Family Child Care
Good, Better, Best
Pennsylvania’s Continuous Quality Improvement
Guide to Best Practices
TABLE OF CONTENTS
Introduction to the Family Child Care Good, Better, Best ................................................................................................................................... 3
STAR 2 Good, Better, Best ............................................................................................................................................................................... 5
Staff Qualifications and Professional Development (2) ................................................................................................................................ 6
Learning Program (2) ............................................................................................................................................................................ 12
Partnerships with Family and Community (2) ........................................................................................................................................... 16
Leadership and Management (2) ............................................................................................................................................................ 23
STAR 3 Good, Better, Best ............................................................................................................................................................................. 29
Staff Qualifications and Professional Development (3) .............................................................................................................................. 30
Learning Program (3) ............................................................................................................................................................................ 35
Partnerships with Family and Community (3) ........................................................................................................................................... 40
Leadership and Management (3) ............................................................................................................................................................ 45
STAR 4 Good, Better, Best ............................................................................................................................................................................. 49
Staff Qualifications and Professional Development (4) .............................................................................................................................. 50
Learning Program (4) ............................................................................................................................................................................ 55
Partnerships with Family and Community (4) ........................................................................................................................................... 58
Leadership and Management (4) ............................................................................................................................................................ 63
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PENNSYLVANIA’S CONTINUOUS QUALITY IMPROVEMENT
GUIDE TO BEST PRACTICES-FAMILY CHILD CARE GOOD/BETTER/BEST TOOL
Keystone STARS: Reaching Higher for Quality Early Learning
The Family Child Care Good/Better/Best document was developed from experience in managing the Keystone STARS program, analysis of current
research, and insights/suggestions practitioners have shared. This document can assist practitioners in assessing program strengths as well as
help identify next steps for improvement. Thoughtful assessment using a variety of sources of evidence can lead to the development of a
meaningful continuous quality improvement (CQI) plan. This optional tool supports Family Child Care programs in meeting the targeted standards
and understanding the more subtle continuum of quality contained within a standard. The tool allows programs not able to move up to a higher
STAR level to consider making incremental improvements within a STAR level or standard. It also allows programs to identify areas where the
minimum standard is exceeded and can be used to determine at what point in the spectrum a standard is being met. Understanding the quality
continuum of a standard will enable programs to be more focused and specific in quality improvement efforts.
Pennsylvania Early Learning Keys to Quality Vision and Mission
Vision: All Pennsylvania families will have access to high quality care and education for their children, fostering successful futures in school and in
life.
Mission: To create a comprehensive quality improvement system in which all early learning programs and practitioners are encouraged and
supported to improve child outcomes. Improvements in programming are designed to:



increase the capacity to support children’s learning and development;
increase educational attainment among practitioners;
and enhance professional skills and competencies in support of children’s learning and development.
Guidance on Usage of the FCC GBB
This document includes the following sections:
1. Description of Criteria at each level: This section is the quality continuum that a program uses to determine the “Good, Better or Best” level
at which a standard is being met.
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2. Sources of Evidence: This section describes examples of sources of evidence programs could use to document that a standard is being met.
These sources of evidence are not exhaustive; programs may have other documents or unique sources of evidence that verify a standard is being
met.
3. Supports Available: This section provides additional resources and tools that are available to assist programs in creating Continuous Quality
Improvement (CQI) plans or in meeting a level of the continuum.
4. Reference: This section contains books, articles and other resources that support a standard. There are links that can be copied and pasted
into a browser or link up directly to the article or tool. This section is especially useful for staff of early learning programs who want easy to
understand resources to share with families and other colleagues.
5. Research: This section contains qualitative as well as quantitative research from peer reviewed journals. Many of these citations will have a cost
involved to download the document unless you are a subscriber to the site or journal.
In addition, terminology in the FCC GBB document is aligned with the OCDEL Glossary of Terms which can be accessed at the following link:
http://websites.pdesas.org/ocdel/2010/11/22/144850/page.aspx. If you are unfamiliar with any verbiage, it may be found here.
Lastly, each section of the FCC GBB document and this cover letter may be downloaded separately at www.pakeys.org under Early Learning
Programs/Forms & Tools/Optional Tools/Family Day Care Homes. Each section is listed separately as well as the entire document.
Solicitation of Feedback
The Family Child Care Good Better Best provides practitioners and other users with the research that supports the targeted standards within the
document.
OCDEL welcomes feedback from the field. Comments or suggestions related to the Family Child Care Good Better Best can be sent to Katrina
Coburn at katcob@berksiu.org.
Acknowledgements
The Office of Child Development & Early Learning would like to thank the diverse group of programs, practitioners, Regional Keys staff and early
learning stakeholders from across the State who continue to share their vision and constructive ideas in crafting an indicator based quality
improvement system to improve care and education for children in Pennsylvania. Their honest discussion of how the PA Early Learning Keys to
Quality is working locally and their constructive feedback to proposed improvements continues to be invaluable to this process. OCDEL would also
like to recognize the extensive work done on the research component of this document by Michelle Hill of the OCDEL Research Team as well as
the work of Lisa Heintzelman on the research and reference sections.
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STAR 2
GOOD, BETTER, BEST
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STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Standard: Level II or above on the Career lattice (STAR 2)
Good
Better
Description of criteria at
each level
 Provider completes 45 hours or 3 ECE
credits
Source(s) of Evidence




Supports Available
 Funding opportunities: http://www.pakeys.org/pages/get.aspx?page=Career_Financial
 Pennsylvania Career Lattice Self Learning Module:
http://www.pakeys.org/pages/get.aspx?page=Career_Requirements
 Northampton Family Child Care Diploma information: http://www.northampton.edu/Early-ChildhoodEducation/Academic-Programs/Family-Child-Care.htm
 Pennsylvania ECE Degree Granting Institutions: http://www.pakeys.org/docs/ECE%20DegreeGranting%20Institutions.pdf
 Child Development Associate (CDA): www.cdacouncil.org
 Council for Professional Recognition ECE Resource Library: http://www.cdacouncil.org/newsletter/ece-resourcelibrary-and-article-archive
 Pierce, D. (2008). The CDA prep guide: The complete review manual for the child development associate
credential. St. Paul, MN: Redleaf Press.
Research shows that providers with higher education levels have higher quality programs. This suggests that the
qualifications of providers have important implications for the quality of care teachers provide.
Mims, S. U., Scott-Little, C., Lower, J. K., Cassidy, D. J., & Hestenes, L. L. (2008). Education level and stability as it
relates to early childhood classroom quality: A survey of early childhood program directors and teachers.
Journal of Research in Childhood Education, 23(2), 227-237. Retrieved from http://acei.org/wpcontent/uploads/Mimswinter2008.pdf
McCormick Center for Early Childhood Leadership. (2010). Research Notes: Head Start administrative practices,
director qualifications, and links to classroom quality. Wheeling, IL: National-Louis University, McCormick
Tribune Center for Early Childhood Leadership. Retrieved from
http://cecl.nl.edu/research/issues/rnw10.pdf
References
Research
 Provider is enrolled in one of
the following:
 CDA
 Family Child Care Diploma
program or
 ECE college course
Best
Certificates from completed coursework
Registration confirmation from Higher Ed Institution
Transcripts
Copy of CDA Application Materials
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 Provider completes one of the
following:
 Self study portion of CDA
 1-2 courses in FCC Diploma
program or
 1 3-credit course
STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Standard (Primary and Secondary Staff): Annual professional development plan is developed based on needs identified in the
Professional Development Record and documented on the professional development plan in the PDR. (STAR 2)
Good
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
Better
 Current annual PD plan signed and
dated by owner operator
 Annual training plan is based on PDR
 Of total hours required, at least  Attained all goals identified or
some are courses and/or a
exceeded all goals
series that builds upon a
 PDR used on a continual basis
previous course/instruction
 Plan extends beyond one year
 Partially complete PDR/annual
defining long-term goals related
training plan (some courses
to needs in PDR and Career
completed), match needs
Lattice
addressed in PDR
 Online FPDP Survey completed
 Staff complete their own annual
annually per Regional Key
PD plan
request
 Professional development certificates or copy of PD History from PA Keys Intranet
 PDR http://www.pakeys.org/docs/pdr.pdf
 Completed Annual Training Plans
 Training certificates
 Technical Assistance to assist in completing the PDR accurately
 Online CBK/PDR module (must log in to the intranet): http://www.pakeys.org/private/pqas_cbkpdr.asp
 In person CBK/PDR module – see PA Key PD Calendar: http://www.pakeys.org/pages/login.aspx
 Self Learning Guide for online FPDP submission
http://www.pakeys.org/pages/get.aspx?page=Programs_STARS_PD
 Goffin, S. (2010). Learning how much quality is necessary to get to good results for children. Charlottesville,
VA: National Center for Research on Early Childhood Education. Retrieved from
http://ncrece.org/wordpress/wp-content/uploads/2010/03/NCRECEInFocusV1I2 Thresholdanalysis.pdf
Effective professional development requires repeated opportunities for individualized feedback. Research shows
that when staff are empowered and supported in developing personal goals and objectives, they are more
motivated to stay with the program.
Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12,
9-16. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13
Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated
professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early
Childhood Research Quarterly, 23(4), 431-451. Retrieved from http://www.cds.unc.edu/CCHD/F2009/1005/Pianta%20EARCHI_384-mtp-effects.pdf
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Best
STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Standard: 12 annual clock hours of professional development based on the PDR. (STAR 2)
Good
Better
Best
Description of criteria at
each level
 12 hours PQAS approved professional
development
 At least 6 hours match needs in PDR
 Some hours are at higher
competency levels (C2, C3)
 All age groups currently in care
are addressed in PD
 PD is spread throughout the
year
 At least 50% face-to-face
instruction if not college courses
 Some hours are from credit
bearing courses
 Involvement in courses that are
part of a series
 75% are face-to-face instruction
 All age groups that provider is
licensed to provide for are
included in PD even if not
currently in care.
Source(s) of Evidence
 Training certificates
 Transcripts
 Annual Training Plan
Supports Available




