1-877-614-7328
centralrrc.org
“How can I prepare for Self
Assessment Survey Submission and
the Validation Visit?”
Staff Qualifications and
Professional Development
Administrator Qualifications (4 points)
Staff Qualifications
(7 points)
Professional Development (5 points)
List of current staff, Administrator, Lead Teachers and
Assistant Caregivers that includes name, title,
classroom/site and highest degree held.
Name
Betty Draper
Deb Morgan
Tom Levitt
Olivia Pope
Jessica Day
Jim Halpert
Meredith Grey
Sarah Braverman
Jasmine Trussell
Peggy Olson
Jeff Probst
Claire Dunphy
Phil Keoghan
Sun Kwon
Juliet Burke
Title
Lead Infant
Lead Toddler
Lead Preschool
Lead Preschool
Assistant Infant
Assistant Infant
Assistant Infant
Assistant Toddler
Assistant Toddler
Assistant Toddler
Assistant Preschool
Assistant Preschool
Assistant Preschool
Director
Assistant Director
Classroom/Site
Infant Room
Toddler Room
Preschool 1
Preschool 2
Infant Room
Infant Room
Infant Room
Toddler Room
Toddler Room
Toddler Room
Preschool 1
Preschool 2
Preschool 1 & 2
Qualifications
BA in Education, ZA Endorsement
AA in Early Childhood
BA in Education, ZA Endorsement
CDA
CDA
AA in Early Childhood
High School Diploma
High School Diploma
High School Diploma
High School Diploma
CDA
High School Diploma
High School Diploma
Masters in Education
BS in Family Community Services
ECE Credits
18
18
3 credits Admin
18
College transcripts or diplomas
CDA certificates/renewals for each staff
member
Administrators- highlight 18 credit hours
in ECE/CD or 3 credits in child care
administration
Staff with a related degree- highlight 18
credits in ECE/CD
Professional Development
Documented staff training for annual licensing year.
Suggested Record Keeping Tools:
Michigan Child Care and Education Professional Development Record
Excel Spreadsheet
Information can be downloaded from CONNECT
• Include Staff person’s name, title of training, date of training, number of
hours of training.
• List session titles attended at conferences and length of session- not just
name of conference and total number of hours spent at the conference.
Copy of conference program, registration, name badge, certificate.
3 hours of inclusion or cultural competence training can be listed with training,
but highlighted. If title is not obvious include course outline, description, or
syllabus.
Sample Excel Spread Sheet
First Name
Chana
Kristyn
Della
Della
Robert
Robert
Tammi
Kristyn
Kayla
Kayla
Kayla
Diana
Maggie
Morgan
Morgan
Caitelynn
Janelle
Amanda
Amanda
Amanda
Sheron
Sharron
Ashley
Shaide
Quiana
Last Name
Barnes
Beauchamp
Becker-Cornell
Becker-Cornell
Callahan
Callahan
Couture
Fritzsching
Harris
Harris
Harris
Hensley
Kochan
Mead
Mead
Munday
Pauldine
Perri
Perri
Perri
Propst
Propst
Siler
Talent
Wheeler
Class Date
2/27/2012
6/30/2011
5/21/2011
2/29/2012
8/1/2011
8/29/2011
11/17/2011
3/26/2012
10/20/2011
11/3/2011
11/10/2011
5/21/2011
11/30/2011
6/2/2011
11/30/2011
6/13/2011
6/30/2011
10/20/2011
10/27/2011
11/3/2011
7/13/2011
7/14/2011
11/3/2011
2/27/2012
6/2/2011
Class End
Class Title
Organizer
Trainer
Hours
3/19/2012 Why are We All So Different? Independant Study
Child Connect for Family Success
Becky&Zoromski
Child Care Network
3
6/30/2011 Ages and Stages Questionnaire
Child Connect for Family Success
Beckyand
Zoromski
Child Care Network
2
5/21/2011 In Tune with Children
Child Connect for Family Success
Carolyn
andGraves
Child Care
and Beverly
NetworkMeyer
2
2/29/2012 Self Assessment Survey-Registered Dietitian
Child Care Network
Carolyn Jennings, MPH, RD, CDE 2
8/29/2011 CDA Track: Planning a Safe, Healthy Environment ONLINE
Child Connect for Family Success
Billieand
Ragland
Child Care Network 16
10/14/2011 CDA Track: Advancing the Physical & Intellectual Competence
Child Connect
of Children
for Family Success
Billieand
Ragland
Child Care Network 16
11/17/2011 Books & Worms: Literacy & Science
Southeast Great Start Regional
Jean
Resource
Garratt Center
3
3/26/2012 Preschool Program Quality Assesment (PQA) Training Child Care Network
HighScope
6
10/20/2011 Exploring the Iceberg: Challenging Behaviors of Infants/Tods.
