September 2008 Candidacy Materials Program Name: Program ID:

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September 2008 Candidacy Materials

Program Name: Program ID:

_

Child and Family Study Center, University of Wisconsin-Stout

(Legal name to appear on all correspondence and official documents from NAEYC)

281072

(Assigned at Enrollment, Step 1)

PURPOSE AND INSTRUCTIONS:

Please use this form to document all required information, including requested documentation ONLY; do not submit additional information (i.e. awards, handbooks, photographs, etc.) which may be reviewed during the site visit if your program is accepted as a Candidate.

To facilitate timely processing of your materials, please do not staple, do not place pages in plastic sleeves, and do not spiral bind or collate materials into notebooks or binders.

Congratulations on beginning Step 3: Becoming a Candidate for NAEYC Accreditation! These materials should have been downloaded from your program’s record at www.program.naeyc.org. If you received these materials through any other method STOP, and either go to your program record to download the appropriate materials or contact the NAEYC Academy at (800) 424-2460 and select option 3.

Candidacy

Materials are individually generated for each program and may not be shared with other programs or through other individuals. Programs that submit Candidacy Materials that were NOT assigned to their program will have them returned and may miss their Candidacy due date.

The purpose of the Candidacy Materials is to ensure that programs meet all Candidacy Requirements, and therefore are eligible for a site visit. For more information, refer to pages 36-39 of the publication Getting

Started : An Introduction to Self-Study and Program Quality Improvement through NAEYC Accreditation or visit the NAEYC Accreditation website at www.naeyc.org/academy.

TABLE OF CONTENTS

Section 1: Program Information (Pages 1-3)

Section 2: Candidacy Fee (Page 4)

Section 3:

Information to Schedule the Site Visit (Pages 5-6)

Section 4:

Licensing/Regulation (Pages 7-8)

Section 5:

Collaborative Process for Self-Assessment

Section 7: Teaching Staff Qualifications and Staffing

Pattern (Pages 15-19)

Section 8: Program Self-Assessment Report

20-35)

Section 9:

Rights & Responsibilities and Signature

Section 6: Program Administrator (Pages 11-15);

Section 10: Next Steps and Mailing Instructions

38)

Section 1: PROGRAM INFORMATION

PROGRAM CONTACTS

* These individuals will be the contacts for confidential information between the program and the NAEYC Academy.

Primary Contact* Secondary Contact*

Name Judy Gifford Name

Title Director Title

Phone (715) 232 - 2554 Phone (715) 232 - 1478 Fax (___) ____ - _______

(___) ____ - _______

Fax

Email giffordj@uwstout.edu

Email

NAEYC has permission to share our program’s contact information with other organizations offering funding and other supports for programs enrolled in Self-Study, Applicants, and Candidates of NAEYC Accreditation. X Yes No

ATTENTION TO THE INDIVIDUAL COMPLETING THESE CANDIDACY MATERIALS

:

Are you responsible for submitting other programs’ Candidacy Materials on this same due date? Yes X No

If Yes, Please list the program IDs:

DO NOT make a copy of these Candidacy Materials to use for any other program. Programs must use the Candidacy

Materials assigned to their specific program that are located in their program record or the program will be denied

Candidacy.

Note: The NAEYC Academy regularly reviews its criteria, policies, and procedures, and reserves the right at any time to modify or change any such criteria, policies, or procedures, including accreditation fees. The NAEYC Academy will provide notice of new and/or revised criteria, policies, and procedures at least sixty (60) days prior to implementation. Programs seeking NAEYC Accreditation must follow the four steps to achieve NAEYC Accreditation. Individual staff are not required to become members of NAEYC, and programs do not need to purchase NAEYC publications or services. NAEYC publications and services are optional resources that can help early childhood educators continue to improve the experiences they provide for young children.

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 2

Section 1: PROGRAM INFORMATION Continued

Site Address* (Physical location) Multi-site programs, enter Site 1 information here; Sites 2 and 3 are entered on page 3.

Street 811 Sixth Street E Suite/dept/floor

City Menomonie 54751

County Dunn Country

Phone ( 715) 232 - 1478

Email

FAX ( ______) _______ - ____________

Website www.uwstout.edu/soe/cfsc

*This information will be posted on the NAEYC website when a program achieves NAEYC Accreditation, except for the fax number.

Mailing Address (Correspondence) _ X _Same as site address

Street Suite/dept/floor

County Country

Billing Address (Invoices) X _ Same as site address __Same as mailing address

Attention**: __Primary Contact __Secondary Contact __Other:

**This person will be the contact for financial information between the program and the NAEYC Academy.

Organization Name (if different than program name):

Street Suite/dept/floor

County Country

Email

(___) ____ - _______

Phone

(___) ____ - _______

Fax

Shipping Address (Accreditation Decision) NAEYC cannot accept a P.O. Box as a shipping address.

X _Same as site address __Same as mailing address __Same as billing address

Street Suite/dept/floor

County Country

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 3

Section 1: PROGRAM INFORMATION Continued

SITE #1 ENROLLMENT

Site #1 Name:

Child and Family Study Center

ENROLLMENT BY AGE CATEGORY*

Site #1 address is included on page 2.

Infant

(birth to 15-month-old)

Toddler/Two

(12- to 36-month-old)

Preschool

(30-month-old to 5-year-old)

Kindergarten (public or private)

SITE #1 TOTAL

MULTI-SITE* PROGRAM INFORMATION

TOTAL

0

0

46

0

46

*Only programs that became an Applicant for NAEYC Accreditation as a multi-site program are eligible to become a multi-site NAEYC

Candidate. Please enter address and enrollment information below for each site.

SITE #2 ADDRESS AND ENROLLMENT

Site #2 Name: Child and Family Study Center-Annex

Distance from Site 1:__ .2

___ miles. Distance from Site 3:_____________miles. May not exceed 5 miles.

Street

415 10 th Ave E., Home Economics Building Rm 165, 175 ENROLLMENT BY AGE CATEGORY* TOTAL

Suite/dept/floor

City Menomonie State

County Dunn USA

Email Website

Phone

715-232-2428 Fax

SITE #3 ADDRESS AND ENROLLMENT

Site #3 Name:

Distance from Site 1:___________miles. May not exceed 5 miles.

Street

Infant (birth to 15-month-old) 21

Toddler/Two (12- to 36-month-old)

Preschool (30-month-old to 5-year-old)

Kindergarten

(public or private)

17

0

0

SITE #2 TOTAL (up to 60 children) 38

ENROLLMENT BY AGE CATEGORY* TOTAL

Suite/dept/floor Infant

(birth to 15-month-old)

Toddler/Two

(12- to 36-month-old)

County Country Preschool

(30-month-old to 5-year-old)

Phone Fax

Kindergarten

(public or private)

SITE #3 TOTAL (up to 60 children)

*Age categories overlap for program flexibility. Programs should specify the number of children of eligible ages for each eligible group.

Please do not count a child more than once.

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 4

Section 2: CANDIDACY FEE

Level

Level 1

Level 2

Level 3

Level 4

Number of Children

10-60 Children

61-120 Children

121-240 Children

241-360 Children

For every additional 1-120 children

Candidacy

Fee

$650

$775

$950

$1150

Add $100

If a program is denied Candidacy due to incomplete information or because the program does not meet the Candidacy requirements, the program may have following options:

1.Receive a second review by paying an additional review fee rather than paying the entire Candidacy fee again. If your program chooses this option, please refer to our Additional Fees chart at http://www.naeyc.org/academy/AccreditationFeeStructureAdd.asp

for more information about additional fees that will be charged.

2. Withdraw from the NAEYC Accreditation process with the option

to pursue accreditation again at a later date. If your program chooses this option, please refer to the NAEYC Academy website at http://www.naeyc.org/academy/CancellationWithdrawalRefund.asp

for more information about fees that will be assessed and applicable refunds.

3. Appeal the Candidacy Decision. No additional fees are associated with an appeal. For more information about appeals, please visit the NAEYC Academy website at http://www.naeyc.org/academy/appealsProcess.asp

.

TOTAL CHILDREN ENROLLED*:

*If a single site, use the total under Site 1 on page 3.

If a multi-site program, this is the total number of children at all sites.

PAYMENT INFORMATION

84

Please mark the method of payment below.

_ X _ Check (Please make checks payable to NAEYC.)

___ VISA ___ MasterCard ___ American Express ____ Discover

___ Purchase Order (If applicable, you must attach the purchase order.)

Credit card/check or purchase order number

Check number 121032

Credit card expiration date

___________Month ___________Year

Credit card/checking account holder or name on purchase order University of Wisconsin -Stout

For Credit card payments, complete the section below.

Signature of credit card holder

Credit card billing address

NOTE: If sending payment under separate cover, please be sure to include the Program ID with payment. Programs that do not submit complete Candidacy Materials with fee are not guaranteed a site visit and may be required to return to an earlier step in the process.

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 5

Section 3: INFORMATION TO SCHEDULE THE SITE VISIT

My program operates 12 months/year.

X

My program operates less than 12 months/year.

The program begins serving children:

____ 9 / __3__ / __2008 __

(month) (day) (year)

and the program closes on:

__ 5__ / __15__ / __2009 __

(month) (day) (year)

During the period when the program is closed, a program with a separate public identity is in session; therefore this separate program will not be included in the NAEYC Accreditation process. (Check box if this applies to your program.)

Note: A program can demonstrate a separate public identity from a second program at the same site by documenting a separate budget, administration, license or other criteria. In determining separate public identity, strong consideration of a parent’s perspective and understanding of the identity must be taken into consideration. If applicable, please provide further detail on page 6.

During the six months following your Candidacy due date, the NAEYC Academy may contact your program for additional information to inform the Candidacy decision or schedule the site visit. Your program is required to respond to any correspondence from the NAEYC Academy within five business days, regardless of whether or not your program is closed for the summer or holidays. Please list the preferred contact person and that individual’s information below:

Name: Judy Gifford Email: giffordj@uwstout.edu

Phone: 715-232-2554 (center) 715-308-5860 (cell)

HOURS OF OPERATION

Check box if the program is open 24 hours/day, 7 days a week

Days Open

X Monday

X Tuesday

X Wednesday

X Thursday

X Friday

Opening Time

_ 7_: _3_ _0_ X a.m. p.m.

_ 7_: _3_ _0_ X a.m. p.m.

_ 7_: _3_ _0_ X a.m. p.m.

_ 7_: _3_ _0_ X a.m. p.m.

_ 7_: _3_ _0_ X a.m. p.m.

Closing Time

_ 5_: _3_ _0 _ a.m. X p.m.

_ 5_: _3_ _0 _ a.m. X p.m.

_ 5_: _3_ _0 _ a.m. X p.m.

_5_: _3_ _0 _ a.m. X p.m.

_ 5_: _3_ _0 _ a.m. X p.m.

Infant Group

Toddler/Two Group

Preschool Group

Kindergarten Group

Type of Group

(Part Day Children participate in the Full Day Groups)

Number of

Part Day

Groups

Number of

Full Day

Groups

Total Number of

Groups

1 1

2 2

2 2

0 0

Mixed-Age Group*

Please explain: 0 0

* If a group includes children whose ages range beyond the overlapping portion of two age categories, then the group is a mixed-age group.

NOTE: If there is a change in the number of groups or age categories served after you have submitted your Candidacy materials, please contact the NAEYC Academy at accreditation.information@naeyc.org or (800) 424-2460 option 3.

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 6

Section 3: INFORMATION TO SCHEDULE THE SITE VISIT Continued

If children in the program speak languages other than English:

The children speak _____________________________

(language) during the program all of the time

most of the time

sometimes

never.

In how many groups? ______

The children also speak _________________________ during the program

(language)

all of the time

most of the time

In how many groups? ______

sometimes

never.

If teaching staff in the program speak languages other than English:

The teaching staff speak _________________________

(language)

The teaching staff also speak _____________________

(language) during the program all of the time

most of the time

In how many groups? ______

sometimes

never. during the program all of the time

most of the time

In how many groups? ______

sometimes

never.

Special Circumstances to Consider for the Site Visit

Are there any special circumstances

the NAEYC Academy should consider in scheduling the site visit, such as offering back-up care, drop-in care, or that your program will be providing documentation of a separate identity from another program at the same site? X NO YES

If yes – explain:

Note: A program can demonstrate a separate public identity from a second program at the same site by documenting a separate budget, administration, license or other criteria. In determining separate public identity strong consideration of a parent’s perspective and understanding of the identity must be taken into consideration.

I verify that all documents (including Child and Staff Files), Portfolios, and evidence supporting the Candidacy

Materials will be organized and readily available

during the site visit. X Yes No—If no, please explain:

If No, your program must provide a notarized letter that must:

• Be prepared by the authorized agency or individual responsible for the documentation;

• Clearly identify the criterion for which it is being substituted;

• Verify the existence and location of the document(s);

• Provide information related to meeting the criterion for which the letter is being used as supporting evidence; and

• Include a blank copy of the form used or one in which any identifying information has been marked out.

You can view a sample letter in the Frequently Asked Questions at www.naeyc.org/academy.

X Security Clearance is NOT required to visit my program for the site visit.

Security Clearance is REQUIRED

. If a security clearance must be given prior to visiting your program announced or unannounced, please provide the contact information for the proper authority below.