References
Research
Beyond the PDR Professional Development Session
Self Learning Section of the PA Keys Intranet: http://www.pakeys.org/private/profdev/prof_dev_slo_listing.aspx
PD Calendar: http://www.pakeys.org/private/profdev/prof_dev_calendar.asp
Bowie, L., Garrett, S. B., Kinukawa, A., McKinney, K., Moore, K. A., Redd, Z., Theokas, C., & Wilson, B. (2006).
Program implementation: What do we know? Washington, DC: Child Trends. Retrieved from
http://www.childtrends.org/Files/Child_Trends-2007_06_01_FR_PrgmImplementation.pdf
Effective professional development requires repeated opportunities for individualized feedback. Research shows
that when staff are empowered and supported in developing personal goals and objectives, they are more
motivated to stay with the program.
Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12,
9-16. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13
Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated
professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early
Childhood Research Quarterly, 23(4), 431-451. Retrieved from http://www.cds.unc.edu/CCHD/F2009/1005/Pianta%20EARCHI_384-mtp-effects.pdf
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STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Standard: 3 annual clock hours in management, professionalism, supervision, leadership, and/or administration. (STAR 2)
Good
Better
Description of criteria at
each level
 3 hours in management,
professionalism, supervision,
leadership and /or administration
Source(s) of Evidence
 Training certificates
 Transcripts
Supports Available
 STARS Support Series: Family Child Care Business Series:
http://www.pakeys.org/pages/get.aspx?page=Programs_STARS_PD
References
 Copeland, T. (2009). Family child care business planning guide. St. Paul, MN: Redleaf Press.
 Dischler, P. (2005). From babysitter to business owner: Getting the most out of your home child care business.
St Paul, MN: Redleaf Press.
The results of these research studies support providers receiving specialized training in leadership and
management in order to improve program quality.
Bella, J., & Bloom, P. J. (2003). Zoom: The impact of early childhood leadership training on role perceptions, job
performance, and career decisions. Wheeling, IL: The Center for Early Childhood Leadership, NationalLouis University. Retrieved from http://cecl.nl.edu/research/reports/zoom_report.pdf
McCormick Center for Early Childhood Leadership. (2011). Research Notes: Quality in context – How director’s
beliefs, leadership, and management practices relate to observed classroom quality. Wheeling, IL:
National-Louis University, McCormick Tribune Center for Early Childhood Leadership. Retrieved from
http://cecl.nl.edu/research/issues/rnw11.pdf
Research

Best
Enrollment in at least one of
the STARS Support Series :
Family Child Care Business
Series Sessions
 Enrollment in for credit Small
Business Course at Community
College
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 Completion of the Family Child
Care Business Series
 Completion of College Level
Small Business Course
STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Standard(Primary and Secondary Staff): All staff must attend professional development annually on child observation and/or
inclusive practices and/or ERS. (STAR 2)
Good
Better
Description of criteria at
each level
 All staff have annual PD on child
observation and/or inclusive practices
 Secondary staff may use ERS for this
standard
 Participate in a series or higher
competency level training on a
topic
Source(s) of Evidence
 Training certificates
 Transcripts
Supports Available
 In-person Child Observation Modules: http://www.pakeys.org/pages/get.aspx?page=Programs_STARS_PD
 Better Kid Care Observing Children’s Progress Course and/or The Art of Observation Course:
http://betterkidcare.psu.edu/one_hour.html
 Early Childhood-Head Start Task Force. (2002). Teaching our youngest: A guide for preschool teachers and
child care and family providers. Washington, DC: U.S. Department of Education and U.S. Department of Health
and Human Services, Early Childhood-Head Start Task Force. Retrieved from
http://www2.ed.gov/teachers/how/early/teachingouryoungest/teachingouryoungest.pdf
 Watson, A. & McCathren, R. (2009). Including children with special needs: Are you and your program ready?
Young Children, 64(2), 20-26. Retrieved from http://www.naeyc.org/files/yc/file/200903/BTJWatson.pdf
Research shows a direct link between training in early childhood practices and positive changes in teacher
knowledge and skills. These improvements enhance early childhood programming and quality, often resulting in
improved student learning.
Baker-Ericzén, M. J., Mueggenborg, M. G., & Shea, M. M. (2009). Impact of trainings on child care providers’
attitudes and perceived competence toward inclusion: What factors are associated with change? Topics in
Early Childhood Special Education, 28(4), 196-208.
Dickinson, D. K., & Caswell, L. (2007). Building support for language and early literacy in preschool classrooms
through in-service professional development: Effects of the Literacy Environment Enrichment Program
(LEEP). Early Childhood Research Quarterly, 22(2), 243-260.
References
Research
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Best
 College Level Course in
observation or inclusive
practices for age group(s)
served
STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Standard (Primary and Secondary Staff): All staff must have two hours of health and safety professional development annually.
(STAR 2)
Good
Description of criteria at
each level
 All staff have 2 hours of
recommended health and safety
annually
Source(s) of Evidence