Southeast Great Start Regional
Meghan
Resource
Schmelzer
Center
2
11/3/2011 Why Are We All So Different: Understanding Temperament
Child Connect for Family Success
Jo Ann
and
Cook
Child Care Network
2
11/10/2011 Becoming a Storyteller
Child Connect for Family Success
Jo Ann
and
Cook
Child Care Network
2
5/21/2011 In Tune with Children
Child Connect for Family Success
Carolyn
andGraves
Child Care
and Beverly
NetworkMeyer
2
11/30/2011 The Importance of Rough and Tumble Play
Southeast Great Start Regional
Cheryl
Resource
PriestCenter
3
6/2/2011 Curriculum - What Is It and Why Do We Need It?
Child Connect for Family Success
Jo Ann
and
Cook
Child Care Network
3
11/30/2011 What Boys Need
Southeast Great Start Regional
Cheryl
Resource
PriestCenter
3
6/27/2011 Children Have Rights! How Does This Impact You? ONLINE
Child Connect for Family Success
Cheryl
and
Priest
Child Care Network
4
6/30/2011 Ages and Stages Questionnaire
Child Connect for Family Success
Beckyand
Zoromski
Child Care Network
2
10/20/2011 Exploring the Iceberg: Challenging Behaviors of Infants/Tods.
Southeast Great Start Regional
Meghan
Resource
Schmelzer
Center
2
10/27/2011 I've Got Rhythm!
Child Connect for Family Success
Jo Ann
and
Cook
Child Care Network
2
11/3/2011 Why Are We All So Different: Understanding Temperament
Child Connect for Family Success
Jo Ann
and
Cook
Child Care Network
2
7/13/2011 Peer to Peer - Why Do I Bite?
Child Connect for Family Success
Carolyn
andGraves
Child Care Network 1.5
7/14/2011 Can You Hear Me Now? PART 2 - More Strategies
Child Connect for Family Success
Jo Ann
and
Cook
Child Care Network
3
11/3/2011 Why Are We All So Different: Understanding Temperament
Child Connect for Family Success
Jo Ann
and
Cook
Child Care Network
2
3/19/2012 Why are We All So Different? Independant Study
Child Connect for Family Success
Becky&Zoromski
Child Care Network
3
6/2/2011 Curriculum - What Is It and Why Do We Need It?
Child Connect for Family Success
Jo Ann
and
Cook
Child Care Network
3
CEUs
0
0
0
0
1.6
1.6
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
College Credits
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
MICHIGAN CHILD CARE AND EDUCATION PROFESSIONAL DEVELOPMENT RECORD
Michigan Department of Human Services
Bureau of Children and Adult Licensing
Use this form to record training experiences including, but not limited to, workshops, community-based training, college courses, conferences.
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To comply with Michigan Child Care Licensing Rules for Family/Group Child Care Homes all caregivers must complete a total of 10 clock hours of training annually, not including CPR, first aid and
blood-borne pathogen training. Assistant Caregivers must complete a total of 5 clock hours of training annually, not including CPR, first aid and blood-borne pathogen training .
