Great Start to Quality
Michigan’s Quality Rating and Improvement System
Standards and Points
1. Early Childhood Educator Qualifications and Professional Development (16 points)
a. Administrator Qualifications
(4 points)
b. Early Childhood Educator Qualifications
(7 points)
c. Professional Development
(5 points)
2. Family and Community Partnerships (8 total points)
a. Family Partnerships
(4 points)
b. Community Partnerships
(4 points)
3. Administration and Management (6 total points)
a. Administration and Management
(6 points)
4. Environment (8 total points)
a. Physical Environment
(2 points)
b. Ratios
(2 points)
c. Health Environment
(4 points)
5. Curriculum and Instruction (12 total points)
a. Curriculum
(4 points programs; 6 points homes)
b. Screening and Assessment
(6 points)
c. Consistency of Care
(2 points programs only)
6. Total Points available: 50
1
Point Structure
The points were structured such that early learning and development programs need to get a certain number of points in each category (“family and
community partnerships,” “administration and management,” etc.) to achieve a certain star level. If the setting is unable to achieve this minimum
number of points in any of the categories, it would remain at a lower level. This ensures that early learning and development programs are working
across all areas to improve quality. Because we also want early learning and development programs to get “credit” for the achievements they do make
and to be lauded if they have a particularly high score in one or two areas, the Great Start to Quality certificate will display the score for each program
across each area. Thus, parents and others will be able to see the areas of strengths of a particular program.
Total Points
Standards
1. Early Childhood Educator
Qualifications and Professional
Development
2. Family and Community Partnerships
3. Administration and Management
4. Environment
5. Curriculum and Instruction
Additional points in any category
Minimum Requirement for Rating
PQA Score or CLASS Equivalent
16
8
6
8
12
50
Level Two
3
(at least 1 pt from
each category)
4
2
2
4
1
16
N/A
2
Minimum Point Distribution
Level Three
Level Four
6
8
(at least 1 pt from
(at least 1 pt from
each category)
each category)
4
6
4
4
4
6
6
8
2
6
26
38
N/A
>3.5
Level Five
8
(at least 1 pt from
each category)
6
4
6
8
10
42
>4.5
Early Childhood Educator Qualifications and Professional Development
Standard – Early Childhood Educator Qualifications
Early Learning & Development
Pts*
Family/Homes with Assistant(s)*
Programs
Criteria –
Administrator Qualifications
Indicators
CDA or Montessori credential with 960 hrs
of experience including a minimum of 18
hrs in Early Childhood Education / Child
Development.
Associate’s degree in Early Childhood
Education or related field with 480 hrs of
experience including a minimum of 18
semester hrs in Early Childhood Education /
Child Development.
Bachelor’s degree or higher in a childrelated field including a minimum of 18 hrs
in Early Childhood Education / Child
Development.
Bachelor’s degree or higher with a major in
Early Childhood Education / Child
Development and 3 credits in
administration.
Pts
Family/Homes without Assistant(s)*
Pts
1
CDA or Montessori Credential.
1
CDA or Montessori Credential.
1
2
Associate’s Degree in Early Childhood
Education or related field.
2
Associate’s Degree in Early Childhood
Education or related field.
2
3
Bachelor’s degree or higher in a childrelated field including a minimum of 18
hrs in Early Childhood Education / Child
Development.
Bachelor’s degree or higher with a major
in Early Childhood Education / Child
Development.
3
Bachelor’s degree or higher in a childrelated field including a minimum of 18
hrs in Early Childhood Education / Child
Development.
Bachelor’s degree or higher with a major
in Early Childhood Education / Child
Development.
3
4
3
4
4
Standard - Early Childhood Educators Qualifications
Early Learning & Development
Pts*
Family/Homes with Assistant(s)*
Programs
Criteria –
Lead Early Childhood Educator Qualifications
Indicators
Pts
Family/Homes without Assistant(s)*
Pts
Lead Early Childhood Educator has at
least a CDA appropriate to age served.
2
Early Childhood Educator has at least a
CDA appropriate to age served.
3
Lead Early Childhood Educator has at
least an Associate’s degree in early
childhood education or a related field.
3
Early Childhood Educator has at least an
Associate’s degree in early childhood
education or a related field.
5
Lead Early Childhood Educator has at
least a Bachelor’s degree in early
childhood education or related field.
4
Early Childhood Educator has at least a
Bachelor’s degree in early childhood
education or related field.
7
Early Learning & Development