Supports Available
References
Research
Better
Best
 Relevant age/topic course for
current group in their care
 Staff also participate in courses
regarding prevention of child
abuse and neglect, children’s
social and emotional
competence, or Strengthening
Families Protective Factors
 More than one topic on health
& safety among staff, based on
PDRs
 Health consultant/health and
safety specialist assesses
facility and creates action plan
 Family education night (or
other means) of sharing health
& safety issues with families
 Variety of health & safety PD
based on PDR plan, illness &
injury tracking
 Best practice is that the event
is at least 2 consecutive hours
Certificates
Agendas, flyers, minutes of staff meeting
Illness/injury tracking sheets
I am Moving, I am Learning in-person Professional Development Sessions
Healthy Child Care Pennsylvania: http://www.ecels-healthychildcarepa.org/
Keystone Color Me Healthy: http://betterkidcare.psu.edu/page11d.html
Pennsylvania Nutrition Education Network: http://panen.org/keystone-kids-go
Pediatric First Aid for Caregivers and Teachers (American Academy of Pediatrics):
http://www.pedfactsonline.com/
 Healthy Kids, Healthy Care: First Aid and CPR (National Resource Center for Health and Safety in Child Care):
http://healthykids.us/chapters/firstaid_main.htm
Health and safety are major concerns for children attending early care and education programs in the United
States. Strategies to improve quality in child care include meeting health and safety standards as well as providing
staff training.
Alkon, A., To, K., Mackie, J. F., Wolff, M., & Bernzweig, J. (2010). Health and safety needs in early care and
education programs: What do directors, child health records, and national standards tell us? Public Health
Nursing, 27(1), 3-16.
Dellert, J. C., Gasalberti, D., Sternas, K., Lucarelli, P., & Hall, J. (2006). Outcomes of child care health consultation
services for child care providers in New Jersey: A pilot study. Pediatric Nursing, 32(6), 530-536. Retrieved
from http://www.pediatricnursing.net/ce/2008/article12530537.pdf
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LEARNING PROGRAM
Standard: A developmentally appropriate screening of the child is completed and shared with the family within 45 days of program
entry. (STAR 2)
Good
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
Better
 Developmentally Appropriate
screening completed within 45
days from enrollment date and
shared with families at “Getting
To Know You”/Family Meeting
 Screening instrument is reliable
and valid.
 Program has list of community
resources available to families for
possible referrals
 Families are included in completion
 Screenings are conducted as
of screening.
often as tool recommends or if
 Formal Procedure for initial
there are changes to child’s
behavior or appearance
screening and referrals are located
in the policy and procedure manual  Use of interpreters in home
 Ongoing observations are
language if necessary for
completed in addition to the 45 day
written or oral communication
of results
screening that record children’s
progress in the Key Learning Areas
 Sharing of information is
indicated in the Early Learning or
sensitive to the diverse
Academic Standards
needs/backgrounds of families
 Completed Developmental Screening such as Ages and Stages
 Notes from family/teacher conference
 Resources for referral
 Ages & Stages Professional Development: http://www.pakeys.org/private/profdev/prof_dev_calendar.asp
 Technical Assistance on developmental screenings and supporting families are available through each Regional
Key
 An Optional Tool for referring families for services is available on the PA Key website:
http://www.pakeys.org/pages/starsDocs.aspx
 PACER Center. (2006). Strategies for success in local early childhood parent outreach activities among diverse
cultures (ACTion Sheet: PHP-c132). Minneapolis, MN: PACER Center. Retrieved from
http://www.pacer.org/parent/php/php-c132.pdf
Research shows that the use of a developmental screening instrument increases the detection of developmental
delays. In addition, developmental questionnaires completed by parents may be a useful tool for practitioners in
early childhood settings.
Jee, S.H., Szilagyi, M., Ovenshire, C., Norton, A., Conn, A., Blumkin, A., & Szilagvi, P.G. (2010). Improved
detection of developmental delays among young children in foster care. Pediatrics, 125, 282-289.
Squires, J., Potter, L., Bricker, D., & Lamorey, S. (1998). Parent-completed developmental questionnaires:
Effectiveness with low and middle income parents. Early Childhood Research Quarterly, 13(2), 345–354.
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Best
LEARNING PROGRAM
Standard: Learning Standards are used as a resource for program planning. (STAR 2)
Good
Description of criteria at
each level
 At least one week of lesson plans
are completed reflecting key
learning areas
Source(s) of Evidence




Supports Available
References
Research
Better
 Some standard codes are
included on lesson plans
 At least one activity addresses
documented observation
outcomes per child in care.
 Families are provided with
examples of activities & the
corresponding Standards they
are linked to
 Provider shows documentation
of understanding of how to link
Learning Standards to lesson
plan
 Many activities are coded
according to at least one
Learning Standard (50%)
 Most children have a daily
activity designated/
documented to address their
need/interest based on
observation
Visual verification
Initials on the lesson plan activities
Specific lessons based on observations
Early Learning Standards on the PA Key website:
http://www.pakeys.org/pages/get.aspx?page=Career_Standards
 STARS Technical Assistance on use of Learning Standards
 Sample lesson plans can be found at www.pdesas.org/OCDEL
 Schiller, P., & Willis, C. A. (2008). Using brain-based teaching strategies to create supportive early childhood
environments that address learning standards. Young Children, 63(4), 52-55. Retrieved from
http://www.naeyc.org/files/yc/file/200807/BTJPrimaryInterest.pdf
Standards are designed to inform curriculum and instruction, improve program quality, improve children’s school
readiness, and provide a basis for instructional assessment. Research shows that standards that define what
children should learn can help teachers be more intentional in their teaching and, in turn, help improve child
outcomes.
Bodrova, E., Leong, D., & Shore, R. (2004). Child outcome standards in pre-K programs: What are standards;
what is needed to make them work? (Preschool Policy Matters No. 5). New Brunswick, NJ: National
Institute for Early Education Research. Retrieved from http://nieer.org/resources/policybriefs/5.pdf
Scott-Little, C., Lesko, J., Martella, J., & Milburn, P. (2007). Early learning standards: Results from a national
survey to document trends in state-level policies and practices. Early Childhood Research and Practice,
91(1). Retrieved from http://ecrp.uiuc.edu/v9n1/little.html
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Best
LEARNING PROGRAM
Standard: FCCERS-R Assessment completed by a STARS ERS assessor. (STAR 2)
Good
Better
Best
 Provider shows
documentation of FCCERS-R
Self Assessment at least
annually.
 Improvement plan written to
address those scores below
a 4.0
 Provider scores all areas of
FCCERS-R Assessment through 7
 Professional Development is
directly related to FCCERS-R
Assessment outcomes
 Improvement plan written to
address those scores below a 5.0
Description of criteria at
each level
 Provider participates in a formal
FCCERS-R Assessment done by an
ERS Assessor
 Provider writes improvement plan
for all scores below a 3.0 on the
Formal FCCERS-R Assessment
Source(s) of Evidence
 ERS report
 Improvement Plan
Supports Available
 STARS Technical Assistance FCCERS-R Professional Development:
http://www.pakeys.org/pages/get.aspx?page=Programs_STARS_PD
 Top Ten Questions About ERS Assessment: http://www.pakeys.org/uploadedContent/Docs/ERS/ERSTop%20Ten.pdf
 FCCERS-R Reflection Tool:
http://www.pakeys.org/uploadedContent/Docs/ERS/FCCERS%20Reflection%20Tool.pdf
 Frank Porter Graham FCCERS Resources: http://www.pakeys.org/pages/get.aspx?page=Programs_STARS_PD
 McCormick Center for Early Childhood Leadership. (2008). Research Notes: When quality counts and money
matters. Wheeling, IL: National-Louis University, McCormick Tribune Center for Early Childhood Leadership.
Retrieved from http://cecl.nl.edu/research/issues/rnsp08.pdf
Research shows that teachers who utilize Environment Rating Scales (ERS) make significant changes in their
classrooms as a result of the rating process, thereby improving the quality of their classrooms. ERS provide a
means to identify program strengths and weaknesses and determine a baseline for later evaluation of
improvement.
Hooks, L., Scott-Little, C, Marshall, B. J., & Brown, G. (2006). Accountability for quality: One state’s experience in
improving practice. Early Childhood Education Journal, 33(6), 399-403. Retrieved from
http://www.santaclaracares.org/pdfs/Hooks_Accountability%20for%20Quality.pdf
Warash, B. G., Markstrom, C. A., & Lucci, B. (2006). The Early Childhood Environment Rating Scale-Revised as a
tool to improve child care centers. Education, 126(2), 240-250. Retrieved from
http://www.santaclaracares.org/pdfs/Warash_The%20Early%20Childhood%20Environment%20Rating%2
0Scale-Revised.pdf
References
Research
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LEARNING PROGRAM
Standard: A written Improvement Plan is developed to address any score below a 3.0 on the FCCERS-R. (STAR 2)
Good
Description of criteria at
each level
 Improvement plan addresses only
improvements, subscale indicator
and includes person(s) responsible
and target dates.
Source(s) of Evidence
Supports Available