To comply with Michigan Child Care Licensing Rules for Child Care Centers all caregivers and program directors must complete a total of 12 clock hours of training annually, not including CPR, first
aid and blood-borne pathogen training.
Training must be accrued annually, beginning with the registration/license effective date and ending 12 months from that date. Verification of participation of required training is to be kept on file by the
provider for Department review.
Refer to Michigan Child Care Licensing Rules for a list of topics and trainings that meet training requirements. Rules can be found at www.michigan.gov/michildcare.

1 clock hour of training = 60 minutes. Record the actual number of training hours not including breaks, lunches or travel.


Caregiver’s/Assistant Caregiver’s Name
Date of Hire
Betty Draper
6/12/2009
Registration/License Number
Training Dates
Beginning/
Ending
Title of Training
Michigan Early Childhood Professionals Core Knowledge Areas:
1 = Child Development and Learning
5 = Teaching and Learning
2 = Health, Safety and Nutrition
3 = Family and Community Collaboration
6 = Observation, Documentation and Assessment
7 = Interactions and Guidance
4 = Program Management
8 = Professionalism
Training Organization/Presenter
9/15/2011
Sensory Exploratation
for Infants and Toddlers
Child Care Network
10/10/2011
Including Everyone
11/05/2011
Core Knowledge
Area(s)
Training
Certificate
Received
2.5
yes
ISD
2.0
yes
Anti Bias Curriculum
Amy Mason
2.5
Yes
1/13/2012
Math Activities
Jessica Day
1.0
No
1/30/2012
Partnering with Parents
Child Care Network
3.0
yes
Training Date
Title of Training
First Aid
Infant & Child CPR
Adult CPR
10/10/2011
Card Received
Yes
No
Yes
No
Yes
No
1,5
# of
Clock
Hours
Training Organization/Presenter
If applicable, list # of CEU or
College Credits earned
# of College
# of CEUs
Credits
Earned
Earned
Location
Blood-borne Pathogen
Caregiver’s Signature
Date
Sign and date to certify training record for BCAL, Division of Child Care Licensing
Department of Human Services (DHS) will not discriminate against any individual or group because of race, religion, age, national origin, color, height, weight, marital status, sex, sexual orientation, gender identity
or expression, political beliefs or disability. If you need help with reading, writing, hearing, etc., under the Americans with Disabilities Act, you are invited to make your needs known to a DHS office in your area.
Other Staffing- Bonus Points
If the Program Administrator has a graduate degree in ECE/CD or related field
then the information can be obtained from the administrator’s qualifications
already collected.
OR
If the program works at least monthly with an early childhood specialist with a
graduate degree in ECE/CD or related field:
• A letter from the Specialist documenting relationship
• Copy of the Early Childhood Specialist’s resume
• Keep a record of when you have phone/email contact with the Specialist or
they conduct a site visit. Include date, type of interaction (email, phone,
face-to-face) and focus of consultation
Family and Community
Partnerships
Family Partnerships
Community Partnerships
(4 points)
(4 points)
Program provides parenting
education opportunities
Offered by other entityannouncements/flyers of training opportunities, info posted on
bulletin board, sent home to parents, included in newsletter,
posted on website or Facebook page
Offered by programannouncements, flyers,
invitations, agenda, sign
in sheets.
Classroom staff engages in informal
communication with parents
Explain how staff communicates on a daily basis with parents
about their child’s day
Common conversations at drop off and pick up
Daily information about their child that may be posted on white
boards or bulletin boards
Daily sheets or logs
Program provides formal
communication to inform parents of
children’s developmental progress
Examples of how your program keeps parents informed about their
child’s development.
Evidence of parent teacher conferences- announcements,
newsletter, parent handbook, letter sent home, sign-up sheet,
attendance sheet, parent acknowledgement.
Evidence of home visits- schedule, info shared, checklist, staff travel
logs, parent handbook.