Name and Title Relationship to Program Phone Number E-mail Address

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 7

Section 4: LICENSING/REGULATION UPDATE

To become a Candidate for NAEYC Accreditation, a program must maintain good standing with its licensing or regulatory body. The NAEYC Academy defines good standing as a program’s ability to operate under the auspice of their licensing or regulatory body in a manner that, in NAEYC’s view, does not compromise the essential health or safety of children. Please answer the following questions on pages 7 and 8 about the program’s licensing/regulation status.

Define the licensing/regulation* status based on the four options below. Select only ONE status.

1) X My program is licensed/regulated*

X Full License

Temporary License

Provisional License

Other: __________________________________________________

Check all of the boxes that are applicable to your program and complete the sentences listed below:

X My program is licensed, as required by Wisconsin Dept of Health & Family Services .

(state) (agency)

My program is license-exempt but voluntarily licensed by _______ ________________.

(state) (agency)

My program is regulated* by _________________________________________________.

*NAEYC defines “regulated” as programs that are not licensed but under the regulation of a public

agency, such as Department of Defense or Board of Education (for example, public school programs).

My program’s license/regulation expires ________ / ______ / ________.

(month) (day ) (year)

X My program’s license/regulation does not expire.

2) My program is license-exempt, eligible for licensure, and began the application process in

________ / ________ with _______ _________________________.

(month) (year) (state) (agency)

Until the program becomes licensed, I verify that:

1) the program administrator has reviewed the state’s licensing requirements;

2) the Board chair/president or owner has reviewed the state’s licensing requirements;

3) my program is voluntarily in compliance with the state’s licensing requirements; and

4) upon registration of children in the program, my program provides families with a copy of the state’s licensing requirements, informs families that the program is license-exempt, and informs families that the program is voluntarily in compliance with the state’s licensing requirements.

3) My program is license-exempt, NOT eligible for licensure, and I verify that:

1) the program administrator has reviewed the state’s licensing requirements;

2) the Board chair/president or owner has reviewed the state’s licensing requirements;

3) my program is voluntarily in compliance with the state’s licensing requirements;

4) upon registration of children in the program, my program provides families with a copy of the state’s licensing requirements, informs families that the program is license-exempt, and informs families that the program is voluntarily in compliance with the state’s licensing requirements;

5) the program has documentation of fire and health inspections; and

6) the program will have completed a criminal background check on all staff and have complied with state and federal law concerning background checks. In addition, the program employs no individual convicted of a crime involving sexual abuse or child abuse or neglect.

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 8

Section 4: LICENSING/REGULATION UPDATE continued

A. Our program’s most recent licensing/regulatory inspection visit was on __ 11__ / __14__ / __2007 __

.

(month) (day) (year)

Not applicable

B. My program had a licensing/regulatory inspection visit in the last 12 months that resulted in violations with state regulations

X Yes No Not Applicable

Attach a copy of the full licensing report(s) from the licensing/regulatory body. If any violations were identified by the licensing/regulatory body, please include the action/corrective plan. (Use the space below or a separate sheet of paper to provide comments.)

11-14-07 Program in compliance.

10-8-07 Noncompliance statement included 4 items of missing staff record information. Correction action was completed and filed 10-12-07 reporting all staff records complete, with missing information of staff files updated.

(Compliance statement and correction plan attached.)

C. Within the past 12 months, has your program received any notice of suspension, revocation, probation, or other change in licensing/regulation status due to violations related to licensing or other applicable regulations? (If your program’s licensing/regulation status is anything other than full you must answer this question.)

Yes X No Not Applicable

My program’s licensing/regulation status will change back to full on _____ / _____ / _________.

(month) (day) (year)

Attach a copy of the full licensing report(s) from the licensing/regulatory body. If any violations were identified by the licensing/regulatory body, please include the action/corrective plan. Use a separate sheet of paper to provide comments.)

D. Within the past 12 months, has your program experienced any violations (or incidents) that resulted in one of the following: the death of any child from any cause; any injury to any child that required medical treatment; any unusual incident or lack of supervision that threaten the physical or emotional health or safety of any child; or any suspected physical or psychological abuse of any child.

Yes X No Not Applicable

If yes, please provide comments and attach documentation of the incident along with the action/corrective plan.

NOTE: When the NAEYC Academy gains information to suggest that a violation of a Required Criterion may have occurred in a program seeking or maintaining NAEYC Accreditation, the NAEYC Academy will conduct a review to determine the program’s capacity to meet and maintain the Required Criteria over time. For more detailed information about this review, including possible outcomes of the review process, please see the Required Criteria–

Clarification on Compliance for Programs document located at www.naeyc.org/academy

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 9

Section 5: COLLABORATIVE PROCESS FOR SELF-ASSESSMENT

Please answer the following statements to document the Candidacy Requirement that a collaborative process was used during your Self-Assessment process. Failure to engage families, leadership, and teaching staff in a collaborative process will result in Denial of Candidacy.

X Yes No All families were informed of the program’s Self-Assessment and were invited to participate in the process.

Yes No Members of the program’s governing body were involved in the Self-

Assessment process.

X N/A (no governing board)

X Yes No The Self-Assessment included a Family Survey that all families had the opportunity to complete anonymously and confidentially.

X Yes No The Self-Assessment included a Teaching Staff Survey that all teaching staff had the opportunity to complete anonymously and confidentially.

X Yes No The program has documentation of this collaboration and the surveys on-site with the Program

Portfolio for the Assessor to review, for example meeting agendas, newsletters, and/or surveys.

Briefly describe the collaborative process used to include all families, leadership, governance/board, and teaching staff during your program’s Self-Assessment. Please include any information on how this plan changed after becoming an Applicant (Step 2).

All families were notified that the Child and Family Study Center began the process of re-accreditation with NAEYC.

As part of the Self-Study, all families received the brochure, “NAEYC Accreditation: The Right Choice for Kids.”

Family newsletters included an NAEYC “Tidbit of the Month” and provided the website address for Right Choice for

Kids.

Although the CFSC does not have a governing board, other stakeholders participated during the Self-Assessment process. These stakeholders included the School of Education, the Dean/Director of the School of Education, families, teachers, and other staff.

The Dean/Director was consulted monthly and kept informed by mail and email. The Coordinator for Assessment for the School of Education has been consulted with and also kept informed. Families completed Family Surveys; teaching staff completed Teaching Staff Surveys; both were returned anonymously and confidentially. Teaching Staff spent considerable time addressing the standards. First, each and every standard was evaluated by the staff to determine if it was something we were already doing, something attainable, an emerging practice, or something not met. This exercise elicited lively discussion and exploration of the various and many criteria. Once we identified current practices that met the criteria, we then discussed and identified how we could prove that we met those criteria.

We then identified other criteria that were attainable and determined methods we could use to achieve them.

When policies and procedures were needed to complete the requirements for criteria, staff input was sought to create policies that were clear and easily understood and implemented. We developed a relationship with a Health

Consultant and utilized that relationship to further clarify health criteria and policies relating to health. As well, we utilized the expertise of the Director of Safety and Risk Management to assist us with developing policies. University

Police worked collaboratively with staff to create Emergency Procedures for all classrooms and both sites.

Verification of the collaborative process can be provided with newsletters, meeting agendas, and photographs of the process in action. Family Surveys, Teaching Staff Surveys and survey results are available for review on site.

(Do not exceed the space provided and do not attach additional information.)

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 10

Section 5: COLLABORATIVE PROCESS FOR SELF-ASSESSMENT

Continued

Perspectives of families and teaching staff are important sources of evidence for Self-Assessment (Step 2) just as they were for Self-Study (Step 1). There are specific surveys for the Self-Assessment process available in the

Guide to Self-Assessment located in your program record (www.program.naeyc.org) that are quantitative (Yes/No format) and do not provide the more open-ended options to give feedback for program improvement that appear in the Self-Study versions. Surveys should be tallied on the summary forms. These surveys and summary sheets should be included in your Program Portfolio for review during the site visit.

THE FAMILY SELF-ASSESSMENT SURVEY

Date Family Surveys Distributed 4-24-2008

Date Family Surveys Completed 5-9-2008

Number Family Surveys Distributed

Number Family Surveys Returned

67

42

Percentage Return Rate

(Programs must demonstrate at least a 50% return rate for Family Surveys)

63%

Briefly describe how all

families were provided with the opportunity to complete the surveys anonymously and confidentially, for example, no names, identifying information, or coding may be used. Failure to describe a completely anonymous process will result in Denial of Candidacy. The only exception is if some sort of coding is used solely for the purpose of increasing the return rate and that the identity of the respondents is not used for any other purpose. If your program used coding for this purpose, please acknowledge this and explain how you ensured families’ responses remained confidential.

Surveys were distributed to all families without any identifying information, coding, or names. A cover letter was included with an explanation of the intent of the survey along with a statement ensuring confidentiality. Mail slot style drop boxes were provided at both locations to give families the opportunity to return family surveys confidentially at their convenience. A family check off list was attached to the drop box for families to check off their name after surveys were dropped off. This check off was not attached to the surveys in any form and was used solely for the purpose of increasing the return rate. The identity of the respondents remained anonymous and all responses remained confidential for self-assessment purposes only.

(Do not exceed the space provided and do not attach additional information.)

THE TEACHING STAFF SELF-ASSESSMENT SURVEY

Date Teaching Staff Surveys Distributed 4-28-2008 Number Surveys Distributed 12

Date Teaching Staff Surveys Completed 5-09-2008 Number Surveys Completed 12

Percentage Return Rate

(Programs must demonstrate at least a 80% return rate for Teaching Staff Surveys)

100%

Briefly describe how all teaching staff members were provided with the opportunity to complete the surveys anonymously and confidentially, for example, no names, identifying information, or coding may be used. Failure to describe a completely anonymous process will result in Denial of Candidacy. The only exception is if some sort of coding is used solely for the purpose of increasing the return rate and that the identity of the respondents is not used for any other purpose. If your program used coding for this purpose, please acknowledge this and explain how you ensured teaching staff’s responses remained confidential.

Surveys were distributed in mailboxes without any identifying information or coding. All staff were given an explanation of the survey and ensured confidentiality and anonymity. Staff members were given two weeks to complete and return their surveys. Envelopes were made available at both sites for the anonymous and confidential return of completed surveys. All responses remained confidential for self-assessment purposes only.

(Do not exceed the space provided and do not attach additional information.)

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 11

Section 6: PROGRAM ADMINISTRATOR

NOTE: For assistance completing pages 11-14, please refer to criteria 10.A.02 and 10.A.04, the Alternative Pathway to Achieve Educational

Qualifications of a Program Administrator, and the Candidacy Requirement in the Leadership & Management Standard book from the Self-Study kit.

Designated Program Administrator Name: Judy Gifford

If the program administrator also functions as a member of the teaching staff, has he/she successfully completed a Pediatric First Aid course (criterion 5.A.03)? X Yes No

If yes, did the course include managing a blocked airway and rescue breathing for infants and children? X Yes No

Date of First Aid Certificate: 8-28-08 Expiration Date: 8-28-11 Organization Issued by: American Red Cross, Chip. Valley Chap

Has the program administrator successfully completed a CPR course (5.A.03)? Yes No

Date of CPR Certificate: 8-28-08 Expiration Date: 8-28-09 Organization Issued by: American Red Cross, Chip. Valley Chap

Program administrator qualifications (10.A.02) must be met as part of the Candidacy requirements. When 2 or more individuals share program administrative responsibilities, at least one person must meet the qualifications outlined in criterion 10.A.02 and is considered the designated program administrator. There are three different ways that a program administrator can meet 10.A.02. Please indicate how the (designated) program administrator meets the qualifications as outlined in Criterion 10.A.02 by completing form A, B, or C.

Complete only ONE form. If form A or B are completed, you must attach documentation, for example a copy of the degree completed specifying discipline and/or transcripts.

X A. Has at least a baccalaureate degree with 24 credits in ECE, CD, ElEd or EC Spec Ed AND 9 credits in administration, leadership, or management.

(Complete FORM A on page 11 and attach documentation; do not complete FORM B or C.)

B. Meets the alternative pathway – must document a total of 100 points across all 3 categories: education, administrator experience and relevant training or credentials. (Complete FORM B on pages 12-13 and attach documentation; do not complete FORM A or FORM C.)

C. plan in place to meet the qualifications outlined in Option A within 5 years.

(Complete FORM C on page 14 but no documentation needs to be attached; do not complete FORM A or B.)

FORM A—TO DOCUMENT BACCALAUREATE DEGREE AND 24 ECE & 9 ADMIN CREDITS

Form A: Use this form ONLY to document that the designated program administrator has at least a baccalaureate degree with 24 credit-bearing hours of specialized college-level course work in early childhood education (ECE), child development (CD), elementary education (ElEd), or early childhood special education (EC Spec Ed) that addresses child development and learning from birth through kindergarten AND 9 credit-bearing hours of specialized college-level course work in administration, leadership, or management.

Documentation to support FORM A must be attached and immediately follow FORM A .

Baccalaureate Degree or Higher : List the baccalaureate degree or higher degree received below. Individuals who hold an international degree must submit an evaluation and verification of US equivalencies.

Attach a copy of the degree and/or transcripts showing completion and discipline immediately following this page.

