following: A) Are materials with similar use placed together to create interest areas/learning centers which correspond to the program’s curriculum? B) Are interest areas/learning centers organized, accessible, and inviting to children? C) Are areas/centers set up so that traffic patterns do not interfere with activities? D) Are areas/centers for quiet and active play separate? E) Is there space enough in each area/center to ensure children can comfortably maneuver, work and play? F) Is children's work displayed at children’s eye-level?
9.3	The room arrangement creates a warm, nurturing, comfortable atmosphere for children by using home-type furnishings, displaying photographs of the children and their families at child’s eye-level, and by providing each child with a personal storage area and personalizing/labeling each child’s nap/rest materials.	Observable items may include: Pictures of children’s families is displayed at children’s eye-level. Children’s personal items are kept in a labeled storage area and each child’s nap/rest materials are labeled.	B-88	B-88) Has the program created a warm, nurturing, and comfortable atmosphere for the children by: A) Displaying photographs of enrolled children and their families at child's eye level? B) Providing personalized storage for each child's possessions? C) Personalizing/labeling nap time/rest materials?
9.4	Room arrangement provides separate areas for children to read or engage in individualized developmentally appropriate learning activities. These areas are made comfortable with the use of soft furniture/pillows* and rugs/carpeting. *Please Note: Soft furniture/pillows are not required in infant areas/classrooms.	Observable items may include: Children are provided time to read or play independently in a comfortable area.	B-89	B-89) Is there a separate quiet place to provide a break from group activities, where children can read or engage in individualized developmentally appropriate learning activities? AND, is the quiet area: Yes No A) A soft-cushioned area with soft furniture or pillows, rugs and/or carpeting? B) Within sight and sound of a teacher? *Please Note: Soft furniture/pillows are not required in infant areas/classrooms.
9.5	Teachers foster the children’s sense of trust and confidence by developing a consistent daily routine which the children can rely on. Simple, consistent patterns are followed in transitioning from one activity to the next. Routines, transitions and activities are adjusted to the mood and energy changes for groups and individual children.	Observable items may include: Teachers utilize the set routine but allow for flexibility depending on the children’s mood/energy. Children successfully transition from one activity to another.	B-90	B-90) Are daily routines consistent and predictable for children?* *Please Note: Evidence of this standard is a posted schedule that relates to the observed routine.
9.5	Teachers foster the children’s sense of trust and confidence by developing a consistent daily routine which the children can rely on. Simple, consistent patterns are followed in transitioning from one activity to the next. Routines, transitions and activities are adjusted to the mood and energy changes for groups and individual children.	Observable items may include: Teachers utilize the set routine but allow for flexibility depending on the children’s mood/energy. Children successfully transition from one activity to another.	B-91	B-91) Are simple and consistent patterns followed in making transitions from one activity to the next?
9.5	Teachers foster the children’s sense of trust and confidence by developing a consistent daily routine which the children can rely on. Simple, consistent patterns are followed in transitioning from one activity to the next. Routines, transitions and activities are adjusted to the mood and energy changes for groups and individual children.	Observable items may include: Teachers utilize the set routine but allow for flexibility depending on the children’s mood/energy. Children successfully transition from one activity to another.	B-92	B-92) Are routines, transitions and activities adjusted to the mood and energy changes for groups and individual children?
9.6	Children are encouraged to assist in maintaining their classrooms by giving them opportunities to engage in self-help activities that promote competency and mastery. The routine includes tasks for which the children themselves take responsibility, according to their ability, in order to encourage children’s sense of self-reliance.	Observable items may include: Teachers encourage children to assist in cleaning up after activity selection and serving themselves meals/snacks when developmentally appropriate.	B-94	B-94) Do teachers encourage children to engage in self-help activities that promote competency and mastery, such as assisting in maintaining their classroom, cleaning up after an activity selection, and serving themselves meals/snacks when developmentally appropriate?
9.7	The program must provide developmentally appropriate materials of sufficient quantity and variety that are readily accessible to children. These materials are used to promote children’s exploration, experimentation and discovery.	Observable items may include: Materials are of sufficient quantity and variety to engage all ages of children in work/play.	B-95	B-95) Are developmentally appropriate materials: A) Of sufficient quantity and variety? B) Used to promote children’s exploration, experimentation and discovery?
9.8	Materials reflect diversity in gender, age, language, ability, culture and ethnicity.	Observable items may include: Materials are diverse throughout the program.	B-96	B-96) Do materials reflect diversity in: A) Gender? B) Age? C) Language? D) Ability? E) Culture and ethnicity?
9.9	Teachers ensure that toys, equipment, and other materials which are safe for older groups are not accessible to younger groups unless under close supervision.	Observable items may include: Young children are restricted access to toys and equipment that is not age-appropriate.	B-97	B-97) Do teachers ensure that toys and other materials which are safe for older groups are not accessible to younger groups unless under close supervision?
9.10	Classroom decorations, if used, are changed on a regular basis and are seasonally appropriate.	Observable items may include: Classroom decorations are up to date throughout the program.	B-98	B-98) Are classroom decorations, if used, changed on a regular basis and seasonally appropriate?
9.11	The program provides developmentally appropriate opportunities for children to build an understanding of mathematics and numbers through: naming and recognizing different shapes and patterns; counting objects and materials; recognizing quantity and number symbols; using measurements and sorting; and integrating mathematical terms and concepts, including time, into everyday use.	Documentation may include: Curriculum summary, lesson plans, and activities used to provide developmentally appropriate opportunities for children to build an understanding of mathematics and numbers in various ways.	A-106	A-106) Do teachers provide developmentally appropriate opportunities for children to build an understanding of mathematics and numbers through: A) Naming and recognizing different shapes and patterns? B) Counting objects and materials? C) Recognizing quantity and number symbols? D) Using measurements and sorting? E) Integrating mathematical terms and concepts, including time, into everyday use?
9.12	The program provides developmentally appropriate opportunities for children to build an understanding of science and nature through: introducing, exploring and discussing varying scientific concepts and principles, (including cause and effect); using the senses and simple tools to observe scientific features; collecting and documenting materials; and integrating scientific terms and concepts into everyday use.	Documentation may include: Curriculum summary, lesson plans, and activities used to provide developmentally appropriate opportunities for children to build an understanding of science and nature in various ways.	A-107	A-107) Do teachers provide developmentally appropriate opportunities for children to build an understanding of science and nature through: A) Introducing, exploring and discussing varying scientific concepts and principles? B) Using the senses and simple tools to observe scientific features? C) Collecting and documenting materials? D) Integrating scientific terms and concepts into everyday use?
9.12	The program provides developmentally appropriate opportunities for children to build an understanding of science and nature through: introducing, exploring and discussing varying scientific concepts and principles, (including cause and effect); using the senses and simple tools to observe scientific features; collecting and documenting materials; and integrating scientific terms and concepts into everyday use.	Documentation may include: Curriculum summary, lesson plans, and activities used to provide developmentally appropriate opportunities for children to build an understanding of science and nature in various ways.	A-108	A-108) Do teachers provide children many opportunities to explore cause and effect and how things work?
9.13	The program provides developmentally appropriate opportunities for children to build an understanding of technology. Please Note: Although not prohibited, this standard is not assessed for children under the age of three. Technology may include the use of computers, tablets, listening centers and other forms of high technology and/or gears or wheels and other forms of age appropriate simple tools.	Documentation may include: Curriculum summary, lesson plans, and activities used to provide developmentally appropriate opportunities for children to build an understanding of technology.	A-109	A-109) Do teachers provide developmentally appropriate opportunities for children to build an understanding of technology? *Please Note: Although not prohibited, this standard is not assessed for children under the age of three. Technology may include computers, tablets, listening centers and other forms of high technology and/or gears or wheels and other forms of age-appropriate simple tools.
9.13	The program provides developmentally appropriate opportunities for children to build an understanding of technology. Please Note: Although not prohibited, this standard is not assessed for children under the age of three. Technology may include the use of computers, tablets, listening centers and other forms of high technology and/or gears or wheels and other forms of age appropriate simple tools.	Documentation may include: Curriculum summary, lesson plans, and activities used to provide developmentally appropriate opportunities for children to build an understanding of technology.	A-110	A-110) If media is used, such as television, computers and other high forms of technology, is it: A) Limited to 30 minutes per week for educational materials/activities that are suitable to the developmental level of the children? B) Used interactively with the children through teacher initiated conversations and the use of open-ended questions?
9.14	The program provides developmentally appropriate opportunities for children to build an understanding and appreciation of culturally diverse art, music, drama, and dance through: encouraging and engaging in creative expression and play; expanding artistic skills by manipulating age appropriate materials and child-sized tools; reviewing personal art and others art; and integrating artistic terms into everyday use.	Documentation may include: Curriculum summary, lesson plans, and activities used to provide developmentally appropriate opportunities for children to build an understanding and appreciation of art, music, drama, and dance in various ways.	A-111	A-111) Do teachers provide developmentally appropriate opportunities for children to build an understanding and appreciation of culturally diverse art, music, drama, and dance through: A) Encouraging and engaging in creative expression and play? B) Expanding artistic skills by manipulating age appropriate materials and child-sized tools? C) Reviewing personal art and others art? D) Integrating artistic terms into everyday use?