Pts*
Programs
Criteria –
Assistant Early Childhood Educator Qualifications
Indicators
Family/Homes with Assistant(s)*
Pts
Family/Homes without Assistant(s)*
At least 50% of assistants have at least a
CDA appropriate to age served.
1
At least one assistant has at least a CDA
appropriate to age served.
100% of assistants have at least a CDA
appropriate to age served.
2
At least 50% of classrooms have lead Early
Childhood Educators with at least a CDA
appropriate to age served.
100% of classrooms have lead Early
Childhood Educators with at least a CDA
appropriate to age served.
At least 50% of classrooms have lead Early
Childhood Educators with at least an
Associate’s degree.
100% of classrooms have lead Early
Childhood Educators with at least an
Associate’s degree in early childhood
education or related field.
At least 50% of classrooms have lead Early
Childhood Educators with at least a
Bachelor’s degree in early childhood
education or related field.
100% of classrooms have lead Early
Childhood Educators with at least a
Bachelor’s degree in early childhood
education or related field.
1
2
2
3
3
4
Standard – Early Childhood Educator Qualifications
4
1
n/a
At least 50% of assistants have at least an
Associate’s degree in early childhood
education or a related field.
100% of assistants have at least an
Associate’s degree in early childhood
education or a related field.
2
At least one assistant has at least an
Associate’s degree in early childhood
education or a related field.
3
3
Standard – Early Childhood Educator Qualifications
Early Learning & Development Programs
Criteria –
Pts*
Family/Homes with Assistant(s)*
Pts
Family/Homes without Assistant(s)*
Pts
Professional Development
Indicators
All program staff annually complete at least
24 clock hours of professional development.
2
Annual professional development training
attended by all staff includes at least 3 hours
focused on cultural competence and inclusive
practices, related to serving children with
special needs or disabilities, as well as
teaching diverse children and supporting
diverse children and their families.
1
Other Possible Points
Early Learning & Development Programs
Director has a graduate degree in Early
Childhood or Child Development or a related
field, or program works at least monthly with
an early childhood specialist with a graduate
degree in Early Childhood or Child
Development or a related field.
Pts*
2
Early Childhood Educator annually
completes at least 20 clock hours of
professional development, and
assistant(s) complete 10 hours of
professional development.
Professional development training
attended by Early Childhood Educator
and any staff includes at least 2 hours
focused on cultural competence and
inclusive practices, related to serving
children with special needs or disabilities,
as well as teaching diverse children and
supporting diverse children and their
families.
Family/Homes with Assistant(s)*
Early Childhood Educator has graduate
degree in Early Childhood or Child
Development or a related field, or works
at least monthly with an early childhood
specialist with graduate degree in Early
Childhood or Child Development or a
related field.
5
2
Early Childhood Educator annually
completes at least 20 clock hours of
professional development.
2
1
Professional development training
attended by Early Childhood Educator
includes at least 2 hours focused on
cultural competence and inclusive
practices, related to serving children with
special needs or disabilities, as well as
teaching diverse children and supporting
diverse children and their families.
1
Family/Homes without Assistant(s)*
Pts
2
Pts
2
Early Childhood Educator has graduate
degree in Early Childhood or Child
Development or a related field, or works at
least monthly with an early childhood
specialist with graduate degree in Early
Childhood or Child Development or a
related field.
Family and Community Partnerships
Standard – Family Partnerships and Family Strengthening
Early Learning & Development Programs
Pts*
Family/Homes with Assistant(s)*
Pts
Family/Homes without Assistant(s)*
Pts
2 or 4
Early Childhood Educator has evidence of
family engagement and involvement. Early
Childhood Educator has 2 of the following (2
points). Early Childhood Educator has at least
4 of the following in place (4 points).
2 or 4
Criteria
Program has evidence of family engagement
and involvement. Program has 3 of the
following in place (2 points). Program has all 6
of the following in place (4 points).
2 or 4
Early Childhood Educator has evidence of family
engagement and involvement. Early Childhood
Educator has 2 of the following (2 points). Early
Childhood Educator has all 4 of the following in
place (4 points).

