PROGRAM STANDARDS AND PROCEDURES
Section 1 – Provider Operations
1.1. Licensing
STANDARDS AND PROCEDURES:
• To be eligible for accreditation, the early childhood provider must be licensed by the state or local
agency in whose jurisdiction the provider is located and have been in operation for a period of one year
or more.
• If a provider is exempt from licensing, the provider must also meet all of the criteria in the APPLE Policy
regarding Child Care Licensing Exempt Providers. (see Forms and Policies section) and have been in
operation as a preschool provider for a period of one year or more.
• If the provider is exempt from licensing, the provider must exhibit that its standards are at least equal to
those required by the licensing authority.
• The license must be posted.
• The license must not be suspended, restricted, or have other serious violations and the center must be
eligible for Gold Seal designation pursuant to DCF guidelines.
• All other violations must be corrected.
• Providers will conduct inspections to assure compliance with health and safety regulations, licensing
standards, and/or any regulatory contracts.
• If regulatory inspections are not required, the provider must demonstrate that it conducts periodic selfinspections for assurance of quality, health, and safety and maintains written documentation of said
inspections for a period of at least one year.
EVIDENCE:
 Documentation that the provider has been licensed (or in the case of exempt providers, in operation as
a preschool provider) for a period of one year.
o If exempt from licensing, documentation to that effect from the state or county in which the
provider is located.
 Inspection reports from the previous twelve months.
o If the inspection reports contain violations, documentation that demonstrates how the violation
was corrected and what policies were implemented to prevent a violation in the future.
o Written records of self- inspections for providers not subject to regulatory inspections.
 Copies of complaints, written documents, and enforcement intents/actions within the previous year
along with a written explanation and outline of procedures that have been taken to alleviate/correct the
problem(s).
OBSERVATIONS:
 The verifier will observe and document whether the license is posted in a conspicuous place.
1.2 Enrollment Package/Parent Handbook
STANDARDS AND PROCEDURES:
• The package includes a means for the parent to share important information with the center about the
child and it also provides the parents with information about the center and its policies.
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The enrollment package requests written emergency contact names and numbers of those who may
pick the child up , the child’s health history including up-to-date immunization records and physical
examination documentation within the previous two years, allergies and health and developmental
concerns.
The package includes an outline of the provider’s policy on sick child attendance limitations.
The enrollment package includes an explanation of the new student/parent orientation as well as a copy
of important policies, which shall include:
 The provider’s philosophy and how it is reflected in the learning environment.
 Guidelines for parent involvement and volunteers.
 How the provider allows for the ongoing communication between teachers and parents for the
sharing of goals, expectations and also for problem solving.
 Expectations for children’s behavior and guidelines for dis-enrolling a child.
 A clear statement of the provider’s open-door policy.
 Information on hours and days of operation, holidays, closings.
 Information regarding meals provided by the provider or guidelines for meals brought from home.
 A statement outlining the provider’s policy on television and video viewing, which should clearly
state that it is NOT a regular occurrence.
 A requirement that all children must be signed in and out by a responsible adult and an explanation
of the security procedures to prevent unauthorized persons from removing children.
 The provider’s policy that prohibits the release of a child to an individual who appears intoxicated or
otherwise impaired.
 The provider’s responsibility to report suspected abuse and/or neglect.
 The provider’s policy stating that it does not discriminate against anyone (adult or child, staff or
parent) on the basis of sex, age, religion, national origin, color, race, marital status, physical or
mental disability, or veteran status.
 A policy that states the provider includes children with special needs and makes accommodations
as required by the Americans with Disabilities Act.
The enrollment package includes a copy of the provider’s guidance /discipline policy clearly stating that
guidance will be appropriate, respectful, not tied to food or toileting, and within appropriate
developmental expectations. The policy must state that corporal punishment is not permitted.
The parent handbook must include all of the required components.
EVIDENCE:
 Copies of the enrollment package.
 Copies of each policy or the parent handbook, if all policies are included.
OBSERVATIONS: None. This section is for the portfolio only.
1.3 Emergency Procedures
STANDARDS AND PROCEDURES:
• The provider maintains a record of fire drills, conducted at least on a monthly basis. The record must
include:
 The date and time of the fire drill.
 The number of children in attendance.
 The number of staff members in attendance.
 The time it took to vacate the building.
• The provider shall have a policy on what to do in the event of:
 Severe storms / tornado warnings
 Missing child
 Emergency medical situations
 Suspicious individuals or cars in the vicinity
 Potential parental custody disputes / abduction threats
 Child Abuse/Neglect Reporting
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Teachers and all staff shall be trained and/or informed on all procedures on an ongoing and regular
basis.
EVIDENCE:
 A log showing the record of fire drills for a period of one year.
 Copies of policies regarding other emergencies.
 A copy of an agenda where emergency procedures are discussed within the last 12 months.
 Documentation used during staff orientation that outlines emergency procedures.
OBSERVATIONS: None. This section is for the portfolio only.
1.4 Insurance
STANDARDS AND PROCEDURES:
• The provider maintains accident insurance for children.
• The provider maintains Worker’s Compensation insurance.
• The provider maintains premises liability insurance of no less than the statutory limit.
• The provider maintains vehicle insurance.
EVIDENCE:
 Copies of all certificates of insurance or a copy of the declaration page of each policy showing dates of
coverage and coverage limits.
OBSERVATIONS: None. This section is for the portfolio only.
1.5 Governance
STANDARDS AND PROCEDURES:
• Every organization should have goals and objectives, and a plan for its future. The organization’s goals and
objectives should address growth, professional development, regular assessments of its policies and
procedures and staff. The organization’s plan should develop its policies with understanding of the
population it serves.
• It is important to know the strengths and weaknesses of an organization in order to build on its strengths
and improve any weaknesses.
• Having a quality program is part of the reason that providers seek accreditation. It is important to define
what quality means. Each organization will have unique characteristics that should be emphasized.
• Organizational records should be kept on premises at all times and renewed when applicable.
• The provider should have financial control policies that are consistent with accepted business practices and
clearly define who is responsible for the financial aspects of the organization.
• The organization’s plan should address short and long term financial issues through appropriate budgeting.
• The provider should have an organizational structure in place outlining who is responsible for specific
elements of the business. It should define the business structure and outline the roles and responsibilities of
each staff member, and any other individuals such as board or committee members, if applicable. It should
also include who is responsible for the curricular aspects, staff training, parent involvement, etc.
EVIDENCE:
 A copy of the corporate annual report and occupational license.
 A copy of the provider’s mission statement.
 A brief description of the population served.
 A copy of the financial control policy.
 A copy of the current budget and recent year-end profit and loss statement.
 A copy of the organizational structure in the form of a chart or policy.
 A copy of the strategic plan, which should include a list of the provider’s strengths and goals for staff and
growth (short and long term) with specific timelines for each. The plan should also include noted areas for
improvement.
 A description of any unique qualities or characteristics of the organization.
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 A definition of quality in a statement of 100 to 300 words.
OBSERVATIONS: None. This section is for the portfolio only.
1.6 Personnel Management
STANDARDS AND PROCEDURES:
• The provider has a recruitment policy in place.
• The provider interviews all staff before hiring.
• The center maintains accurate records regarding the identity and employment of each staff and personnel
member.
• Emergency contact information is collected and maintained onsite for each individual employed by the
provider.
• The provider conducts background checks on all employees and any adult who has contact with the
children.
• The driving records of each bus or van driver employed by the center are checked semiannually (twice a
year) to assure that drivers are safe to drive young children.
• The provider has a formal employee orientation program in place, which can be in any format including a
mentoring program, where the employee is provided a job description, the employee handbook, all relevant
policies and procedures, informed about all mandatory state and local training, the appropriate training for
the specific job assigned, and the training for all of the provider’s procedures including, for example, how to
handle toxins and proper hand-washing procedures.
• The provider has a formal orientation program for any temporary staff and all volunteers.
• The provider has a plan for staff retention.
• The provider has a performance review after the probationary period and then no less than annually. The
review should be dated and signed by the reviewer and person being reviewed.
• The provider has an employee handbook that addresses the following;
 Confidentiality, which shall include a statement that it is not ethical for a teacher to discuss a
child with another child’s parent and that teachers should not be discussing children (or parents)
in front of other children, parents or teachers.
 Operating policies, that are clear and concise to avoid any misunderstanding as to the
provider’s expectations.
 Staff and parent interaction policies stating clearly the acceptable means of relaying information
between staff and parents.
 The probationary period for new employees and the provider’s expectations during that initial
period.
 Job descriptions that provide a clear outline of roles and responsibilities for teachers, assistant
teachers and other staff.
 Training requirements, as required by the state, as well as the provider’s own requirements for
continuing education and training.
 Performance requirements that are clearly outlined and reflected in the performance review/
evaluation.
• The provider has regular staff meetings and clearly outlines in the employee handbook, expectations for
attendance.
• The provider outlines the procedure for communicating issues of concern to management so that they can
be addressed appropriately.
• The provider trains staff in all policies and procedures.
• The provider has a clear policy on the child abuse and neglect reporting requirements and how to keep
management informed.
• The provider allows for staff self-assessment and feedback on the performance of their supervisor and
parents’ assessment of the provider and its staff.
EVIDENCE:
 A brief summary of how management recruits employees.
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 A list of at least 10 questions that would be asked of a prospective employee to assess his/her
understanding and application of early childhood education principles and the specific framework that is
unique to your center.
The questions should also address the ability of the individual to be a supportive facilitator while being
sensitive and responsive to children’s emotional needs.
 A list of all employees - using a unique employee number that will be assigned to each employee record that
is submitted.
This will ensure efforts to maintain the privacy regarding each employee’s personal information. The last
name of each employee may be blacked out or otherwise obscured and replaced with the unique employee
number that has been assigned to each employee, as set forth in Appendix #1.(Example Sally
# 1.).
 Documentation of level-two background screening, within the previous five (5) years, for each staff,
personnel member, and volunteer who has contact with the center’s children.
Documentation must show that each employee has been successfully screened and cleared by way of
applicable level-two background screening methods. Applicable and acceptable documentation for this
category includes the FBI Clearance Letter and local law and /or sheriff’s department checks and report
from Florida Department of Law Enforcement (FDLE).
School districts may provide a letter on district letterhead stating that the employee has been screened and
has cleared the background screening within the previous five (5) years. The other provisions still apply,, so