Other evidence- daily sheets, parent/teacher communication
notebook, ouch report, parent letters/notes/emails, Thought You
Might Like to Know.
Communication, education, and
informational materials and opportunities
for families are delivered in a way that
meets their diverse needs
Explain how your program meets the different and/or cultural
needs of families when providing materials and opportunities for
furthering education and providing information.
•
•
•
•
Language
Literacy Level
Cultural Awareness
Modes of Communication
Sample of a letter or information translated, list of resources and/or
individuals that can help with translating.
Opportunities for parents to
participate in program governance
Information on parent advisory board or parent policy council
• Agendas
• Meeting minutes
• Calendar of scheduled meetings
• Invitations or announcement sent to families
• Meeting sign-in sheets
• Information on parent advisory board in parent handbook or
newsletter
Opportunities for parents to
participate in education inside and
outside the classroom
Inside the classroom- information in parent handbook or
newsletter about parent volunteers, volunteer sign up or sign
in sheets, photos of parents in the classroom.
Outside the classroom- examples of learning activities that
are sent home, an activity calendar, parent/child activity
ideas that may be posted in a newsletter, on Facebook or
the program’s website.
Partnerships to provide
or connect families to appropriate
comprehensive services
• Resource binder or file with flyers, pamphlets or brochures to
organizations and services
• Resources posted on parent bulletin board or in a parent resource
library
• Resources posted on the program’s website with links
• Tracking sheet of referrals made, including following up with the
family and/or organization to make sure the matter was addressed
• Formal partnership agreements with agencies and organizations
• Email trail where a program has demonstrated that they have
connected with a community agency to support a family with a
particular need
Basic steps to facilitate children’s
transition between and among
programs, agencies and schools
• List of area schools families are
referred to
• Kindergarten round-up information
that is shared with families
• Kindergarten transition informational
parent meetings
• Field trips to visit schools
• Letter documenting partnerships with
schools
• Letter documenting partnerships with
other agencies that support children’s
transitions
Participation in
community associations
Documentation of program participation in early childhood
networks and committees• NAEYC and local AEYC affiliate
• Child Connect for Family Success
• Director’s meetings
• Provider support groups
• Great Start Collaborative Advisory Council
• Local community early childhood education committees and
advisory boards
Administration and
Management
Administration and Management (6 points)
Written Personnel Policies and
Procedures
Copy of an employee or staff handbook
Tip: Have an extra copy that you can give the Assessment Specialist
to take with them.
Staff evaluations and individual
professional development plans for
each staff member
• Copy of completed staff
evaluation
• Copy of completed
professional
development plan
Be prepared to explain how
staff is evaluated and how
individual professional
development plans are
created
Tip: Black out names to protect privacy
Flexible benefit plan that may include
health, tuition assistance, etc. for all staff
Paid leave time for all full time employees
which may include holiday, vacation,
educational leave, and/or sick time
Documentation of benefitsmay be found in employee handbook, employee contracts or
employee benefits package
Documented, graduated salary scale
for staff that takes into account
education and experience
Sample Graduated Salary Scale
Starting Pay
Years of
Experience
Level of
Education


Lead Teacher
$ 7.40
None
$7.40
< 1 Year
$7.50
1-5 years $8.00
5+ years $8.50
None
$0.00
CDA
$0.25
AA
$0.50
BA
$0.75
Assistant Teacher
$ 0.00
None
$0.00
< 1 year
$0.00
1-5 years $0.00
5+ years
$0.00
None
$0.00
CDA
$0.25
AA
$0.50
BA
$0.75
Substitutes
None
< 1 year
1-5 years
5+ years
None
CDA
AA
BA
$0.00
$0.00
$0.00
$0.00
$0.00
$0.25
$0.50
$0.75
Cook
None
< 1 year
1-5 years
5+ years
None
CDA
AA
BA
$0.00
$0.00
$0.00
$0.00
$0.00
$0.25
$0.50
$0.75
Other Staff
None
< 1 year
1-5 years
5+ years
None
CDA
AA
BA
Dollar amounts are only entered as an example and based on Michigan minimum wage.