Indicators
1. Program provides parenting education
opportunities.
2. Classroom staff engages in informal
communication with parents.
3. Program provides formal communication
(i.e., parent/teacher conferences, home
visits) to inform parents of children’s
developmental progress.
4. Communication, education, and
informational materials and opportunities for
families are delivered in a way that meets
their diverse needs (e.g., literacy level,
language, cultural appropriateness, etc.).
5. Program offers opportunities for parents
to participate in program governance.
6. Program provides opportunities for
parents to participate in education inside and
outside the classroom.
Standard – Community Partnerships
Early Learning & Development Programs
Pts*
1. Early Childhood Educator offers parenting
education opportunities.
2. Early Childhood Educator engages in informal
communication with parents.
3. Early Childhood Educator engages in formal
communication (i.e., parent/teacher
conferences, home visits) to inform parents of
children’s developmental progress.
4. Communication, education, and informational
materials and opportunities for families are
delivered in a way that meets their diverse needs
(e.g., literacy level, language, cultural
appropriateness, etc.).

1. Early Childhood Educator offers parenting
education opportunities.
2. Early Childhood Educator engages in
informal communication with parents.
3. Early Childhood Educator engages in formal
communication (i.e., parent/teacher
conferences, home visits) to inform parents
of children’s developmental progress.
4. Communication, education, and
informational materials and opportunities for
families are delivered in a way that meets
their diverse needs (e.g., literacy level,
language, cultural appropriateness, etc.).





Family/Homes without Assistant(s)*
Pts
Family/Homes with Assistant(s)*
Criteria
6
Pts



Program has evidence that it is involved in
partnerships and/or collaborations that
enhance its services to families. Program has
2 of the following (2 points). Program has at
least 3 of the following in place (4 points).
2 or 4
Early Childhood Educator is involved in
partnerships and/or collaborations that enhance
its services to families. Early Childhood Educator
has 2 of the following (2 points). Early Childhood
Educator has at least 3 of the following in place
(4 points).
2 or 4
Early Childhood Educator is involved in
partnerships and/or collaborations that
enhance its services to families. Early
Childhood Educator has 2 of the following (2
points). Early Childhood Educator has at least
3 of the following in place (4 points).

Indicators
1. Partnerships to provide or connect families
to appropriate comprehensive services.
2. Partnerships that take basic steps to
facilitate children’s transition between and
among programs, agencies, and schools.
3. Participation in community associations. 
Total points available
2 or 4
1. Partnerships to provide or connect families to
appropriate comprehensive services.
2. Partnerships that take basic steps to facilitate
children’s transition between and among
programs, agencies, and schools.
3. Participation in community associations.
8
1. Partnerships to provide or connect families
to appropriate comprehensive services.
2. Partnerships that take basic steps to
facilitate children’s transition between and
among programs, agencies, and schools.
3. Participation in community associations.
8
7



8
Administration and Management
Standard – Administration and Management
Early Learning & Development Programs
Criteria
Pts*
Program has written personnel policies and
procedures, which improve and lead to staff
retention. Program has 1 of the following (2
points). Program has at least 3 of the
following in place (4 points). Program has 4 of
the following in place (6 points).
Indicators
 Written personnel policies and
procedures.
Family/Homes with Assistant(s)*
Pts
Program has written policies and procedures, for
families and staff.
2 to 6

Family/Homes without Assistant(s)*
Early Childhood Educator has written policies
and procedures for families, and opportunities
to learn and follow sound business practices.
2 to 6

 Early Childhood Educator has a basic contract
for services rendered, which may include:
Description of payment schedule, Early Childhood
Educator and child vacation policy, sick leave for
child, alternative care options, and the termination
policy.
2. Early Childhood Educator has written personnel
policies and procedures.
2
3. A documented, graduated salary scale for
staff that takes into account education and
experience. 
Early Childhood Educator has one of the following
(2 points):
2
4. A flexible benefit plan that may include
health, tuition assistance, etc. for staff. 
1. Evidence of staff evaluation and individual
professional development plans for staff members.