9.15	The program provides developmentally appropriate opportunities for children to build an understanding of social studies through: participating in group and community activities (including interactions with children of various ages); exploring diversity in non-stereotypical cultures, family structures, abilities, language, ages and genders; discussing fairness, friendship, responsibility, authority and differences; reviewing local geography and the varying communities at large; exploring positive and negative environmental effects; contributing to the well-being of the classroom and community; engaging in economic concepts (for children ages three and above); and connecting personal experiences to broader world concepts.	Documentation may include: Curriculum summary, lesson plans, and activities used to provide developmentally appropriate opportunities for children to build an understanding of social studies in various ways.	A-112	A-112) Do teachers provide developmentally appropriate opportunities for children to build an understanding of social studies through: A) Participating in group and community activities (including interactions with children of various ages)? B) Exploring diversity in non-stereotypical cultures, family structures, abilities, language, ages and genders? C) Discussing fairness, friendship, responsibility, authority and differences? D) Reviewing local geography and the varying communities at large? E) Exploring positive and negative environmental effects? F) Contributing to the well-being of the classroom and community? G) Engaging in economic concepts (for children ages three and above)?* H) Connecting personal experiences to broader world concepts? *Please Note: Economic concepts is defined on page 130 of the Glossary.
9.16	The curriculum plan also includes units on nutrition, health, and safety.	Documentation may include: Curriculum summary, lesson plans, and activities used to provide developmentally appropriate opportunities for children to build an understanding of nutrition, health, and safety in various ways.	A-105	A-105) Does the curriculum include units on nutrition, health and safety?
9.17	Teachers encourage children to engage in meaningful play and extend their learning.	Observable items may include: Teachers are seen engaging with children during play throughout the day. An example of extending children’s learning may be teacher scaffolding.	B-99	B-99) Do teachers encourage children to engage in meaningful play and extend their learning?
9.18	Teachers encourage children to think, reason, question, and experiment by asking them questions and posing problems, regarding their experiences and play.	Observable items may include: Teachers are seen discussing with children their work/play and experiences throughout the day.	B-100	B-100) Do teachers encourage children to think, reason, question and experiment by asking them questions regarding their experiences and play?
9.19	Teachers expand on children’s emerging skills by repeatedly engaging them in activities of interest.	Observable items may include: Teachers are seen engaging children in activities of interest to expand on their emerging skills.	B-101	B-101) Do teachers expand on children’s emerging skills by repeatedly engaging them in activities of interest?
9.20	The program provides toddlers, preschoolers, and school-agers with at least the following age-appropriate interest areas/learning centers: table top games and manipulatives, dramatic play, arts and crafts, large muscle, science and nature, blocks, fine motor, math and numbers, language arts/literacy, music/movement, nutrition, and woodworking/carpentry* (only ages three years and up). * Please Note: Woodworking/Carpentry is defined as using or manipulating real wooden pieces, which can be cut, glued, and/or nailed in a developmentally appropriate manner. Any tools provided must be child-sized and age-appropriate. The use of blocks from the Block Area will not meet the requirements for this standard. Proper supervision and instruction are vital for successful implementation of the Woodworking/Carpentry Area.	Observable items may include: The classroom is arranged to allow for children to work/play in unique learning areas/centers. Active and quiet areas are separate.	B-102	B-102) Does the program have the following interest areas/learning centers for the following age groups? Interest Area/ Learning Center Toddler (1 - 2 yrs) Preschool and School-Age (If Served) (3 - 5 yrs and 6-12 yrs) A. Table Top Games/ Manipulatives Yes No Yes No B. Dramatic Play Yes No Yes No C. Woodworking/Carpentry* N/A Yes No D. Arts and Crafts Yes No Yes No E. Large Muscle Yes No Yes No F. Science/Nature Yes No Yes No G. Blocks Yes No Yes No H. Fine Motor Yes No Yes No I. Math/Numbers Yes No Yes No J. Language Arts/ Literacy Yes No Yes No K. Music/Movement Yes No Yes No L. Nutrition Yes No Yes No *Please Note: Woodworking/Carpentry is defined as using or manipulating real wooden pieces, which can be cut, glued, and/or nailed in a developmentally appropriate manner. Any tools provided must be child-sized and age-appropriate. The use of blocks from the Block Area will not meet the requirements for this standard. Proper supervision and instruction are vital for successful implementation of the Woodworking/Carpentry Area.
9.21	When using sensory tables, all materials must be age and developmentally appropriate, nontoxic, and not pose a choking hazard.* Use of the sensory tables is closely supervised, ensuring safe conditions are met and play materials are clean. Rubber mats or similar are placed under tables and spills are cleaned immediately when using liquids. *Please Note: Although not prohibited, the use of food for sensory play must be closely supervised to prevent consumption and be culturally sensitive to the children in care.	Observable items may include: Teachers carefully supervise activities at the sensory table to ensure safe conditions are met and engage children in their work/play.	B-103	B-103) Are the following established protocols in place when using the sensory tables: A) All materials are nontoxic? B) All materials are age and developmentally appropriate and do not pose a choking hazard? C) Activities are closely supervised to ensure safe conditions are met and play materials are clean? D) Teachers utilize rubber mats (or similar) under the table and clean spills immediately when using liquids? Please Note: Although not prohibited, the use of food for sensory play must be closely supervised to prevent consumption and be culturally sensitive to the children in care.
9.22	Children have access to developmentally appropriate unstructured materials and representational toys. Children are regularly provided with opportunities for creative, and possibly messy activities such as water play, sand play, finger painting, and playdough.	Observable items may include: The classroom is arranged to allow for children to work/play in unique learning areas/centers including messy play and unstructured materials.	B-104	B-104) Do children have access to developmentally appropriate unstructured materials such as blocks, paint, and play dough, and representational toys such as cars, dolls, animals, and dishes?
9.22	Children have access to developmentally appropriate unstructured materials and representational toys. Children are regularly provided with opportunities for creative, and possibly messy activities such as water play, sand play, finger painting, and playdough.	Observable items may include: The classroom is arranged to allow for children to work/play in unique learning areas/centers including messy play and unstructured materials.	B-105	B-105) Are children regularly provided with creative and possibly messy materials and activities such as water/sensory play, finger paints, and play dough?
9.23	The environment is designed to promote child-choice and independence. Toys and materials are placed on low, open shelves and children are encouraged to explore materials in their own ways.	Observable items may include: The classroom is arranged to allow for children to work/play in interest areas/learning centers of their choice.	B-106	B-106) Is the environment designed to promote child-choice and independence by: A) Placing toys and materials on low, open shelves? B) Providing equipment and materials which children can explore and master by themselves? C) Offering children the freedom and opportunity to move and explore in a variety of safe spaces?
9.24	Teachers encourage the children to offer their own suggestions for activity selections throughout the day. Teachers give children time and space for extended and concentrated play by reducing distractions and interruptions.	Observable items may include: The classroom is arranged to allow for children to work/play in interest areas/learning centers of their choice. Teachers provide children ample time to work/play independently in the interest area/learning center of their choice	B-107	B-107) Do teachers promote child-choice by: A) Providing materials and time for children to offer suggestions and select their own activities? B) Ensuring that children have time and space for extended and concentrated play by reducing distractions and interruptions?
9.25	Teachers encourage children to develop pro-social skills by developing relationships, learning to help others, working cooperatively with others, and learning from and with one another	Observable items may include: Teachers encourage children to work well with others throughout the day.	B-108	B-108) Are children encouraged to develop pro-social skills by developing relationships, learning to help others, working cooperatively with others, and learning from and with one another?
9.26	Teachers must foster positive relationships between children by helping them to listen and appropriately respond to one another.	Observable items may include: Teachers assist children in listening and responding to one another.	B-109	B-109) Do teachers foster positive relationships between children by helping them to listen and appropriately respond to one another?
9.27	Teachers support a child's developing awareness of self by using mirrors, photographs, and other appropriate materials for promoting self-concept.	Observable items may include: Teachers provide children opportunities to develop their awareness and sense of self.	B-110	B-110) Do teachers support a child's developing awareness of self by using mirrors, photographs, and other appropriate materials for promoting self-concept?
9.28	Children are given daily opportunities to write, which may include scribbling, drawing, and practicing letters and numerals. Reading and purposeful writing opportunities are available daily and children are provided support and assistance when reading and writing. Meaningful print is used throughout the classroom at children’s eye-level. Teachers provide opportunities for children to familiarize and recognize print through the use of classroom and personalized labels as well as posted schedules/routines and procedures. Teachers also discuss and model functional writing with children.	Observable items may include: The classroom is arranged to provide children a variety of opportunities for print and language development.	B-111	B-111) Are children given developmentally appropriate opportunities to write, which may include scribbling, drawing and practicing letters and numerals?