Degree

MS

Name of College/University Date

University of Wisconsin-Stout 1983 Home Economics Ed

Major

BS University of Wisconsin-Stout 1971 Early Childhood Education

Credit Hours:

List the courses that comprise the 24 credits in ECE, CD, ElEd, or EC Spec Ed and/or the 9 credits in administration, leadership, or management. This may include coursework obtained as part of the degree or courses completed separately

. If it is apparent that the degree listed above is in administration/management (for example an MBA), you do not need to list the 9 credits in administration.

If the degree is in ECE, CD, ElEd, or EC Spec Ed, then you do not need to list the 24 credits in

ECE . If the degree is not in administration, leadership, or management, ECE, CD, ElEd, or EC Spec Ed (for example Psychology), you would need to list 24 credits in ECE and 9 credits in administration, leadership, or management.

Attach a copy of the relevant transcripts immediately following this page. Please highlight applicable courses on the transcript.

Credits Course completed

21 Certification UW-Superior WI 1991

2

2

2

2

2

Adm of ECE Programs

Problems of Supervision

Supervision of Stud. Teachers

Am Study Tour of Child Dev.

Programs

UW-Stout

UW-Stout

UW-Stout

WI

WI

WI

Fostering Child Development UW-Stout WI

END OF FORM A—Insert Documentation for FORM A HERE and Proceed to Page 15.

1969

1971

1974

UW-Stout WI 1977

1980

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 12

Section 6: PROGRAM ADMINISTRATOR Continued

FORM B—TO DOCUMENT ALTERNATIVE PATHWAY (pages 10-11)

FORM B: Use this form ONLY to document that the designated program administrator has met an alternative pathway to achieve the educational qualifications of a program administrator.

Documentation to support FORM B must be included immediately following FORM B . N/A

Name of designated program administrator:

Formal Education: List degrees completed. Attach a copy of the degree and/or transcripts showing completion and discipline. Individuals who hold an international degree must submit an evaluation and verification of US equivalencies . You must be able to document educational experiences equaling a minimum of 50 points and a maximum of 70 points for formal education, using the following values: early childhood special education, or elementary education that encompasses development and learning of children birth through kindergarten; but lacking 9 credit hours in leadership, management and/or administration degree services administration, business administration, organizational development, public administration) but lacking 24 credit hours that encompass development and learning of children birth through kindergarten hours that encompass development and learning of children birth through kindergarten and without

9 credit hours in leadership, management, and/or administration

55 points Associate degree in ECE/CD

50 points Baccalaureate degree or higher in any other field

Degree Major Name of College/University State Date

Points claimed: Attach a copy of the degree and/or transcripts showing completion and discipline immediately following this page.

Experience: List relevant work experience here. You must be able to document work experiences equaling a minimum of 15 and a maximum of 50 points using the following values:

50 points At least 5 years experience as a program administrator that includes leading a program through and maintaining NAEYC Accreditation for at least 2 years

40 points At least 3 years experience as a program administrator that includes successfully leading the program through the NAEYC Accreditation process (at least 12 months prior to visit)

30 points At least 3 years experience as a program administrator in an NAEYC-Accredited program that includes maintaining accreditation without a lapse

25 points At least 5 years experience as a program administrator in a program not accredited by NAEYC

15 points At least 3 years experience as a program administrator in a program not accredited by NAEYC

Administrative

Position

Program Name City, State Date hired

(MM/YYYY)

Date ended

(MM/YYYY)

NAEYC

Accredited?

Points claimed: No additional documentation related to experience is required.

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 13

Section 6: PROGRAM ADMINISTRATOR Continued

FORM B—TO DOCUMENT ALTERNATIVE PATHWAY (pages 10-11) continued

Relevant Training/Credentials N/A

List relevant training/credentials related to early childhood education, child development, early childhood special education, elementary education, program administration, leadership, or management. This page should reflect areas not addressed in your degree if it is lacking in ECE or program administration/leadership. You must be able to document a minimum of 5 points and a maximum of 35 points in relevant training/credentials outside of the formal education listed on page 10.

Please list only training/credentials required to meet the alternative pathway for

Candidacy. Documentation must be attached.

List of Relevant Credits: One college credit equals four points.

Documentation must be attached

.

List of Relevant Training Hours: Four contact hours of training within the past 5 years equals one point.

Contact hours refer to training hours, rather than hours working in a classroom with children.

Documentation must be attached.

Total time (hours) in training with

Name of Training Sponsoring institution/program

Relevant Credentials: State director credentials that are NAEYC approved equal 35 points. For a current list of

NAEYC approved credentials see www.naeyc.org/academy. Documentation must be attached .

Do you have a state director or administrator’s credential? Yes No If yes, from what state? __________

Points claimed: Attach a copy of any credits, training, or credentials listed on page 11.

END OF FORM B—Insert Documentation for FORM B HERE and Proceed to Page 15.

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 14

Section 6: PROGRAM ADMINISTRATOR Continued

FORM C—TO DOCUMENT PLAN TO MEET QUALIFICATIONS

FORM C: Use this form ONLY to document that the designated program administrator has a plan in place to have at least a baccalaureate degree with 24 credits in ECE and 9 credits in administration, leadership, or management within five years.

No additional documentation to support FORM C is needed. N/A

Name of designated program administrator:

Describe Plan:

(Do not exceed the space provided and do not attach additional information.)

END OF FORM C—No Additional Documentation Needs to be Attached for FORM C. Proceed to page 15.

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 15

Section 6: PROGRAM ADMINISTRATOR Continued

Additional Administrative Staff (Optional)

Please provide additional information about any other administrative staff and their roles at your program, which you believe assist in providing context about the program’s operations. (Note: This question is optional because NAEYC does not have requirements for the qualifications of these staff.)

N/A

The National Registry Alliance (TNRA)

X My program is located in OK, MO, ME, WI, or MT and has attached documentation from The National Registry

Alliance (TNRA) on the designated administrator and/or teaching staff qualifications. NAEYC has permission to share our program’s contact information with TNRA.

Section 7: TEACHING STAFF QUALIFICATIONS & STAFFING PATTERN

Description of Professional Development Plan

Briefly describe the program-wide plan/strategy for ensuring that early childhood expertise is being provided to guide curriculum and learning throughout the program for the teaching staff. This plan may look different for every program. For example, plans might include details regarding comprehensive and systematic inservice trainings that encompass a series of learning experiences that address each topic identified within the Teachers standard. Another example would be a copy of the level of educational requirements for teaching staff that is consistent with or a higher threshold than criteria 6.A.05 and 6.A.06. One plan per program that is inclusive of all teaching staff is required-- this should not be a plan for individual teachers.

The program-wide plan/strategy for ensuring early childhood expertise begins in staff hiring. The minimal qualifications for teaching staff include:

• B.S. in Early Childhood Education, M.S. in Early Childhood Education or related area preferred.

• Certifiable to teach Early Childhood Education in Wisconsin required.

• Two years Early Childhood Education teaching experience required (not required for part time staff).

Minimal qualifications for assistant teaching staff include:

• Sixty documented college/university credits including at least 30 credits in ECE or closely related field

All staff qualifications are outlined in the CFSC Staff Handbook and documented in the Program Portfolio.

To ensure continued growth in professional development, the staff participates as a whole in in-service training opportunities scheduled throughout the academic calendar year. Professional Development days are set aside for all staff; there is a monthly all-staff meeting that includes a professional development component. Topics addressed for professional development are determined systematically by identifying the needs, interests, and abilities of the staff.

Identification of the needs, interests, and abilities of the staff is completed through self-assessment and observation.

Training focuses on a wide range of topics, including, but not limited to: curriculum, assessment, room environment, first aid and CPR refresher courses, identification and treatment of communicable diseases, and interpreting children’s drawings. The Professional Development Plan for the Child & Family Study Center includes some mandatory training and review of policies and procedures. Additionally, topics of interest to the staff and current trends in early childhood education are incorporated into the written plan.

(Do not exceed the space provided and do not attach additional information.)

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 16

Section 7: TEACHING STAFF QUALIFICATIONS & STAFFING PATTERN

Directions : Immediately following the group information (pages 16-17), you will provide staff qualifications information

(pages 18-19) for each staff member that works with this group of children.

For additional groups you will need to copy pages 16 and 17 so that each group is represented separately, followed immediately by the teaching staff qualifications (page 16) for each of the individuals that work with that group of children.

GROUP NAME: COMPLETED SEPARATELY FOR EACH CLASSROOM

AGE CATEGORIES

Please check all that apply:

Infant

Toddler/Two

X

Preschool

Kindergarten

GROUP HOURS

X

Full Day, Monday-Friday

Part Day, Monday-Friday

Other.

Birth Date of youngest child enrolled

Full Day

09 / 30 / 2004

(month) (day) (year)

Full Day, M/W/F

Part Day, M/W/F

Full Day, T/Th

Part Day, T/Th

Birth Date of oldest child enrolled

9 / 07 / 2003

(month) (day) (year)

Site #:

Part Day Days of the week : ____________

1

Do any children enrolled in the group have any of the following special needs?

Orthopedic handicaps / Number of Children: ____

Speech & language / Number of Children: _ _ __

ADHD/ Number of Children: ____

Hearing impairment / Number of Children: ____

Neurological disorders / Number of Children: ____

Down Syndrome / Number of Children: ___

Visual impairment / Number of Children: ____

Behavioral / Number of Children: ____

Learning disabilities / Number of Children: ____ Other, specify: _______________________

Autism, spectrum disorders / Number of Children:____ (Other) Number of Children:____

Mentally disabled/Developmentally Delayed/ Number of Children:____

Maintenance care diseases (diabetes, HIV) / Number of Children:____

# Teachers Working in Group:

Please list all teachers’ names:

__

2

____

Teachers are defined as those adults with primary responsibility for a group of children.

# Assistant Teachers Working in Group: _

2

____

Assistant teachers (or teacher aides) are defined as adults who work under the direct supervision of a teacher.

Please list all assistant teachers’ names:

Are “other adults”* regularly present in this classroom? No

X

Yes, how many? __

14

_____

How often are they present?

4 hr/wk/student

What is their role?

Laboratory experience for ECE DAP class.

* “Other adults” are not considered part of the teaching staff and include:

• cooks, bus drivers, janitorial, or administrative support staff

• special subject teachers (such as music or art)

• foster grandparents or reading buddies

• parents participating in a parent cooperative programs (such as a cooperative nursery school)

• individuals who support the ongoing work of the teacher and assistant teacher by assisting with routine tasks such as room set-

up, cleaning, meals, transitions, and supervision of napping children.

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 17

Section 7: TEACHING STAFF QUALIFICATIONS & STAFFING PATTERN

Group Name:

Completed separately for each classroom

6 AM 7 AM 8 AM 9AM

Number Children enrolled in Group:

10 AM 11 AM 12 PM 1PM 2 PM

Number of Teaching Staff for this Group:

3 PM 4 PM 5 PM 6 PM 7 PM

Monday

This table is for reference only and teaching staff signatures are not required. Please list their initials.

# Children

# Teaching

Staff

Teaching

Staff Initials

# of “Other

Adults”

Tuesday (if different than above)

# Children

# Teaching

Staff

Teaching

Staff Initials

# of “Other

Adults”

Wednesday (if different than above)

# Children

# Teaching

Staff

Teaching

Staff Initials

# of “Other

Adults”

Thursday (if different than above)

# Children

# Teaching

Staff

Teaching

Staff Initials

# of “Other

Adults”

Friday (if different than above)

# Children

# Teaching

Staff

Teaching

Staff Initials

# of “Other

Adults”

Please check this box if your program begins earlier than 6 am and/or extends after 7pm and/or operates on

Saturdays/Sundays.

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 18

Section 6: TEACHING STAFF QUALIFICATIONS & STAFFING PATTERN

Directions: Please complete a copy of pages 18 and 19 for each teaching staff member who works with the preceding group. (You will need to copy both of these pages for each teaching staff member.)

Teaching Staff Name: Completed separately for each staff.

JOB TITLE

(Choose one of the following):

Teacher

(primary responsibility for a group of children)

Teacher Assistant/Aide

(works under the direct supervision of a teacher)

GROUP INFORMATION

Group Name:

If teaching staff member works with other groups, please list:

If you have already detailed this teaching staff member’s qualifications for a previous group, check this box and

STOP here. Begin a new copy of pages 18-19 for the next teaching staff member.

INFORMATION EVALUATED AT THE SITE VISIT FOR REQUIRED CRITERION 5.A.03

(Do NOT attach documentation at this time.)

Has this teaching staff member successfully completed a Pediatric

First Aid course? X Yes No

If yes, did the course include managing a blocked airway and rescue

Has this teaching staff member successfully completed a

CPR course? X Yes No breathing for infants and children?

Date of CPR Certificate:

Expiration Date

8-28-2008

: 8-28-2011

Yes

Date of CPR Certificate: 8-28-2008

Expiration Date: 8-28-2009

Organization Issued by: American Red Cross

Organization Issued by: American Red Cross

MEETING TEACHING STAFF CANDIDACY REQUIREMENTS AND ACCREDITATION CRITERIA 6.A.05 & 6.A.06

Candidacy requirements establish a lower threshold for teaching staff qualifications that must be met when criteria 6.A.05 and 6.A.06 are not met. The documentation you submit for each teaching staff member (see page 19), determines if your program meets criteria

6.A.05 and 6.A.06 and/or the Candidacy requirements for teachers and assistant teachers-teacher aides. Programs must meet the

Candidacy requirements for teachers and assistant teacher—teacher aides in order to be accepted as a Candidate. Failure to meet

Criterion 6.A.05 and Criterion 6.A.06 is not grounds for a denial of Candidacy.