References
Research
Better
Best
 To address lower scores even
when no improvement plan is
required
 Plan includes professional
development and/or classroom
support
 Identify resources needed to
correct the score(s) – consider
peer mentor provider
 Evidence that improvement
plan is being implemented
 Improvement plan is
incorporated into the
continuous quality
improvement plan
Written Improvement Plan
STARS Technical Assistance
Professional Development on Foundations and FCCERS-R
FCCERS-R PA Position Statements:
http://www.pakeys.org/uploadedContent/Docs/ERS/ERS-FCCERS%20Position.pdf
 FCCERS-R Reflection Tool:
http://www.pakeys.org/uploadedContent/Docs/ERS/FCCERS%20Reflection%20Tool.pdf
 Making Long-lasting Changes with the Environment Rating Scales:
http://www.dpi.state.wi.us/ccic/pdf/weekly_articles/making_long-lasting_changes_ERS.pdf
 Ackerman, D. (2008). Coaching as Part of a Pilot Quality Rating Scale Initiative: Challenges to—and Supports
for—the Change-Making Process. Early Childhood Research & Practice, 10(2). Retrieved from
http://www.eric.ed.gov/PDFS/EJ848826.pdf
Research shows that teachers who utilize Environment Rating Scales (ERS) make significant changes in their
classrooms as a result of the rating process, thereby improving the quality of their classrooms. ERS provide a
means to identify program strengths and weaknesses and determine a baseline for later evaluation of
improvement. (Note: ERS thresholds were developed by a panel of experts, including the assessment developers
and leading experts in Pennsylvania.)
Hooks, L., Scott-Little, C, Marshall, B. J., & Brown, G. (2006). Accountability for quality: One state’s experience in
improving practice. Early Childhood Education Journal, 33(6), 399-403. Retrieved from
http://www.santaclaracares.org/pdfs/Hooks_Accountability%20for%20Quality.pdf
Warash, B. G., Markstrom, C. A., & Lucci, B. (2006). The Early Childhood Environment Rating Scale-Revised as a
tool to improve child care centers. Education, 126(2), 240-250. Retrieved from
http://www.santaclaracares.org/pdfs/Warash_The%20Early%20Childhood%20Environment%20Rating%2
0Scale-Revised.pdf
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FCC GBB v. 1.1 July 2012
PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: At a minimum of once per year, written information on topics including health and human services, wellness, nutrition
and fitness, and/or child development is given and explained to families and staff. (STAR 2)
Good
Better
Best
Description of criteria at
each level
 Explanation describing the purpose
for sharing this information
 Once per year
 Staff are informed individually or as a
group about the topic that is
currently being distributed by the
program.
 Information is shared twice per
year via newsletter, family
information area, bulletin board
or other venue.
 Three or more communications
occur throughout the year
 Information on local resource
fairs distributed to families on
an ongoing basis.
 Written plan regarding the
method for explaining and
giving information to families
and staff
Source(s) of Evidence







Supports Available
References
Research
Date handout given or sent to each family
Copies of newsletter
Samples of information distributed
Written distribution plan
ECELS HealthLink e-newsletter: http://www.ecels-healthychildcarepa.org/
Caring for Our Children and Model Child Care Health Policies: http://nrckids.org/CFOC/
James, D. W., & Partee, G. No more islands: Family involvement in 27 school and youth programs. Washington,
DC: American Youth Policy Forum. Retrieved from http://www.aypf.org/publications/nomoreisle/index.htm
 Riojas-Cortez, M., B.B. Flores, & E.R. Clark. (2003). Los niños aprenden en casa: Valuing and connecting home
cultural knowledge with an early childhood program. Young Children, 58(6), 78–83. Retrieved from
http://www.naeyc.org/files/yc/file/200311/ValuingHomeCulture.pdf
Early childhood practitioners can help parents take responsibility for their children’s learning outcomes by
providing materials and ideas for activities that parents can do at home and in the community with their children.
Gupta, R. S., Shuman, S., Taveras, E. M., Kulldorff, M., & Finkelstein, J. A. (2005). Opportunities for health
promotion education in child care. Pediatrics, 116(4), 499-505. Retrieved from
http://pediatrics.aappublications.org/cgi/reprint/116/4/e499
Harvard Family Research Project. (2006). Family involvement makes a difference: Evidence that family
involvement promotes school success for every child of every age. Cambridge, Massachusetts: Harvard
Family Research Project, Harvard Graduate School of Education. Retrieved from
http://www.hfrp.org/family-involvement/publications-resources/family-involvement-in-early-childhoodeducation
16 of 63
FCC GBB v. 1.1 July 2012
PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: If applicable to the child, provider requests from families copies of children’s IEP or IFSP, written plans, and/or special
needs assessments completed by professional to inform developmentally appropriate practice. (STAR 2)
Good
Better
Best
 Requested annually from
families
 Written request from families at
enrollment
 Request is inclusive of all
special needs updated annually
 Part of transition practice
 Families make practitioner
aware of changes to IEP/IFSP
as they occur
Description of criteria at
each level
 Asked of all families as a part of
enrollment process
 Paragraph in Family Handbook or
sign off sheet requesting IEP/IFSP
Source(s) of Evidence
 Family Handbook
 Documentation of request
 Sign-off sheet
Supports Available
 Optional tool – IEP/IFSP info sheet available from Key or online at http://www.pakeys.org/pages/starsDocs.aspx
 Tool: “An Early Education Provider’s Guide to Early Intervention Services in Pennsylvania”:
http://www.pattan.net/files/EI/EI-ProviderGuide.pdf
References
 Watson, A. & McCathren, R. (2009). Including children with special needs: Are you and your program ready?
Young Children, 64(2), 20-26. Retrieved from http://www.naeyc.org/files/yc/file/200903/BTJWatson.pdf
Research shows that when practitioners individualize their instruction for children within the context of typical
activities in inclusive classrooms, children make progress on targeted skills. These positive outcomes require a
combination of knowledge of developmentally appropriate practices in addition to inclusive attitudes and skills.
Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children’s IEP goals in inclusive
settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20(4),
208-223. Retrieved from https://depts.washington.edu/pdacent/Publications/Schwartz/Horn.pdf
Mogharreban, C. C. & Bruns, D. A. (2009). Moving to inclusive pre-kindergarten classrooms: Lessons from the
field. Early Childhood Education Journal, 36(5), 407-414.
Research
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FCC GBB v. 1.1 July 2012
PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: A written method whereby families and providers can exchange observations, concerns and comments. (STAR 2)
Good
Better
Best
Description of criteria at
each level
 A consistent, written format for
exchanging information with families
 Confidentiality is observed
 A written procedure to share
information
 Individual notebooks per child,
sent back and forth (used daily
for each child)
 Much positive information is
shared
 Info from family via face to face
conversation
 Includes photos
 Copies maintained and used as
one source of child observation
 Procedure is part of Policies and
Procedure Manual
Source(s) of Evidence







Supports Available
References
Research
Notebooks
Forms (samples of each age group)
Family Handbook
Policy and Procedure Manual
STARS TA
Strengthening Families Initiative: http://www.strengtheningfamilies.net/
SAS Resources for Partnering with Families: http://websites.pdesas.org/ocdel/2010/8/2/79689/page.aspx
 Knopf, H. and Swick, K. (2008). Using our understanding of families to strengthen family involvement. Early
Childhood Education Journal, 35(5), 419-427. Retrieved from
http://www.theresadehoyos.com/bakerhill_files_Summer/Knopf.pdf
 Zellman, G., & Perlman, M. (2006). Parent Involvement in Child Care Settings: Conceptual and Measurement
Issues. Early Child Development and Care, 176(5), 521–538. Retrieved from
http://www.qualistar.org/pdf/Parent_involvement_in_child_care_settingsconceptual_and_measurement_issues.pdf
Research shows that parents who maintain direct and regular contact with the early educational setting have
children who demonstrate positive engagement with peers, adults, and learning. Parental engagement has also
been linked to school readiness skills, including young children’s academic performance and achievement.
McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent
involvement and the social and academic competencies of urban kindergarten children. Psychology in the
Schools, 41(3), 363–377.
Owen, M. T., Ware, A. M. & Barfoot, B. (2000) Caregiver–mother partnership behavior and the quality of
caregiver–child and mother–child interactions, Early Childhood Research Quarterly, 15(3), 413–428.
18 of 63
FCC GBB v. 1.1 July 2012
PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: A minimum of one family conference is offered per year to discuss the child’s progress and behavioral, social and
physical needs. (STAR 2)
Good
Better
Description of criteria at
each level
 One offering per year via a dated
conference notice – signed by the
family acknowledging receipt
 A written report of the child’s
progress is provided to the familes
whether the conference is attended
or not
Source(s) of Evidence