9.28	Children are given daily opportunities to write, which may include scribbling, drawing, and practicing letters and numerals. Reading and purposeful writing opportunities are available daily and children are provided support and assistance when reading and writing. Meaningful print is used throughout the classroom at children’s eye-level. Teachers provide opportunities for children to familiarize and recognize print through the use of classroom and personalized labels as well as posted schedules/routines and procedures. Teachers also discuss and model functional writing with children.	Observable items may include: The classroom is arranged to provide children a variety of opportunities for print and language development.	B-112	B-112) Do teachers support children’s daily opportunities for purposeful reading and writing?
9.28	Children are given daily opportunities to write, which may include scribbling, drawing, and practicing letters and numerals. Reading and purposeful writing opportunities are available daily and children are provided support and assistance when reading and writing. Meaningful print is used throughout the classroom at children’s eye-level. Teachers provide opportunities for children to familiarize and recognize print through the use of classroom and personalized labels as well as posted schedules/routines and procedures. Teachers also discuss and model functional writing with children.	Observable items may include: The classroom is arranged to provide children a variety of opportunities for print and language development.	B-113	B-113) Do teachers provide opportunities for children to familiarize and recognize meaningful print through: A) Classroom labels? B) Personalized labels? C) Posted schedules and/or procedures at children’s eye level? D) Modeling and discussing writing?
9.29	Children’s language development is encouraged through a variety of songs, stories, books and games, including those that are multicultural and diverse. Children are provided opportunities to expand their language development through follow up regarding their experiences and field trips, including walks.	Observable items may include: Teachers provide children a variety of opportunities for language development.	B-114	B-114) Are a variety of songs, stories, books and games, including those that are multicultural, used to promote language development?
9.30	Teachers expand children’s print and language development daily by reading books to them individually or in a group setting. Teachers read books that align with the goals and aspects of the curriculum. Children are provided opportunities to interact with the story and ask questions.	Observable items may include: Teachers provide children daily opportunities for print and language development by reading to them.	B-115	B-115) Do teachers read books to children that align with the goals and aspects of the curriculum?
9.30	Teachers expand children’s print and language development daily by reading books to them individually or in a group setting. Teachers read books that align with the goals and aspects of the curriculum. Children are provided opportunities to interact with the story and ask questions.	Observable items may include: Teachers provide children daily opportunities for print and language development by reading to them.	B-116	B-116) Do teachers expand children’s print and language development daily by reading books to them either individually or in a group setting?
9.30	Teachers expand children’s print and language development daily by reading books to them individually or in a group setting. Teachers read books that align with the goals and aspects of the curriculum. Children are provided opportunities to interact with the story and ask questions.	Observable items may include: Teachers provide children daily opportunities for print and language development by reading to them.	B-117	B-117) Are children provided opportunities to interact with the story and ask questions?
9.31	The program has a policy and practice of incorporating the family language whenever possible, into a child’s opportunities for language acquisition and communication development, if a child speaks a different language.	Documentation may include: Language Development Policy	A-113	A-113) Does the program have a policy and practice of incorporating the family language whenever possible, into a child’s opportunities for language acquisition and communication development, if a child speaks a different language?
9.32	Teachers encourage, promote and engage children in active physical play.	Observable items may include: Teachers are seen engaging with children’s active physical play.	B-118	B-118) Do teachers encourage and promote active physical play throughout the day?
9.32	Teachers encourage, promote and engage children in active physical play.	Observable items may include: Teachers are seen engaging with children’s active physical play.	B-119	B-119) Does the teacher engage in physical activity with the children?
9.33	Teachers provide appropriate large-muscle activities for each child and the opportunity for the development of eye-hand and eye-foot coordination.	Observable items may include: Teachers provide children daily opportunities for gross-motor development.	B-120	B-120) Do teachers provide developmentally appropriate large-muscle and balance activities both indoors and outdoors (ex: playing ball, running, jumping, climbing, moving to rhythm and music)?
9.33	Teachers provide appropriate large-muscle activities for each child and the opportunity for the development of eye-hand and eye-foot coordination.	Observable items may include: Teachers provide children daily opportunities for gross-motor development.	B-121	B-121) Do teachers provide developmentally appropriate eye-hand and eye-foot coordination opportunities (ex: throwing, catching, and kicking balls)?
9.34	Television, computers, and other electronics are limited to 30 minutes per week for educational materials/activities that are suitable to the developmental level of the child. If children watch television or movies and use computers or other technological media, the teacher is with the children, asking questions and initiating conversations that will encourage children to think, reason, question, and experiment. If a television is present, it must be anchored or mounted to prevent tipping over.	Observable items may include: If technology is used it is only used for educational programs. Teachers are seen engaging with children during their use of technology.	A-110	A-110) If media is used, such as television, computers and other high forms of technology, is it: A) Limited to 30 minutes per week for educational materials/activities that are suitable to the developmental level of the children? B) Used interactively with the children through teacher initiated conversations and the use of open-ended questions?
9.34	Television, computers, and other electronics are limited to 30 minutes per week for educational materials/activities that are suitable to the developmental level of the child. If children watch television or movies and use computers or other technological media, the teacher is with the children, asking questions and initiating conversations that will encourage children to think, reason, question, and experiment. If a television is present, it must be anchored or mounted to prevent tipping over.	Observable items may include: If technology is used it is only used for educational programs. Teachers are seen engaging with children during their use of technology.	B-124	B-124) If televisions are present, are they anchored or mounted to prevent accidental toppling?
10.1	Weather permitting,* the program provides all children, including infants, with daily outdoor opportunities for gross motor/large muscle development. Outdoor activities are both teacher-directed and child-directed. The outdoor play area must include age appropriate materials for the children served. *Please Note: The National Weather Service (NWS) identifies the following weather conditions as posing a significant health risk, wind chill factor at or below minus 15°F and heat index at or above 90°F.	Observable items may include: All children have daily opportunities for outdoor gross motor development. Outdoor activities are both child and teacher directed.	B-136	B-136) Are the following outdoor opportunities provided for all children weather permitting: A) Developmentally appropriate gross motor opportunities for each age group?* B) Child-choice of activities? C) Teacher involvement with children’s outdoor play/activities? Please Note: The National Weather Service (NWS) identifies the following weather conditions as posing a significant health risk, wind chill factor at or below minus 15°F and heat index at or above 90°F. Please Note: A walk is not considered gross motor play. To meet this standard, large muscle activity must occur. Examples of developmentally appropriate large muscle activities by age group include: Infants- safe, open space to spread a blanket on which infants can explore the outdoors through crawling, scooting, and rolling. * Toddlers, Preschoolers and School-Age- playing ball, running, jumping, climbing, and dancing/moving to rhythm and music.
10.2	The facility should provide an outdoor play area that is adjacent to the interior classrooms OR can be safely accessed from the facility.	Observable items may include: The outdoor play area is easily accessible from the program.	B-126	B-126) Does the program's dedicated outdoor space meet the following requirements: A) Is adjacent to the interior classrooms OR can be safely accessed from the facility? B) Includes vacant space for gross motor activities such as running and chasing? C) Outdoor play equipment is grouped together by age and developmental ability? D) Outdoor play equipment is of safe design and in good repair? E) Is free from holes or abandoned wells within the site? F) Is well drained with no standing water on the play areas or equipment? G) Enclosed within a fence or barrier that does not obstruct supervision of children?
10.3	The program has adequate space for outdoor play, specifies outdoor play times by age group and limits the number of children from the program allowed on the outdoor play space at any one time.	Observable items may include: The program limits the number of children who use the outdoor play area at any one time.	B-131	B-131) Does the program specify outdoor play times by age group and limit the number of children from the program allowed on the outdoor play space at any one time?
10.4	Outdoor play equipment must be of safe design and in good repair. The outdoor play area also includes open space for running that is free of other equipment.	Observable items may include: Outdoor equipment is in good repair. Children are able to run and play without obstacles.	B-126	B-126) Does the program's dedicated outdoor space meet the following requirements: A) Is adjacent to the interior classrooms OR can be safely accessed from the facility? B) Includes vacant space for gross motor activities such as running and chasing? C) Outdoor play equipment is grouped together by age and developmental ability? D) Outdoor play equipment is of safe design and in good repair? E) Is free from holes or abandoned wells within the site? F) Is well drained with no standing water on the play areas or equipment? G) Enclosed within a fence or barrier that does not obstruct supervision of children?