NOTE: Refer to the following page for a full list of options and the necessary documentation for each option.

Teachers

(primary responsibility for a group of children)

Criterion 6.A.05

(always assessed, but not required)

Candidacy Requirement

For programs with 4 or more classes or teachers:

• All teachers have a minimum of a Child Development Associate Credential issued by the

Council for Professional Recognition or equivalent.

• At least 25% of teachers have an Associate’s or Baccalaureate degree in Early Childhood

Education (ECE), Child Development (CD), Elementary Education, (El Ed), Early Childhood

Special Education (EC Spec Ed) or equivalent.

• All teachers have or are working on an Associate’s or Baccalaureate degree in ECE, CD, El

Ed, or EC Spec Ed or equivalent. [Annual reports must show continuous improvement.]

For definitions of equivalent degrees and for programs with fewer classes or teachers, please

refer to the timeline for criterion 6.A.05 at http://www.naeyc.org/academy/standards/criteria/teacher_qualification_timeline.html

.

If Criterion 6.A.05 is not met, at least 75% of teachers meet Option C, D, E, F, G, H, I, J, or K as outlined on the following page.

Assistant Teachers-Teacher Aides (work under the direct supervision of a teacher)

Criterion 6.A.06

(always assessed, but not required)

At least 50% of assistant teachers—teacher aides meet Options C, D, F, H,I; AND 100% of remaining assistant teachers—teacher aides meet Options A, B, E, or G.

Candidacy Requirement

If Criterion 6.A.06 is not met, 50% of assistant teachers-teacher aides meet Options A, B, C, D, E,

F, G, H, I, J, or K.

Information regarding this teacher’s qualifications is continued on the next page.

Program ID: 281072

Must be postmarked on or before September 30, 2008 NAEYC Candidacy Materials, Page 19

DOCUMENTATION OF TEACHING STAFF EDUCATIONAL QUALIFICATIONS

Please attach documentation immediately following this page for each staff member showing all relevant educational qualifications listed. Check boxes next to all evidence you are submitting. Highlight information as indicated. Completed separately for each staff .

TEACHER HAS THIS QUALIFICATION:

PROVIDE THIS DOCUMENTATION

A current Child Development Associate

(CDA) credential awarded by the Council for

Professional Recognition

(please check all that apply):

A copy of the CDA credential awarded by the Council for Professional

Recognition.

Always submit the CDA (if the teacher has earned it) in addition to other qualifications/credentials.

Associate’s degree (AA) OR

Baccalaureate degree (BA) or higher in

• Early Childhood Education (ECE),

• Child Development (CD),

• Elementary Education (El Ed), OR

• Early Childhood Special Ed ( EC Spec Ed )

X a copy of the diploma,

X AND IF the diploma does not specify a major, a copy of the transcript that specifies major and reflects that the degree was earned

(highlight major).

OPTION:

C

F

H

Equivalent of an AA degree in ECE

Transcripts documenting:

at least 60 college/university credits

INCLUDING at least 30 credits in ECE , CD, El Ed, or EC Spec Ed.

(highlight credits)

Equivalent of a BA degree in ECE

• AA degree or higher in a non-ECE related field AND

• at least 3 years experience in an NAEYC

Accredited program.

• AA degree or higher in non-ECE related field AND

• at least 3 years experience in a nonaccredited program, AND

• at least 30 contact hours of training

CDA credential equivalent as defined by

NAEYC as at least 12 college credits in ECE,

CD, El Ed, or EC Spec Ed

a copy of the diploma AND

a copy of a transcript reflecting a BA degree in any discipline, WITH

at least 36 credits in ECE, CD, ElEd, or ECSpecEd.

(highlight credits)

a copy of the degree OR a transcript that reflects the degree was earned; AND

a resume or letter that includes the program name, location, length of employment, role constituting 3 years of experience, and note that the program was/is accredited by NAEYC during employment.

a copy of the degree OR a transcript that reflects the degree was earned; AND

a resume or letter that includes the program name, location, length of employment, and role constituting 3 years of experience; AND

documentation of 30 hours of training, workshops, and/or credits

a transcript documenting 12 ECE credits

(highlight credits)

OR

documentation from a college/university that would grant a minimum of

12 credits for a specified training program OR

military training modules.

I

J

K

D

Working on an AA degree or higher degree in

ECE, CD, El Ed, or EC Spec Ed

“Working on” means some evidence of educational progress must be

E

within one year of the Candidacy Due date. This can include work

Working on

the equivalent of an AA degree or higher in ECE, CD, El Ed, or EC Spec Ed scheduled to begin less than 1 year following the Candidacy Due date.

Acceptable documentation that is dated within one year of the Candidacy

Working on the CDA credential awarded by the Council for Professional Recognition

Due date includes one or more of the following:

Copy of an application, grade report,

Working on

the equivalent of the CDA credential (as defined by NAEYC as 12 credits)

transcript, course description from a course catalog,

letter from an advisor, or receipt of tuition payment.

NOTE: All college credits and degrees must be from a regionally accredited institution of higher education.

The U.S.

G

A

B

Department of Education maintains a listing of recognized accredited institutions of higher education at http://ope.ed.gov/accreditation .

International degrees must be verified through a process of matching US equivalent degrees.

Documentation certifying the above qualifications for __ ____________ ___________ (staff member’s name), who is a teacher assistant teacher/teacher aide (check staff member’s role) in _ ___ (group name(s)) is included directly following this page.

Program ID: 281072

NAEYC Candidacy Materials, Page 20

Section 7: PROGRAM SELF-ASSESSMENT REPORT

In the following sections, the NAEYC Academy is requesting documentation of evidence of how your program meets specific criteria in order to determine readiness for a site visit. Use the evidence that you collected during your program’s Self-Assessment process (including evidence collected during self-study if you wish and it is current). All evidence must be current (collected or documented within the past 12 months). Policies may have been established at an earlier date but should have been reviewed and re-affirmed within the past 12 months. Use all applicable sources of evidence to document that each criterion is met. A list of the sources of evidence for each criterion is listed in your program record www.program.naeyc.org in the Guide to Self-Assessment. Whenever possible, provide explanation of documentation that reflects the views of teaching staff, families, and the program’s administration and leadership.

Please note, not every criterion within a topic area is listed.

Standard 1 Relationships – Topic C: Helping Children Make Friends

1.C.01

Teaching staff facilitate an infant's social interaction when he or she is interested in looking at, touching, or vocalizing to others.

1.C.02

Teaching staff support children's development of friendships and provide opportunities for children to play with and learn from each other.

1.C.03

Teaching staff support children as they practice social skills and build friendships by helping them enter into, sustain, and enhance play.

1.C.04

Teaching staff assist children in resolving conflicts by helping them identify feelings, describe problems, and try alternative solutions.

1.C.05

Teaching staff guide children who bully, isolate, or hurt other children to learn and follow the rules of the classroom.

1.C.06

Teaching staff facilitate positive peer interaction for children who are socially reserved or withdrawn and for those who are bullied or excluded.

Classroom Observation Results: Include all classrooms serving children in each eligible age category. In order for a group to “fully meet” a criterion as stated below, all indicators must be met.

INFANT

Criterion

1.C.01

Criterion

1.C.02

Criterion

1.C.03

Criterion

1.C.04

Criterion

1.C.05

Criterion

1.C.06

Total # Groups

# Groups that Fully Meet

# Groups that do NOT Fully Meet

1

1

0

Criterion

1.C.01 TODDLER/TWO

Total # Groups

# Groups that Fully Meet

# Groups that do NOT Fully Meet

Criterion

1.C.01 PRESCHOOL

Total # Groups

# Groups that Fully Meet

# Groups that do NOT Fully Meet

Criterion

1.C.01 KINDERGARTEN

Total # Groups

# Groups that Fully Meet

# Groups that do NOT Fully Meet

MIXED AGE

If a group includes children whose ages range beyond the overlapping portion of two age categories, then the group is a mixed-age group.

Criterion

1.C.01

Total # Groups 0

Groups that Fully Meet N/A

Criterion

1.C.02

Criterion

1.C.03

Criterion

1.C.04

Criterion

1.C.05

Criterion

1.C.06

2 2 2 2 2

2 2 2 2 2

0 0 0 0 0

Criterion

1.C.02

Criterion

1.C.03

Criterion

1.C.04

Criterion

1.C.05

Criterion

1.C.06

2 2 2 2 2

2 2 2 2 2

0 0 0 0 0

Criterion

1.C.02

Criterion

1.C.03

Criterion

1.C.04

Criterion

1.C.05

Criterion

1.C.06

0 0 0 0 0

N/A N/A N/A N/A N/A

N/A N/A N/A N/A N/A

Criterion

1.C.02

Criterion

1.C.03

Criterion

1.C.04

Criterion

1.C.05

Criterion

1.C.06

0 0 0 0 0

N/A N/A N/A N/A N/A

# Groups that do NOT Fully Meet N/A

N/A N/A N/A N/A N/A

Program ID: 281072

NAEYC Candidacy Materials, Page 21

Section 7: PROGRAM SELF-ASSESSMENT REPORT continued

Standard 1 Relationships – Topic C: Helping Children Make Friends

Classroom Observation Results

:

Please choose any two criteria from this topic area (1.C.01-1.C.06) and describe examples of what was observed during the classroom observations and how it assisted your program in determining whether the criteria were being met or not met.

1.C.02 As the teacher worked with children on the floor in the dramatic play area, she interacted with two children, pretending to eat a piece of toast and pretending to share toast with each of the children. As she modeled sharing, she discussed the “toast”, used eye contact, and smiled at the children. In another classroom, the teacher interacted with several children using play horses in the block area. The teacher encouraged children to “feed and water” pretend horses together, taking turns with the “hay bale” block and water trough. In both instances, the teachers were providing opportunities for children to interact with one another, play with, and learn from each other.

1.C.04 Three boys were tugging at one toy vehicle in the block area; the teacher intervened and coached the children through the conflict by encouraging them to describe the problem, talk about how they felt, and find a solution—in this case, finding more trucks to play with. In another situation, two four year old girls were pushing at each other in line, saying “I’m first!” The teacher stepped in and facilitated a discussion about what happened and how the problem could be solved. In all observations, conflict was dealt with promptly. Conflict management techniques used included verbalization of feelings, describing the problem to be solved and identifying potential solutions.

(Do not exceed the space provided and do not attach the evidence itself.)

Standard 2 Curriculum - Topic Area J: Area for Cognitive Development: Creative Expression and

Appreciation for the Arts

2.J.01

Children are provided varied opportunities to gain an appreciation of art, music, drama, and dance in ways that reflect cultural diversity.

2.J.02

Infants and toddlers/twos are provided varied opportunities to explore and manipulate age-appropriate art materials.

2.J.03

Infants and toddlers/twos have varied opportunities to express themselves creatively through freely moving to music. Toddlers/twos have varied opportunities to engage in pretend or imaginative play.

2.J.04

Children are provided varied opportunities to learn new concepts and vocabulary related to art, music, drama, and dance.

2.J.05 Children are provided varied opportunities to develop and widen their repertoire of skills that support artistic expression (e.g., cutting, gluing, and caring for tools).

2.J.06

Children are provided many and varied open-ended opportunities and materials to express themselves creatively through music, drama, dance and two- and three-dimensional art.

2.J.07

Children have opportunities to respond to the art of other children and adults.

Classroom Observation Results: Include all classrooms serving children in each eligible age category. In order for a group to “fully meet” a criterion as stated below, all indicators must be met.

INFANT

Criterion

2.J.01

Criterion

2.J.02

Criterion

2.J.03

Criterion

2.J.04

Criterion

2.J.05

Criterion

2.J.06

Criterion

2.J.07

Total # Groups 1 1 1

# Groups that Fully Meet

# Groups that do NOT Fully Meet

1 1 1

TODDLER/TWO

Total # Groups

0 0 0

Criterion

2.J.01

Criterion

2.J.02

Criterion

2.J.03

Criterion

2.J.04

Criterion

2.J.05

Criterion

2.J.06

2 2 2 2 2

Criterion

2.J.07

# Groups that Fully Meet

# Groups that do NOT Fully Meet

2 2 2 2 2

PRESCHOOL

Total # Groups

# Groups that Fully Meet

# Groups that do NOT Fully Meet

0 0 0 0 0

Criterion

2.J.01

2

Criterion

2.J.02

Criterion

2.J.03

Criterion

2.J.04

Criterion

2.J.05

Criterion

2.J.06

Criterion

2.J.07

2 2 2 2

2

0

2 2 2 2

0 0 0 0

Program ID: 281072

NAEYC Candidacy Materials, Page 22

Section 7: PROGRAM SELF-ASSESSMENT REPORT continued

Standard 2 Curriculum - Topic Area J: Area for Cognitive Development: Creative Expression and

Appreciation for the Arts

KINDERGARTEN

Criterion

2.J.01

Criterion

2.J.02

Criterion

2.J.03

Criterion

2.J.04

Criterion

2.J.05

Criterion

2.J.06

Criterion

2.J.07

Total # Groups N/A N/A N/A N/A N/A

# Groups that Fully Meet N/A

# Groups that do NOT Fully Meet N/A

MIXED AGE

If a group includes children whose ages range beyond the overlapping portion of two age categories, then the group is a mixed-age group.