Job titles are only an example. Programs can change, add or delete job titles as appropriate for their program.
$0.00
$0.00
$0.00
$0.00
$0.00
$0.25
$0.50
$0.75
Environment
Physical Environment (2 points)
Ratios
(2 points)
Health Environment (4 points)
Program is in a physical location that
is free of environmental risks
Assessment Specialist will conduct a walkthrough of facility to
observe the environment
Copy of recent licensing environmental health and fire
inspection reports
Program demonstrates that it has
smaller group size and better teacher:
child ratio than required by licensing
•
•
•
•
License report
Enrollment data
Child attendance sheets
Staff schedules
Assessment Specialist may physically count heads in each
classroom during a walkthrough of the facility
A nutritional plan, reviewed by a
dietician or nutritionist
• Meal plans/menus that have been reviewed and signed off on by
a registered dietician
• Examples of changes made to menu based on dietician’s
recommendations
• Name and credentials of registered dietician/nutritionist
• Letter agreement from registered dietician/nutritionist
• Parent letter/information with guidelines and recommendations
that has been reviewed by nutritionist
30 minutes of every three hours
dedicated to active outdoor time,
with appropriate indoor physical
activities available when weather
prohibits outdoor play
• Daily schedule with evidence of outdoor time including infants
• Provide hours of operation
• Explain what happens when children can’t go outside, describe equipment
and activities, show large motor room or area
TIP- Use this formula to calculate number of minutes
Hours of operation times 30 divided by 3 =total number of minutes that should
be spent outside daily. I.E. 8 x 30 / 3 = 80 minutes of active outside time daily
Provisions for reviewing and updating
health records according to the most
recent Early, Periodic Screening,
Diagnosis and Treatment Schedule for
infants, and reviewing and updating
records for toddlers and older
children annually
• Sample copy of child health records documenting immunizations
and physicals
• Health appraisal form
• Spreadsheet or other record keeping software
Baby well visits for infants at:
1 month
2 months
4 months
6 months
8 months
12 months
15 months
18 months
24 months
30 months
Process for observing each child’s health and
development on a daily basis and
communicating observations to the child’s
family, other caregivers, and to specialized
staff, with recommendations for family to seek
medical opinions as necessary
• Explain process for
observing children’s health
and development each day
• How is it documented: daily
health check form,
classroom notebook, daily
sheets
• Explain the steps staff would
take if a medical problem was
observed (a child becomes ill)
A regular oral care routine, including
tooth brushing and/or gum wiping
(for infants) at least once per day
• Posted on classroom daily schedules
• Procedures for tooth brushing and/or gum wiping posted in
classrooms
• Information on tooth brushing and/or gum wiping in parent
handbook
Curriculum and Instruction
Curriculum (4 points)
Screening and Assessment (6 points)
Consistent Caregiving (2 points)
A statement of educational and
developmental priorities for the
children.
Copy of program’s :
• Mission statement
• Statement of philosophy
• Values
• Goals
Documentation may be found in parent or employee
handbook, in program brochure or other printed materials.
A routine daily schedule that is
predictable yet flexible;
includes time for transition;
includes indoor and outdoor activities
and is responsive to each child’s need
to be active or resting.
A copy of daily schedules for each classroom
An approved curriculum
Name of curriculum used by the program
Evidence- copy of curriculum materials, photo copy of front
page, written information about curriculum in parent
handbook
Approved= developmentally appropriate, research based &
aligns with Michigan Early Childhood Standards of Quality for
Pre K
If the curriculum your program uses is not on the list of
approved curriculums then the program must provide
evidence that the curriculum is developmentally appropriate,
research based and aligns with the Michigan Early Childhood
Standards of Quality for Pre K
A written plan for integrating policies,
procedures and practices that reflects
a respect and valuing of children’s
culture and demonstrates cultural
competence
Copy of a written cultural plan
Documentation may be found in parent or employee handbook
How does your program integrate policies, procedures and practices that reflects a respect and valuing of
children’s culture & demonstrates cultural competence? Is it a written plan?