10.5	The surface under any playground equipment needing fall zones must extend at least 6 feet beyond the perimeter of any playground equipment and must be made of appropriate, non-abrasive, cushioning materials as recommended by the Consumer Product Safety Commission and ASTM International Standards. If fall zones are surfaced with ‘loose-fill’ materials, (ex: wood mulch or chips, fine loose sand, pea gravel, or shredded tires), it must meet an initial fill of 12 inches and/or a compressed/settled fill of 9 inches. Please Note: If, and only if, state regulations/licensing permits the surface material to extend a minimum of 4 feet beyond the perimeter of the equipment, answer No to Item B-127(B) and include a copy of the specific state regulation in your labeled documentation box/file. Resource: * Guidelines for fall zones and additional examples of recommended playground surfacing materials may be found in Resource Section 3.		B-127	B-127) Does the playground surfacing and fall zones meet current Consumer Product Safety Commission (CPSC) guidelines* through the following: A) The surfacing is made of appropriate non-abrasive, cushioning materials as recommended by the CPSC? B) The surfacing extends at least 6 feet beyond** the perimeter of any playground equipment needing fall zones? C) If the playground is surfaced with CPSC recommended ‘loose-fill’ materials, (ex: wood mulch or chips, fine loose sand, pea gravel, or shredded tires), does it meet an initial fill of 12 inches and/or a compressed/settled fill of 9 inches? Please Note: Examples of fall zones and additional recommended playground surfacing materials may be found in the Glossary on page 136. *Please Note: Item B) If, and only if, state regulations/licensing permits the surface material to extend a minimum of 4 feet beyond the perimeter of the equipment, answer No to Item B and include a hard copy of the specific state regulation in your documentation box/file for Item B-127.
10.6	The program provides children access to clean drinking water while outside.	Observable items may include: The program must provide children access to water when outside.	B-133	B-133) Is clean drinking water readily provided and available to children while outside?
10.7	The program posts written outdoor play space/playground safety rules.	Observable items may include: If the program provides and on-site play area, it must post its outdoor safety rules.	B-134	B-134) Does the program have written and posted outdoor play space rules?
10.8	Each child has at least one change of clothing that is weather appropriate for daily outdoor play.	Documentation may include: A policy requesting parents to provide an extra change of clothing to be kept at the facility for the child.	A-118	A-118) Does the parent handbook contain the following: A) The ages of children in care? B) Services offered to children including daily activities, sleep positioning policies and arrangements, napping routines, guidance and discipline policies, diaper changing and toilet learning/training methods, and child hand-washing. Any special requirements for a child shall be clearly defined in writing before enrollment? C) Hours and days of operation? D) Admissions criteria, enrollment procedures, and daily sign-in/out policies, including forms that must be completed? E) Policies regarding entrance fees, tuition payments, refunds, and termination and notice by the parent or the program? F) A policy detailing the need for each child to have one change of clothing that is weather appropriate? G) A policy regarding active communication between teachers, as well as planned methods, schedules and expectations for conferences? H) Policies on staffing ensuring continuous supervision of children at all times? I) Policy on smoking, tobacco use, and prohibited substances on the premises?
10.9	All outdoor activity areas must be maintained in a clean and safe condition. The general playground surfaces is checked daily for broken glass, nails, trash, and animal excrement. Holes or abandoned wells within the site must be properly filled or sealed. The area is well drained with no standing water.	Observable items may include: The program ensures that the outdoor play area is free of hazards.	A-115	A-115) Is the playground checked on a daily basis for the following: A) Surfacing is free from broken glass, nails, trash, and animal excrement, and if applicable check for compressed/packed areas, prior to allowing children to enter the play area? B) Visible cracks, bending or warping, rusting or breakage of any equipment? C) Deformation of open hooks, shackles, rings, and links? D) Worn swing hangers and chains? E) Missing, damaged, or loose swing seats? F) Broken supports or anchors? G) Cement support footings that are exposed, cracked, or loose in the ground? H) Accessible sharp edges or points? I) Protruding bolt ends that have lost caps or covers? J) Loose bolts, nuts, and so forth that require tightening? K) Nails that have worked loose? L) Splintered, cracked, or otherwise deteriorating wood? M) Lack of lubrication on moving parts? N) Worn bearings or other mechanical parts? O) Broken or missing rails, steps, rungs, or seats? P) Worn or scattered surfacing material? Q) Hard surfaces under swings and slides, checking places where resilient material has shifted away from any surface underneath play equipment? R) Chipped or peeling paint? S) Pinch or crush points, exposed mechanisms, juncture, and moving components?
10.9	All outdoor activity areas must be maintained in a clean and safe condition. The general playground surfaces is checked daily for broken glass, nails, trash, and animal excrement. Holes or abandoned wells within the site must be properly filled or sealed. The area is well drained with no standing water.	Observable items may include: The program ensures that the outdoor play area is free of hazards.	B-126	B-126) Does the program's dedicated outdoor space meet the following requirements: A) Is adjacent to the interior classrooms OR can be safely accessed from the facility? B) Includes vacant space for gross motor activities such as running and chasing? C) Outdoor play equipment is grouped together by age and developmental ability? D) Outdoor play equipment is of safe design and in good repair? E) Is free from holes or abandoned wells within the site? F) Is well drained with no standing water on the play areas or equipment? G) Enclosed within a fence or barrier that does not obstruct supervision of children?
10.10	The playground inspection log must be maintained at all times to reflect daily playground inspections for the following: 1. Visible cracks, bending or warping, rusting, or breakage of any equipment; 2. Deformation of open hooks, shackles, rings, links, and so forth; 3. Worn swing hangers and chains (if applicable); 4. Missing, damaged, or loose swing seats (if applicable);; 5. Broken supports or anchors; 6. Cement support footings that are exposed, cracked, or loose in the ground; 7. Accessible sharp edges or points; 8. Exposed ends of tubing that require covering with plugs or caps; 9. Protruding bolt ends that have lost caps or covers; 10. Loose bolts, nuts, and so forth that require tightening; 11. Nails that have worked loose; 12. Splintered, cracked, or otherwise deteriorating wood; 13. Lack of lubrication on moving parts; 14. Worn bearings or other mechanical parts; 15. Broken or missing rails, steps, rungs, or seats; 16. Worn or scattered surfacing material; 17. Hard surfaces, especially under swings, slides, and so forth (e.g., places where resilient material has shifted away from any surface underneath play equipment); 18. Chipped or peeling paint; 19. Pinch or crush points, exposed mechanisms, juncture, and moving components. Documentation may include: * Daily Playground Inspection Log includes all required fields. Observable items may include: * The program ensures that the outdoor play equipment is free of hazards.	Documentation may include: Daily Playground Inspection Log includes all required fields. Observable items may include: The program ensures that the outdoor play equipment is free of hazards.	A-114	A-114) Does the program have a daily playground inspection log that is kept up to date?
10.10	The playground inspection log must be maintained at all times to reflect daily playground inspections for the following: 1. Visible cracks, bending or warping, rusting, or breakage of any equipment; 2. Deformation of open hooks, shackles, rings, links, and so forth; 3. Worn swing hangers and chains (if applicable); 4. Missing, damaged, or loose swing seats (if applicable);; 5. Broken supports or anchors; 6. Cement support footings that are exposed, cracked, or loose in the ground; 7. Accessible sharp edges or points; 8. Exposed ends of tubing that require covering with plugs or caps; 9. Protruding bolt ends that have lost caps or covers; 10. Loose bolts, nuts, and so forth that require tightening; 11. Nails that have worked loose; 12. Splintered, cracked, or otherwise deteriorating wood; 13. Lack of lubrication on moving parts; 14. Worn bearings or other mechanical parts; 15. Broken or missing rails, steps, rungs, or seats; 16. Worn or scattered surfacing material; 17. Hard surfaces, especially under swings, slides, and so forth (e.g., places where resilient material has shifted away from any surface underneath play equipment); 18. Chipped or peeling paint; 19. Pinch or crush points, exposed mechanisms, juncture, and moving components. Documentation may include: * Daily Playground Inspection Log includes all required fields. Observable items may include: * The program ensures that the outdoor play equipment is free of hazards.	Documentation may include: Daily Playground Inspection Log includes all required fields. Observable items may include: The program ensures that the outdoor play equipment is free of hazards.	A-115	A-115) Is the playground checked on a daily basis for the following: A) Surfacing is free from broken glass, nails, trash, and animal excrement, and if applicable check for compressed/packed areas, prior to allowing children to enter the play area? B) Visible cracks, bending or warping, rusting or breakage of any equipment? C) Deformation of open hooks, shackles, rings, and links? D) Worn swing hangers and chains? E) Missing, damaged, or loose swing seats? F) Broken supports or anchors? G) Cement support footings that are exposed, cracked, or loose in the ground? H) Accessible sharp edges or points? I) Protruding bolt ends that have lost caps or covers? J) Loose bolts, nuts, and so forth that require tightening? K) Nails that have worked loose? L) Splintered, cracked, or otherwise deteriorating wood? M) Lack of lubrication on moving parts? N) Worn bearings or other mechanical parts? O) Broken or missing rails, steps, rungs, or seats? P) Worn or scattered surfacing material? Q) Hard surfaces under swings and slides, checking places where resilient material has shifted away from any surface underneath play equipment? R) Chipped or peeling paint? S) Pinch or crush points, exposed mechanisms, juncture, and moving components?