Criterion

2.J.01

Total # Groups

Criterion

2.J.02

Criterion

2.J.03

N/A N/A N/A N/A

N/A N/A N/A N/A

Criterion

2.J.04

Criterion

2.J.05

Criterion

2.J.06

Criterion

2.J.07

N/A N/A N/A N/A N/A N/A N/A

Groups that Fully Meet N/A N/A N/A N/A N/A N/A N/A

# Groups that do NOT Fully Meet N/A N/A N/A N/A N/A N/A N/A

Classroom Observation Results: Please choose any two criteria from this topic area (2.J.01-2.J.07) and describe examples of what was observed during the classroom observations and how it assisted your program in determining whether the criteria were being met or not met.

2.J.02 Both toddler classrooms have low, easily accessible easels and art supplies available for use every day.

Black paper and large chalk cylinders were in use during one classroom observation. The other toddler classroom completed a group mural; children were in smocks and seated together at a large table to create their joint work of art with brightly colored finger paint. Two of the older infants were given an opportunity to finger paint as well. The setting involved a large tub lined with paper; the infants painted on the paper in the tub while sitting on an oilcloth mat.

All three classrooms offered age-appropriate art experiences for children.

2.J.03 In the infant room, all children were seated on a lap or on a special music mat on the floor (depending on age and ability). A guest musician led the children, teachers, and visiting parents in clapping, rhythms, and use of drums and shakers to move to the music on C.D. and keyboard. In the toddler classrooms (and also in the preschool classrooms), scarves, music from around the world, and musical instruments, are available for children throughout the day. When the toddler classroom was observed, instrumental music was being played on a cassette recorder.

Children and teachers were using brightly colored chiffon scarves to dance and move to the music! Aprons, a small kitchen set, dolls, toy food and accessories encourage toddlers to participate in imaginative dramatic play.

(Do not exceed the space provided and do not attach the evidence itself.)

Classroom Portfolio Evidence :

Select 2 classrooms from different age categories (if applicable). If your program serves only one age category (i.e. your program only serves preschool aged children), then you may report on two classroom portfolios from the same age category. Please refer to the labeled evidence from the Classroom

Portfolio(s) for criteria 2.J.01-2.J.04, 2.J.06, and 2.J.07. Describe the evidence and how it indicates that the criteria are met.

Classroom 1 Infant X Toddler-Two Preschool Kindergarten

Please check the age category for the first classroom you have selected. If it is a multi-age group, you may indicate more than one age category.

Describe the evidence and how it indicates that criteria 2.J.01-2.J.04, 2.J.06, and 2.J.07 are met.

2.J.01- Photos show evidence of children dancing, available diverse music, instruments and teachers, cultural art and materials, multicultural toys and costumes as varied opportunities for children to gain appreciation of art, music, drama, and dance in ways that reflect cultural diversity.

2.J.04 –Photos and notations show evidence of available art center opportunities, music offered in a variety of styles, sounds, and lyrics, pretend play opportunities and dance opportunities along with examples of concepts and vocabulary relating to, art, music, drama and dance.

2.J.06 – N/A for Toddler-Two

2.J.07 – N/A for Toddler-Two

(Do not exceed the space provided and do not attach the evidence itself.)

Program ID: 281072

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Standard 2 Curriculum - Topic Area J: Area for Cognitive Development: Creative Expression and

Appreciation for the Arts

Classroom 2 Infant Toddler-Two X Preschool Kindergarten

Please check the age category for the second classroom you have selected. If it is a multi-age group, you may indicate more than one age category.

Describe the evidence and how it indicates that criteria 2.J.01-2.J.04, 2.J.06, and 2.J.07 are met.

2.J.01- Photos show evidence of children making puppets, building sculptures, dancing to music, utilizing ribbon sticks, acting out stories, using Japanese kitchen in dramatic play, as varied opportunities for children to gain appreciation of art, music, drama, and dance in ways that reflect cultural diversity.

2.J.04 –Photos show evidence of children creating a mural, learning about sculpture, adding textures to painting, creating puppets, and making prints as opportunities to learn concepts and vocabulary relating to art. Photos show evidence of children exposed to instruments and special guests for opportunities to learn concepts and vocabulary relating to music. Photos show evidence of children acting out a story, and fairy tale in dramatic play as opportunities to learn concepts and vocabulary relating to dramatic play. Photos show evidence of children enjoying dancing during dramatic play, small groups and during free choice as opportunities to learn concepts and vocabulary relating to dance.

2.J.06 – Photos show evidence of ribbons, instruments and available space for children to express themselves creatively through music and dance. Photos show evidence of children pretending to be firefighters, performing a puppet show, and pretending to be at a restaurant as opportunities to express themselves creatively through drama. Photos show evidence of children bubble painting, finger-painting, making sculptures and making rock mosaics. Notation of available art materials for children to express themselves creatively through two and three dimensional art is provided.

2.J.07 – Photos show evidence of adult art on display, teacher work on display, children’s art work and mural on display as opportunities for children to respond to art from children and adults.

(Do not exceed the space provided and do not attach the evidence itself.)

Standard 3 Teaching - Topic Area F: Making Learning Meaningful for All Children

3.F.01 Teachers use curriculum in all content and developmental areas as a flexible framework for teaching and to support the development of daily plans and learning experiences.

3.F.02 Play is planned for each day.

3.F.03 Teachers and families work together to help children participate successfully in the early childhood setting when professional values and practices differ from family values and practices.

3.F.04 Teaching staff help children understand spoken language (particularly when children are learning a new language) by using pictures, familiar objects, body language, and physical cues.

3.F.05 Teaching staff support the development and maintenance of children's home language whenever possible.

3.F.06 Teachers offer children opportunities to engage in classroom experiences with members of their families.

3.F.07 Teaching staff use varied vocabulary and engage in sustained conversations with children about their experiences.

Classroom Observation Results: Include all classrooms serving children in each eligible age category. In order for a group to “fully meet” a criterion as stated below, all indicators must be met.

INFANT

Criterion

3.F.02

Criterion

3.F.04

Criterion

3.F.05

Criterion

3.F.07

Total # Groups: 1 1 1

# Groups that Fully Meet: 1 1 1

# Groups that do NOT Fully Meet:

0

TODDLER/TWO

Total # Groups:

Criterion

3.F.02

2

0 0

Criterion

3.F.04

Criterion

3.F.05

Criterion

3.F.07

2 2 2

# Groups that Fully Meet: 2 2 2 2

# Groups that do NOT Fully Meet: 0

PRESCHOOL

Total # Groups:

Criterion

3.F.02

2

0 0 0

Criterion

3.F.04

Criterion

3.F.05

Criterion

3.F.07

2 2 2

# Groups that Fully Meet:

2

2 2 2

# Groups that do NOT Fully Meet:

0

0 0 0

Program ID: 281072

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Standard 3 Teaching - Topic Area F: Making Learning Meaningful for All Children

KINDERGARTEN

Total # Groups:

Criterion

3.F.02

N/A

Criterion

3.F.04

Criterion

3.F.05

Criterion

3.F.07

N/A N/A N/A

# Groups that Fully Meet:

N/A

N/A N/A N/A

# Groups that do NOT Fully Meet:

MIXED AGE

If a group includes children whose ages range beyond the overlapping portion of two age categories, then the group is a mixed-age group.

Total # Groups:

N/A

N/A

N/A N/A N/A

N/A N/A N/A

# Groups that Fully Meet:

N/A

N/A N/A N/A

# Groups that do NOT Fully Meet:

N/A

N/A N/A N/A

Classroom Portfolio Evidence :

Select 2 classrooms from different age categories (if applicable). If your program serves only one age category (i.e. your program only serves preschool aged children), then you may report on two classroom portfolios from the same age category. Please refer to the labeled evidence from the Classroom

Portfolio(s) for criteria 3.F.01, 3.F.02, and 3.F.06. Describe the evidence and how it indicates that the criteria are met.

Classroom 1 Infant X Toddler-Two Preschool Kindergarten

Please check the age category for the first classroom you have selected. If it is a multi-age group, you may indicate more than one age category.

Describe the evidence and how it indicates that criteria 3.F.01, 3.F.02, and 3.F.06 are met.

3.F.01 - Examples are documented of the preschool curriculum framework supporting developmentally appropriate practices in highlighted curriculum areas of math, small motor, science/discovery, sensory, art, music, large motor, dramatic play, blocks, reading/books/language, and outdoors along with an example of the classroom room block plan supporting cognitive, language, physical, social, emotional, and aesthetic development with planned curriculum centers as evidence of teachers using curriculum in all content and development areas as a flexible framework for teaching and to support the development of daily plans and learning experiences.

3.F.02 –The daily schedule highlights free play, circle time, and morning and afternoon activity times, as evidence of opportunities for play planned each day where children choose when and where to play.

3.F.06 – Photos show evidence of family members talking about their jobs, sharing traditions, sharing books, stories, or music. Family letters inviting and encouraging family members to visit and play are additional examples of teachers offering children opportunities to engage in classroom experiences with family members.

(Do not exceed the space provided and do not attach the evidence itself.)

Classroom 2 Infant Toddler-Two X Preschool Kindergarten

Please check the age category for the second classroom you have selected. If it is a multi-age group, you may indicate more than one age category.

Describe the evidence and how it indicates that criteria 3.F.01, 3.F.02, and 3.F.06 are met.

3.F.01 – Examples are documented of the preschool curriculum framework supporting developmentally appropriate practices in all developmental areas along with an example of the classroom room block plan with planned curriculum centers including all developmental areas as evidence of teachers using curriculum in all content and development areas as a flexible framework for teaching and to support the development of daily plans and learning experiences.

3.F.02 – The Daily Schedule highlights self-selection curriculum centers, outdoor play, and free choice as evidence of opportunities for play planned each day.

3.F.06 – Photos show evidence of family members staying during drop-off times, sharing books stories, or music, sharing traditions, teaching an activity and helping with planned events as examples of teachers offering children opportunities to engage in classroom experiences with members of their families.

(Do not exceed the space provided and do not attach the evidence itself.)

Program ID: 281072

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Standard 3 Teaching - Topic Area F: Making Learning Meaningful for All Children

Family Survey Evidence : Please refer to the Spreadsheet for Family Survey Results to answer the following question. What information was learned from the Family Survey regarding criteria 3.F.03, 3.F.05, and 3.F.06, and how was this information used in your program improvement efforts?

The information acquired from the family survey regarding criteria 3.F.03, 3.F.05, and 3.F.06 indicated three-fourths of the families who speak another language at home had the opportunity to discuss with their child’s teacher which language they preferred to be used with their child in school. Most families indicated they agreed they were invited to take part in classroom activities and events and they felt comfortable letting the teacher know if they disagreed with any curriculum activities planned or implemented in the classroom. This information acquired from the survey results helped to make program improvements by increasing staff awareness for family concerns, offering expanded opportunities for communication and by providing written, verbal and email invitations to families to join the children during planned events, activities and field trips.

(Do not exceed the space provided and do not attach the evidence itself.)

Standard 4 Assessment of Child Progress – Topic Area D: Adapting Curriculum, Individualizing

Teaching, and Informing Program Development

4.D.01 Teachers or others who know the children and are able to observe their strengths, interests, and needs on an ongoing basis conduct assessments to inform classroom instruction and to make sound decisions about individual and group curriculum content, teaching approaches, and personal interactions.

4.D.02 Teaching teams meet at least weekly to interpret and use assessment results to align curriculum and teaching practices to the interests and needs of the children. (This criterion is an Emerging Practice.)

4.D.03 Teachers interact with children to assess their strengths and needs to inform curriculum development and individualize teaching.

4.D.04 Teachers and other professionals associated with the program use assessment methods and information to design goals for individual children as well as to guide curriculum planning and monitor progress.

4.D.05 Teachers talk and interact with infants to assess and encourage use of language (e.g., smiles, sounds, eye contact, and cooing).

4.D.06 Teachers observe infants to assess development and use these observations to modify the curriculum, interactions, and care.

4.D.07 Teachers talk and interact with individual children and encourage their use of language to inform assessment of children's strengths, interests, and needs.

4.D.08 Teachers observe and document children's work, play, behaviors, and interactions to assess progress. They use the information gathered to plan and modify the curriculum and their teaching.

Child File Evidence : Please describe the evidence present in your Child Files that support that criteria 4.D.01,

4.D.04, 4.D.06, 4.D.07, and 4.D.08 are met. Describe the type of information and/or ways information is documented, not the information about a specific child itself.

4.D.01, 4.D.04, 4.D.06, 4.D.07, and 4.D.08 Teachers who know the children use a wide variety of tools to assess the children on an on-going basis. Individual child portfolios/files expand and develop as documentation is compiled.

Specific tools used to assess children include: infant home visits, infant-temperament assessment, developmental checklists, observations, anecdotal records, work samples, name-sampling and self-portrait (preschool), child web, family conference notes, preschool-literacy assessment, along with comments and pictorials for parents. This portfolio information is updated frequently and reviewed monthly. Teachers use the information to plan, implement, and evaluate curriculum—both individual and group, to develop appropriate teaching approaches and strengthen personal interactions and care. Individual goals are constructed and documented in individual portfolios. Goals are documented as they emerge, develop, and become proficient. The individual goals are the basis for group goals which are identified and documented on the weekly block plans and implemented in the curriculum. Infant assessments are used to determine primary caregiver designations and as the basis for individual weekly developmental plans. The block plan goals for all children address cognitive/language, motor, social/emotional/aesthetic developmental areas. Objectives further define the goals; activities support both goals and objectives. Instruction is executed in small group, large group, and individual settings.