Supports Available
References
Research
 Mid –year telephone conference
to supplement in person
conference
 Multiple family conference
opportunities offered
 Conference combines other
topics: one-on-one transition
meeting, referral to special
services
 Family input using a preconference form they fill out
 Quarterly reminders that
conferences can be scheduled
at any time
 Monthly offerings
Newsletter offering conferences contained in child’s file
Sign-up sheet from front door
Dated phone log with related notes
Report signed off on
Sign-off sheet of acceptance/declination of dates with dates as to when offered
Creating an Effective Parent Teacher Conference:
http://websites.pdesas.org/ocdel/2010/11/24/145741/page.aspx
 Knopf, H. and Swick, K. (2008). Using our understanding of families to strengthen family involvement. Early
Childhood Education Journal, 35(5), 419-427. Retrieved from
http://www.theresadehoyos.com/bakerhill_files_Summer/Knopf.pdf
 McCormick Center for Early Childhood Leadership. (2010). Research Notes: A window on early childhood
administrative practices. Wheeling, IL: National-Louis University, McCormick Tribune Center for Early Childhood
Leadership. Retrieved from http://cecl.nl.edu/research/issues/rnsp10.pdf
Research shows that parents who maintain direct and regular contact with the early educational setting have
children who demonstrate positive engagement with peers, adults, and learning. Parental engagement has also
been linked to school readiness skills, including young children’s academic performance and achievement.
McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent
involvement and the social and academic competencies of urban kindergarten children. Psychology in the
Schools, 41(3), 363–377.
Owen, M. T., Ware, A. M. & Barfoot, B. (2000) Caregiver–mother partnership behavior and the quality of
caregiver–child and mother–child interactions, Early Childhood Research Quarterly, 15(3), 413–428.
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FCC GBB v. 1.1 July 2012
Best
PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: Families are provided with information/application for publicly funded child care/health insurance programs, and tax
credit information. (STAR 2)
Good
Better
Description of criteria at
each level
 Families are provided with
information/application for publicly
funded child care/health insurance
programs, and tax credit information
 Provider understands programs
enough to assist families in
accessing resources when they
need help
 Confidentiality is maintained
 Information provided in families
primary language
Source(s) of Evidence
 Sample of packet given to families
Supports Available
 For Families Resources on OCDEL SAS: http://websites.pdesas.org/ocdel/2010/12/21/152370/page.aspx
References
 CHIPS: http://www.chipcoverspakids.com/
 Earned Income Tax: http://www.irs.gov/individuals/article/0,,id=96406,00.html
Research
Children are often uninsured because their families lack basic information about the availability of coverage. In
addition, research shows that health promotion through child care providers improves the health behaviors of
children and their families.
Gupta, R. S., Shuman, S., Taveras, E. M., Kulldorff, M., & Finkelstein, J. A. (2005). Opportunities for health
promotion education in child care. Pediatrics, 116(4), 499-505. Retrieved from
http://pediatrics.aappublications.org/cgi/reprint/116/4/e499
Holahan, J., Dubay, L., & Kenney, G. M. (2003). Which children are still uninsured and why? The Future of
Children, 13(1), 54-79. Retrieved from
http://www.princeton.edu/futureofchildren/publications/docs/13_01_03.pdf
20 of 63
FCC GBB v. 1.1 July 2012
Best
 Information is provided to
families when community
resource fairs and assistance
options are available related to
child care/health insurance
programs and tax credit
information
PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: Program transfers child records, at the request of the family, when the child transitions to another educational setting.
(STAR 2)
Good
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
Better
 Written policy that states that
 Staff are informed of policy
 Information regarding transfer
records can be transferred and
 Communication modality is
of records is provided as a
mechanism for transfer in the Policy
matter of course to families of
adapted to meet the needs of
and Procedure manual and Family
the family (i.e. visual
pre-k children or children being
Handbook
withdrawn with appropriate
impairments or limited language
 Records are transferred at written
ability)
notice and written permission
 Offered in all languages of
request, which specifies which types
of records may be transferred (for
families in program/community
example, medical, IEP/IFSP, incident
reports, observations, assessments,
family notes, etc.)
 Family Handbook
 Policy and Procedure Manual
 Form for written requests
 TA on policy and procedures
 Regional Key
 McIntyre, L., Eckert, T. L., Fiese, B. H., DiGennaro, F. D., & Wildenger, L. K. (2007). Transition to kindergarten:
Family experiences and involvement. Early Childhood Education Journal, 35(1), 83-88.
 National Early Childhood Transition Center: http://www.hdi.uky.edu/SF/NECTC/Home.aspx
Transition practices that enhance informational linkages, such as transferring child’s records, are one way to
promote stability and support that may facilitate kindergarten adjustment.
LoCasale-Crouch, J., Mashburn, A. J., Downer, J. T., & Pianta, R. C. (2008). Pre-kindergarten teachers’ use of
transition practices and children’s adjustment to kindergarten. Early Childhood Research Quarterly, 23(1),
124-139. Retrieved from http://www.pakeys.org/uploadedContent/Docs/ELinPA/Transition%20Toolkit/
Prekindergarten%20teachers%20use%20of%20transition%20practices.pdf
Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S., Gercke, N., & Higgins, T. (2001). Collaboration in building
partnerships between families and schools: The National Center for Early Development and Learning’s
Kindergarten Transition Intervention. Early Childhood Research Quarterly, 16(1), 117–132.
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FCC GBB v. 1.1 July 2012
Best
PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: Program includes age-appropriate activities for children to prepare for transition. (STAR 2)
Good
Better
Best
 Plan of activities for the transition in
the next educational setting
 Share information with families about
transition between ages
 Communication modality is adapted to
meet the needs of the family/child
(i.e. visual impairments or limited
language ability)
 Comprehensive transition plan that
has activities, family information and
provider reflects and evaluates on a
periodic basis
 Meeting or visiting with transitional
setting is facilitated by the provider
 Activities geared to specific needs of
individual children
Description of criteria at
each level
 Sample activities on
lesson plans
Source(s) of Evidence




Supports Available
 Transitioning Across the Continuum of Early Learning (TACEL):
http://www.pakeys.org/uploadedContent/Docs/Early%20Learning%20Programs/CQI/Transition.pdf
 SAS Transition Page: http://websites.pdesas.org/ocdel/2010/12/13/151021/page.aspx
 OCDEL Transition Tool Kit: http://www.pakeys.org/pages/get.aspx?page=TransitionToolKit
References
 Kraft-Sayre, M. E., & Pianta, R.C. (2000). Enhancing the transition to kindergarten. Charlottesville, VA:
University of Virginia, National Center for Early Development & Learning. Retrieved from
http://www.cpirc.org/vertical/Sites/%7B95025A21-DD4C-45C2-AE37D35CA63B7AD9%7D/uploads/%7BB2FC278E-5FC7-47FA-9039-E69743ABAF64%7D.PDF
Research shows that kindergarten transition practices are associated with beginning of the year kindergarten
teachers’ perceptions of children’s social and behavioral competencies. Transition practices also have a positive
effect on students’ academic achievement, as well as parent-initiated school involvement, during the kindergarten
year.
LoCasale-Crouch, J., Mashburn, A. J., Downer, J. T., & Pianta, R. C. (2008). Pre-kindergarten teachers’ use of
transition practices and children’s adjustment to kindergarten. Early Childhood Research Quarterly, 23(1),
124-139. Retrieved from
http://www.pakeys.org/uploadedContent/Docs/ELinPA/Transition%20Toolkit/Prekindergarten%20teachers
%20use%20of%20transition%20practices.pdf
Schulting, A. B., Malone, P. S., & Dodge, K. A. (2005). The effect of school-based kindergarten transition policies
and practices on child academic outcomes. Developmental Psychology, 41(6), 860–871.
Research
Lesson plans
Sample activities
Sample of transitional notices
Comprehensive transition plan
22 of 63
FCC GBB v. 1.1 July 2012
LEADERSHIP AND MANAGEMENT
Standard: A financial record keeping system for revenue and expenses is in place. (STAR 2)
Good
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
 Notebook/Binder/Electronic
 Business income and expense
ledger that includes revenue
and expense information for
current fiscal year
 Separates personal and
business finances
 Simple filing system used for
documentation
Better
Best
 Separates personal and business
finances
 Simple filing system used for
documentation
 Practitioner uses a computer
program(i.e. online banking or self
developed spreadsheets) or a published
print resource such as Redleaf Press’
 Organizes records with taxes in
mind and uses time-space
percentages for business use of
home
 Uses IRS Employer
Identification Number (EIN) as
tax identification number
 Written procedures for business
record-keeping system
 Uses monthly ledger
information to develop an
annual income statement
Calendar Keeper
 Practitioner reviews revenue and
expenses on a monthly basis and
reconciles financial statements (i.e.
checking, credit)