10.10	The playground inspection log must be maintained at all times to reflect daily playground inspections for the following: 1. Visible cracks, bending or warping, rusting, or breakage of any equipment; 2. Deformation of open hooks, shackles, rings, links, and so forth; 3. Worn swing hangers and chains (if applicable); 4. Missing, damaged, or loose swing seats (if applicable);; 5. Broken supports or anchors; 6. Cement support footings that are exposed, cracked, or loose in the ground; 7. Accessible sharp edges or points; 8. Exposed ends of tubing that require covering with plugs or caps; 9. Protruding bolt ends that have lost caps or covers; 10. Loose bolts, nuts, and so forth that require tightening; 11. Nails that have worked loose; 12. Splintered, cracked, or otherwise deteriorating wood; 13. Lack of lubrication on moving parts; 14. Worn bearings or other mechanical parts; 15. Broken or missing rails, steps, rungs, or seats; 16. Worn or scattered surfacing material; 17. Hard surfaces, especially under swings, slides, and so forth (e.g., places where resilient material has shifted away from any surface underneath play equipment); 18. Chipped or peeling paint; 19. Pinch or crush points, exposed mechanisms, juncture, and moving components. Documentation may include: * Daily Playground Inspection Log includes all required fields. Observable items may include: * The program ensures that the outdoor play equipment is free of hazards.	Documentation may include: Daily Playground Inspection Log includes all required fields. Observable items may include: The program ensures that the outdoor play equipment is free of hazards.	B-135	B-135) Are outdoor play space inspections performed daily?
10.11	The outdoor play area is enclosed with a fence or natural barriers. Fences and barriers must not prevent the teachers’ direct supervision of children.	Observable items may include: The program ensures that the outdoor play area is enclosed in a manner that does not block teachers’ supervision.	B-126	B-126) Does the program's dedicated outdoor space meet the following requirements: A) Is adjacent to the interior classrooms OR can be safely accessed from the facility? B) Includes vacant space for gross motor activities such as running and chasing? C) Outdoor play equipment is grouped together by age and developmental ability? D) Outdoor play equipment is of safe design and in good repair? E) Is free from holes or abandoned wells within the site? F) Is well drained with no standing water on the play areas or equipment? G) Enclosed within a fence or barrier that does not obstruct supervision of children?
10.12	Teachers ensure continuous sight and sound supervision when on the outdoor play space through: 1. Viewing the entire outdoor play space; 2. Being responsible for a group of children; 3. Being responsible for a specific area of the play space. Please Note: Children must be able to be seen and heard at all times by the teacher. For example, if the teacher is working one-on-one with a child, but is able to see all of the children by slightly moving their position, then this standard is met.	Observable items may include: The program ensures that the outdoor play area enables teachers’ continuous sight and supervision.	B-132	B-132) Are the staff capable of the following when on the outdoor play space: A) Viewing the entire outdoor play space? B) Being responsible for a group of children? C) Being responsible for a specific area of the play space? Please Note: Children must be able to be seen and heard at all times by the teacher. For example, if the teacher is working momentarily one-on-one with a child, but is able to see all of the children by slightly moving their position, then this standard is met.
11.1	New parents/guardians are oriented and informed in writing about the program, curriculum, child abuse reporting requirements, conflict resolution policy, parent activity opportunities, community social services (including the availability of community interpreters or language resources in the families' home language), policy or regulatory changes, termination procedures, process for orienting a child to the program, open door policy, active communication policy between parents and staff, parent conferences, and other critical issues that could potentially affect the program.	Documentation may include: Parent Orientation Policy/Procedure Parent Handbook	A-116	A-116) Does the program have an orientation process for newly enrolled families?
11.1	New parents/guardians are oriented and informed in writing about the program, curriculum, child abuse reporting requirements, conflict resolution policy, parent activity opportunities, community social services (including the availability of community interpreters or language resources in the families' home language), policy or regulatory changes, termination procedures, process for orienting a child to the program, open door policy, active communication policy between parents and staff, parent conferences, and other critical issues that could potentially affect the program.	Documentation may include: Parent Orientation Policy/Procedure Parent Handbook	A-117	A-117) Does the program have a parent handbook?
11.1	New parents/guardians are oriented and informed in writing about the program, curriculum, child abuse reporting requirements, conflict resolution policy, parent activity opportunities, community social services (including the availability of community interpreters or language resources in the families' home language), policy or regulatory changes, termination procedures, process for orienting a child to the program, open door policy, active communication policy between parents and staff, parent conferences, and other critical issues that could potentially affect the program.	Documentation may include: Parent Orientation Policy/Procedure Parent Handbook	A-118	A-118) Does the parent handbook contain the following: A) The ages of children in care? B) Services offered to children including daily activities, sleep positioning policies and arrangements, napping routines, guidance and discipline policies, diaper changing and toilet learning/training methods, and child hand-washing. Any special requirements for a child shall be clearly defined in writing before enrollment? C) Hours and days of operation? D) Admissions criteria, enrollment procedures, and daily sign-in/out policies, including forms that must be completed? E) Policies regarding entrance fees, tuition payments, refunds, and termination and notice by the parent or the program? F) A policy detailing the need for each child to have one change of clothing that is weather appropriate? G) A policy regarding active communication between teachers, as well as planned methods, schedules and expectations for conferences? H) Policies on staffing ensuring continuous supervision of children at all times? I) Policy on smoking, tobacco use, and prohibited substances on the premises?
11.2	The program must offer a parent display/bulletin board which covers, at a minimum, program description, policy statements, philosophy, schedule of activities/events and parent volunteer opportunities, health care services and menus. Parents/guardians are given information regarding social services within the community including health care services (including the availability of community interpreters or language resources in the families' home language), assistance with basic and emergency family needs, and tuition payment alternatives. Parents/guardians are given information regarding social services within the community including health care services, assistance with basic and emergency family needs, and tuition payment alternatives.	Observable items may include: The program offers parents a resource center or bulletin board with relevant policies and local social services	A-118	A-118) Does the parent handbook contain the following: A) The ages of children in care? B) Services offered to children including daily activities, sleep positioning policies and arrangements, napping routines, guidance and discipline policies, diaper changing and toilet learning/training methods, and child hand-washing. Any special requirements for a child shall be clearly defined in writing before enrollment? C) Hours and days of operation? D) Admissions criteria, enrollment procedures, and daily sign-in/out policies, including forms that must be completed? E) Policies regarding entrance fees, tuition payments, refunds, and termination and notice by the parent or the program? F) A policy detailing the need for each child to have one change of clothing that is weather appropriate? G) A policy regarding active communication between teachers, as well as planned methods, schedules and expectations for conferences? H) Policies on staffing ensuring continuous supervision of children at all times? I) Policy on smoking, tobacco use, and prohibited substances on the premises?
11.2	The program must offer a parent display/bulletin board which covers, at a minimum, program description, policy statements, philosophy, schedule of activities/events and parent volunteer opportunities, health care services and menus. Parents/guardians are given information regarding social services within the community including health care services (including the availability of community interpreters or language resources in the families' home language), assistance with basic and emergency family needs, and tuition payment alternatives. Parents/guardians are given information regarding social services within the community including health care services, assistance with basic and emergency family needs, and tuition payment alternatives.	Observable items may include: The program offers parents a resource center or bulletin board with relevant policies and local social services	A-119	A-119) Is social services information available to parents/guardians regarding the following resources in the community: A) Health care services? B) Assistance with basic and emergency family needs? C) Payment alternatives?
11.2	The program must offer a parent display/bulletin board which covers, at a minimum, program description, policy statements, philosophy, schedule of activities/events and parent volunteer opportunities, health care services and menus. Parents/guardians are given information regarding social services within the community including health care services (including the availability of community interpreters or language resources in the families' home language), assistance with basic and emergency family needs, and tuition payment alternatives. Parents/guardians are given information regarding social services within the community including health care services, assistance with basic and emergency family needs, and tuition payment alternatives.	Observable items may include: The program offers parents a resource center or bulletin board with relevant policies and local social services	B-138	B-138) Does the program offer a parent/guardian resource area or bulletin board which covers at least the following: A) Program description and philosophy? B) Program policies/policy statements? C) Schedule(s), (including program activities/events and parent volunteer opportunities), and menu(s)? D) Community health care services or other local social services? E) Availability of community interpreters or language resources in the families' home language as needed?
11.3	Parents/guardians are welcome visitors in the program at all times. Parents and other family members are encouraged to be involved in the program in various ways, including program activities/events and volunteer opportunities, taking into consideration other demands on the parents/guardians. A schedule of program activities/events and volunteer opportunities is posted on the parent display/bulletin board.	Documentation may include: Open Door/Parent Involvement Policy	A-120	A-120) Does the program have an "open door" policy for parents/guardians which: A) Encourages visiting the program at any time their child is in care? B) Encourages participation in classroom activities/events and to volunteer for various program opportunities through a posted schedule?