schools will need to request a local law check.
 A summary of the procedure used to check references on all employees hired.
 A copy of the Employee Emergency Contact Information Form.
 Copies of current and complete driving records for all bus and van drivers who are employed by the
provider.
 Copies of staff health records, which shall include a physical examination performed by a licensed medical
care provider, or a Tuberculosis (TB) test within the previous two years if the employee meets the
requirements for TB screening, will be required of all staff and personnel members (including, but not limited
to, bus drivers, van drivers and onsite food service providers) and exclusively reviewed on the premises of
the center due to stringent Health Insurance Portability and Accountability Act (HIPAA) confidentiality
requirements.
 A copy of the provider’s Employee and Volunteer Orientation Plan.
 An example of an outline that shows how new employees receive training that is age and/or job specific.
 A copy of a training log for a new employee illustrating all training aspects required.
 A copy of the provider’s Staff Evaluation Form and/or Performance Review Form.
It must include an annual classroom observation, defined evaluation criteria, employee input and an
individualized employee improvement plan. The form may include a professional development plan for the
employee.
 A copy of the employee retention plan or a statement, which addresses working conditions, opportunities for
breaks away from children, method to communicate the employee’s concerns, opportunities for salary
increases, incentives, promotions, professional development, and creative alternatives to monetary
compensation.
 A copy of the procedures or a summary of how employees communicate issues of concern expressed by
others, including parents.
 A copy of staff’s self-assessment and feedback procedures (see Appendix 9c, 10a, 10b, 10c, and 11 as
examples).
 A copy of the policy on how employees address and report abuse and neglect.
 A copy of the employee handbook.
 Copies of at least 3 agendas from staff meetings over a 6month period and the corresponding dated sign-in
sheets.
OBSERVATIONS: The verifier reserves the right to request any document and to review any document
listed above for new employees hired after the portfolio was submitted.
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1.7 Staff Qualifications
STANDARDS AND PROCEDURES:
• All staff and personnel members should reflect the appropriate qualifications to serve in their assigned
capacity and must meet the standards to ensure that they are suitable to work with children.
• An individual, over the age of twenty-one (21), must be designated, in writing, as the person in charge in the
Director’s absence.
Lead Teachers:
Education Required:
• An undergraduate degree in Early Childhood Education, Child Development, Social Work, Nursing or other
child related field of study, or
• An undergraduate degree out of field with 3 courses (9 credits) in early childhood, or
• An Associate’s Degree with at least 3 courses (9 credit hours) in Early Childhood/Child Development, or
• An FCCPC (Florida Child Care Professional Credential), or
• A National CDA (Child Development Associate) credential, or
• An equivalency based credential.
Experience Required:
• Two years of experience working with young children in a professional setting.
Age Requirement:
• The minimum age requirement for lead teachers is 18 years of age.
Additional Requirements:
• Infant and Child CPR and First Aid (required for ½ of all staff and personnel members)
• Training in appropriate 5 hour state approved online literacy course.
• 10 hour DCF Developmentally Appropriate Practices for Infants coursework for all staff permanently
assigned to work with infants.
Teacher Assistants:
Educational Requirements:
• High school diploma or GED
• The minimum requirement for each teacher assistant is 40 clock hours of training in basic child development
and appropriate 5 hour state-approved online literacy course. Training must be initiated within 90 days of
hire and completed within the completion of one year of child care experience within the state of Florida.
Age Requirement
• The minimum age requirement for assistant teachers is 18 years of age.
Director and/or Administrator:
Education Requirements:
• An undergraduate degree in Early Childhood Education, Child development, Social work , Nursing or other
child related field of study, or
• An undergraduate degree out of field with 4 courses (12 credits) in early childhood, or
• An Associate’s degree with at least 4 courses (12 credit hours) in early childhood/child development, or
• A current FCCPC (Florida Child Care Professional Credential), or
• A current CCP from another state, or
• A current National CDA (Child development Associate) credential, or
• An equivalent, current competency based credential.
Experience Required:
• Two years of experience in working with young children in a similar setting
Age Requirement:
• The minimum age requirement for Directors and Administrators is 21 years of age.
Additional Requirements:
• An Administrator / Director Credential, or
• A college level class in business administration
• Infant and Child CPR and First Aid
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Early Childhood Specialist:
• If employed by the provider, must have a BA degree in early childhood/child development (or higher degree
in early childhood/child development) and three years of full time teaching experience with young children.
Food Preparer:
• Must be trained in food preparation safety or completed a Food Handler Course.
Van or Bus Driver:
• Training in transporting children safely.
• A driving record that shows the individual is qualified and suitable to transport children.
• Physically able to transport children.
EVIDENCE:
 Copies of the provider’s training or in-service summary records for each employee for the previous 12
month period from July 1 to June 30, showing a minimum completion of 24 clock hours or 2.4 CEUs or the
equivalent of 1 college course in child care related topics.
 Copies of the highest relevant diploma or credential earned by each staff member.
 Copy of a resume or employment application for all other personnel including drivers and food preparers.
 A copy of the Director’s resume.
 Confirmation that references were checked and experience verified for all employees.
OBSERVATIONS: The verifier reserves the right to request any document and to review any document
listed above for new employees hired after the portfolio was submitted.
1.8 Professional Development
STANDARDS AND PROCEDURES:
• The provider encourages professional development and provides opportunities for all staff to increase their
skills and understanding of child development, working with families, the latest research findings and their
application, health, safety, and nutrition information as well as the staff member’s particular need or goal or
the needs of the provider.
• The provider provides support and incentives for each staff member in setting and reaching his/her
professional goals.
• In order for staff to write developmentally appropriate lesson plans or to supplement lesson plans, they must
have access to resources that address the following developmental areas.
 Children’s language development
 Social development
 Gross motor development
 Rhythm and music
 Child growth and development
 Creativity development
 Cognitive development
 Assessing and observing children
• These resources must be appropriate to the educational level of the teachers and contain activities suitable
for use with the range of ages and ability levels of children in care.
• The resources may be books, journals, curriculum guides, magazines, videos, on-line resources, central
agency libraries to which the teachers have access or other appropriate and accessible materials. Materials
include recent research, brain research.
• Teachers have access to the state rules and regulations (and to the local rules if the requirements are
different.)
• Staff resources must be available in an area where staff has access to them. There should be a ‘check-out’
system so that materials can be tracked.
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EVIDENCE:
 A written summary of how training is chosen to meet individual teacher’s professional development goals.
 Documentation of how the provider contributes to staff training, which can include: access to videotape or
on-line training, reimbursement for training materials or classes, paid time off from school, scholarships, etc.
 A completed copy of Appendix # 5.
 A photograph of the staff resource area will serve as evidence that materials are available and accessible to
the teachers on an as-needed basis.
OBSERVATIONS: The verifier may to ask to see this area and the resources listed on Appendix # 5.
1.9 The Facility
STANDARDS AND PROCEDURES:
• The requirement for indoor space is 35 square feet per child. This measurement is based solely on useable
floor space. The measurement does not include toilet areas.built in cabinets, fixed furnishings or closets.
Hallways, office space, and kitchens may not be counted in the square footage available for children.
• If the state or local requirement in your area requires a greater number of square feet per child, then that
number applies.
• The facility’s room arrangement/physical layout locates diaper changing areas and toilets near sinks to
facilitate hand washing.
• The floor plan within each classroom or group area should provide for ease of movement within the area
and from one area to the next. The floor plan should provide the basis for a complete learning experience,
divided into small and large group areas, as well as spaces for children to retreat to individually.
• The classroom shall contain soft furniture as appropriate to the age group of children using the room.
(Example: Carpeting or padding on the floor for crawling infants, soft furniture, bean bags, washable pillows
for older children)
• All areas of the facility shall be clean and welcoming with good traffic flow.
• There should be an area to hold meetings with parents that provides some privacy from other parents and
children.
• Exit doors are unobstructed.
• Since stairs can be a hazard or a source of injury for young children, they should be well-lit and equipped
with hand rails.
• All areas of the facility have adequate ventilation and are well-lit.
• Electrical outlets are covered or meet GFCI/GFI – Ground Fault Circuit Interruption – standards and
electrical cords are secured in a safe manner throughout the classrooms and other areas of the facility.
• To safeguard children and to prevent insects from entering the building, windows which open must be fitted
with screens in good repair. If doors are propped open or left open for ventilation, the doors must be fitted
with screens.
• There should be a staff area separate from the children’s area and may be the location for the teacher
resource materials, but the resource may be located elsewhere.
• It is important for staff to be able to get away from children and recharge. The staff lounge should provide
adult sized seating and a work space.
EVIDENCE:
 A copy of the floor plan of the building or a sketch of the floor plan that is clearly marked to indicate
dimensions or square footage.
This is required in order to evaluate the usage of space and the approximate square footage of the area
designated for individual groups of children.
 Areas on the floor plan are labeled with the name of the group that uses the area
If groups share space, a written narrative is included explaining how 35 square feet per child is ensured
when in use.
 A written explanation is provided if the facility is not required to comply with 35 square feet (above or below).
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 A written statement explains how staff has the opportunity to recharge during the day if there is no separate
staff area or picture of the staff lounge and/or resource area.
 A picture of any stairwell in the facility that is used by children, or if there are no stairs, a written statement to
that affect.
OBSERVATIONS:
 The verifier will observe the layout of the facility and determine if it provides ease of movement.
 The verifier will observe whether the sinks are adjacent to the diaper changing areas.
 The verifier will observe whether there is a separate meeting area for parents.
 The verifier will observe whether all exits are unobstructed.
 The verifier will observe whether there is adequate lighting and ventilation.
 The verifier will observe whether there are screens on any open windows and that doors that are left
open, have a secured screen door attached.
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Section 2 - Classroom Management and Environment
2.1 Ratios and Group Size
STANDARDS AND PROCEDURES:
• In order to provide a quality educational experience and attend to the needs of each individual child, the
center adheres to low staff-child ratios and limits group sizes.
• Substitute teachers are incorporated into the center, when necessary, in order to reach and maintain daily
staff-child ratio requirement.
• Each teacher is assigned to a group of children for whom he/she serves as the primary teacher. Reasonable
efforts are made to maintain continuity of teacher assignments throughout the school year. When feasible,
this continuity of care can be expanded to allow teachers to ascend within age and classroom levels along
with their children. This continuity ideally facilitates healthy levels of bonding and attachment between the
children and their teachers.
• The following ratios reflect the opportunity for frequent contact between teachers and children, good
supervision, the facilitation of learning, and responsiveness to children’s health and safety needs:
•
•
•
•
•
•