Filing system with print or electronic financial documentation
Completed financial review form
Time-space percentage calculation
EIN
Annual income statement
STARS Technical Assistance
STARS Support Series: Family Child Care Business Series:
http://www.pakeys.org/pages/get.aspx?page=Programs_STARS_PD
 Bush, J. (2005). Dollars & sense: Planning for profit in your child care business. Florence, KY: Wadsworth
Publishing. (also available in Spanish: Dolares y sentido)
 Copeland, Tom. (1995). The Basic Guide to Family Child Care Record Keeping (5th ed). St. Paul, MN: Redleaf
Press.
 Talan, T. N. & Bloom, P. J. (2005). Business administration scale for family child care. New York, NY: Teachers
College Press.
Research shows that providers with high-quality classrooms feel at ease financially and are more likely to
emphasize the importance of good financial planning and management.
McCormick Center for Early Childhood Leadership. (2011). Research Notes: Quality in context – How director’s
beliefs, leadership, and management practices relate to observed classroom quality. Wheeling, IL:
National-Louis University, McCormick Tribune Center for Early Childhood Leadership. Retrieved from
http://cecl.nl.edu/research/issues/rnw11.pdf
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FCC GBB v. 1.1 July 2012
LEADERSHIP AND MANAGEMENT
Standard: Provider has a signed copy of an established professional Code of Ethics. (STAR 2)
Good
Better
Best
Description of criteria at
each level
 A written code of ethics exists and is
signed by all staff
 NAEYC or other organizational
code with sign-off from staff
that they have read and
understand it (statement of
commitment)
 Ethics statement posted on site
 If school age children in
program, refers to National
Afterschool Association’s
(NAA)Code of Ethics
 Reviewed bi-annually with any
staff
 Ethics statement posted at site
and Statement of Commitment
shared with families
 Using NAEYC or other
organization’s code as a guide
to build their own code
Source(s) of Evidence
 Code of Ethics
 Dated and signed Statement of Commitment
 Documentation of review with dates
Supports Available
 STARS Technical Assistance
References
 NAEYC Code of Ethical Conduct: www.naeyc.org (recently adopted by NAFCC )
 National Afterschool Association: www.naaweb.org
Research
Research shows that the existence of a code of conduct is associated with significantly lower levels of selfreported unethical behavior in the workplace. In addition, codes are likely to be more useful when their contents
are more clearly understood.
McCabe, D. L., Trevino, L. K., & Butterfield, K. D. (1996). The influence of collegiate and corporate codes of
conduct on ethics-related behavior in the workplace. Business Ethics Quarterly, 6(4), 461-476.
Wotruba, T. R., Chonko, L. B., & Loe, T. W. (2001). The impact of ethics code familiarity on manager behavior.
Journal of Business Ethics, 33(1), 59-69. Retrieved from
http://www.dsef.org/press/pdfs/The_impact_of_ethics_code_familiarity_on_manager_behavior.pdf
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FCC GBB v. 1.1 July 2012
LEADERSHIP AND MANAGEMENT
Standard: Complete and provide the professional development plan in the PDR. (STAR 2)
Good
Better
Description of criteria at
each level
 Current written, signed and dated
professional development (PD) plan
based on PDR is used to guide
Professional Development selections
 Annual PD plan includes STARS
required content and hours (ex. Health
and Safety, 2 hours)
Source(s) of Evidence






Supports Available
References
Research
 Completion of PD linked to the
current plan which matches
needs and interests of PDR
assessment
 Planning for professional
development is intentional with
short-term and long-term goals
considered and college
coursework options are
investigated as part of planning
 The PD Plan is used on an
ongoing basis as a resource
throughout the year indicating
completion of increased
competency level PD
 Evidence of progress in meeting
goals
 Practitioner reflects on
professional development plan
frequently and modifies plan
when necessary so that the plan
supports career growth
Current annual professional development plan/Previous annual professional development plan for comparison
Current PDR
PD certificates/proof of successful completion, college/university transcripts, and/or credential information
CDA Assessment Fee Voucher: www.pakeys.org/pages/get.aspz?page=Career_Financial
Pennsylvania ECE Degree Granting Institutions: www.pakeys.org/docs/ECE%20Degree-Granting%20Institutions.pdf
Pennsylvania Higher Education Assistance Agency (financial aid): www.pheaa.org
 Bredekemp, S. (2004). The Results Are In: CDA Credential is Essential to Early Childhood Professionals. Washington
D.C. : Council for Professional Recognition.
 Washington, V. (2008). Role, relevance, reinvention: Higher education in the field of early care and education.
Boston: Wheelock College. Retrieved from
http://nbcdi.org/wp-content/uploads/2010/07/Role_Relevance_Reinvention.pdf
 Whitebook, M. (2003). Early Education Quality: Higher Teacher Qualifications for Better Learning Environments. A
Review of the Literature. Berkeley, CA: Institute of Industrial Relations, University of Berkeley, CA.
Effective professional development requires repeated opportunities for individualized feedback. Research shows that
when staff are empowered and supported in developing personal goals and objectives, they are more motivated to stay
with the program.
Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 9-16.
Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13
Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional
development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research
Quarterly, 23(4), 431-451. Retrieved from http://www.cds.unc.edu/CCHD/F2009/1005/Pianta%20EARCHI_384-mtp-effects.pdf
25 of 63
FCC GBB v. 1.1 July 2012
Best
LEADERSHIP AND MANAGEMENT
Standard: System of site safety review including strategies for supervising children and corresponding plan of action
are instituted. (STAR 2)
Good
Better
Best
Description of criteria at
each level
 Written system of site safety
review and written corresponding
plan of action in use
 “The Healthy and Safety Checklist”
in Model Health Care Policies or a
similar tool is used as part of the
system
 Teaches simple safety precautions
and rules to children and enforces
rules consistently as part of the
safety plan of action
 Written system of site safety review
and completed written corresponding
plans of action organized (ex. binder)
and conducted according to tool’s
instructions and no less than quarterly
 System includes resources needed for
plan to be successful, expected
completion dates, and recorded followup
 Adapts the review and plan to
maximize inclusive practices
 Written system of site safety
review includes prioritized (low,
medium, high) action steps and
associated costs (low, medium,
high)
 Plans are shared with families
for feedback and input
 Practitioner articulates,
analyzes, and applies current
theory, research and policies on
safety when reviewing safety
status
Source(s) of Evidence







Supports Available
References
Research
Written system of site safety review with written corresponding action plan
Tool used for site safety review
Safety rules part of curriculum
Action plans containing resource information, follow up, prioritization and cost estimates
Mechanism for sharing safety planning with families in program
STARS TA
ECELS
 Aronson, S. S. (2002). Model Health Care Policies, Appendix Q, Health and Safety Checklist. Media, PA: Healthy
Child Care Pennsylvania. Retrieved from
http://www.ecels-healthychildcarepa.org/content/MHP4thEd%20Total.pdf
 Safe Kids Pennsylvania, The Center for Schools and Communities, Camp Hill, PA (717) 763-1890,
www.pasafekids.org/resources.php
 SafetyLit, online source for injury prevention literature: www.safetylit.org
 United States Consumer Product Safety Commission: www.cpsc.gov
Research shows that safe play environments in ECE programs are critical for children’s physical development and
promoting healthy lifestyles in order to prevent obesity later in life. In addition, injury-control efforts in the childcare setting may provide opportunities to educate parents and children about preventive measures in their homes.
Benjamin, S. E., Ammerman, A., Sommers, J., Dodds, J., Neelon, B., & Ward, D. S. (2007). Nutrition and physical
activity self-assessment for child care (NAP SACC): Results from a pilot intervention. Journal of Nutrition Education
and Behavior, 39(3), 142–149.
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Rivara, F. P. & Sacks, J. J. (1994). Injuries in child day care: an overview. Pediatrics, 94(6):1031-1033.
LEADERSHIP AND MANAGEMENT
Standard: List of all staff by positions, salary, and tenure. (STAR 2)
Good
Better
 Written list kept current
Best
Description of criteria at
each level
 Written list developed for all staff (as
defined by program) that includes
position, salary scale, and tenure
 Salaries in personnel policies
Source(s) of Evidence
 Current list includes all staff positions
 List contains place for date
 Description of what list is used for, including recognition
Supports Available
 STARS Technical Assistance
 STARS Staff Record Grid: http://www.pakeys.org/pages/starsDocs.aspx
References
 Business Administration Scale: http://cecl.nl.edu/evaluation/bas.htm
Research
Research shows that there is a positive relationship between the quality of administrative practices and the quality
of the children’s learning environment in ECE programs.
Jorde-Bloom, P. (1989). The Illinois Directors’ Study: A Report to the Illinois Department of Children and Family
Services. Wheeling, IL: The McCormick Center for Early Childhood Leadership, National Louis University.
Retrieved from http://www.eric.ed.gov/PDFS/ED305167.pdf
Lower, J. K., & Cassidy, D. J. (2007). Child care work environments: The relationship with learning environments.
Journal of Research in Childhood Education, 22(2), 189-204.
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 Written list expanded to
include other relevant
information used in planning
professional development and
recognition
LEADERSHIP AND MANAGEMENT
Standard: At least 1 employee benefit given to staff. (STAR 2)
Good
Description of criteria at
each level
Source(s) of Evidence
 Program makes at least one of
the following benefits available
to eligible staff (as defined by
the program): Flex time,
Attendance bonus,
Performance bonus; Paid
professional membership, or
Payment for staff development
 Mandated benefits are paid
(Social Security,
Unemployment insurance, and
Worker’s compensation)
 Program makes at least one of the
following benefits available to
eligible staff: Annual incremental
raises based on performance
evaluation, Life insurance, Paid %
of health insurance, Paid sick
leave, Paid vacation/holidays,
Reduced fee for child care services,
Retirement plan, Short and/or
long-term disability, Transportation
Assistance, or Tuition
reimbursement
 Annual performance evaluation
completed for each staff
 List of benefit options included in information given to employees
 Employee receipt of benefit(s)
Supports Available
 STARS TA
References