5. Paid leave time for full time employees
which may include holiday, vacation,
educational leave, and/or sick time. 

2. A documented, graduated salary scale for staff
that takes into account education and experience. 

3. A flexible benefit plan that may include health,
tuition assistance, etc. for staff. 


4. Paid leave time which may include holiday,
vacation, educational leave, and/or sick time. 

2. Evidence of staff evaluations and individual
professional development plans for each staff
member.
8
Pts
2
 Early Childhood Educator has a basic
contract for services rendered, which may
include: Description of payment schedule,
Early Childhood Educator and child vacation
policy, sick leave for child, alternative care
options, and the termination policy.
2. Early Childhood Educator has opportunity for
consultation on business practices with a
lawyer, accountant, or child care professional
group.
4 to 6
4
2
Environment
Standard - Environment
Early Learning and Development Programs
Pts
Family/Homes with Assistant(s)*
Pts
Family/Homes without Assistant(s)*
Pts
Criteria –
Physical Environment
Indicators
Program is in a physical location that is free of
environmental risks (e.g. lead, mercury, asbestos
and indoor air pollutants.)
2
Early Childhood Educator is in a physical
location that is free of environmental risks
(e.g. lead, mercury, asbestos and indoor air
pollutants.)
2
Early Childhood Educator is in a physical
location that is free of environmental risks
(e.g. lead, mercury, asbestos and indoor
air pollutants.)
2
Standard – Environment
Early Learning and Development Programs
Pts
Family/Homes with Assistant(s)*
Pts
Family/Homes without Assistant(s)*
Pts
Criteria –
Ratios
Indicators
Program demonstrates that it has smaller group
size and better Early Childhood Educator: child
ratio than required by licensing.
2
Home demonstrates that it has smaller group
size and better Early Childhood Educator: child
ratio than required by licensing.
2
Home demonstrates that it has smaller
group size and better Early Childhood
Educator: child ratio than required by
licensing.
2
Standard –Environment
Early Learning and Development Programs
Pts
Family/Homes with Assistant(s)*
Pts
Family/Homes without Assistant(s)*
Pts
2 or 4
Early Childhood Educator has a plan that
supports maintenance and improvement
of children’s health. Early Childhood
Educator has 2 of the following (2 points).
Early Childhood Educator has at least 4 of
the following in place (4 points).
1. A nutritional plan, reviewed by a
dietician or nutritionist.
2. 30 minutes of every 3 hours dedicated
to active outdoor time, with appropriate
indoor physical activities available when
weather prohibits outdoor play.
3. Provisions for reviewing and updating
health records according to the most
recent Early, Periodic Screening, Diagnosis
2 or 4
Criteria –
Health Environment
Indicators
Program has evidence that it has and
implements a plan that supports maintenance
and improvement of children’s health. Program
has 2 of the following (2 points). Program has at
least 4 of the following in place (4 points).
1. A nutritional plan, reviewed by a dietician or
nutritionist.
2. 30 minutes of every 3 hours dedicated to
active outdoor time, with appropriate indoor
physical activities available when weather
prohibits outdoor play.
3. Provisions for reviewing and updating health
records according to the most recent Early,
Periodic Screening, Diagnosis and Treatment
2 or 4
Early Childhood Educator has a plan that
supports maintenance and improvement of
children’s health. Early Childhood Educator
has 2 of the following (2 points). Early
Childhood Educator has at least 4 of the
following in place (4 points).
1. A nutritional plan, reviewed by a dietician
or nutritionist.
2. 30 minutes of every 3 hours dedicated to
active outdoor time, with appropriate
indoor physical activities available when
weather prohibits outdoor play.
3. Provisions for reviewing and updating
health records according to the most recent
Early, Periodic Screening, Diagnosis and
9
(EPSDT) schedule for infants, and reviewing and
updating records for toddlers and older children
annually.
Treatment (EPSDT) schedule for infants, and
reviewing and updating records for toddlers
and older children annually.
4. A process for observing each child’s health and
development on a daily basis and
communicating observations to the child’s
family, other early childhood educators, and to
specialized staff, with recommendations for
family to seek medical opinions as necessary
4. A process for observing each child’s health
and development on a daily basis and
communicating observations to the child’s
family, other early childhood educators, and
to specialized staff, with recommendations
for family to seek medical opinions as
necessary
5. A regular oral care routine, including
tooth brushing and/or gum wiping (for
infants) at least once per day.
5. A regular oral care routine, including tooth
brushing and/or gum wiping (for infants) at least
once per day.