(Do not exceed the space provided and do not attach the evidence itself.)

Program ID: 281072

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Section 7: PROGRAM SELF-ASSESSMENT REPORT continued

Standard 4 Assessment of Child Progress – Topic Area D: Adapting Curriculum, Individualizing

Teaching, and Informing Program Development

Teaching Staff Survey Evidence: Please refer to the Spreadsheet for Teaching Staff Survey Results to answer the following question. What information was learned from the Teaching Staff Survey regarding criteria 4.D.01, 4.D.02,

4.D.03 and 4.D.08, and how was this information used in your program improvement efforts?

The information learned from the above criteria included results from 92% of the staff responses indicating they were aware of the criteria and complied with the requirements. Staff indicated a need for continue and more in-depth assessment training. The information obtained from these responses was used to implement program improvements by reviewing with all staff the CFSC assessment plan, assessment timeline and various tools available for assessment.

Assessment staff training was conducted; regularly scheduled staff meetings allow opportunities for staff to discuss assessment and discuss how best to change their teaching strategies to address children’s needs, align curriculum and modify teaching practices.

(Do not exceed the space provided and do not attach the evidence itself.)

Standard 5 Health – Topic Area B: Ensuring Children's Nutritional Well-being

5.B.01

If the program provides food for meals and snacks (whether catered or prepared on-site), the food is prepared, served, and stored in accordance with the U.S. Department of Agriculture (USDA) Child and Adult Care Food Program

(CACFP) guidelines.

5.B.02

Staff take steps to ensure the safety of food brought from home: They work with families to ensure that foods brought from home meet the USDA's CACFP food guidelines. All foods and beverages brought from home are labeled with the child's name and the date. Staff make sure that food requiring refrigeration stays cold until served. Food is provided to supplement food brought from home if necessary. Food that comes from home for sharing among the children must be either whole fruits or commercially prepared packaged foods in factory-sealed containers. (This indicator only is an Emerging Practice.)

5.B.03

The program takes steps to ensure food safety in its provision of meals and snacks Staff discard foods with expired dates. The program documents compliance and any corrections that it has made according to the recommendations of the program's health consultant, nutrition consultant, or a sanitarian that reflect consideration of federal and other applicable food safety standards.

5.B.04

For all infants and for children with disabilities who have special feeding needs, program staff keep a daily record documenting the type and quantity of food a child consumes and provide families with that information.

5.B.05

For each child with special health care needs or food allergies or special nutrition needs, the child's health provider gives the program an individualized care plan that is prepared in consultation with family members and specialists involved in the child's care. The program protects children with food allergies from contact with the problem food. The program asks families of a child with food allergies to give consent for posting information about that child's food allergy and, if consent is given, then posts that information in the food preparation area and in the areas of the facility the child uses so it is a visual reminder to all those who interact with the child during the program day.

5.B.06

Clean sanitary drinking water is made available to children throughout the day. (Infants who are fed only human milk do not need to be offered water.)

5.B.07

Liquids and foods that are hotter than 110 degrees Fahrenheit are kept out of children's reach.

5.B.08

If the program provides food to infants, then the program staff work with families (who are informed by their child's health care provider) to ensure that the food is based on the infants' individual nutritional needs and developmental stage.

5.B.09

The program supports breastfeeding by: Accepting, storing, and serving expressed human milk for feedings.

Accepting human milk in ready-to-feed sanitary containers labeled with the infant's name and date and storing it in a refrigerator for no longer than 48 hours (or no more than 24 hours if the breast milk was previously frozen) or in a freezer at 0 degrees Fahrenheit or below for no longer than three months. Ensuring that staff gently mix, not shake, the milk before feeding to preserve special infection-fighting and nutritional components in human milk. Providing a comfortable place for breastfeeding and coordinating feedings with the infant's mother.

Program ID: 281072

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Standard 5 Health – Topic Area B: Ensuring Children's Nutritional Well-being

5.B.10

Except for human milk, staff serve only formula and infant food that comes to the facility in factory-sealed containers (e.g., ready-to-feed powder or concentrate formulas and baby food jars) prepared according to the manufacturer's instructions. (This indicator is an Emerging Practice.) Bottle feedings do not contain solid foods unless the child's health care provider supplies written instructions and a medical reason for this practice. Staff discard after one hour any formula or human milk that is served but not completely consumed or is not refrigerated. If staff warm formula or human milk, the milk is warmed in water at no more than 120 degrees Fahrenheit for no more than five minutes. No milk, including human milk, and no other infant foods are warmed in a microwave oven.

5.B.11

Teaching staff do not offer solid foods and fruit juices to infants younger than six months of age, unless that practice is recommended by the child's health care provider and approved by families. Sweetened beverages are avoided. If juice (only 100% fruit juice is recommended) is served, the amount is limited to no more than four ounces per child daily.

5.B.12

Teaching staff who are familiar with the infant feed him or her whenever the infant seems hungry. Feeding is not used in lieu of other forms of comfort.

5.B.13 The program does not feed cow's milk to infants younger than 12 months, and it serves only whole milk to children of ages 12 months to 24 months.

5.B.14

Staff do not offer children younger than four years these foods: hot dogs, whole or sliced into rounds; whole grapes; nuts; popcorn; raw peas and hard pretzels; spoonfuls of peanut butter; or chunks of raw carrots or meat larger than can be swallowed whole.

Staff cut foods into pieces no larger than 1/4-inch square for infants and 1/2-inch square for toddlers/twos, according to each child's chewing and swallowing capability.

5.B.15 The program prepares written menus, posts them where families can see them, and has copies available for families. Menus are kept on file for review by the consultant described in criterion 5.A.02.

5.B.16

The program serves meals and snacks at regularly established times. Meals and snacks are at least two hours apart but not more than three hours apart.

Program Portfolio Evidence: Describe evidence in your Program Portfolio that demonstrates how criteria 5.B.11,

5.B.14, 5.B.15 and 5.B.16 are met.

5.B.11 The Infant Meal Plan in the CFSC Family Handbook describes in detail the policies regarding fruit juices and solid foods for infants younger than six months of age (not offered). Page 16 of the handbook is also used as evidence in the Program Portfolio that sweetened beverages are avoided.

5.B.14 Page 15 of the Family Handbook documents evidence that children younger than four are not offered the foods identified in this criteria. Menus are also used as evidence. A photograph of a toddler’s meal, cut into ½ inch pieces, provides further documentation of this criteria.

5.B.15 The policy for posting written menus is in the Family Handbook, page 15. Menus are kept on file in the office for the CACFP consultant to review. Several written menus are used to illustrate evidence in the Program Portfolio.

5.B.16 Schedules highlighting the meals and snacks are used to provide evidence that the program serves meals and snacks at regularly established times, at least two hours apart, but not more than three hours apart.

(Do not exceed the space provided and do not attach the evidence itself.)

Program Portfolio Evidence: Please describe the evidence in your Program Portfolio for one of the Emerging

Practice criterion (5.B.02 or 5.B.10) and discuss whether it is met or not met.

5.B.02 The Food From Home Policy, cited on page 14 of the Family Handbook, is used to provide evidence that this criteria is being met.

5.B.10 Along with photographs of formulas and jar food in factory-sealed containers, the policy set forth in the Infant

Meal Plan (page 16, Family Handbook) is used to provide evidence that this criteria is being met.

(Do not exceed the space provided and do not attach the evidence itself.)

Program ID: 281072

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Standard 5 Health – Topic Area B: Ensuring Children's Nutritional Well-being

Family Survey Evidence: Please refer to the Spreadsheet for Family Survey Results to answer the following question. What information was learned from the Family Survey regarding criteria 5.B.02, 5.B.04, 5.B.05, 5.B.08, and how was this information used in your program improvement efforts?

5.B.02, 5B.04, 5B.05, 5.B.08 - Regarding the criteria from our Family Survey, six of seven families with children having special nutritional needs, indicated they were aware of our policies regarding special nutritional needs, food brought from home, food requiring refrigeration, and food allergies. This information obtained was used to make program improvements by improving the Family Handbook to clearly state the policies and by providing all families with the handbook for reference. The Family Handbook is available on the UW-Stout School of Education web site. During enrollment, families’ concerns or questions regarding their child’s nutritional needs were addressed and policies clarified.

Standard 6 Teachers (information documented on pages 18 - 19)

Standard 7 Families – Topic Area A: Knowing and Understanding the Program's Families

7.A.01 As a part of orientation and ongoing staff development, new and existing program staff develop skills and knowledge to work effectively with diverse families.

7.A.02 Program staff use a variety of formal and informal strategies (including conversations) to become acquainted with and learn from families about their family structure; their preferred child-rearing practices; and information families wish to share about their socioeconomic, linguistic, racial, religious, and cultural backgrounds.

7.A.03 Program staff actively use information about families to adapt the program environment, curriculum, and teaching methods to the families they serve.

7.A.04 To better understand the cultural backgrounds of children, families, and the community, program staff (as a part of program activities or as individuals), participate in community cultural events, concerts, storytelling activities, or other events and performances designed for children and their families. (This criterion is an Emerging Practice.)

7.A.05 Program staff provide support and information to family members legally responsible for the care and wellbeing of a child.

7.A.06 Program staff establish intentional practices designed to foster strong reciprocal relationships with families from the first contact and maintain them over time.

7.A.07 Program staff ensure that all families, regardless of family structure; socioeconomic, racial, religious, and cultural backgrounds; gender; abilities; or preferred language are included in all aspects of the program, including volunteer opportunities. These opportunities consider each family's interests and skills and the needs of program staff.

7.A.08 Program staff engage with families to learn from their knowledge of their child's interests, approaches to learning, and the child's developmental needs, and to learn about their concerns and goals for their children. This information is incorporated into ongoing classroom planning.

7.A.09 Program staff use a variety of formal and informal methods to communicate with families about the program philosophy and curriculum objectives, including educational goals and effective strategies that can be used by families to promote their children's learning. Staff use a variety of methods such as new family orientations, small group meetings, individual conversations, and written questionnaires, which help staff get input from families about curriculum activities throughout the year.

7.A.10 The program works with families on shared child caregiving issues, including routine separations, special needs, the food being served and consumed, and daily care issues.

7.A.11 Families may visit any area of the facility at any time during the program's regular hours of operation as specified by the procedures of the facility.

7.A.12 The program facilitates opportunities for families to meet with one another on a formal and informal basis, work together on projects to support the program, and learn from and provide support for each other.

7.A.13 The program's governing or advisory groups include families as members and active participants. Staff or other families in the program encourage and support family members in taking on leadership roles.

7.A.14 Program staff and families work together to plan events. Families' schedules and availability are considered as part of this planning.

Program ID: 281072

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Standard 7 Families – Topic Area A: Knowing and Understanding the Program's Families

Program Portfolio Evidence: Describe evidence in your Program Portfolio that demonstrates how criteria7.A.11-

7.A.14 are met.

7.A.11 – The CFSC Family Handbook highlighting the observation policy that families are welcome at any time as evidence that families may visit any area of the facility at any time during the program’s regular hours of operation as specified by the procedures of the facility. Family members are invited by individual program teachers in family letters home to visit and teachers encourage family members to stay and visit when picking up or dropping off their child.

7.A.12 – Photos include evidence of the program check in-out areas located in entry ways with available space for parents to meet informally. A parent letter regarding teacher appreciation documents parents working collaboratively, and planned parent open house events are evidence of the program facilitates opportunities for families to meet with one another on a formal and informal basis, work together on projects to support the program, and learn from and provide support for each other.

7.A.13 – As a University Lab Child Care Center evidence indicates the CFSC program is advised by the Chancellor and

Dean of the School of Education. Parents serve as presenters at seminars for staff training and serve as consultants as evidence for the program's governing or advisory groups include families as members and active participants. Staff or other families in the program encourage and support family members in taking on leadership roles.

7.A.14 Following the end of each term with class finals taken in consideration families are invited for gatherings.

Families' schedules and availability are considered as part of this planning. Picnic and pot luck sign-ups are documented as evidence of program staff and families working together to plan events.

(Do not exceed the space provided and do not attach the evidence itself.)

Family Survey Evidence: Please refer to the Spreadsheet for Family Survey Results to answer the following question. What information was learned from the Family Survey regarding criteria 7.A.01, 7.A.02, 7.A.03, and how was this information used in your program improvement efforts?

Information obtained from Family Surveys reinforces that the center has achieved good communication between staff and families with staff satisfying family needs in regard to establishing relationships, asking important family value questions, and mutual family/staff respect .Program improvements address the need to continue striving to greet families upon arrival and departure, demonstrate respect in all communications and discover what is important to the child and family. Staff training will include continued efforts to develop communication skills, understanding of family relationships and curriculum planning to work effectively with diverse families and cultural backgrounds.

(Do not exceed the space provided and do not attach the evidence itself.)