Research
Better
 Program makes at least two of the
following benefits available to
eligible staff: Annual incremental
raises based on performance
evaluation, Flex time, Life
insurance, Paid % of health
insurance, Payment for staff
development, Paid professional
membership, Paid sick leave, Paid
vacation/holidays, Reduced fee for
child care services, Retirement
plan, Short and/or long-term
disability, and Tuition
reimbursement
Employee Benefit Research Institute: www.ebri.org
Small Business Administration, providing employee benefits: www.sba.gov/content/providing-employee-benefits
U.S. Department of Labor Employee Benefits Security Administration: www.dol.gov/ebsa/
Solis, H. L. & Hall, K. (2010). Occupational outlook handbook, 2010-2011 Edition, Child care workers.
Washington, DC: U.S. Bureau of Labor Statistics. Retrieved from http://www.bls.gov/oco/ocos170.htm
Research shows that retention is higher among employees who receive extrinsic rewards (such as health benefits).
In addition, child care staff benefits are significant predictors of child care quality.
Hausknecht, J., Rodda, J. M. & Howard, M.J. (2008). Targeted employee retention: Performance-based and jobrelated differences in reported reasons for staying. Human Resource Management, 48(2), 269-288.
Retrieved from http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1485&
context=cahrswp&sei-redir=1#search="benefits+and+employee+retention"
Whitebook, M., Howes, C., & Phillips, D. (1990). Who cares? Child care teachers and quality of care in America.
Final Report: National Child Care Staffing Study. Oakland, CA: Child Care Employee Project. Retrieved
from http://www.eric.ed.gov/PDFS/ED323032.pdf
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Best
STAR 3
GOOD, BETTER, BEST
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STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Standard: Level III or above on the Career Lattice by 6/30/2013. (STAR 3)
Good
Description of criteria at
each level

Source(s) of Evidence








Supports Available
References
Research
Better
Credential, Diploma, Certificate or 
6 ECE Credits
Complete 15 credits, 9 in ECE

with a plan to complete 30 hours,
12 in ECE
Enrolled in Associate Degree
program that includes 18 ECE
credits
Certificates from completed coursework
Registration confirmation from Higher Ed Institution
Transcripts
Copy of CDA Application Materials
Vouchers
CDA Advisor
Career Lattice: http://www.pakeys.org/uploadedContent/Docs/PD/Career%20Lattice.pdf
ECE Teacher Quality: Recognizing High Quality Core Content in Pennsylvania:
http://www.pakeys.org/uploadedContent/Docs/PD/ECE%20Teacher%20Quality.pdf
 Career Lattice Self Learning Module: http://www.pakeys.org/CareerLattice/player.html
 Career Lattice Information Sheet:
http://www.pakeys.org/docs/SQ-03%20Career%20Lattice%20Info%20Sheet%20_05.01.08_.pdf
 Pennsylvania Career Lattice
 CDA information: www.cdacouncil.org
 CDA Assessment Fee Voucher: http://www.pakeys.org/pages/get.aspx?page=Career_Financial
 Northampton Family Child Care Diploma information:
http://www.northampton.edu/Early-Childhood-Education/Academic-Programs/Family-Child-Care.htm
 Pennsylvania ECE Degree Granting Institutions:
http://www.pakeys.org/docs/ECE%20Degree-Granting%20Institutions.pdf
Research shows that providers with higher education levels have higher quality programs. This suggests that the
qualifications of providers have important implications for the quality of care teachers provide.
Mims, S. U., Scott-Little, C., Lower, J. K., Cassidy, D. J., & Hestenes, L. L. (2008). Education level and stability as it
relates to early childhood classroom quality: A survey of early childhood program directors and teachers.
Journal of Research in Childhood Education, 23(2), 227-237. Retrieved from http://acei.org/wpcontent/uploads/Mimswinter2008.pdf
McCormick Center for Early Childhood Leadership. (2010). Research Notes: Head Start administrative practices,
director qualifications, and links to classroom quality. Wheeling, IL: National-Louis University, McCormick
Tribune Center for Early Childhood Leadership. Retrieved from http://cecl.nl.edu/research/issues/rnw10.pdf
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Best
STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Standard: Annually participate in 1 professional growth and development activity. (STAR 3)
Description of criteria at
each level
Good
 Meet one of the professional growth &
development activities listed in the
STARS worksheets
 Activity selected is a match for the
individual’s needs.
Better
 Participation on a committee
 Attending a local/state
conference
 Sharing knowledge gained with
others (meeting minutes,
newsletter articles, handouts)
 Making contact with local,
state, or national elected official
on an issue related to
children/families
Best
 Presenting at a training or
conference
 Attending a national conference
 Holding an office/sitting on a
board of directors/committee
chair in an organization that
supports early care and
education
 Submit lesson plan for SAS/
OCDEL website consideration
Source(s) of Evidence




Supports Available
 Local AEYCs and Advocacy Groups (such as PACCA and PA Partnerships For Children/PPC) post information
regarding upcoming events, emerging trends, and issues – program contacts to find ways to
collaborate/participate
 PACCA website: www.pacca.org; NAEYC website: www.naeyc.org or PENNAEYC website:
www.pennaeyc.org; BUILD: http://www.pakeys.org/pages/get.aspx?page=EarlyLearning_BUILD
 PA Promise for Children: http://paprom.convio.net/site/PageServer?pagename=index
 Quality Counts: http://www.pacca.org/quality.aspx
 SAS/OCDEL website: www.pdesas.org/ocdel
 Community Outreach Tips: http://paprom.convio.net/community_tools
The training of caregivers is a cornerstone for quality in early care. Research shows that professional development
improves the competencies of early childhood teachers, including their attitudes, knowledge, and skills. Regular
opportunities allow staff to constantly build new skills and maintain up-to-date information about their sites and the
field.
Fukkink, R. G., & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies.
Early Childhood Research Quarterly, 22(3), 294-311. Retrieved from
http://www.spinusa.org/Does%20Training%20Matter_2007_Fukkink.pdf
Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 916. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13
References
Research
Signed conference certificate
Membership Cards and documentation of “how” membership is being used
Minutes from meeting attended with name in minutes/documentation of attendance
Interview
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STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Standard: 18 annual clock hours of professional development based on the PDR. (STAR 3)
Good
Description of criteria at
each level
 18 hours PQAS
approved
professional
development
 25% face-to-face
PD events/75%
are video or inhouse events.
(Percentage of
Face-to-Face PD
events can be
higher.) Online
college courses
are not
considered video
module learning.
Source(s) of Evidence





