Quality Curriculum Components (QCC) for EEC (Extended Educational Care) Programs-updated November 2012
Vision:
Mission:
Beliefs:
Code of Ethics:
Young children are ready to succeed in school and in life.
We advance the success of young children by partnering with families, professionals and the community through exemplary services, training, research and advocacy.
We accomplish our mission within a culture of innovation, collaboration and shared leadership.
We believe in children. We believe in families. We believe in our community. We believe in ourselves.
Strength Based Practices; Integrity; and Excellence
STARS/Accreditation
Strengths
 Knowledge of STARS/Accreditation and best practices
 Environmental rating scales (SACERS)
 Full time staff are credentialed
 Classroom environments are rich in materials
 Staff meetings reflect discussion of best practice
Goals
 All enrolled children are in high quality environments
 All eligible programs are 3-4 STAR rated
 STARS Environmental rating scores are 4.5 or higher
 No deficiencies received on licensing visits
 All staff training hours in compliance
 All staff are knowledgeable about licensing and quality
indicators
Strategies
 Supervisor and/or peers (teacher-to-teacher) complete weekly
observations with feedback and coaching on best practices
 Staff self-monitor daily classroom environment and practice to
ensure quality standards are met
 Staff inform director of any deficiency areas
 STARS Binders up to date and checked quarterly by supervisor
or curriculum coordinator
 Staff take responsibility for obtaining their training hours
 Staff Training Binder is up to date and training documented and
checked monthly by supervisor
 All staff read and know regulations and abide by the principles
of regulations and quality ratings
 Deficiencies are addressed and corrected immediately
 All licensing mandates and quality standards are in good
standing each day with no deficiency areas
 Supervisor’s Classroom Observation Binder is in place and
up-to-date
Partners with Families
Strengths
 All full time staff are credentialed and attend on-going training
to develop proficiencies and mastery of skills
 Staff communicate with families through multiple venues with
opportunities for family involvement
 Assessment information is available to parents
 Information on Dialogic Reading is available
 Information on Baby Teeth Matter is available
 How to conference with parents video is available
 Community resources such as Born Learning, KY Standard
Parent Guides and other materials are available
 KY School Readiness brochure
Goals
 All families receive meaningful support and communication
from staff
 All families are involved and feel welcome
 All families are knowledgeable about dialogic reading
 All families receive oral health education
 All Parents have positive relationships with staff
 All families will understand KY School Readiness definition
Strategies
 All families experience a positive 1 minute conference at least
weekly (Child-Classroom-Home) if dropped-off and/or pickedup
 All families and school staff experience the “10 ft rule”
 Classroom staff greet parents (if present) and children upon
arrive and departure and call them by name
 All families complete an annual parent survey
 Survey data is analyzed and shared with staff and parents
 All families receive formal and informal child evaluation
information from staff at least quarterly
 All supervisors and staff receive on-going training and coaching
 All full time staff have a current Family Partnership Certificate
 Watch Me Grow conferences are held each semester
 Take home materials for parent/child are utilized
 Bios of teachers are posted for each room
 Multiple visual tools are utilized to communicate appropriate
information to families (classrooms)
 Home to school items are displayed i.e. photos
 At least 4 annual family all center events/activities
 Open-door policy with parents
 Opportunities are available for families to volunteer/participate
 There is a variety of opportunities for parent education
 All families will review the KY School Readiness Brochure
Arts
Strengths
 Staff are knowledgeable in the integration of arts across the
curriculum
 Daily practice reflects a variety of arts experiences
 Staff/supervisor are creative in providing new arts opportunities
 Growing Sound materials are available
Goals
 All children have daily experiences in the Arts
 The Arts are integrated into daily curriculum
 Environments are rich in arts curriculum and materials
Strategies
 Children’s works in the arts are visible in the environment and
shared with families
 Lesson Plan are current and reflect arts integration linked to
K-12 Program of Studies
 Teachers integrate music and movement and other art activities
into daily curriculum, lesson plans
Literacy
Strengths
 All full time staff are credentialed
 All staff attend on-going training to develop mastery and
proficiencies in literacy curriculum and integration
 Environments are rich in literacy materials and resources
 Community resources are available
 Communication with families around literacy and dialogic
reading to bridge to home
Goals
 All children develop language and literacy skills to prepare them
for success in school and life
 Literacy is integrated into all curriculum areas
 All classrooms reflect best practices in early literacy through
planning, interactions, curriculum, and total environment
Strategies
 Lesson plans are current and reflect K-12 Program of Studies
 Classrooms have an abundance of visual evidence for literacy
activities and materials in the environment
 All supervisors and staff receive on-going training, coaching,
and collaboration on literacy/language advancement
 Weekly observations by supervisor and/or peers (teacher-toteacher) provide support to staff for continuous improvement
 Learning is bridged to home through parent communication and
take home activities
 Staff communicate to parents about materials and information