Infants

Toddler-ones
1:3-5

Two year olds
1:6-7

Three year olds
1:7-9

Four year olds
1:9-11

Five year olds
1:9-11
1:3-4
When one or more infant is included in any group, the governing ratio requirement will drop to the infant
ratio level.
When one or more toddler-ones are included in any group, the governing ratio will drop to the toddler ones
ratio.
With groups containing twos, threes, fours and fives, the majority of children of one age will determine the
ratio.
Group sizes are limited to two separate groups actively functioning in any one defined classroom area. A
single, defined classroom area is one in which all basic educational and personal needs of each child can
be adequately and reasonably met without requiring or necessitating the child’s departure from the defined
area.
Large rooms can be divided into two separate classroom areas through the use of stable furnishings. Care
must be taken not to limit access to sinks, diaper changing areas and toilets.
Ratios are maintained throughout the program day.
EVIDENCE:
 A summary of staff to child ratios and group sizes
 A completed “Classroom Chart” or similar chart for each classroom for a typical day
 Appendix # 1, which serves part of the evidence that the provider is able to meet ratios
OBSERVATIONS: Verifier will ask the Director to state initially and confirm throughout the day all
governing ratios for each defined area for each day of the verification visit.
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2.2 Scheduling
STANDARDS AND PROCEDURES:
• There must be a schedule that shows which staff member is responsible for each group throughout the day.
The schedule must adhere to and illustrate that a minimum number of transitions and regroupings have
occurred or are occurring throughout the day.
• The schedule must clearly show ages of children and group sizes within acceptable ratios.
• Each staff member is assigned primary responsibility for a particular group or class of children in order to
facilitate the building of bonds and the establishment of a trusting relationship between the children and the
teacher.
• An example of a chart that can be used to explain staffing appears below. A scheduling chart similar to the
example appearing below must be made and maintained for each classroom. A different schedule format
may be used, provided it clearly demonstrates the manner and age of children to each staff member has
been assigned.
• A staff member with current valid CPR and first aid training MUST be on premises at all times, and,
additionally, a staff member with current valid CPR and first aid training MUST accompany a group that
leaves the facility for a field trip or other activity. Staffing schedules must reflect this requirement.
• The classroom daily schedule is available and posted in each classroom.
EVIDENCE:
 A detailed schedule of staffing with a narrative to clearly show staff responsible for an assigned group of
children.
A sample staffing chart is below. Center may submit its own chart.
 A schedule that reflects the number of children (and the ages of the children) present at any one time. This
schedule must reflect the minimum transition and re-grouping and classroom ratio standards set forth by
APPLE or other local governing, licensing entities, whichever is more stringent. If local licensing requires
lower ratios, then those ratios will apply.
OBSERVATIONS: The verifier will observe throughout the day whether the schedule is being followed.
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Classroom Name
 _____________________
6
AM
7
8
9
10
11
Noon
1
2
3
4
5
6PM
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

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






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

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

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
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Ages of children_____