A Cultural Plan may include:















Your programs commitment to respecting each child’s culture and diverse needs.
All children deserve an early childhood education that is responsive to their families, communities, and
racial, ethnic, and cultural backgrounds.
Culture influences every aspect of a child’s development
Culture is the framework in which children develop and is reflected in childrearing beliefs and
practices.
Family is the root of our program in which we involve the whole family in all aspects of our program
and what we do for their children.
Learn accurate information about the cultures & diversity of our families
Families are treated with respect and sensitivity from the first meeting.
Recognize all children are cognitively, grammatical & emotionally connected to the language & culture
of their home.
Actively involve parents & families in the early learning program.
Each child and family will be supported in their cultural values and norms of the home.
Focus will be on incorporating the diverse cultures of our families, community, and the city they live in.
Staff will be recruited that are trained in the languages of our families or a plan put in place with the
family to incorporate an understanding between school and home.
Program staff will refrain from making assumptions of others.
All staff will have training opportunities annually to further their knowledge of enhancing their daily
communications and curriculum planning.
Look on naeyc.com website under responding to linguistic & cultural diversity for more ideas.
A written plan for serving children
with special needs
Copy of written special needs plan
Creating a Written Special Needs Plan
How does your program manage serving children with special needs? Is it as written plan?
Plans may include:
1. A written policy statement
2. An individual written care plan for children with special health needs
Key points of a written policy statement may include:








Your programs commitment to the principle of inclusion
Staff receive ongoing training on inclusion/special needs
Confidentiality of children and families is respected
Staff and families collaborate to meet the individual needs of the child
Communication with families is ongoing and is responsive to the needs of families
Physical environment is free of barriers
A variety of teaching strategies are used to meet the individual needs of children
Staff facilitate or enhance interactions between children with and without disabilities
Staff discusses anecdotal
notes/observations as a basis for
working with each child
Examples from each classroom of anecdotal notes/observations,
child folders, running record, classroom notebooks
Explain how staff plan for each child using anecdotal
notes/observations
Complete annual developmental
screening (self or outside entity)
• Example of screening tool used and explain frequency
• Copy of completed screenings
• Documentation that screenings are completed for all
ages and in all classrooms
• Screening timeline or plan for scheduling screenings
Tip: Black out name
on completed screenings to protect privacy
Uses an approved child assessment
tool at least two times a year
• Example of assessment tool used and explain frequency
• Copy of completed assessments
• Documentation that assessments are completed for all
ages and in all classrooms
• Assessment timeline or plan for scheduling assessments
• Written information on assessments in parent and/or
employee handbook
Approved= developmentally appropriate, research based & aligns
with Michigan Early Childhood Standards of Quality for Pre K
Tip: Black out name
on completed assessments to protect privacy
Uses child assessment results in
parent-teacher conferences at least
two times per year
Evidence of parent-teacher conferences conducted for all ages in
all classrooms:
• Newsletter
• Parent handbook
• Parent letter
• Sign-up sheet
• Sign-in sheet
Evidence that assessment results are shared with parents:
• Statement of receipt signed by parent
• Checklist of what is shared with parents at conferences
• Sample child portfolio
Uses assessment to inform individual,
small group, and whole group
instruction and interaction
Examples and evidence of how observations and assessments
are used for planning by staff
• Child Assessment Planning Form
• Lesson Plans
• Notes from staff planning meetings
Explain any other ways staff use child assessment results and
how they are used for planning.
Child Assessment Planning Form
Child’s Name
Megan
Observation/Assessment
Megan counted to 10 and
identified numbers 1-4
Dante
Was unable to hold scissors
correctly. He tore the paper instead
of using the scissors.