that help parents advance their child’s literacy/language skills
 Take home literacy materials for parent/child are utilized
Professional Development
Strengths

 KY K-12 Standards incorporated into Lesson Plan
 In-house Training Department for advanced topics
 On-line courses available through CCEI
 Annual Professional Development Plans
 Staff meetings
 High Scope
 Lesson Plan Development linked to K-12 Program of Studies
Goals
 All staff are actively and intentionally engaged in the acquisition
and application of knowledge, skills, and transfer into practice
 All staff take responsibility for their own professional
development and achieve a mastery level of practice
 Child Assessment information is used to plan group and
individual lessons/activities and communicate to families
 Curriculum is implemented at a high level of proficiency with
High Scope in all classrooms
 Daily Lesson Plan align with curriculum and is observable in
classroom practices
Strategies
 Documentation shows that Supervisor observes all classroom
weekly to validate best practices in all QCC areas
 Daily Lesson Plans are up to date and posted
 Current monthly review by supervisor with initialized sign-off
on Daily Lesson Plan
 All staff have a current Professional Development Plan with
training linked to areas of growth/interest
 Supervisor meets with staff at least annually to update
Professional Development Plan
 Documentation of group and individual Lesson Plans
 Watch Me Grow completed and shared with all families at least
each semester
 Annual Staff Evaluation demonstrate acceptable range of
knowledge, skills, and transfer into practice
 Staff create portfolio for each child in his/her classroom that
reflect all QCC areas
Social/Emotional
Strengths
 Supervisor and staff understand Social Emotional importance
and attend on-going trainings in this area
 Use of DESA program to measure/promote protective
factors/reduce behavioral concerns
 Strength based approach
 Materials to support social/emotional environments
 Growing Sound materials available
Goals
 All children develop resiliency through mastery of skills and
feelings, with support at school and home
 Environments are rich in social emotional curriculum and
activities
 Children develop social emotional skills and behaviors to help
them succeed in school and in life
Strategies
 All supervisors and staff receive on-going training and coaching
 Staff model healthy social emotional behaviors
 Social emotional information is shared with families
 For Now and Forever publication and guide is utilized
 Records and action plans show all classrooms use reflective
checklists 2x/year (SPADE)
Kindergarten classrooms:
SPADE: Supportive Interactions; Partnering With Families;
Activities and Experiences; Daily Programming; and
Environment
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DESA is administered 2x/year with results summarized and
shared with parents
Individual/classroom profiles are used to inform practice and
plan (universal and targeted) classroom/individual interventions
and evaluate progress
Social Emotional activities are incorporated in Daily Lesson
Plan reflect K-12 Program of Studies in Social Emotional areas
FLIP IT strategies are used to support children and problemsolving
Growing Sound materials are utilized in the classroom
Health
Strengths
 Color Me Healthy materials in classrooms

 Total of a half hour per session of planned physical activity per
day reflected in all daily schedules
 K-12 Program of Studies in Health curriculum
 Well-equipped large motor areas and outdoor classrooms
 Health Department as a resource
Goals
 All children are healthy and receive support to make positive
life style choices and develop habits that promote health and
well-being
 Staff/supervisor are knowledgeable about child health issues
and curriculum
 Staff model for families/children healthy lifestyle choices
 Health curriculum and practices can be validated at the
classroom and center level
 K-12 Program of Studies are reflected in Lesson Plan
 All classroom/centers demonstrate best practices in health and
safety (i.e. hand washing, sanitizing, supervision)
 Staff communicate with families and provide motivational
resources and materials on health issues
Strategies
 Immunizations monitored and up-to-date
 Lesson Plan reflects nutrition, oral health, exercise
 Motivational resources and materials are shared with families
 All licensing and quality standards for health and safety are in
place and observed each day
 Each staff attends an annual Blood borne Pathogen and Safety
training
 Health information is bridged from school to home
Assessments
Strengths
 Teachers experienced in administering nationally-normed
assessment instruments
 Supervisor/Teachers are data-users to inform practice
 Brigance, DESA, in place for pre and post testing annually
 Assessment/Data Specialist in Central Office
Goals
 All children are supported by teachers and their families based
on their individual strengths and goals.
 Assessment information is reflected in Lesson Plan and
classroom practices
 Assessment information is shared with families and learning
strategies are bridged to home
 All staff understand the importance of and how to utilize
assessment information to inform classroom practice
Strategies
 Use of authentic assessment (continuous/informal) assessment
by observing, recording, interpreting, reflecting and use of
portfolios
 Communicating with families about assessment data to enrich
and inform by means of conferences or other verbal/written
communication (at least quarterly)
 Formal assessment and informal communication are utilized to
keep parent informed and in the partnership
 Use of formal assessment with Pre and Post tests completed
2 times/year
 Environments reflect activities to enhance child’s mastery of
skills in each assessment area
 Supervisor observe and ensure tracking of children identified
with areas of concern on formal assessments
 Coaching on assessment/data use by Supervisor