Number of Children
attendance each hour

Teachers scheduled- draw
a line under the hours that
each teacher is scheduled

1. Example Kim_(7:30 to
4:30)
in


2. ___________________


3.____________________
2.3 Attendance Records
STANDARDS AND PROCEDURES:
• Teachers maintain accurate attendance lists. They update them continuously throughout the day as children
join or leave the class.
• Accurate attendance records are especially critical when there is a teaching change such as when a teacher
goes on break or leaves for the day. Accurate attendance records are passed to the new teacher.
• When the class transitions from one place to another (such as from the classroom to the playground or back
inside from the playground) teachers are careful to check their attendance records and assure that all
children are accounted for.
EVIDENCE:
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 A short narrative explaining how teachers track children’s daily attendance and movements throughout the
day.
 A copy of the attendance sheet or tracking form used.
OBSERVATIONS: The verifier will confirm that attendance sheets are used throughout the day in each
classroom and on field trips.
2.4 Appropriate Furnishings
STANDARDS AND PROCEDURES:
• There are tables and chairs sufficient for the number of children and they are sized appropriately. Children’s
feet touch the floor. (Infants and toddlers in high chairs have their feet supported.) Children’s legs fit under
the table comfortably and the table tops are at a height that allows children’s elbows to rest on the surface.
• The classroom shall contain soft furniture as appropriate to the age group of children using the room.
(Example: Carpeting or padding on the floor for crawling infants, soft furniture, bean bags, washable pillows
for older children)
• Shelves and storage are sized to allow children independent access. Tall shelves are securely anchored to
prevent tipping.
• Furnishings are clean and in good condition.
• Sinks and toilets are sized appropriately for young children’s independent usage or there are stable steps
for children to access sinks and toilets.
• All other furnishings are sized appropriately for the children using them. Children can comfortably reach
easels, water tables, etc.
EVIDENCE:
 Two photographs of 2 different groups sitting at tables in their classroom.
OBSERVATIONS:
 The verifier will observe throughout the day whether there are sufficient tables and chairs
appropriately sized.
 The verifier will observe whether shelves are secure.
 The verifier will observe whether sinks and toilets are appropriately sized or whether there are stable
steps for children’s access.
 The verifier will observe whether all other appropriate materials are within reach.
2.5 Classroom or Age Group Schedule
STANDARDS AND PROCEDURES:
• The classroom schedule is posted in each classroom.
• The schedule reflects a typical day for that group. It includes teacher directed as well as child directed or
free choice times, large group as well as small group times, large motor as well as small motor activities,
indoor as well as outdoor times, quiet as well as active times. The schedule includes circle time and the time
when meals and snacks are served. There is a block of time (preferably one hour) set aside in the morning
and in the afternoon for free choice learning center exploration and activities.
• Book reading is scheduled daily.
• The schedule does not include daily TV or video time.
• The schedule is specific to that class or age grouping.
• Infants maintain individual schedules based on their unique needs.
EVIDENCE:
 Copies of daily or weekly schedules for each classroom.
 Pictures of where the schedules are posted so that they can be viewed by parents.
OBSERVATIONS: The verifier will observe whether schedules are posted and reflect the appropriate
criteria.
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2.6 Classroom Setting
STANDARDS AND PROCEDURES:
• The classroom is divided into learning or interest areas using a variety of classroom features such as
furniture or shelving.
• The space should be large enough so that children can move around.
• There should be a designated space so that children can be alone.
• Teachers must guard against choke hazards
• Teachers are extra vigilant when children are engaged in certain activities which are inherently more risky.
• Teachers inventory and assure that there are enough appropriate materials and supplies for the children,
that there are sufficient choices and children are not waiting for excessive periods of time.
• Teachers assure that materials and supplies are in good condition.
• Materials and displays in the classroom should reflect a variety of cultures, races, ages, and abilities.
• Posters do not depict stereotypes.
• Books and posters include portrayals of real people.
• Children’s artwork is displayed throughout the classroom and facility.
• Photographs of children and children’s families are displayed in the classroom (at eye level if possible).
• Displays on bulletin boards reflect current themes, seasonal displays, or children’s recent interests.
• Teachers assure that the classroom is organized and in good repair. Windows, desks, and mirrors should
be cleaned.
• Staples or push pins are not used. Old tape is removed. Glitter that may fall on the floor and be mouthed
by young toddlers is not used.
• Carpeting is clean and there are no trip hazards.
• Vents are clean, the temperature is appropriate, and there is adequate ventilation.
• There is adequate lighting.
• The classroom is not cluttered and items hung from the ceiling should be secured so there is no falling
hazard.
• Items should not hang over cribs.
• Shelves and storage areas must be labeled with words and pictures.
• Children who spend a full day at the center have their own cubby space with their name and picture.
• Children have a place to keep their artwork and other items in the classroom until it is time to go home.
• Diaper bags are kept in the classroom and are stored safely.
• In infant rooms, belongings should be kept organized and accessible.
• Walkers are not used in infant or toddler rooms.
• The classroom setting should be inviting and organized and activities attractively displayed.
• There must be cribs in the infant rooms.
• Centers that provide night time care provide cots, cribs, or beds for children.
• Infants cannot have pillows or blankets in the cribs.
• Infants are placed on their backs while sleeping unless the parent provides a written note from a licensed
medical practitioner to the contrary.
• All other children sleep on cots or mats at least two (2) inches thick. The bedding is clean and regularly
washed and stored in a sanitary manner. Children do not share mats.
• There are extra blankets for children who do not have them or if one is soiled.
• There are at least eighteen (18) inches between mats or cribs, or there is a solid divider.
OBSERVATIONS: The verifier will observe and document each item listed above.
2.7 Classroom Interactions
STANDARDS AND PROCEDURES:
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Children are within sight and hearing of the teachers at all times.
Teachers know how many and which children they are responsible for at all times.
Teachers are not engaged in teacher to teacher chatting.
Teachers are aware of teachable moments and use them to promote learning.
Teachers stop hurtful behaviors immediately.
Teachers talk with children about feelings, getting along, and good citizenship.
Teachers remind children of classroom rules.
Teacher directed activities are balanced with child initiated activities.
Teachers arrange the environment to facilitate positive interactions.
The order of the day is predictable since it follows a defined schedule.
Teachers act proactively to encourage positive behaviors and to discourage misbehaviors.
Children who make positive choices are rewarded with smiles and affirmation.
Teachers are prepared with materials and supplies needed.
Teachers comfort and help children who are crying or distressed due to surface injuries such as scrapes,
abrasions, or cuts that occur on site. Teachers also wipe children’s noses and tie shoe laces, when
necessary.
Teachers help children but do not complete tasks for them.
Teachers respond to disciplinary situations in the classroom quickly and act appropriately.
Infants and toddlers do not spend long periods of time confined in swings, bouncers, high chairs or other
confining furniture.
Infants do not sleep in swings.
The overall tone of the classroom is happy, the sound of children engaged in playful exploration.
Teachers use soft voices and encourage children to use inside voices, Adult voices do not dominate and
teachers practice active listening.
Teachers address children using their names.
Children receive individual attention and are not always just addressed as part of a group.
The environment is soothing, not overly loud.
Recorded music played is appropriate, planned, and used to support learning activities or, occasionally, for
soft background music.
There is sufficient room for large group activities. Children are not crowded.
Teachers use their tone of voice or props to gain children’s attention.
Teachers give transition warnings and use songs or other prompts to transition.
Transitions are conducted smoothly in a developmentally appropriate way.
The children respond to the transition in a manner that indicates it is a customary procedure for the class.
Teachers are responsive to individual children’s needs, make eye contact with children, use care giving
routines to positively interact with individual children.
Teachers anticipate problems and are proactive; but, when necessary, teachers deal with disruptions
efficiently and refocus the class to the activities.
Teachers are prepared in advance with books, materials and activities. The majority of class time is spent in
positive interaction with small groups of children as well as with individual children to scaffold their learning.
Teachers sit with children and converse naturally while they are eating.
Teachers model good table manners and good nutrition.
Teachers encourage self-sufficiency in children during meal times, attending to those children who need
assistance.
Teachers in infant rooms use meal times to interact positively with individual children.
Infants are held while being fed bottles. Bottles are clearly labeled with the child’s name. Children are not
fed out of jars. Infants are on their own schedules.
Infants and Toddlers should be gently guided when mistaken behaviors occur.
Preschoolers are guided through: redirection, limit setting, conflict resolution and other positive guidance
techniques.
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Children are given the opportunity to calm and collect themselves and make appropriate choices, with adult
assistance as needed, so that they safely return to the class activity.
Children are encouraged to engage in activities independently. The teacher is nearby to offer assistance,
scaffold learning and assist with problems.
Meals are a pleasant time and children are not rushed.
OBSERVATIONS: The verifier will observe each classroom throughout the day and document these
indicators.
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Section 3- Curriculum and Child Development
3.1 Staff Members Work Cooperatively
STANDARDS AND PROCEDURES:
• Teachers should have the opportunity to plan together to share ideas and resources.
• A teacher with more experience can assist and scaffold the learning or capability of a new teacher or staff
person.
• Staff works cooperatively by interacting in a respectful and supportive manner.
• Staff is dedicated and takes pride in their work.
• The environment promotes communication, high expectations, trust, support, teamwork, and recognition for
accomplishments and contributions.
• There is good morale and professional pride characterized by staff.
• Staff adheres to appropriate guidelines concerning confidentiality.
EVIDENCE:
 Sections in the staff handbook outline the center’s guidance for cooperation in the workplace OR
 A memo or directive to staff that outlines the standards, which is dated and signed by both administration