Standard 8 Community Relationships – Topic Area C: Acting as a Citizen in the Neighborhood and the Early Childhood Community

8.C.01 Program staff are encouraged to participate in local, state, or national early childhood education organizations by joining and attending meetings and conferences. Program staff are also encouraged to participate regularly in local, state, or regional public-awareness activities related to early care and education.

8.C.02 The program encourages staff to participate in joint and collaborative training activities or events with neighboring early childhood programs and other community service agencies.

8.C.03 The program encourages staff and families to work together to participate in and support community improvement or advocacy projects.

8.C.04 Program leadership builds mutual relationships and communicates regularly with close neighbors, informing them about the program, seeking out their perspectives, involving them in the program as appropriate, and cooperating with them on neighborhood interests and needs.

8.C.05 Program staff are encouraged and given the opportunity to participate in community or statewide interagency councils or service integration efforts.

8.C.06 Program leadership is knowledgeable about how policy changes at local, state, tribal, or national levels affect the services and resources available for children and their families.

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Standard 8 Community Relationships – Topic Area C: Acting as a Citizen in the Neighborhood and the Early Childhood Community

Program Portfolio Evidence: Describe evidence in your Program Portfolio that demonstrates how criteria 8.C.01-

8.C.06 are met.

8.C.01- The Center Director and many staff members hold membership in NAEYC. Head Teaching Staff attend NAEYC conventions as participants and presenters. All staff participates or presents at the UW-Stout Early Childhood Education

Conference yearly. Staff regularly attend workshops, conferences and seminars related to early care and education and are members in the Wisconsin Registry.

8.C.02 – Center staff join neighboring center staff in attending UW-Stout Early Childhood Education Conference, WECA

Conference, UW-Extension Love and Logic workshop and work collaboratively with the Birth to Three Program, School

District of Menomonie 4-K Program, and other training activities through Outreach Services, UW-Stout and educational events through UW-River Falls.

8.C.03 – The family board provides information for families to participate in the Menomonie and University community projects such as Sustainable Dunn, Playground Improvement projects and recyclable efforts at the university and home.

8.C.04 - Documentation in the program portfolio includes photos of evidence of teachers and children while visiting the university dining and catering services, observed competitions in action, visited the field house, and library along with making field trips to local shops and fire station.

8.C.05 – Staff members participate in local community youth group organizations including scouts, and 4-H. Staff serve on community boards for agencies such as the Dunn County Fair Board, Family Resource Center and Dunn County

Child Care Providers.

8.C.06 – The center subscribes to educational resources to aid staff in obtaining current information on policy changes affecting services and resources available for children and their families including Early Childhood Education Exchange

Magazine, Health Alert and Local and National Coalition of Campus Child Care Centers. Local and state publications from Dunn County Extension, Congressman Ron Kind and news media provide the center staff and families with monthly newsletters and news reports on current child care issues.

Describe any criteria in this topic area that your program does NOT meet and explain why, including steps that you have taken to address the situation.

N/A

(Do not exceed the space provided and do not attach the evidence itself.)

Standard 9 Physical Environment – Topic A: Indoor and Outdoor Equipment, Materials, and

Furnishings

9.A.01 The following furnishings are available: Equipment and furnishings for diaper changing and changing soiled underwear or other clothing that are located away from food preparation areas; hand-washing sinks within arm's length of diaper changing tables; a chair with a back and a seating height that allows the child to sit with his or her feet on the floor or ground (for each child over the age of one year); tables are at a height that allows a child to sit comfortably with the table between underarm and waist; at least one cot, crib, mat, sleeping bag, or pad for each child who spends more than four hours a day in the program (no child is allowed to sleep on the floor without using rest equipment); at least one cot or mat with a blanket for an ill child; adaptations that allow children with disabilities and other special needs to fully participate in the program's activities; and A solid barrier or at least three-foot spacing that separates sleeping children from one another (This indicator only is considered an Emerging Practice.)

9.A.02 Individual space is provided for each child's belongings.

9.A.03 Non-disposable materials are durable and in good repair. Equipment, materials, and furnishings are available that provide access for children with disabilities to the program's curriculum and activities.

9.A.04 A variety of age- and developmentally appropriate materials and equipment are available indoors and outdoors for children throughout the day. This environment includes: dramatic play equipment; sensory materials such as sand, water, play dough, paint, and blocks; materials that support curriculum goals and objectives in literacy, math, science, social studies, and other content areas; and gross-motor equipment for activities such as pulling up; walking; climbing in, on, and over; moving through, around, and under; pushing; pulling; and riding.

Program ID: 281072

NAEYC Candidacy Materials, Page 31

Section 7: PROGRAM SELF-ASSESSMENT REPORT continued

Standard 9 Physical Environment – Topic A: Indoor and Outdoor Equipment, Materials, and

Furnishings

9.A.05 The indoor environment is designed so staff can supervise children by sight and sound at all times without relying on artificial monitoring devices. In semiprivate areas, it is always possible for both children and adults to be observed by an adult from outside the area.

9.A.06 When climbers, climbing gyms, slides, and other play units are part of the indoor environment, the program provides safety surfacing that is rated and installed in the fall zone as recommended by the manufacturer for the fall height of the play equipment. Furnishings such as lofts are constructed to prevent falls (e.g., with appropriate barriers), or safety surfacing is installed in the fall zone.

9.A.07 Staff organize and group materials on low, open shelves to encourage children to use them independently.

Staff rotate and adapt materials to promote learning and extend children's play opportunities.

9.A.08 Materials and equipment that facilitate focused individual play or play with peers are available in sufficient quantities to occupy each child in activities that meet his or her interests.

9.A.09 Program staff arrange the environment to be welcoming and accessible. A welcoming and accessible environment contains elements such as: multicultural materials that promote appreciation for diversity while being respectful of the cultural traditions, values, and beliefs of families being served; clearly defined places where families can gather information regarding the daily schedule and upcoming events; clearly defined places where families sign in, sign out, and gather information about their child's day; places for displaying children's work; and features that moderate visual and auditory stimulation.

9.A.10 The indoor environment includes washable, soft elements that allow groups of children or adults and children to sit in close proximity for conversations or comforting.

9.A.11 Clear pathways are available for children to move from one area to another without disturbing other children's work and play.

9.A.12 Indoor space is designed and arranged to accommodate children individually, in small groups, and in a large group; divide space into areas that are supplied with materials organized in a manner to support children's play and learning; provide semiprivate areas where children can play or work alone or with a friend; provide children with disabilities full access (making adaptations as necessary) to the curriculum and activities in the indoor space.

9.A.13 Staff select and use materials, equipment, and furnishings to support the curriculum, meet program goals, and foster the achievement of desired outcomes for children.

9.A.14 Adults have a comfortable place to sit, hold, and feed infants. Staff place rocking chairs and glider chairs in locations that will avoid injury to children who may be on the floor.

9.A.15 Nursing mothers have a place to breast-feed their children that meets their needs for comfort and privacy.

Tour Evidence: Describe evidence from the Tour that demonstrates how criteria 9.A.09-9.A.12, 9.A.14, and

9.A.15 (Items 54-66 on the Tour Form) are met.

9.A.09-9.A.12 As one enters the classrooms, it is apparent that considerable effort has been made to welcome children and families! Children’s first names and photographs are posted in many places—on the doors, on the takehome bins and pockets, on interactive song charts, in the cubbies, and more. Multicultural materials abound: musical instruments from around the world, a wide variety of music on CDs, books featuring cultures from around the world as well as books and posters that break down stereotypical gender roles and disabilities. Each classroom and both sites provide designated places for shared information about the daily schedules, upcoming events, and resources available. Children’s work is prominently displayed; there are pillows and soft elements in every classroom—even some in family areas in the two sites. Classrooms are arranged with clear pathways between learning centers, small group areas and a large group area. There is a semiprivate place for a child who may choose to be alone for a time.

9.A.14 There are three rocking chairs in the Infant/DREAM room; two chairs are safely positioned in an area of the classroom that is positioned to see the children who are playing on the floor.

9.A.15 A third rocking chair in the area with the cribs is frequently used by nursing mothers. It meets their needs for both comfort and privacy and provides a view of the classroom, too. Family members may use the adjoining observation booth for privacy.

(Do not exceed the space provided and do not attach the evidence itself.)

Program ID: 281072

NAEYC Candidacy Materials, Page 32

Section 7: PROGRAM SELF-ASSESSMENT REPORT continued

Standard 9 Physical Environment – Topic A: Indoor and Outdoor Equipment, Materials, and

Furnishings

Describe any criteria in this topic area that your program does NOT meet and explain why, including steps that you have taken to address the situation.

9.A.01 A solid barrier separating sleeping children from one another is an emerging practice criteria that our program does not meet for every child. Our program has taken steps that have addressed this criteria by using program furnishings to separate sleeping children and have at least three feet of spacing between sleeping children when a solid barrier is not available.

(Do not exceed the space provided and do not attach the evidence itself.)

Standard 10 Leadership and Management – Topic Area E: Personnel Policies

10.E.01 The program has written personnel policies that define the roles and responsibilities, qualifications, and specialized training required of staff and volunteer positions. The policies outline nondiscriminatory hiring procedures and policies for staff evaluation. Policies detail job descriptions for each position, including reporting relationships; salary scales with increments based on professional qualification, length of employment, and performance evaluation; benefits; and resignation, termination, and grievance procedures. Personnel policies provide for incentives based on participation in professional development opportunities. The policies are provided to each employee upon hiring.

10.E.02 Hiring procedures ensure that all employees in the program (including bus drivers, bus monitors, custodians, cooks, clerical and other support staff) who come into contact with children in the program or who have responsibility for children: have passed a criminal-record check; are free from any history of substantiated child abuse or neglect; are at least 18 years old (except vehicle drivers, who must be at least 21); have completed high school or the equivalent; have provided personal references and a current health assessment that attest to the prospective employee's ability to perform the tasks required to carry out the responsibilities of their position.

10.E.03 Efforts are made and documented to hire and maintain staff with the cultural and racial characteristics of the families served. Policies are in place for obtaining staff or volunteers who speak the language of the children served, and these individuals regularly interact with the children and families.

10.E.04 Programs maintain current health information from documented health assessments for all paid staff and for all volunteers who work more than 40 hours per month and have contact with children. A current health assessment (not more than one year old) is received by the program before an employee starts work or before a volunteer has contact with children. The health assessment is updated every two years. Documented health assessments include: immunization status, capacities and limitations that may affect job performance, and documentation by a licensed health professional of TB skin testing using the Mantoux method and showing the employee to be free from active TB disease. For those who have positive TB skin tests and who develop a persistent cough or unexplained fever, immediate assessment by a licensed physician is required. For those who have increased risk of TB according to the Centers for Disease Control (CDC), documentation is required annually by a licensed health professional showing that the employee is free from active TB disease.

10.E.05 New staff members serve an introductory period of employment during which the administrator or other qualified person makes a professional judgment as to their physical and psychological competence for working with children.

10.E.06 The programs offer benefits packages for full-time staff who have satisfactorily completed their introductory period of employment. Written policies detail employee benefits and include health insurance; employee leave, including sick, vacation, holiday, and personal leave; education benefits; and retirement. The written policies are shared with each employee. Benefits for part-time employees are available on a prorated basis. If some or all of these benefits are not available, a written plan for improving benefits is developed and implemented.

10.E.07 Staff are provided space and time away from children during the day. When staff work directly with children for more than four hours, staff are provided breaks of at least 15 minutes in each four-hour period. In addition, staff may request temporary relief when they are unable to perform their duties.

Program ID: 281072

NAEYC Candidacy Materials, Page 33

Section 7: PROGRAM SELF-ASSESSMENT REPORT continued

Standard 10 Leadership and Management – Topic Area E: Personnel Policies

10.E.08 Confidential personnel files, including applications with record of experience, transcripts of education, health-assessment records, documentation of ongoing professional development, and results of performance evaluation, are kept in a secure location.

10.E.09 All staff are evaluated at least annually by an appropriate supervisor or, in the case of the program administrator, by the governing body.

10.E.10 An individual professional development plan is generated from the staff-evaluation process and is updated at least annually and ongoing as needed.

10.E.11 The program has an implementation plan for professional development, including orientations for new staff.

Credit-bearing course work is included in the professional development plan whenever possible. The plan improves staff credentials and competencies. It is updated at least annually or as needed based on the evaluation process, the need to keep staff's knowledge current, or other identified needs.

10.E.12 The program's professional development plan: is based on needs identified through staff evaluation and from other information from program evaluation processes; is written and shared with staff; includes mentoring, coaching, and other professional development opportunities for all staff; includes discussions of ethical issues; includes training in the policies and procedures of the program; includes training in skills for building positive relationships, all aspects of the curriculum, teaching practices, skills for partnering with families and communities, and skills for collaborating and participating as a member of a team.