Brady, Evelyn and Cody
On Wednesday they fought over
the blocks and had trouble with
sharing.
Planned Activity
Math counting and
number correlation
activity during small
group. Include materials
with numbers on them in
the house area (cash
register, play money,
calendars, calculators,
price stickers, grocery
store sale flyers from
newspaper)
Set out fine motor
materials during small
group time. Include
scissors and cutting
activity in the art area.
During whole group time
read a book about
sharing and discuss.
Date completed
Week of June 11,
2012
Week of 6/11/2012
Week of 6/18/12
Although this isn’t an “approved” tool, within
the Self Assessment Survey you can indicate
‘Other’. This resource provides a simple
checklist that could be used to screen/assess.
This information can be used to plan activities to
meet the child’s needs.
http://www.cdc.gov/ncbddd/actearly/pdf/paren
ts_pdfs/MilestonesChecklists.pdf
Program can demonstrate that it
structures and schedules staff such
that each child has a consistent team
of caregivers and peers over a week,
and over a calendar year
•
•
•
•
Staff classroom assignments
Staff schedules
Assigned primary caregivers
Transition plans
“What happens after I
hit the submit button?”
Submitted
• The status on your Self-Assessment Survey
will change to “Submitted”
• Your Self-Assessment Survey will be locked
and you will not be able to make changes
• The Quality Improvement Plan feature of
the system will become available
Assessment Specialist
• An Assessment Specialist will be assigned to your program
• The Assessment Specialist will call you to schedule a validation
visit
• If you haven’t already you will want to collect all the evidence
and prepare for your validation visit
The Validation Visit
• The Assessment Specialist will visit your site and conduct
the validation visit
• The validation visit will take approximately 1– 2 hours.
The Assessment Specialist will gather evidence through
documentation, interview and facility walk through.
After the Validation Visit
• The Assessment Specialist will submit the evidence collected
• The evidence is reviewed by the Program Manager at The
Early Childhood Investment Corporation
• The Program Manager will provide feedback to the
Assessment Specialist regarding questions or for further
evidence that might be needed
• Once all evidence and documentation is complete, the SelfAssessment Survey will be approved or not approved by the
Great Start to Quality Assistant Director at The Early
Childhood Investment Corporation
Approved Means…
There was no variance or difference
in the Star Quality Level between the
Self-Assessment Survey and the
validation
Not Approved Means…
There was variance or difference in the Star
Quality Level between the Self-Assessment
Survey and the validation
Follow Up Visit
• The Quality Improvement Consultant will call to schedule
a follow up visit to review your validated Self-Assessment
Survey and Star Quality Level
• During the follow up visit the QIC will talk with you about
your Star Quality Level and what standards you might
choose to work on to move to the next level
• The QIC will discuss creating a Quality Improvement Plan
to help you reach a higher Star Quality Level
Star Quality Level Four or Five
• If you score at a Star Quality Level Four or Five, then a
Program Quality Assessment (PQA) will be completed by
an Assessment Specialist in each classroom
• You will be contacted by an Assessment Specialist who
will schedule the PQA during a 30 day window
• You can provide the Assessment Specialist with 5 black
out days during the 30 day window
Star Quality Level Four or Five
• Once the PQA is completed, the Quality Improvement
Consultant will conduct a follow up visit to review the
results of the PQA
• Programs scoring at a Star Quality Level Four must score a
3.5 or higher on the PQA
• Programs scoring at a Star Quality Level Five must score a
4.5 or higher on the PQA
Resubmit the Self-Assessment Survey
• The Self-Assessment Survey will be unlocked and ready
for re-submission after 90 days from the date when it was
submitted
• After 90 days, programs may choose to re-submit the
Self-Assessment Survey or wait until they are ready to
move to a higher Star Quality Level
• Once the Self-Assessment Survey has been re-submitted
the process will start again and another validation visit
will be completed
For any questions or additional support with
completing the Self-Assessment Survey,
contact the Resource Center. Staff is
available to assist.
1-877-614-7328