11.4	Parents/guardians are invited to share their culture and traditions, their skills, and talents. Parent/guardians are encouraged to provide information about their culture and family traditions during the enrollment period and throughout their child’s care at the program	Documentation may include: Parent Orientation Policy/Procedure Open Door/Parent Involvement Policy	A-121	A-121) Are parents/guardians given the opportunity to provide information about their culture and family traditions during enrollment and throughout their child’s care at the program?
11.5	Teachers are encouraged to speak to each child's parents/guardians on a regular basis, (no less than weekly), in order to discuss the child’s day and/or to report any unusual occurrence or special success.	Documentation may include: Parent Communication Policy/Procedure	A-122	A-122) Are teachers encouraged to speak to each child's parents/guardians on a regular basis, (no less than weekly), to discuss the child's day and/or to report any unusual occurrence or special success?
11.6	Parent/guardian-teacher conferences are held at least twice a year and at other times as needed, to discuss individual children’s needs, progress/assessment, and accomplishments. Records of these conferences are kept, documenting discussions of the child’s development, health and any necessary referrals made.	Documentation may include: Parent Communication Policy/Procedure Screening and Assessment Policy	A-123	A-123) At least biannually, do teachers hold and document conferences with parents/guardians regarding each child's development, health care needs, and, if necessary, any referrals made?
11.7	The program provides parent education opportunities which are culturally sensitive and inclusive, and whenever possible, in the primary language of the families being served.	Documentation may include: Parent Education Policy/Procedure	A-125	A-125) Is the parent/guardian education: A) Culturally sensitive and inclusive of the families being served? B) Provided in a language understood by families, whenever possible?
11.8	The program has a procedure for transitioning children to another program, elementary school, or classroom within the program. This process includes reviewing children’s specific needs, a family needs assessment, and a mechanism to share the summary of information to support the child's transition to another classroom or program. An informed consent form must be signed by the parent/guardian that identifies specifically what information will be shared.	Documentation may include: Transition Policy/Procedure	A-126	A-126) Does the program have a procedure for transitioning the child to another classroom, program, or elementary school that includes the following: A) Review and final preparation of the child’s needs? B) A child and family needs assessment? C) A mechanism to share summary information on the child’s needs, learning styles, supports, progress and recommendations? D) Signed, informed parental/guardian consent to share information?
11.9	Information about children and families is held in strict confidence by the teachers and program staff. The teachers and staff must not discuss children or their families with one another except in private when necessary to plan for the best interest of the child.	Documentation may include: Confidentiality Policy/Procedure	A-139	A-139) Does the program have a policy stating that the following items are included in the children's records: A) Names, addresses, and phone numbers of parents or guardians; B) Emergency contact information; C) Emergency medical treatment authorization/permission form; D) Physician's name and phone number; E) Allergies; F) Authorization release to other than parent/guardian(s); G) Immunizations or immunization exemptions; H) Developmental history; I) Health status, which includes results of health exam and screenings indicating typical or atypical results and any necessary follow-up documented; J) Instructions for any special needs or chronic illness; K) Progress report; L) Parent/guardian(s) conference reports; M) Field trip permission forms; N) Regular/recurring transportation permission form? Please Note: Please provide one sample copy of a complete record OR a policy which includes all required documentation listed above.
11.10	The program has a written process for reaching out to the community, (parent/guardian or community newsletter, newspaper ad, or web site) to make it aware of the program and its needs and services. Program needs may include opportunities which support cost savings initiatives, operations efficiency and program quality.	Documentation may include: Community Outreach Policy/Procedure	A-127	A-127) Does the program have a written process (parent/guardian or community newsletter, newspaper ad, or web site) for reaching out to the community to make it aware of the program and its needs* and services? *Please Note: Program needs may include opportunities which support cost savings initiatives, operations efficiency and program quality.
12.1	The program must have a written plan for reporting and evacuating in case of natural disasters that could create structural damage to the program or pose health hazards. The program must also have written plans for situations that may require evacuation, lockdown, and shelter in place. The program also includes procedures for staff training on these emergency plans.	Documentation may include: Emergency Policy/Procedure	A-128	A-128) Is there one person who is designated as being in charge in the event of an emergency, including providing emergency contact information* on each child? A) Who is that person? ___________________________________________ (Name) B) Is there a second person designated, in writing, should the primary person be absent during an emergency? *Please Note: Emergency contact information is easily accessible to staff, meaning the information is unlocked, labeled, and accessible in less than 60 seconds.
12.2	Evacuation drills are practiced in accordance with the natural disasters most likely to occur near the program. At a minimum, the program must conduct monthly fire drills and record them in a log/record. Drills encompass all periods of time, morning to evening, when the program is open.	Documentation may include: Emergency Policy/Procedure Fire Drill Log	A-133	A-133) Does the program conduct fire drills and record them in a log/record?
12.2	Evacuation drills are practiced in accordance with the natural disasters most likely to occur near the program. At a minimum, the program must conduct monthly fire drills and record them in a log/record. Drills encompass all periods of time, morning to evening, when the program is open.	Documentation may include: Emergency Policy/Procedure Fire Drill Log	A-134	A-134) Does the record show a drill between the following times: A) 6:00 am and 9:59 am? B) 10:00 am and 1:59 pm? C) 2:00 pm and 5:59 pm? D) 6:00 pm and 11:59 pm? E) 12:00 am and 5:59 am? *Please Note: Fire drills must encompass all time periods that the program is open.
12.3	The program has an emergency exit plan showing escape routes from each area/room. The number for poison control is posted in each area/room where it can be easily accessed during an emergency.	Observable items may include: Posted emergency exit routes in each classroom/area. Posted poison control number.	B-139	B-139) Does the program have a fire/emergency exit plan posted that shows the escape routes for each area/room?
12.3	The program has an emergency exit plan showing escape routes from each area/room. The number for poison control is posted in each area/room where it can be easily accessed during an emergency.	Observable items may include: Posted emergency exit routes in each classroom/area. Posted poison control number.	B-140	B-140) Is the number for the poison control center posted where it is readily accessible in emergency situations?
12.4	The program must have a written plan for reporting and managing any incident of unusual occurrence that is threatening to the health, safety, or welfare of the children or staff. The Emergency/Disaster Plan must include: 1. Knowledge of potential regional disaster situations that may impact the program and will need future planning and preparedness; 2. Identification and contact information for the agencies that are the first point of contact in the event of emergency or disaster. These would include agencies that are knowledgeable of child care regulations, and that will provide guidance in these crisis situations. 3. Program based, routinely scheduled emergency drills that occur with participation of community emergency preparedness exercises (such as, tornado drills accompanied by community air raid sirens); 4. Joint planning that occurs with community partners, such as the Red Cross, local hospitals and physicians, the emergency management agency, first responders and emergency personnel, and others that will provide services during crisis situation; 5. Communication strategies to be implemented during times of emergency and disaster, such website and email notifications, the use of texts and text alerts, or posting of information either at the facility or some other location; 6. A system of communicating with emergency management personnel (such as, alternatives to cell phones if service is unavailable); 7. Emergency management plans and practices that include responding to an intruder or threat, handling shelter in place situations, evacuation procedures, and arranging for any special health care needs of children in care; 8. Identification and arrangement of a primary and secondary meeting location for parents/guardians to pick up their children; 9. Organizational continuity plans that address how the program will continue to operate in time of crisis or emergency. This includes making sure that all records are backed up and able to be accessed if needed. There should also be plans for how the program will continue to pay their bills, including paying staff; 10. Plans should be developed for a variety of emergencies and scenarios, and should make provisions for inclusion of the following: 1. Ensuring each child’s emergency contact information is readily available 2. A plan for caring for children until their parents/guardians are able to reach them; 3. Provisions for emergency food/water/supplies that may be needed by children and staff in the event of shelter in place or some other emergency. 4. Plans for medication administrations that are identified in children’s medical plans; 5. Protocols that should be implemented in case of an infectious disease outbreak; 6. Protocols that should be followed if a disaster or emergency occurs during a field trip or other times when the children are away from the facility;* and 7. Clearly defined staff roles, responsibilities and tasks during varying emergencies. *Please Note: Item J.6) If the program does not conduct off-premises activities, including walks, this item may be answered N/A and a supporting policy provided as evidence.	Documentation may include: Emergency Policy/Procedure	A-130	A-130) Does the program have an emergency/disaster plan that includes the following: A) Knowledge of potential regional disaster situations that may impact the program and will need future planning and preparedness? B) Identification and contact information for the agencies that are the first point of contact in the event of emergency or disaster? C) Program based, routinely scheduled emergency drills that occur with participation of community emergency preparedness exercises (such as, tornado drills accompanied by community air raid sirens)? D) Joint planning that occurs with community partners, such as the Red Cross, local hospitals and physicians, the emergency management agency, first responders and emergency personnel, and others that will provide services during crisis situation? E) Communication strategies to be implemented during times of emergency and disaster, such website and email notifications, the use of texts and text alerts, or posting of information either at the program or some other location? F) A system of communicating with emergency management personnel (such as, alternatives to cell phones if service is unavailable)? G) Emergency management plans and practices that include responding to an intruder or threat, handling shelter in place situations, evacuation procedures, and arranging for any special health care needs of children in care? H) Identification and arrangement of a primary and secondary meeting location for parents/guardians to pick up their children? I) Organizational continuity plans that address how the program will continue to operate in time of crisis or emergency? (This includes making sure that all records are backed up and able to be accessed if needed. There should also be plans for how the program will continue to pay their bills, including paying staff.) J) Plans should be developed for a variety of emergencies and scenarios, and should make provisions for inclusion of the following: 1) Ensuring each child’s emergency contact information is readily available? 2) A plan for caring for children until their parents/guardians are able to reach them? 3) Provisions for emergency food/water/supplies that may be needed by children and staff in the event of shelter in place or some other emergency? 4) Plans for medication administrations that are identified in children’s medical plans? 5) Protocols that should be implemented in case of an infectious disease outbreak? 6) Protocols that should be followed if a disaster or emergency occurs during a field trip or other times when the children are away from the program, including walks?* N/A 7) Clearly defined staff roles, responsibilities and tasks during varying emergencies? *Please Note: Item J.6) If the program does not conduct off-premises activities, including walks, this item may be answered N/A and a supporting policy provided as evidence.