and Treatment (EPSDT) schedule for
infants, and reviewing and updating
records for toddlers and older children
annually.
4. A process for observing each child’s
health and development on a daily basis
and communicating observations to the
child’s family, other early childhood
educators, and to specialized staff, with
recommendations for family to seek
medical opinions as necessary.
5. A regular oral care routine, including
tooth brushing and/or gum wiping (for
infants) at least once per day
Curriculum and Instruction
Curriculum and Instruction
Early Learning and Development Programs
Pts
Family/Homes with Assistant(s)*
2 to 4
Program has 2 of the following (2 points).
Program has 3 of the following (4 points).
Program has all 5 of the following in place (6
points).
Pts
Family/Homes without Assistant(s)*
Pts
2 to 6
Program has 2 of the following (2 points).
Program has 3 of the following (4 points).
Program has all 5 of the following in place (6
points).
2 to 6
Standard – Curriculum and Instruction
Criteria –
Program has 2 of the following (2 points).
Program has 3 of the following in place (4
points).
Indicators
1) A statement of educational and
developmental priorities for the children.
2) A routine daily schedule that is predictable
yet flexible; includes time for transition;
includes indoor and outdoor activities and is
responsive to each child’s need to be active or
resting.
3) An approved curriculum.
1) A statement of educational and
developmental priorities for the children.
2) A routine daily schedule that is predictable
yet flexible; includes time for transition;
includes indoor and outdoor activities and is
responsive to each child’s need to be active or
resting.
3) An approved curriculum.
1) A statement of educational and
developmental priorities for the children.
2) A routine daily schedule that is predictable
yet flexible; includes time for transition;
includes indoor and outdoor activities and is
responsive to each child’s need to be active
or resting.
3) An approved curriculum.
4) A written plan for integrating policies,
procedures and practices that reflects a respect
and valuing of children’s culture and
demonstrates cultural competence.
4) A written plan for integrating policies,
procedures and practices that reflects a respect
and valuing of children’s culture and
demonstrates cultural competence.
4) A written plan for integrating policies,
procedures and practices that reflects a
respect and valuing of children’s culture and
demonstrates cultural competence.
10
5) A written plan for serving children with
special needs.
Standard – Curriculum and Instruction
Criteria - Screening and Assessment
1) Program has 2 of the following (2 points).
Program has at least 4 of the following in place
(4 points). Program has all 5 in place (6 points)
5) A written plan for serving children with
special needs.
5) A written plan for serving children with
special needs.
2) Staff discusses anecdotal notes/observations
as a basis for working/teaching with each child.
1) Early Childhood Educator has 2 of the
following (2 points). Early Childhood Educator
has at least 4 of the following in place (4
points). Early Childhood Educator has all 5 in
place (6 points)
2) Staff discusses anecdotal notes/observations
as a basis for working/teaching with each child.
3) Complete annual developmental screening
(self or outside entity), and appropriately refer
and follow up.
4) Uses an approved child assessment tool at
least two times a year.
5) Uses child assessment results in parentteacher conferences at least two times a year.
3) Complete annual developmental screening
(self or outside entity), and appropriately refer
and follow up.
4) Uses an approved child screening or
assessment tool at least two times a year.
5) Uses child assessment results in parentteacher conferences at least two times a year.
6) Uses assessment to inform individual, small
group, and whole group instruction and
interaction. 
Consistency of Care
6) Uses assessment to inform individual, small
group, and whole group instruction and
interaction. 
1) Early Childhood Educator has 2 of the
following (2 points). Early Childhood Educator
has at least 4 of the following in place (4
points). Early Childhood Educator has all 5 in
place (6 points)
2) Early Childhood Educator incorporates
anecdotal notes/observations as a basis for
working/teaching with each child.
3) Complete annual developmental screening
(self or outside entity), and appropriately
refer and follow up.
4) Uses an approved child screening or
assessment tool at least two times a year.
5) Uses child assessment results in parentteacher conferences at least two times a
year.
6) Uses assessment to inform individual, small
group, and whole group instruction and
interaction. 
Program can demonstrate that it structures and
schedules staff such that each child has a
consistent team of Early Childhood Educators
and peers over a week, and over a calendar
year.
Total points available
n/a
n/a
2 to 6
2 to 6
2 to 6
2
12
12
11
12