Staff File Evidence: Sample 5 Staff Files and Verify Whether or Not the Information Exists

Evidence from 5 Staff Files

Evidence indicates that employee passed a criminal-record check

(10.E.02)

Employees are free from any history of substantiated child abuse or neglect (10.E.02)

Employee is at least 18 years old

(except vehicle drivers, who must be at least 21) (10.E.02)

Employee has completed high school or the equivalent (10.E.02)

File includes personal references

(10.E.02)

File includes a current health assessment that meets the indicator in 10.E.02 regarding ability to perform required job tasks

(10.E.02)

Documentation of TB test and results (10.E.04)

File 1

YES NO

YES NO

YES NO

YES NO

YES NO NA

YES NO NA

YES NO

File 2

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO NA

YES NO NA

File 3

YES NO

YES NO

YES NO

YES NO

YES NO NA

YES NO NA

YES NO

File 4

YES NO

YES NO

YES NO

YES NO

YES NO NA

YES NO NA

YES NO

File 5

YES NO

YES NO

YES NO

YES NO

YES NO

YES NO NA

YES NO NA

Immunization records (10.E.04)

YES NO YES NO YES NO YES NO YES NO

YES NO YES NO YES NO YES NO YES NO

Annual evaluation (10.E.09)

Professional Development Plan

(10.E.10)

YES NO YES NO YES NO YES NO YES NO

Program ID: 281072

NAEYC Candidacy Materials, Page 34

Section 7: PROGRAM SELF-ASSESSMENT REPORT continued

Standard 10 Leadership and Management – Topic Area E: Personnel Policies

Program Portfolio Evidence: Describe evidence in your Program Portfolio that demonstrates how criteria10.E.01, 10.E.03, 10.E.05, 10.E.06 are met.

10.E.01 Written personnel policies, including job qualifications, job descriptions, reporting relationships, hiring procedures, benefit information, resignation, termination, grievance procedures, and salary information are used as evidence in the Program Portfolio that the criterion for 10.E.01 are met through the University of Wisconsin—Stout and the Child & Family Study Center.

10.E.03 As part of the University of Wisconsin—Stout, the Child & Family Study Center adheres to the hiring procedures and policies set forth by the university, including the following Affirmative Action Statement (pg. 5 of the

Handbook):

“The University of Wisconsin-Stout is an equal opportunity affirmative action institution committed to diversity in its people and programs.” This is documented in the Program Portfolio.

10.E.05 New staff members are observed by the Director during an introductory period of employment. An official written observation may be made in the classroom or from the observation booth for the classroom. Additionally, the

Director reviews family letters, lesson plans, and classroom enhancements to complete the observation. A photograph of the Director observing from the booth is provided as documentation.

10.E.06 Detailed benefit packages for halftime and fulltime employees are clearly explained by the Human Resource

Department of the University of Wisconsin—Stout. Benefits available include health insurance, employee leave, dental insurance, life insurance, retirement, and education benefits. Once an individual employee’s contract has been completed, it is forwarded through appropriate university channels. The Human Resource Department then contacts the employee and reviews all benefits available. The Program Portfolio evidence includes the handbook pages pertaining to benefits.

(Do not exceed the space provided and do not attach the evidence itself.)

Teaching Staff Survey Evidence: Please refer to the Spreadsheet for Teaching Staff Survey Results to answer the following question. What information was learned from the Teaching Staff Survey regarding criteria 10.E.07,

10.E.09, 10.E.11 and 10.E.12, and how was this information used in your program improvement efforts?

The information learned from the Teaching Staff Survey results indicated the following:

• staff working with children for more than four hours, are provided breaks of at least 15 minutes in each fourhour period and may request temporary relief if needed;

• staff were not fully aware of training offered through the Professional Development Plan and the Child &

Family Study Center measures progress toward achieving our program goals.

This information is being used to improve the program by clearly informing staff of the Professional Development Plan and in-service training opportunities through written material, emails, and staff meetings.

Individual staff members now complete an individual PDP in addition to the Center PDP addressing individual needs along with training in the policies and procedures of the program, training in best practices and trends in Early Childhood Education, skills for partnering with families and communities and team building.

(Do not exceed the space provided and do not attach the evidence itself.)

Program ID: 281072

NAEYC Candidacy Materials, Page 35

Section 7: PROGRAM SELF-ASSESSMENT REPORT continued

FINAL QUESTIONS

What information do we need to know to conduct an accurate assessment of your program (for example, any unique characteristics of the facility, program, enrolled children, or community) when reviewing your

Candidacy materials and during the site visit?

The Child and Family Study Center serves as a laboratory school for professional development in teacher education with a focus on providing comprehensive programs for children and families within a developmentally appropriate environment. As part of the university structure, it adheres to the personnel policies, budget management guidelines, and governance of the School of Education in the College of Education, Health, and Human Sciences, University of

Wisconsin—Stout and University of Wisconsin System. Our extended school community includes our two sites and the campus as a whole. Families we serve include children of students, faculty, and community.

There has been a child care center in operation on the Stout campus since the 1930’s. The Child and Family Study

Center building opened in 1971; the Annex, located in the Home Economics Building, opened in 1973.

(Do not exceed the space provided.)

Are there any criteria with which your program cannot comply because the program is subject to a governmental rule that does not allow you to meet it? If so, please specify the criteria (letter and number) and attach documentation of the regulation that prohibits meeting the expectation of the criterion.

N/A

(Do not exceed the space provided.)

END OF PROGRAM SELF-ASSESSMENT REPORT

Program ID: 281072

NAEYC Candidacy Materials, Page 36

Section 9:

RIGHTS and RESPONSIBILITIES & SIGNATURE

PROGRAM RIGHTS

Right: To receive professional and timely technical support in completing the Candidacy Materials. The NAEYC

Academy staff members are available by phone, toll-free, at (800) 424-2460, Monday - Friday, 9:00 AM to 5:00 PM

ET, and by email at accreditation.information@naeyc.org. The web site www.naeyc.org/academy also provides resources and information on NAEYC Accreditation, including The Online Resource Center Headquarters (TORCH) at www.naeyc.org/selfstudy

.

Right:

To report a concern or compliment to the NAEYC Academy about the accreditation process. A form is available online at www.naeyc.org/academy.

Right:

To receive a site visit within 6 months of the Candidacy due date if materials are complete, received with the fee, and the program meets all of the Candidacy Requirements.

Right:

To receive information from the NAEYC Academy including updates on the NAEYC Accreditation system, policies, and procedures through the email address provided to the Academy.

Right:

To withdraw from the Candidacy process at any time. NAEYC Accreditation is a voluntary process. (Please note, however, that the Candidacy fee may be non-refundable depending on when the withdrawal occurs.)

PROGRAM RESPONSIBILITIES

Responsibility:

To ensure the program is using the most current version of NAEYC Early Childhood Program

Standards, Accreditation Criteria, and procedures when the Candidacy Materials are submitted for NAEYC

Accreditation.

Responsibility : To submit the completed Candidacy Materials to NAEYC with applicable fee postmarked on or before the Candidacy due date. It is the program’s responsibility to verify when local post offices change the postmark to the next day to ensure it is accepted. Candidacy Materials will not be processed until the applicable fee is received by NAEYC. If sending payment under separate cover, please be sure to include the Program ID with payment. Programs that do not submit complete Candidacy Materials with fee will not have the site visit within 6 months and may be denied Candidacy.

Responsibility: To visit www.naeyc.org/academy frequently and to read information from the NAEYC Academy.

These resources provide valuable information and updates on the NAEYC Accreditation system, policies, and procedures.

Responsibility:

To notify NAEYC of any program updates including staffing changes and new contact information.

Please contact the Academy at 800-424-2460 option 3 or accreditation.information@naeyc.org for guidance on providing these updates. Updating this information is the only way to ensure your program moves forward successfully through the process, receives information about the status of Candidacy, and updates about NAEYC

Accreditation.

Responsibility: To pay Self-Study Enrollment (Step 1), Application (Step 2), and Candidacy (Step 3) fees based on the number of eligible children enrolled by a program. Programs will be billed for supplemental fees (according to

NAEYC levels) if program enrollment is inaccurately reported during the accreditation process. The costs incurred by the NAEYC Academy for the accreditation process is directly related to the number of eligible children enrolled in each program.

Responsibility: To notify NAEYC immediately if the program no longer meets all of the Application and/or Candidacy requirements, such as serving a minimum of ten children or Candidacy requirements for teaching staff. If a program does not meet all the requirements, it will not be able to achieve NAEYC Accreditation. The fees paid by the program as it moves forward in the process may be non-refundable.

Responsibility : To submit the Candidacy Materials specifically generated for your program, which are made available in your program record (www.program.naeyc.org). Programs that submit other programs’ Candidacy

Materials may miss their Candidacy due date by not submitting the appropriate materials.

Program ID: 281072

NAEYC Candidacy Materials, Page 37

Section 9: RIGHTS and RESPONSIBILITIES & SIGNATURE continued

X I verify that the information submitted in these Candidacy Materials is accurate and that if any false or misleading information is ever provided to the NAEYC Academy, accreditation may be revoked (if granted) and the accreditation process will cease.

X I have read and understand my program’s rights and responsibilities.

X I understand that my program will have a site visit within 6 months of the Candidacy due date selected if we have met all the established deadlines and requirements and have been granted Candidacy.

X

I verify that o

ur program has been in operation for at least one year by the Candidacy due date selected, and we have continued to meet all eligibility requirements reported in the Application previously submitted.

X I understand that portions of the Candidacy fee are non-refundable.

X I understand that failure to fully complete the Candidacy Materials, provide the necessary documentation as it relates to the educational qualifications for Candidacy, and/or maintain the Candidacy Requirements may result in my program’s denial of Candidacy and the end of the Accreditation process.

X I understand that the program must notify the NAEYC Academy of all staff changes prior to a visit. (This includes changes in the administrator designated in 10.A.02 or teaching staff).

X I understand that if granted Candidacy in order to achieve NAEYC Accreditation our program must meet 80% of the criteria for which the program is assessed within each Standard, that no individual classroom may fall below

70%, and that our program must meet each of the Required Criteria:

1.B.09 Teaching staff never use physical punishment such as shaking or hitting and do not engage in

psychological abuse or coercion.

3.C.02

Teaching staff supervise infants and toddlers/twos by sight and sound at all times.

3.C.04

Teaching staff supervise children primarily by sight. Supervision for short intervals by sound is

permissible, as long as the teachers check frequently on children who are out of sight (e.g. those who can

use the toilet independently, who are in a library area, or who are napping).

5.A.03

At least one staff member who has a certificate showing satisfactory completion of pediatric first-

aid training, including managing a blocked airway and providing rescue breathing for infants and children, is

always present with each group of children. When the program includes swimming and wading and when a

child in the group has a special health condition that might require CPR, one staff person who has

successfully completed training in CPR is present in the program at all times.

5.A.12

To reduce the risk of Sudden Infant Death Syndrome (SIDS): Infants, unless otherwise ordered by

a physician, are placed on their backs to sleep on a firm surface manufactured for sale as infant sleeping

equipment that meets the standards of the United States Consumer Product Safety Commission.

______Judy Gifford_______________________ _______ Director______________________

(Print Full Name) (Title)

Signature _____________________________________________ Date:

_____ / _____ / _________

(month) (date) (year)

Each box must be checked in order to become a Candidate for NAEYC Accreditation.

Program ID: 281072

NAEYC Candidacy Materials, Page 38

Section 9: RIGHTS and RESPONSIBILITIES & SIGNATURE continued

When the Candidacy Materials are completed, the administrator should identify an individual who is knowledgeable about the program to read the Candidacy Materials to verify its completeness and accuracy.

That person could be an assistant administrator, lead teacher, board member or chair, parent, licensor/regulator or other individual who is familiar with the daily operation of the program. Please identify an appropriate person within your program to verify that the attached Candidacy Materials are true and accurate. That individual should read the Candidacy Requirements and certify its accuracy by signing below:

I have read the attached Candidacy Materials and verify that to the best of my knowledge it is true and accurate.

(Please sign below.)

___________________________ ____ __Office Associate_________ _______________

Signature of person verifying accuracy Relationship to program Date

Section 10: NEXT STEPS & MAILING INSTRUCTIONS

1. After the Candidacy Materials are submitted (both the Candidacy Materials and applicable fees), they will be reviewed by NAEYC Academy staff.

2. Notify the NAEYC Academy of all staff changes prior to a visit. (This includes changes in the administrator designated in 10.A.02 or teaching staff).

Please contact the Academy at 800-424-2460 option 3 or accreditation.information@naeyc.org for guidance on providing these updates.

3. Programs that meet all Candidacy Requirements will be notified that they have been approved as a

Candidate for NAEYC Accreditation.

If the Program adhered to all the necessary deadlines, the site visit will occur within 6 months and an NAEYC Assessor will work with the program to schedule the visit.

Programs that do not meet all Candidacy Requirements will be notified that they are denied Candidacy for

NAEYC Accreditation. They may be provided with the opportunity to submit a second review fee with additional information; or may be required to submit another Application and fee when all eligibility requirements are met.

4. While awaiting notification, the program should continue to make program improvements using the

NAEYC Early Childhood Program Standards and Accreditation Criteria and the Guide to Self-Assessment located in your program record (www.program.naeyc.org).

MAILING INSTRUCTIONS

NAEYC Academy

P.O. Box 96036

Washington, D.C. 20090-6036

Do not forget to make a copy of the Candidacy Materials for the program files before submitting it to NAEYC. Making a copy is important because NAEYC will keep the original.

Please submit the completed Candidacy Materials to NAEYC with applicable fee postmarked (verify the availability of the postmark with your local post office) on or before the selected Candidacy due date.

Candidacy Materials will not be processed until the applicable fee is received by NAEYC. If sending payment under separate cover, please be sure to include the Program ID with payment. Programs that do not submit complete Candidacy Materials with fee are not guaranteed a site visit and may be required to return to an earlier step in the process.

Program ID: 281072

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