12.5	Details in the Emergency/Disaster Plan must be reviewed and updated bi-annually and immediately after any relevant event to incorporate any best practices into the document.	Documentation may include: Emergency Policy/Procedure	A-131	A-131) Are the details of the emergency/disaster plans reviewed and updated immediately after any relevant event and at least bi-annually?
12.6	One person is designated as responsible for safeguarding emergency contact information on each child and for taking charge in the event of an emergency. A second person is designated in writing if the primary person is absent. Please Note: Emergency contact information is easily accessible to staff, meaning the information is unlocked, labeled, and accessible in less than 60 seconds.	Documentation may include: Emergency Policy/Procedure	A-128	A-128) Is there one person who is designated as being in charge in the event of an emergency, including providing emergency contact information* on each child? A) Who is that person? ___________________________________________ (Name) B) Is there a second person designated, in writing, should the primary person be absent during an emergency? *Please Note: Emergency contact information is easily accessible to staff, meaning the information is unlocked, labeled, and accessible in less than 60 seconds.
12.6	One person is designated as responsible for safeguarding emergency contact information on each child and for taking charge in the event of an emergency. A second person is designated in writing if the primary person is absent. Please Note: Emergency contact information is easily accessible to staff, meaning the information is unlocked, labeled, and accessible in less than 60 seconds.	Documentation may include: Emergency Policy/Procedure	B-141	B-141) Is emergency contact information easily accessible to staff during an emergency, meaning it is unlocked, labeled, and accessible in less than 60 seconds?
12.7	The program must have a written plan for reporting and managing what they identify as an incident or unusual occurrence that is threatening to the health, safety, or welfare of the children, staff, or volunteers. The program must also include procedures of staff training on this plan. There must be a written plan for handling the following types of incidents: 1. Lost or missing child; 2. Suspected maltreatment of a child; 3. Suspected sexual, physical, or emotional maltreatment or abuse of staff, volunteers, or parents/guardians that occur at the program; 4. Medical, dental, and mental health emergencies; 5. Child or staff deaths, both as a result of an accident or a prolonged illness. These include plans that address deaths at the facility, as well as those that occur off site; 6. Unauthorized, contentious, or intoxicated/impaired parents/guardians/family members; 7. Dangerous intruders who try to gain admittance to the facility.	Documentation may include: Emergency Policy/Procedure	A-129	A-129) Is there a written plan in the staff and parent handbooks for handling the following types of incidents; A) Lost or missing child? B) Suspected maltreatment of a child? C) Suspected sexual, physical, or emotional maltreatment or abuse of staff, volunteers, or parents/guardians that occur at the program? D) Medical, dental, and mental health emergencies? E) Child or staff deaths, both as a result of an accident or a prolonged illness? (These should include plans that address deaths at the program, as well as those that occur off site.) F) Unauthorized, contentious, or intoxicated/impaired parents/guardians/family members? G) Dangerous intruders who try to gain admittance to the program?
12.8	The following procedures, at a minimum, should be addressed in the plan for urgent care: 1. Parent/guardian signed authorization for the teacher to seek emergency medical treatment; 2. Parent/guardian signed consent forms allowing the program to share children’s health information with emergency medical professionals and other necessary service providers; 3. Procedures to inform parents/guardians of the emergency situation; 4. Parent/guardian identification of their preferred hospital, medical and/or dental provider; 5. A written incident/injury report; 6. Protocols to refill and restock the first aid kit if any supplies were used.	Documentation may include: Emergency Policy/Procedure	A-132	A-132) Are the following procedures addressed in the plan for urgent care: A) Parent/guardian signed authorization for the teacher to seek emergency medical treatment; B) Parent/guardian signed consent forms allowing the program to share children’s health information with emergency medical professionals and other necessary service providers; C) Procedures to inform parents/guardians of the emergency situation; D) Parent/guardian identification of their preferred hospital, medical and/or dental provider; E) A written incident/injury report; F) Protocols to refill and restock the first aid kit if any supplies were used?
12.9	The program notifies parents of required health and immunization schedules, including time frames that they are to be completed.	Documentation may include: Child Records Policy/Procedure	A-139	A-139) Does the program have the following in effect that can be found in the parent or staff handbook and/or a policy manual: A) Inclusion of children with developmental delays and special health care needs; B) Nondiscrimination in the classroom; based on race, color, national origin, family structure, religion, sex, gender identity (including gender expression), sexual orientation, disability, age, etc.; C) Required health and immunization schedules, including time frames that they are to be completed; D) Protocols in case of emergency medical situations, including accidents and crisis situations; E) When to use the services of child care health consultants (including mental/behavior health); F) Confidentiality of individual information and records;* G) Ensuring safety while sleeping, including supervision requirements, areas and materials used for sleeping as well as defining infant safe sleeping practices; Yes No H) Universal precautions, cleanliness, sanitation and hygiene requirements that include the policy on handwashing and expectations of child and staff handwashing procedures; I) Diaper changing and toilet training; J) Evening, weekend, and night care plans (if the program offers); K) The storage and use of any toxic materials inside and outside of the program; L) Care, feeding, handling and hygiene requirements for any pets that may be on site, including fish, insects and reptiles (if applicable); M) Parent conflict resolution procedure; N) Prevention of unauthorized persons from observing in or entering the toileting area; O) Transportation and activities that occur off site, such as field trips; P) Schedule for reviewing all policies, plans and operations of the program? *Please Note: Item F) This policy includes ensuring that program staff do not discuss children or their families with one another except in private and only when necessary to plan for the best interest of the child.
13.1	At least annually, directors, parents, program staff and other ancillary professionals must be involved in a written evaluation of the program's effectiveness in meeting the needs of children and families. This assessment is programmatic and is not an assessment of the individual child's progress.	Documentation may include: Annual Program Review Policy and Procedure	A-89	A-89) Does the program have an internal committee(s), which includes program administration, teachers, program staff, and parents/guardians which annually: A) Reviews the curriculum plan and developmental program? B) Recommends changes in writing, (if necessary), based upon the review?
13.1	At least annually, directors, parents, program staff and other ancillary professionals must be involved in a written evaluation of the program's effectiveness in meeting the needs of children and families. This assessment is programmatic and is not an assessment of the individual child's progress.	Documentation may include: Annual Program Review Policy and Procedure	A-135	A-135) Does the director, program staff, and parents/guardians evaluate the program annually?
13.2	This evaluation is then be used to inform the program's continuous quality improvement plan. Based upon the annual evaluation, the program identifies at least two goals and the specific action steps towards completing those goals and identifies the program staff member responsible for its completion. This evaluation must also include feedback from both parents and staff. The results of the annual evaluation and goals are shared with the program staff, parents and stakeholders.	Documentation may include: Annual Program Review Policy and Procedure	A-89	A-89) Does the program have an internal committee(s), which includes program administration, teachers, program staff, and parents/guardians which annually: A) Reviews the curriculum plan and developmental program? B) Recommends changes in writing, (if necessary), based upon the review?