and each staff member.
OBSERVATIONS: The verifier will observe teachers working together in a cooperative manner
throughout the day
3.2 The Curriculum
STANDARDS AND PROCEDURES:
• The written curriculum outline defines the goals for learning and development for each particular age group
and includes the concepts, skills, activities and materials that will lead to achievement of those goals.
• The curriculum is developed with a solid understanding of the unique characteristics, culture, and other
elements of the children and families served that guide child growth and development, also including:
 Goals that define experiences in all developmental areas planned for the classroom accepting
differences between children.
 Teachers who prepare the environment and allow children time for active, hands-on exploration.
 Materials and activities that are easily accessible to the children.
 Positive guidance techniques that are employed while children are given opportunities to develop their
social skills.
 Meaningful interactions with teachers and students as well as relevant activities with real objects as part
of the environment.
 Literacy, language development, and cognitive development that are integrated into the everyday life of
the center and are not taught in isolation or by drill.
 Opportunities to provide for daily large and small muscle development.
 Provide children with choices in expressing their artistic abilities and their natural curiosity.
 The assessment of children’s abilities to plan for appropriate challenging activities.
• The curriculum should also reflect new research and theory in early childhood education.
• A list of goals or themes for children alone is NOT a curriculum.
• The curriculum includes strong early literacy components.
• The curriculum must be research based.
• The curriculum may be purchased or it may be self-developed, providing it is appropriate to the age and
developmental level of the group.
• Examples of curriculum include: High/Scope, Montessori, Creative Curriculum
EVIDENCE:
 Copies of the curriculum outline for each age group.
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OBSERVATIONS: None. This is for the portfolio only.
3.3 Written Weekly Lesson Plans
STANDARDS AND PROCEDURES:
• The lesson plan is posted in the classroom. The lesson plan states the specific activities and concepts that
will be presented to children during the week. The lesson plan is based on the framework of the curriculum
and the developmental level of the children in the class.
• Teachers are aware of the concept of the ‘teachable moment’ and may change or adapt their written plans
according to the children’s interests and needs.
• The lesson plan is dated in ink and includes:
 Circle time or large group time
 Small group activities including:
o Math readiness
o Science
o Cooking and nutrition
o Creative expression and artistic representation
o Music and movement
o Language
o Reading readiness
o Writing readiness
o Dramatic play and representation
 Outdoor activities
 Gross motor activities
 The names of the books to be read are listed on the lesson plan
 There is sufficient information on the plan so that a substitute could do the activity with the children, or,
a reference is given to the page in the book or other resource from which the activity was taken.
 Lesson plans show evidence of planned early literacy experiences
• Teachers are aware of the importance of early literacy instruction and plan for experiences which give
children exposure to:
 language development
 print and book knowledge
 phonological awareness
 letter knowledge
 written expression
 the motivation to read
EVIDENCE:
 If commercially developed plans or center developed plans are used, one week’s plan along with notations
of any variations or changes the provider makes to the plan OR
 If the provider uses daily lesson plans, one weeks’ worth of plans.
 Plans must be submitted in English.
OBSERVATIONS:
 Upon request, the previous six weeks’ worth of lesson plans will be made available to the verifier.
 The verifier will check to see that a plan is posted.
 The verifier will look for evidence that plans are being followed.
 The verifier will look for the following curricular elements in the classroom:
 The classroom shows evidence of the teacher’s understanding of early literacy development
 Adults talk with children and model reading and writing. Children have many opportunities to
see and use language. Children have access to materials to explore reading and writing.
 The environment is print-rich with both commercial and teacher created charts, graphs, daily
news, letter walls, word walls, abundant paper and writing utensils.
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Children have opportunities to talk about stories and focus on the sounds of speech as well as
on the meaning of the words.
Teachers use activities such as songs, rhymes and finger plays to have fun with language while
developing phonological awareness.
Plans address all domains of development and include activities to meet state performance
standards.
Children have opportunities to write in their play environments by making lists, signs, posters
and charts.
Children have opportunities to play with shapes and letters with manipulatives. Preschoolers
may also use computers.
Teachers use a rich vocabulary, field trips and new experiences to expose children to new
words.
3.4 Assessments
STANDARDS AND PROCEDURES:
• All children develop through a prescribed sequence of development. However, every child is an individual
and does not develop according to the same timetable. In order to meet each individual child’s
developmental needs, the teacher must assess or measure where the child is and what the child’s needs
are.
• Children’s assessments give a clear picture of which lessons (concepts) the teacher must plan for in the
future. For instance, if the teacher notices that quite a few children are having trouble cutting. The teacher
needs to plan more opportunities for the children to use scissors and needs to assist and guide the children
who are having difficulty.
• Children’s progress and development are monitored through the use of observations, trends, checklists,
anecdotal notes or other forms of documentation, such as portfolios or commercial instruments.
• The provider gets written permission from parents before assessing children.
• Parents of infants and toddlers are given daily written communication about the child’s day, including info on
eating and toileting.
EVIDENCE:
 A written description of the type of monitoring of progress that is done along with at least two examples.
 The name and edition number of any commercially available assessment instrument used
 A copy of the form used to gain permission from the parent/caregiver to assess the child.
 A copy of a completed assessment tool.
 A written statement that explains the process of assessment, including:
o The frequency of usage,
o Which children are assessed, meaning which age groups
o Who administers the assessment
o Who scores the assessment instrument, if needed
o Who shares the information with parents
OBSERVATIONS: None. This is for the portfolio only.
3.5 Referrals When Appropriate
STANDARDS AND PROCEDURES:
• When in the course of assessments, monitoring or observation, there is a concern about developmental,
behavioral or emotional needs, delays or disabilities, the provider communicates these concerns to the
parents.
• The provider also maintains a list of contact numbers for early intervention services, Child Find, preschool
intervention services, as well as local agencies that will provide counseling or assistance to families in need,
for the purpose of providing those contact numbers to parents when needs arise.
EVIDENCE:
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 A copy of the form used when providing written communication with parents about concerns related to
children’s development or behavior.
 A written statement that describes the steps followed when making a referral
 A copy of the list of early intervention services that is maintained.
OBSERVATIONS: None. This is for the portfolio only.
3.6 Character Development
STANDARDS AND PROCEDURES:
• Classrooms adapt character development to the ages of the children.
• Preschool classrooms have job charts, behavior management charts, classroom rules.
• Teachers use classroom activities and children’s interactions to provide age appropriate lessons to children
to develop social skills and character traits.
• Center and classroom rules are clearly and prominently posted in all classrooms.
EVIDENCE:
 A written statement that describes the character development program in place and how it is used in
classrooms.
OBSERVATIONS:
 The verifier will observe whether the teacher is integrating character development into the daily
activities and interactions with children.
 The verifier will observe and document whether the classroom rules are clearly and prominently
displayed in each classroom.
3.7 Persistent Behavioral Issues and Unusual Incidents
STANDARDS AND PROCEDURES:
• Unacceptable behaviors range from the mildly disturbing to the unsanitary, to the chronically disruptive. The
response from the provider will vary depending on the nature of the offense and the age of the child.
• The withholding of food, drink or toileting is not an acceptable means of handling any behavior problems. At
no time should physical punishment be used. Ridicule or belittling shall not be means of controlling problem
behavior.
• Teachers are watchful of the entire class or group of children for whom they have responsibility. Hurtful
behaviors are stopped immediately. Unsafe behaviors are stopped and children are spoken to about the
dangers. Redirection is used to offer choices, when appropriate, to distract and engage young children in
alternative activities.
• Unusual incidents can include any occurrence that is out of the ordinary including, but not limited to: severe
weather, injuries, custodial disputes, potentially dangerous situations.
EVIDENCE:
 A written description of how behavior problems are handled while keeping the age of the child and the
nature and frequency of the offense in perspective.
 A written explanation of the method used when an unusual incident occurs. The documentation shall
include:
 Who handles which responsibilities
 Who remains with the children
 Who makes the necessary phone calls
 A description of the designated evacuation site and the process to get the children there safely
 The location of posted emergency numbers
 Any other procedures that relate to the particular setting and population.
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OBSERVATIONS:
 The verifier will observe throughout the visit how teachers and staff handle behavioral issues.
 The verifier will confirm where the emergency numbers are posted and if they are conveniently
located for all staff.
 The verifier will note unusual incidents, if any, and how they were addressed.
3.8 Activities and Resources
STANDARDS AND PROCEDURES:
• Learning center items help children develop by providing related and interrelated items around a central
theme. When learning center items are rotated, it stimulates new thinking patterns and sustains children’s
interest.
• Children’s learning is enhanced when the materials they use are varied and age appropriate. Materials and
supplies must be readily available and accessible.
• Infants and toddlers need supplies which differ from those needed by preschoolers.
• School Age children must have access to age appropriate resources that stimulate learning.
• Teachers must understand the intended purpose of all items in the classroom and how to enhance and
scaffold children’s learning.
EVIDENCE:
 A written description of the center’s plan for rotating learning center items or for adding new items to spark
children’s interest and curiosity.
 Appendix # 4a, 4b, and 4c completed in full for each age level/class served
 A clearly written outline that describes a typical day.
OBSERVATIONS: The verifier will utilize Appendix 4a, b and c for each age group and class and
document whether the resources are available, rotated, and easily accessible.
3.9 Books
STANDARDS AND PROCEDURES:
• Children’s books should be available and accessible.
• Literacy develops from an early interest in books. During all children’s choice activities, a variety of books
will be available within the children’s reach.
• Preschoolers, infants, and toddlers need a variety of books in sufficient numbers to promote sustained
interest in literary experiences.
• The provider must have a minimum of fifteen (15) books per preschooler available, capped at 3000 books.
• Each preschool classroom has a minimum of 15 books or 1.5 books per child, whichever is higher, that
must be easily accessible and can be available in many areas of the classroom.
• A minimum of fifteen (15) books per infant and toddler will be available, capped at 1500 books.
• All books do not need to be accessible at all times; however, teachers have a plan for rotating the books.
• Books may include teacher and class made books.
• All books will be age appropriate and in good repair.
• Books are varied, and include topics about real people including multicultural, varying abilities, non
stereotypical individuals; real animals; nature books; and other genres as well as books that support the
curriculum.
• There are books related to the theme or to the lesson plan in the room.
• The books that are accessible are attractively displayed on low shelves in all classrooms, library, and within
the learning centers.
• The book area is NEVER used as an area for disciplinary actions or time out.
• Use of public library facilities promotes literacy and connects reading readiness to the larger community.
• Books are replaced and purchased as needed.
EVIDENCE:
 If children’s books are kept in several areas, several pictures are required.
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 A photograph of each area within each classroom to illustrate how the books are available and accessible.
 A photograph of each separate library area within each classroom or the facility A letter, on official
letterhead stating the total number of books available from either:
 the local librarian
 a licensing agency representative
 a representative from the central agency
 a representative from the school board, or
 other administrative representative with access to the provider
 A written statement describing the provider’s use of public library facilities.
 A written description of the provider’s method for maintaining its library; both for replacing books and
procuring new books.
OBSERVATIONS: The verifier will observe and document whether each classroom has the appropriate
number of books, that they are in good repair, and easily accessible.
3.10 Developmental Differences
STANDARDS AND PROCEDURES:
• Plans are developmentally appropriate for the children in the group.
• Plans engage children and address their interests.
• Plans take children’s varying learning styles into account.
• Plans include small group and large group activities.
• Plans include sufficient detail so that a substitute would be able to step in and take over if necessary.
• Plans include literacy activities.
• Plans address all domains of child development.
• Teachers use children’s developmental screenings and observational notes to inform classroom instruction
and to meet children’s needs.
• Teachers include children with disabilities and make accommodations to support their active learning.
• The teacher is knowledgeable of children’s abilities and aware of and responsive to children who need
assistance.
EVIDENCE:
 Copies of specific plans that address how the individual needs of the children are met.
OBSERVATIONS: The verifier will observe and document whether each classroom follows the
standards and procedures listed above.
3.11 Classroom Literacy
STANDARDS AND PROCEDURES:
• There are props that support early literacy accessible to children sufficient to group size and appropriate to
age/developmental level.
• There are activities and props that support children’s expressive language (examples: puppets, telephones,
tape recorders and blank tapes, show and tell, etc.).
• There are books, puzzles and other activities that support children’s emergent alphabetic skills.
• There is evidence of teacher created charts and dictation. Dictation is not required under the age of 2.
• There are props that support early literacy in the centers (examples: menus and order pads in dramatic play,
blueprints in blocks, etc.)
• There is an alphabet on display at children’s eye level and the teacher makes reference to it, when
appropriate. (Look, ball starts with the same letter as your name Bob! Look at the letters on the wall.)
• Children have access to safe writing tools appropriate to the children’s age and ability level. (Markers,
pencils, crayons, stubby crayons, chalk, magnetic letters, stamps, etc,)
• There is a variety of paper available for children’s use.
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There are print models in the writing area (examples include: children’s names, labels, signs, and other
meaningful print).
Books provide the starting point for many activities. They provide a shared background experience and are
read for pleasure as well as instructional purposes.
Teachers read to the whole group, to small, groups or to individual children.
Infants and young toddlers are read to individually. Infants may be held or on a teacher’s lap. It becomes a
language experience, as much about comfort and the sounds of language as about the book.
Teachers use book reading to create book and print awareness.
Teachers encourage questioning and discussion about books.
The object of reading is to expand knowledge and to build a love of reading. It is not just to finish the book.
Teachers take breaks during reading to ask the children questions, which stimulates their thinking and
invites problem solving.
Teachers use a variety of rich language with children, reinforcing what was read by using new vocabulary
words in daily speech.
Teachers read with expression placing emphasis on the sounds of language.
Teachers encourage children’s expressive language by asking open-ended questions, by being patient with
children as they struggle to find the right words, by broadening children’s language by restating and
expanding on their language, by explaining their actions and mapping them for the children.
Teachers plan opportunities throughout the day for children to use spoken language and to engage in
conversations with other children and with the teacher.
Teachers respond to infants’ verbalizations and value all children’s attempts to express themselves.
Teachers provide a developmentally appropriate print-rich environment with multiple examples of print in
books, classroom environment, learning centers, and props for classroom activities.
Teachers provide the materials for writing exploration (chalk and chalkboard, markers, pencils, crayons,
etc.).
Teachers model writing (“I’ll write a note so that I will remember”).
If children demonstrate readiness, the teacher will provide practice and encouragement for pretend and real
writing.
Children have a variety of opportunities and planned time for emergent writing exploration and expression
with crayons, markers, chalk, paint brushes, finger paint, etc.
Teachers provide children with opportunities for emergent writing using their own words by taking dictation,
writing group stories, composing letters to family, class charts and graphs etc. (Not under 2 years of age)
Teachers encourage children’s emergent writing by providing enriching activities and opportunities for
writing (examples; mail cards for Valentine’s Day, make shopping list for our cooking activity.)
Teachers share information about the activities children are engaged in while in the classroom.
Teachers share suggestions for activities the parents can do at home with the child to support early literacy.
Teachers create opportunities for children and parents to share early literacy activities (examples include:
send home book bags, teddy bear with a journal, lending library, etc.)
OBSERVATIONS: The verifier will observe each classroom throughout the day and document whether
these standards and procedures are included.
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Section 4 – The Playground
4.1 Outside Playground Area
STANDARDS AND PROCEDURES:
• Children need outdoor play experiences to develop large muscles and to play in a natural environment.
• The outdoor area includes different surfaces: cement, grass, sand, etc.
• Seventy five (75) square feet per child is needed to allow sufficient space to run and play. Measurement is
based on the number of children using the playground at any one time or on one half of the enrollment of
the provider, whichever is greater.
• The playground provides an area where children can run.
• Early childhood sun exposure should be limited due to health concerns about overexposure. The outdoor
play area should provide shade over a significant portion, and at minimum twenty-five percent (25%).
• Children must have access to drinking water while on the playground. This access can be from a water
fountain or from pitchers of water and cups brought outside.
• Playground time is limited by the schedule to 30 to 45 minute blocks of time, weather permitting.
• A secure fence, at least four feet high, surrounds the playground for infant, toddler, and preschool providers.
Gates in the fence are secured in a safe manner and the bottom and edges of the fence are safe and
secure.
• Teachers can see all children and interact with groups of children while monitoring others.
EVIDENCE:
 A sketch or drawing of the outdoor play area with actual dimensions.
 Photographs of the playground and the toys and outdoor equipment
 A written explanation that describes how the provider ensures 75 square feet of playground space per child,
when in use.
OBSERVATIONS:
 The verifier will observe and calculate the amount of shade.
 The verifier will observe and document whether the fencing is secure and free of dangerous
conditions.
 The verifier will confirm the children’s access to water.
 The verifier will observe and confirm whether teachers, while interacting with children, can monitor
others.
4.2 Activities Available for Outside Play
STANDARDS AND PROCEDURES:
• The outdoor play space provides a variety of gross motor activities.
• A variety of equipment is needed for climbing, swinging, sliding, rolling, jumping, throwing, catching, etc.
• The outdoor play space provides opportunities for quiet play: books, blocks, manipulative and dramatic play.
It is a natural place for science activities and sand and water exploration.
• Children have access to riding equipment.
EVIDENCE:
 A list of all outdoor play equipment and experiences, divided by age groups. Toddlers will have different toys
and activities than older children.
OBSERVATIONS:
 The verifier will observe and document the different types of equipment available.
 The verifier will observe and document whether there is sufficient and appropriate equipment for all
age groups.
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4.3 Safety Rules
STANDARDS AND PROCEDURES:
• Children’s safety should be a primary concern for childcare staff. Young children must be taught safety
awareness, especially on the playground where they engage their whole bodies in challenging activities.
• Playground safety rules should be written and discussed with the children. Pictures help children understand
the rules before they can read.
• Teachers must enforce the rules.
• Rules should be stated positively whenever possible.
• Rules should be posted on each playground.
EVIDENCE:
 A photo of the playground rules where they are posted.
 A brief written statement as to how and when the rules are shared with the children (i.e. daily, weekly, in a
group, individually during play, etc…)
OBSERVATIONS: Verifier will observe and document whether the teacher is enforcing the rules and that
the rules are posted in each playground area.
4.4 Safety Inspections
STANDARDS AND PROCEDURES:
• Playground equipment is exposed to natural elements and to wear and tear. Routine safety inspections are
systematically performed on a routine basis to ensure the safety, comfort and health of each child.
• Documented safety inspections should be done as frequently as needed or observed based on the amount