13.2	This evaluation is then be used to inform the program's continuous quality improvement plan. Based upon the annual evaluation, the program identifies at least two goals and the specific action steps towards completing those goals and identifies the program staff member responsible for its completion. This evaluation must also include feedback from both parents and staff. The results of the annual evaluation and goals are shared with the program staff, parents and stakeholders.	Documentation may include: Annual Program Review Policy and Procedure	A-137	A-137) Are results from the annual program evaluation: A) Used to update the program's continuous quality improvement plan? B) Used to identify two goals for the next year, including any specific action steps towards completing those two goals, and identifies the program staff member responsible for its completion? C) Used as a training opportunity for teaching staff to ensure proper use and implementation of any changes to the curriculum? D) Shared with the program staff, parents and stakeholders?
13.3	Asking parent/guardian input is important to developing and maintaining a quality child care program. This process can be accomplished by holding forums or small group meetings to receive feedback from parents/guardians. Programs also offer parents/guardians an opportunity to respond in writing anonymously.	Documentation may include: Annual Program Review Policy and Procedure	A-89	A-89) Does the program have an internal committee(s), which includes program administration, teachers, program staff, and parents/guardians which annually: A) Reviews the curriculum plan and developmental program? B) Recommends changes in writing, (if necessary), based upon the review?
13.3	Asking parent/guardian input is important to developing and maintaining a quality child care program. This process can be accomplished by holding forums or small group meetings to receive feedback from parents/guardians. Programs also offer parents/guardians an opportunity to respond in writing anonymously.	Documentation may include: Annual Program Review Policy and Procedure	A-136	A-136) How is parent/guardian input gathered for the annual program evaluation (circle all that apply): A) Holding forums; B) Small group meetings; C) Written surveys; D) Anonymous methods, including surveys or drop box?
14.1	The program shall hold a license in good standing with the state agency responsible for licensing child care centers and early childhood programs. The NECPA Commission will consider license-exempt programs for enrollment on a case by case basis.	Documentation may include: Program license or exemption letter.	A-138	A-138) Does the program hold a license in good standing OR a formal letter of exemption issued by the licensing agency?
14.2	The program has the following policies in writing and these policies are updated annually. Policies are of no value if there isn’t an implementation plan in place to ensure they are in effect. These policies and plans must include, but are not be limited to, the following: 1. Inclusion of children with developmental delays and special health care needs; 2. Nondiscrimination in the classroom; based on race, color, national origin, family structure, religion, sex, gender identity (including gender expression), sexual orientation, disability, age, etc.; 3. Required health and immunization schedules, including time frames that they are to be completed; 4. Protocols in case of emergency medical situations, including accidents and crisis situations; 5. When to use the services of child care health consultants (including mental/behavior health); 6. Confidentiality of individual information and records;* 7. Ensuring safety while sleeping, including supervision requirements, areas and materials used for sleeping as well as defining infant safe sleeping practices; 8. Universal precautions, cleanliness, sanitation and hygiene requirements that include the policy on handwashing and expectations of child and staff handwashing procedures; 9. Diaper changing and toilet training; 10. Evening, weekend, and night care plans if the program offers; 11. The storage and use of any toxic materials in and outside of the facility; 12. Care, feeding, handling and hygiene requirements for any pets that may be on-site, including fish, insects and reptiles (if applicable); 13. Parent conflict resolution procedure; 14. Prevention of unauthorized persons from observing in or entering the toileting area; 15. Transportation and activities that occur off site, such as field trips; 16. Schedule for reviewing all policies, plans and operations of the program. *Please Note: The confidentiality policy outlines that program staff do not discuss children or their families with one another except in private and only when necessary to plan for the best interest of the child.	Documentation may include: Programmatic policies and procedures as listed.	A-89	A-89) Does the program have an internal committee(s), which includes program administration, teachers, program staff, and parents/guardians which annually: A) Reviews the curriculum plan and developmental program? B) Recommends changes in writing, (if necessary), based upon the review?
14.2	The program has the following policies in writing and these policies are updated annually. Policies are of no value if there isn’t an implementation plan in place to ensure they are in effect. These policies and plans must include, but are not be limited to, the following: 1. Inclusion of children with developmental delays and special health care needs; 2. Nondiscrimination in the classroom; based on race, color, national origin, family structure, religion, sex, gender identity (including gender expression), sexual orientation, disability, age, etc.; 3. Required health and immunization schedules, including time frames that they are to be completed; 4. Protocols in case of emergency medical situations, including accidents and crisis situations; 5. When to use the services of child care health consultants (including mental/behavior health); 6. Confidentiality of individual information and records;* 7. Ensuring safety while sleeping, including supervision requirements, areas and materials used for sleeping as well as defining infant safe sleeping practices; 8. Universal precautions, cleanliness, sanitation and hygiene requirements that include the policy on handwashing and expectations of child and staff handwashing procedures; 9. Diaper changing and toilet training; 10. Evening, weekend, and night care plans if the program offers; 11. The storage and use of any toxic materials in and outside of the facility; 12. Care, feeding, handling and hygiene requirements for any pets that may be on-site, including fish, insects and reptiles (if applicable); 13. Parent conflict resolution procedure; 14. Prevention of unauthorized persons from observing in or entering the toileting area; 15. Transportation and activities that occur off site, such as field trips; 16. Schedule for reviewing all policies, plans and operations of the program. *Please Note: The confidentiality policy outlines that program staff do not discuss children or their families with one another except in private and only when necessary to plan for the best interest of the child.	Documentation may include: Programmatic policies and procedures as listed.	A-139	A-139) Does the program have the following in effect that can be found in the parent or staff handbook and/or a policy manual: A) Inclusion of children with developmental delays and special health care needs; B) Nondiscrimination in the classroom; based on race, color, national origin, family structure, religion, sex, gender identity (including gender expression), sexual orientation, disability, age, etc.; C) Required health and immunization schedules, including time frames that they are to be completed; D) Protocols in case of emergency medical situations, including accidents and crisis situations; E) When to use the services of child care health consultants (including mental/behavior health); F) Confidentiality of individual information and records;* G) Ensuring safety while sleeping, including supervision requirements, areas and materials used for sleeping as well as defining infant safe sleeping practices; Yes No H) Universal precautions, cleanliness, sanitation and hygiene requirements that include the policy on handwashing and expectations of child and staff handwashing procedures; I) Diaper changing and toilet training; J) Evening, weekend, and night care plans (if the program offers); K) The storage and use of any toxic materials inside and outside of the program; L) Care, feeding, handling and hygiene requirements for any pets that may be on site, including fish, insects and reptiles (if applicable); M) Parent conflict resolution procedure; N) Prevention of unauthorized persons from observing in or entering the toileting area; O) Transportation and activities that occur off site, such as field trips; P) Schedule for reviewing all policies, plans and operations of the program? *Please Note: Item F) This policy includes ensuring that program staff do not discuss children or their families with one another except in private and only when necessary to plan for the best interest of the child.
14.3	The program maintains the following records: 1. Names, addresses, and phone numbers of parents or guardians; 2. Emergency contact information; 3. Emergency medical treatment authorization/permission form; 4. Physician's name and phone number; 5. Allergies; 6. Authorization to release to someone other than parent/guardian(s); 7. Immunizations or immunization exemptions; 8. Developmental history; 9. Health status, which includes results of health exam and screenings indicating typical or atypical results and any necessary follow-up documented; 10. Instructions for any special needs or chronic illness; 11. Progress report; 12. Parent/guardian(s) conference reports; 13. Field trip permission forms; 14. Regular/recurring transportation permission form.	Documentation may include: One sample copy of a complete record OR a policy which includes all required documentation listed.	A-140	A-140) Does the program have a policy stating that the following items are included in the children's records: A) Names, addresses, and phone numbers of parents or guardians; B) Emergency contact information; C) Emergency medical treatment authorization/permission form; D) Physician's name and phone number; E) Allergies; F) Authorization release to other than parent/guardian(s); G) Immunizations or immunization exemptions; H) Developmental history; I) Health status, which includes results of health exam and screenings indicating typical or atypical results and any necessary follow-up documented; J) Instructions for any special needs or chronic illness; K) Progress report; L) Parent/guardian(s) conference reports; M) Field trip permission forms; N) Regular/recurring transportation permission form? Please Note: Please provide one sample copy of a complete record OR a policy which includes all required documentation listed above.
14.4	The program should have a designated administrative office space or area. This space should be available for program administration, staff and other adults involved with the program. This space is not accessible to children, except those that are closely monitored by staff.	Observable items may include: An administrative office or area.	B-144	B-144) Does the program have a designated administrative office space or area?* *Please Note: This space should be available for program administration, staff and other adults involved with the program. This space is not accessible to children, except those that are closely monitored by staff.
14.5	The program provides staff with a staff lounge or separate area where breaks may occur as well as a staff bathroom.	Observable items may include: An area dedicated to staff only and a staff restroom.	B-142	B-142) Does the program have a staff lounge or separate area where staff can take breaks?
14.5	The program provides staff with a staff lounge or separate area where breaks may occur as well as a staff bathroom.	Observable items may include: An area dedicated to staff only and a staff restroom.	B-143	B-143) Does the program have a staff bathroom?