and type of equipment, but not less than on a monthly basis.
• Center should create a checklist with all equipment listed and include potential natural hazardous areas.
• Inspections should include:
 Checking for protruding, rusting or loose bolts or fastenings
 Checking toys and pieces of equipment routinely for broken or unsafe components or loose
pieces that could become a potential hazard to a child.
 Measuring ground cover in fall zone under climbing equipment for safe levels.
 Inspecting fencing and gates
 Ensuring access to safe drinking water.
 Assuring there is no standing water.
 A litter-free environment
 Determining that playground area is free of biting or stinging insects and free of insect or rodent
infestations
 A
hard
copy
of
the
Handbook
for
Playground
Safety,
(available
at
http://www.cpsc.gov/cpscpub/pubs/325.pdf) serves as a guideline for a safe playground.
• Inspections should note problems or concerns pertaining to the center’s premises and should also describe
action taken to resolve the problem.
• Playground equipment raised over 3 feet has a fall zone with cushioning materials under and around it as
required in the Playground Safety Handbook.
EVIDENCE
 A copy of the facility’s playground safety checklists for the previous 6 month period.
 Documentation that the surfacing under fall zones is regularly inspected for sufficient cushioning and
surface is repaired, replaced, or replenished (as with mulch) as needed.
OBSERVATIONS: The verifier will observe any issues or areas of concern and document them.
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Section 5 - Health and Safety
5.1 Nutritious Meals and Snacks
STANDARDS AND PROCEDURES:
• Children attending full day centers may eat two or more meals at the center. The center must therefore
assure that the child’s nutritional needs are being met through the provision of balanced and nutritious
meals. As various authoritative statistical studies have demonstrated children are best equipped to
concentrate on learning when and if their basic nutritional needs are met on an ongoing basis.
• Parents are required to complete, sign, and submit to the center a Parental Allergen Advisory Form to
advise the center of any food or environmental allergies from which their child may suffer.
• Lists detailing the allergies of each individual child are prominently posted in the classrooms and kitchen.
• All Parental Allergen Advisory Forms that have been completed and signed by a child’s parent must specify
the specific food or environmental items that contribute to or trigger the child’s allergies, as well as provide
detailed information regarding the medical remedies that must be administered in the event that such an
allergic reaction is inadvertently triggered.
• Teachers model pleasant conversation during mealtimes. Nutrition is one subject that can be discussed
informally during meals, snacks and cooking experiences. Teachers also use meal times to model proper
manners. Teachers sit with children and are engaged with children during meal times and not performing
routine tasks such as putting down mats for nap time.
• If the provider participates in the USDA Food Program and is monitored by that agency or any other central
agency, provide a statement to that effect. Note: Milk is a required component at breakfast and lunch,
pursuant to the CACFP.
• Parents should be notified of the requirements under the CACFP.
• In the case of special dietary needs, if a parent wishes to substitute another liquid for milk, the center shall
request written notice on a form drafted by the center.
•
When juice is served, it is 100% fruit juice. (Juice is not served in baby bottles).
• If the center provides meals, a daily menu is prominently posted where all parents are able to view it.
Changes are noted.
• If the center does not provide meals or snacks, it must ensure that children are eating healthy diets and that
their nutritional needs are being met.
• When children bring food from home, the provider assures that parents pack nutritious meals for children
that meet the requirements for milk, juice, and serving sizes.
EVIDENCE:
 A copy of the written procedure and/or policy that is used in tracking children’s food allergies.
 A copy of the policy that explains how the center meets the nutritional and food storage and safety needs of
children
 A copy of a written statement that describes how the center meets all USDA recommendations.
 A copy of the policy that addresses the CACFP requirement to serve milk and the process to notify parents.
 A copy of the form used when a child has “special dietary needs.”
 Copies of notes to parents about nutrition, lunch box ideas, snack suggestions, nutrition brochures or
handouts etc.
OBSERVATIONS:
 Verifier will check kitchen area for cleanliness and organization.
 Verifier will observe that the Standards above are met.
5.2 Food Safety
STANDARDS AND PROCEDURES:
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Foods that may be choking hazards (hot dogs, grapes etc.) are cut up into non-hazardous sizes before
serving to children. Foods that may be choke hazards which cannot be cut up into safe sizes (hard candy,
popcorn, nuts) are NOT served to young children at any time.
Food is served at an appropriate temperature for young children.
Food is served at times appropriate for young children.
Food brought by children from outside / home conforms to the above indicators
A provider and the teachers affiliated with the provider reserve the right to decline or refuse to serve to any
child any food item that has been provided by the child’s parent if said food item is inappropriate for the
child’s age category, appears to lack freshness, fails to meet basic nutritional and food safety guidelines, or
otherwise fails to adequately ensure the safety and nutritional betterment of the child.
Children and teachers wash hands before eating or touching food and tables are sanitized before eating.
Children are served their meals on plates with utensils and paper napkins. Snacks are served on
appropriate table ware (on plates, in cups or on napkins). Food and drinks are served using age
appropriate tools (“sippy” cups for toddlers and bottles for infants). Infants are fed from plastic bowls and are
never fed from glass jars.
Infant formula and foods are stored and served at appropriate temperatures.
Serving size is appropriate to the ages of the children based on the USDA food provider recommendations.
Food must be stored according to USDA guidelines.
•
•
•
.
EVIDENCE:
 A copy of a typical weekly menu, if the provider serves meals.
 A meal-time schedule.
OBSERVATIONS:
 Verifier will observe, confirm, and document whether food is served and eaten at appropriate
temperatures for the children in care.
 Verifier will observe, confirm, and document whether all meals are served in a sanitary manner.
 Verifier will review the menu used, if the provider serves meals.
5.3 Clean and Safe Facility
STANDARDS AND PROCEDURES:
• There is a system in place to safeguard children’s arrival and departure from the center.
• There should be sign in and sign out sheet to monitor each child’s arrival and departure.
• Attendance records include the time of each child’s arrival and departure.
• The children are only released to parents or other adults who have been authorized in writing to pick up the
child.
• If an adult is authorized but unknown to the provider and/or staff, a system is in place to verify identification.
• There is security in place to safeguard the children and staff.
• There should always be someone present at the front desk or the provider has a punch access code to
enter the building.
• There is a cleaning log or cleaning checklist showing regular cleaning and sanitizing (where necessary) of
classrooms, toilet areas, sinks, diapering areas, kitchen or food preparation areas and all common areas
including hallways and lounges.
• If Daily Cleaning Logs are used, provide staff with a monthly summary form to complete and submit.
• Toxic and hazardous products are securely stored behind locked cabinet doors out of view and reach from
all children.
• The term “securely locked and stored” means that children are not able to view, reach, or otherwise access
the items because standard child safe-locks and/or devices have been employed in order to keep the items
secure.
• Diluted bleach and water, used for sanitizing and disinfecting, may be stored, out of the view and reach of all
children inside of a bottle outfitted with a “spray” nozzle that is clearly labeled as containing “bleach, “unless
local regulations specify otherwise.
• If there is a cleaning service, the contract must show details of the scope and frequency of service
APPLE ACCREDITATION MANUAL 2013
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Food is labeled clearly and any food or drink used is checked for freshness.
All partially used food products are securely sealed and stored properly according to USDA guidelines.
Emergency exit doors are clearly marked in English as well as any other separate, primary language of the
center’s primary population and are kept clear from all obstructions at all times.
Teacher’s handbags and other personal items are placed in secure locations out of the view and reach of all
children and in locked cabinets or in a locked room where the children do not have access.
All art materials used at the center are non-toxic.
Medications are placed in locked medication cabinets and/or boxes away from the view and reach of all
children unless they must be refrigerated. If refrigeration is necessary, the medication must be inaccessible
and kept on a shelf out of the reach of all children.
There is a daily system in place for sanitizing toys and equipment. Toys which have been inadvertently
placed in or around the mouth area of any child are promptly removed from the active play area and set
aside for sanitizing.
Sanitizing is done more frequently when children in care exhibit signs of illness.
Universal precautions are in place when dealing with situations that may involve contact with bodily fluids.
Disposable gloves are used when handling blood, or other potential contaminants.
Tables are sanitized before children sit down to eat meals or snacks.
Bathrooms and toileting areas must be cleaned and sanitized at least daily. Diapering areas must be
cleaned and sanitized after each use. Sinks and water fountains must be cleaned and sanitized daily. Trash
cans used for diaper disposal must be emptied, cleaned and sanitized daily.
EVIDENCE:
 A copy of cleaning logs.
 A copy of any executed cleaning contract, if applicable.
 Pictures of exits clearly labeled.
 A copy of the policy about the universal procedures and precautions used when handling blood and/or other
bodily fluids or contaminants.
OBSERVATIONS:
 Verifier will observe and document how food products are stored and labeled.
 Verifier will observe and document whether all standards and procedures are in use.
 Verifier will read the warning label on any questionable product.
5.4 Hand Washing
STANDARDS AND PROCEDURES:
• Proper hand washing is essential to keep children and teachers safe and healthy and to reduce the spread
of intestinal infections.
• Procedures should be posted at all sinks.
• The following procedure for hand washing shall be followed:
1. Using liquid soap and warm running water, wash hands by briskly rubbing hands together. Full
and proper hand washing includes the tops of the hands and the wrists.
2. Rinse hands under running water.
3. Washing hands properly takes about 20 seconds or the amount of time to sing the Happy
Birthday song.
4. Dry hands using single-use paper towels or air dry with a blower. Paper towels may not be
shared.
5. Paper towels need to be disposed of in a trash can. Trash cans need to have a hands free lid or
foot operated lid.
6. Care must be taken to avoid the recontamination of hands after washing before eating.
• Hand washing shall be done upon arrival at the center and whenever hands become soiled or contaminated
throughout the day.
• The following list contains some of the times when hand washing is required:
After:
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





Outdoor play
Touching pets
Toileting or assisting a child with toileting
Diaper Changes
Wiping noses
Touching items that are soiled or contaminated (such as children’s soiled clothes or bedding)
Sneezing, coughing
Before and after:
 Eating
 Drinking
 Food preparation or distribution
 Cooking
 Water play, play dough play, other fluid or messy play
 Helping a child with injuries
 Attending to a child who is ill
EVIDENCE:
 A copy of the hand washing procedure.
 A picture showing that the procedures are displayed in the appropriate places.
OBSERVATIONS: The verifier will observe throughout the day that the appropriate hand washing
procedures are used.
5.5 Diapering and Toileting
STANDARDS AND PROCEDURES:
• The diapering and toileting areas must be kept clean and sanitized.
• The area must be organized with all supplies needed at hand.
• The following is a diapering outline to follow:
• Teacher prepares for diapering by assembling needed items, including:
 the diaper
 diaper wipes sufficient for the job
 ointment or diaper cream if needed
 a plastic bag for disposal of the used diaper
 a change of clothes if needed
 a plastic bag for sanitary removal of soiled clothes
 gloves
• Latex or vinyl gloves are worn (vinyl is preferred due to the potential for latex allergies).
• Child is treated respectfully throughout the diapering procedure.
• The child’s bottom is gently wiped from front to back.
• Soiled clothing is placed in a plastic bag, sealed, and sent home on the day of soiling.
• The soiled diaper, wipes used and gloves are placed in a sealed plastic bag for disposal in a covered lined,
hands-free trash can that is used for diapers only.
• One hand is kept on the child’s body throughout the diapering procedure to assure that the child is stable
and safe on the diaper changing surface.
• The teacher washes the child’s hands after diapering child. The child can then be placed in a supervised
area among toys while teacher finishes the diaper changing area cleaning procedure.
• Teacher cleans and sanitizes diaper changing area.
• Teacher moves to sink and washes hands thoroughly and properly with liquid soap and warm running water
(per hand washing procedures.)
• Local licensing regulations differ in the specifics of the diaper changing process they want centers to follow.
ALL diaper changing processes have the same goal: to change the child’s diaper while upholding the
highest possible health and safety standards.
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A detailed diaper changing process can be found in the reference: Caring for our Children: National
Resource Center for Our Children. (http://cfoc.nrckids.org/StandardView/3.2.1.4).
Hand washing must be done immediately after diapering a child or assisting a child with toileting.
Both the teacher’s and the child’s hands must be washed after assisting a child with toileting.
Diapering surface must be sanitized with a bleach and water solution after every diaper change.
Hand washing must be done even if gloves are worn. As soon as gloves are removed, hands must be
washed.
Sanitizer is not a substitute for hand washing but can be utilized in instances where there is no water
immediately available (example on the playground or on a field trip).
EVIDENCE:
 Procedures are posted in the appropriate location.
 A copy of the diaper changing procedures in effect.
OBSERVATIONS:
 The verifier will observe and document this procedure.
 The verifier will observe whether diaper changing instructions are posted at each changing location.
5.6 CPR and First Aid
STANDARDS AND PROCEDURES:
• Lead Teacher Requirements: current valid Infant and Child CPR and First Aid (required for 50% of all
personnel)
• Director Requirements: current valid Infant and Child CPR and First Aid
• Staffing Requirements: at least one staff member who has current valid CPR and first aid training MUST be
on premises at all times, and a staff member with current valid CPR and first aid training must accompany a
group that leaves the center for a field trip or other activity Staffing schedules must reflect this requirement.
• The provider must have at least one first aid kit on premises.
• The first aid kit will contain at a minimum: bandages, gauze pads, gauze rolls, scissors, tweezers, soap,
gloves, wet wipes, ace bandage and a first aid guide.
• A group on a field trip will take a fully stocked first aid kit along.
EVIDENCE:
 Copies of all training certificates of completion earned by all teachers in the areas of CPR and First Aid.
OBSERVATIONS:
 The verifier will observe and document whether the appropriate number of trained staff are on site.
 The verifier will observe and document whether the first aid kit is available and whether it is
appropriately stocked.
5.7 Administering Medication
STANDARDS AND PROCEDURES:
• The provider maintains a written policy for the administration of medication (both prescription and
• over-the-counter) to children.
• The provider shall designate one individual on site to administer medications.
• In order for the provider to dispense medication to a child, A Parental Medication Consent Form must be
completed, signed and submitted to the provider by the parents.
• If the medication that is to be administered is prescription medication, then the medication must remain in its
original packaging as provided by the child’s pharmaceutical or medical provider and must bear a printed
label clearly stating the name of the child to whom the medication has been prescribed. The name that
appears on the printed prescription label must exactly match the name of the child to whom the medication
is to be administered.
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The provider is not permitted to accept Parental Medical Consent Forms from parents advising that a
specific medication is merely to be administered “as needed.” Medications bearing such vague and
subjective administration directions must instead be administered at home by the child’s parents or must be
accompanied by a completed and signed Parental Medical Modification Form on which the child’s parents
have advised in writing of their specific, desired alternative administration of the medication in lieu of the “as
needed” directive that appears on the medication’s printed label.
A provider is not permitted to administer to any child a medication whose label indicates that the
medication’s expiration date has passed.
A provider reserves the right to decline or refuse to administer medication to a child that appears to pose
potential harm to the child (foul odor, odd or uneven discoloration, tampered safety seals, etc.). In such
cases, the child’s parents will be immediately advised of the issue.
A provider reserves that right to decline or refuse to administer to any child any non-traditional medication
that is provided by the parent and that has not been authoritatively approved by the medical community
(FDA, etc.).
A child’s parents are required to replace expiring or depleted prescription medications sufficiently in advance
of the medication’s expiration or depletion.
In the event that a medical professional who presides over the health of a child advises child’s parents to
discontinue or otherwise modify the administration of the child’s prescribed medication, the child’s parents
must advise the center in writing of this prescription discontinuation or modification through a Parental
Medication Discontinuation or Modification Consent Form. Blank copies of both the Parental Medication
Consent Form and the Parental Medication Discontinuation or Modification Consent Form must be included
in the enrollment package. All completed and signed Forms must be secured for each medication whose
administration a parent has advised to be discontinued or modified.
The provider may administer prescription medication doses to a child during off-site field trip activities ONLY
if the child’s parent has consented in advance in writing to such remote (off-site) medication administration
on the completed and signed Parental Medication Consent Form that the center maintains on file onsite.
The provider shall designate one individual to administer the medication when off-site.
The signature of the administering staff member and time and date of each medication administration must
be noted on the Medication Log maintained on site at the center. Medication Log records are maintained
onsite at the center for a period of 6 months.
Medications are properly stored according to individual prescription indications out of the children’s reach in
locked containers or cabinets, under refrigeration if necessary.
EVIDENCE:
 Sample copies of the Parental Medication Consent Forms, the Parental Medication Discontinuation or
Modification Consent Form, and the Medication Log. The Parental Medication Consent Forms and
Medication Logs are two separate documents and must both be maintained in an updated and current
manner on-site.
 If the provider does not administer medicine, a statement to that effect.
OBSERVATIONS:
 The verifier will confirm that all standards and procedures are followed.
 The verifier reserves the right to view a consent form or log of a child observed taking medicine.
5.8 Transportation
STANDARDS AND PROCEDURES:
• All vehicles are equipped with age appropriate child restraints or approved child safety seats.
• All vehicles used to transport children are inspected annually. Inspection reports show that all important
safety systems and mechanisms (brakes, lights, wipers, seat belts, etc.) are in good condition and are
functioning adequately.
• Smoking is not permitted in vehicles.
• Vehicles are locked at all times when not in use. Not in use means that an adult is not immediately adjacent
to the vehicle while loading or unloading children or physically on the bus or driving it.
APPLE ACCREDITATION MANUAL 2013
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Drivers are never permitted at any time to engage in the use of any cellular telephone or any similar or
related device during the occupation and/or operation of the vehicle. This provision includes telephonic or
other similar devices that have been outfitted with use-altering attachments, such as “bluetooth” devices or
other such “hands-free” enhancements. The only permissible exception to this provision would be the use of
a cellular telephone or similar device to alert authorities and/or advise the center of the occurrence of an
emergency matter relevant to the health and safety of the children and/or the driver. Such necessary and
exceptional cellular telephone use should only occur when the vehicle has been safely parked and is no
longer in motion.
Drivers complete a Transportation Log which documents the name of each child, the time each child
entered the vehicle and the time each child exited the vehicle.
All drivers are required to document in written detail any and all behavioral, medical or emergency events of
distractions that take place onboard the vehicle while transporting the children.
When the driver gets to the destination, the driver performs a physical check of the full interior space of the
vehicle to be certain that all children are out of the vehicle. Upon performing a satisfactory interior search of
the vehicle and the driver determines that no children remain onboard, the driver signs or initials the
Transportation Log.
A second adult performs an additional, visual sweep of the vehicle and then certifies that there are no
children remaining in the vehicle by also signing the Transportation Log.
Transportation Logs are retained for a period of 6 months and can be maintained on a daily, weekly or
monthly basis only.
Current and complete driving records are maintained on site for all bus and van drivers who are employed
by the center.
Drivers receive orientation / training on how to handle emergencies while in the vehicle.
Drivers have been background screened and their driving records have been checked for compliance with
driving rules and regulations and are evaluated for suitability for transporting young children.
Those individuals who serve as van or bus drivers have an annual physical on file showing that they are
physically able to drive the van or bus.
Additional training in safely transporting young children should be documented.
EVIDENCE:
 A copy of the latest vehicle safety inspection report.
 Copies of all certifications, driving records, and examinations that are maintained on file regarding the
suitability of each bus or van driver. The personal information of each bus or van driver may be blacked out
or otherwise obscured.
 Proof that transportation logs are maintained by providing a copy of at least 3.
 Verifier will observe and document how center conducts its transportation procedures.
OBSERVATIONS:
 Verifier will observe and document how center conducts its transportation procedures.
 The verifier reserves the right to request any document listed above to confirm the policy and
procedures are being followed and that the vehicles are safe and drivers are qualified.
 Verifier will review the last 6 months of transportation logs.
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Section 6 – Parent/Family Involvement
6.1 Parent/Staff Interaction
Standards and Procedures:
• Parents and staff have opportunities for ongoing interaction and communication. The frequency of this
communication is especially important the younger the child.
• Information concerning the child’s health, needs, fears and habits passes back and forth frequently.
• The provider communicates with parents about their child’s development, behavior, or other issues.
• There is trust and respect between staff and families at all times.
• The provider informs parents of the importance of reading to their child daily
• The provider schedules planned and formal meetings and they are documented.
• The provider shares with the parents the importance of reading.
• One of the responsibilities of the early education provider is to share information with parents on matters
relating to child development, children’s health, nutrition, developmentally appropriate activities, and any
other information that will help parents to be better informed.
• Information can be shared in many ways. Brochures and flyers can be self-developed or purchased.
• There should be an area designated as ‘parent information’ or ‘parent resources’ that is easily accessible.
• In addition to brochures, other methods for disseminating nutritional information to parents can be in the
form of notes in lunch boxes suggesting foods to pack or letters to parents explaining the importance of
good nutrition.
• The provider should be aware of the languages spoken by parents and provide all brochures, if available, in
other languages.
• The provider encourages parent involvement. Some examples would be: collecting materials for projects,
assisting in the ‘publishing’ of class books, preparing materials for class, attending special events like a tea
party or Thanksgiving play. These are suggestions only.
• Parents can volunteer by: visiting the class for ‘career day’, reading to the class, assisting on field trips or on
special ‘party days’, presenting a special provider (music or art for example), sharing the family’s culture,
being lunch or snack helpers or any one of many other ways.
EVIDENCE:
 Copies of flyers or brochures that are made available to parents.
 A written statement that briefly explains how the material is distributed to parents. For example: the
brochures could be available upon request, they could be made available when a need is recognized (ex.
child watches too much television), periodically throughout the year (perhaps in the newsletter), or when a
problem arises (how to effectively get rid of lice).
 Any other evidence of communication in the form of written policy statements, daily reports, newsletters,
parent/teacher conferences.
 A brief explanation of how daily communications are handled. For instance, can parents and staff interact at
drop-off and pick-up times?
 Other documentation of communication can include copies of sign-in sheets from parent teacher
conferences, notes of parent teacher meetings, telephone log documenting telephone conferences with
parents.
 A written explanation as to how your center encourages parent involvement, including supporting
documentation.
 Photographs from six separate occasions, during the past 12 months, showing parents involved in the
classroom, on field trips, or otherwise engaged with the provider including a brief written explanation of each
photo.
OBSERVATIONS: The verifier will observe and document parent and staff interaction throughout the
day.
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6.2 Parent Feedback
STANDARDS AND PROCEDURES:
• To assess how well you are meeting the needs of parents, it is recommended that you assess satisfaction at
least annually. This can be done in the form of a questionnaire distributed to parents and staff. An example
is found in Appendix 9a and 9b.
EVIDENCE:
 Samples of any form used to gauge parent satisfaction.
 A written explanation that describes how the feedback received is used to make changes to more fully meet
parent’s and children’s needs.
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Section 7 – Community Engagement
7.1 Community Outreach
STANDARDS AND PROCEDURES:
• It is important for a provider to be involved in the community as it sets a positive example for the children. It
is not about trips into the community but giving back to the community.
• Community outreach may include: a canned food drive, participation in fund drives such as the March of
Dimes Hop-a-thon or the Trike-a-thon.
• Being involved brings attention to the business of early learning and the role your business plays in making
its community a better place.
• Specifically, your businesses involvement in the community sets a good example for the early learning
community in general.
• Community outreach also includes advocacy on behalf of early learning and children in general. It is a
responsibility of those who work with young children to advance the issues that must be heard to improve
the lives of all children. There are many way a provider can advocate, which include:
 Letters to legislators, regulators, or foundations
 Letters to the editor of your local newspaper or an industry magazine
 Articles that talk about and promote issues related to the early learning community and the
welfare of children
 Speaking at school board meetings or your local early learning coalition
 Speaking at workshops scheduled by regulators on issues relevant to the early learning
community or important to children’s issues in general
 Speaking to your local Chamber, Rotary, or other business or community group about an early
childhood topic.
EVIDENCE:
 Photographs from two separate occasions, during the past 12 months of the center’s community outreach,
including a brief explanation of each photo.
 Copies of all awards, memberships, certificates and acknowledgements that the center received in the
previous 24 months.
 A copy of a letter and proof of mailing from the center that was sent to a legislator, early learning coalition,
funding agency, or foundation within the last 12 months.
 A copy of a letter that was sent to the local newspaper or a trade magazine within the last 12 months.
 If sent by e-mail, a copy of the e-mail indicating the date it was sent.
 A copy of an article about an early childhood topic that was submitted to parents, a newspaper, a
professional journal, or newsletter.
 A copy of the agenda showing the date and time of the meeting at which a representative of the center
spoke about an early childhood topic.
OBSERVATIONS:
 There is evidence of community outreach not older than 2 years, such as plaques, awards, pictures of
events etc…
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Section 8 - After-Care Programs
8.1 After-Care Ratios and Activities
STANDARDS AND PROCEDURES:
• In addition to all of the other Standards and Procedures, there are special considerations for those Centers
that have After-Care programs for school age children.
• The programs offered enrich a child’s academic experience.
• Extra-curricular activities and materials are age appropriate.
• There is time set aside for school homework and educators´ staff available to assist the children who need
help.
• There are sufficient outdoor activities scheduled to engage the older children.
• Ratios for groups of children ages 6 and older are between 1:18 and 1:22.
• Ratios should vary according to the age and ability level of the children and according to the type of
complexity of the activity.
• Group size should not exceed 44 children.
• An open door policy is required and parents are encouraged to visit and participate when available,
especially on field trips.
• Families are kept informed about the activities provided and staff regularly communicates with parents about
the children’s progress and if a child is having difficulty completing his/her homework.
• Parents are provided information about age appropriate resources in the community.
• Activities are planned to involve the children in giving back to the community.
• There is age-appropriate materials, activities, furniture for older children.
EVIDENCE:
 Provide a schedule of a typical week for School-Age children.
 Specifically describe how the center deals with homework time.
 Provide a policy or describe in a paragraph or two how parents are encouraged to participate.
 Provide a sample of a communication form that addresses a child’s performance in the program.
 Provide samples of brochures or newsletters that give parents information about resources in the
community.
 Provide pictures or evidence of an activity where school-age children are involved in community activities.
OBSERVATIONS:
 The verifier will observe homework time.
 The verifier will observe the children in outdoor play.
 The verifier will observe if ratios and group size are appropriate for the age and ability level of the schoolage children.
 The verifier will observe if there are sufficient age-appropriate materials and activities available.
 The verifier will observe the interaction between parents and staff during pick up.
APPLE ACCREDITATION MANUAL 2013
Page 36