Supports Available
Reference
Research
Better




Some hours are at higher competency levels
Courses that are part of a series
PD is spread through the year
50% face-to face PD events/50% video or inhouse PD events. (Percentage of Face-to-Face
events can be higher.) Online college courses are
not considered video module learning.
 [COA HR 3.03] Personnel who work with children
and youth are trained in: building positive
relationships with children and youth;
understanding how staff behavior can influence
the behavior of children and youth; cultural
awareness, sensitivity, and responsiveness;
understanding and combating bias and
discrimination;recognizing when children and
youth may benefit from additional or alternative
services
 Some hours are from credit
bearing courses
 75% Face-to Face PD
events/25% Video or In-house
PD events (Percentage of Faceto-Face events can be higher)
Online college courses are not
considered video module learning
 [COA – HR3.06] Program
administrators and/or directors
receive training in: program
administration and management;
staff supervision; and legal topics
relevant to program operations,
management, and oversight.
 Also see [COA HR 3.03]
Training certificates
Transcripts
Annual Training Plan
PA Keys Online Calendar: www.pakeys.org
Distance learning opportunities through Better Kid Care: http://betterkidcare.psu.edu/page02a.html and ECELS:
http://www.ecels-healthychildcarepa.org/section.cfm?sectionID=4
 Council on Accreditation: http://www.coastandards.org/
Effective professional development requires repeated opportunities for individualized feedback. Research shows
that when staff are empowered and supported in developing personal goals and objectives, they are more
motivated to stay with the program.
Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 916. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13
Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated
professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early
Childhood Research Quarterly, 23(4), 431-451.
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Best
STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Standard: All staff must attend at least two hours of professional development annually on curriculum, program or child assessment.
(STAR 3)
Good
Better
Best
Description of criteria at
each level
 Any PQAS professional development
that meets knowledge area,
minimum of 2 hours
 Participate in a series or
higher competency level
training on a topic
 Shares info with other staff
at program
 Attends more than one 2 hr
PD event in this knowledge
area
 Credit bearing course work
 Demonstrates that knowledge is used
in classroom
 Professional development followed by
TA occurs when implementation is
identified as a concern or coaching
and mentoring is occurring within
programs to support implementation
of best practices
 Best practice is that the event is 2
consecutive hours
Source(s) of Evidence







Supports Available
References
Research
Training certificates
Staff meeting agenda
Transcripts
Lesson plans
STARS TA
SACC Specific PD Modules available. Contact appropriate Regional Key PD Manager for details.
Linking Preschool Curriculum, Instruction and Child Assessment:
http://supportunitedway.org/files/Alignment.pdf
 Using Standards-Led Policy to Align Assessment and Accountability Systems:
http://www.prel.org/products/re_/standards-led.htm
Research shows a direct link between training in early childhood practices and positive changes in teacher
knowledge and skills. These improvements enhance early childhood programming and quality, often resulting in
improved student learning.
Baker-Ericzén, M. J., Mueggenborg, M. G., & Shea, M. M. (2009). Impact of trainings on child care providers’
attitudes and perceived competence toward inclusion: What factors are associated with change? Topics in
Early Childhood Special Education, 28(4), 196-208.
Dickinson, D. K., & Caswell, L. (2007). Building support for language and early literacy in preschool classrooms
through in-service professional development: Effects of the Literacy Environment Enrichment Program
(LEEP). Early Childhood Research Quarterly, 22(2), 243-260.
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STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Secondary Staff/Substitutes and Assistants Development: Standard: 9 annual clock hours of professional development,
based on the PDR, taken by each staff member. (STAR 3)
Good
Description of criteria at
each level
 9 Hours PQAS approved
professional development
 25% face-to-face PD
events/75% are video or inhouse events. (Percentage of
Face-to-Face PD events can
be higher.) Online college
courses are not considered
video module learning.
Source(s) of Evidence






Supports Available
References
Research
Better
 Some hours are at higher
competency levels
 Courses that are part of a series
 PD is spread through the year, not
“bunched up” just before
designation/renewal
 50% face-to face PD events/50%
video or in-house PD events.
(Percentage of Face-to-Face events
can be higher.) Online college
courses are not considered video
module learning.
 Some hours for each staff member
are from credit bearing courses
 Involvement in CDA or courses
that are part of a series
 75% Face-to Face PD events/25%
Video or In-house PD events
(Percentage of Face-to-Face events
can be higher) Online college
courses are not considered video
module learning
Training certificates
Transcripts
Annual Training Plan
PDR: http://www.pakeys.org/docs/pdr.pdf
Distance learning opportunities through Better Kid Care: http://betterkidcare.psu.edu/page02a.html
Distance learning opportunities through ECELS: http://www.ecelshealthychildcarepa.org/section.cfm?sectionID=4
 Bowie, L., Garrett, S. B., Kinukawa, A., McKinney, K., Moore, K. A., Redd, Z., Theokas, C., & Wilson, B. (2006).
Program implementation: What do we know? Washington, DC: Child Trends. Retrieved from
http://www.childtrends.org/Files/Child_Trends-2007_06_01_FR_PrgmImplementation.pdf
Effective professional development requires repeated opportunities for individualized feedback. Research shows
that when staff are empowered and supported in developing personal goals and objectives, they are more
motivated to stay with the program.
Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 916. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13
Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated
professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early
Childhood Research Quarterly, 23(4), 431-451. Retrieved from http://www.cds.unc.edu/CCHD/F2009/1005/Pianta%20EARCHI_384-mtp-effects.pdf
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Best
LEARNING PROGRAM
Standard: Based on ongoing child observations, developmentally appropriate authentic assessments of the child are completed
following the best practices of the selected assessment tool. (STAR 3)
Good
Better
Best
Description of criteria at
each level
 Documentation of attempt to share
initial screening/observation with
family
 Observations are written
objectively
 Family reviews and signs off on
info shared
 For school-age children, no initial
screening is required however an
observation is completed and
shared with family within 90 days
of program entry
 Observations include notations
regarding changes in the child’s
appearance and behavior as this
could indicate a change in family
dynamics/circumstances
necessitating conferences with
families in order to refer to
community services
 Planned activities should reflect
observed needs/interests of
children
 Procedure for initial screening and
observations is located in the policy
and procedure manual
 Family reviews and signs info shared at
face to face meeting
 Sharing of information with families in
regards to observations of child (face
to face or in writing with a family signoff)
 Use observation and recording
techniques that are culturally and
linguistically sensitive, reduce bias, and
recognize the abilities of all children
Source(s) of Evidence
 Anecdotal records, notated artwork, etc. including name of child, date of observation, enrollment date, staff
initials and verification of staff having taken training
 Copy of info shared with families and/or conference notes
 Record or written letter in child file
 STARS TA
 PA Standards Aligned System websites: www.pdesas.org or www.pdesas.org/ocdel
 Find information on ELN at the PA Keys website at:
http://www.pakeys.org/pages/get.aspx?page=Programs_Network
 Gaye Gronlund, M. J. (2005). Focused Observations: How to Observe Children for Assessment and Curriculum
Planning. Redleaf Press.
The ultimate goal of a comprehensive assessment is to promote interactions that will enhance child development
and learning. Research shows that the use of an authentic assessment can positively impact child outcomes.
Allen, S. (2007). Assessing the development of young children in child care: A survey of formal assessment
practices in one state. Early Childhood Education Journal, 34(6), 455-465.
Meisels, S. J., Atkins-Burnett, S., Xue, Y., Bickel, D. D., & Son, S. (2003). Creating a system of accountability: The
impact of instructional assessment on elementary children’s achievement test scores. Education Policy
Analysis Archives, 11, 1–18.
Supports Available
References
Research
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LEARNING PROGRAM
Standard: Results from the authentic assessments are used for curriculum, individual child planning, and referral to community
resources. (STAR 3)
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
Good
Better
Best
 Curriculum connects observation to
 Make available voluntary take
 Each activity reflects specific
lesson plan with child
home activities that families can
goals for each key learning
 Initials on plan or use of a coding
complete with child, being
area, list of experience
sensitive to family structure and
identified materials
system to protect confidentiality
 Program has protocol in place to refer
culture.
 Child’s record verifies a planned
child to community resources [including  Facility provides written referral
activity
to family on relevant community  Provider facilitates meeting
Early Intervention (EI), Children &
Youth Services (CYS), Mental
agency
between community
 Provider has documented
Health/Mental Retardation (MH/MR),
resource/agency and families
County Assistance Office (CAO), Child
observations that support lesson
Care Works, United Way, Head Start,
plans and include changes to the
Community Action Program (CAP), or
environment/ learning centers
other community agencies]
 Conference notes
 Provider interview
 Documentation on lesson plan (for example, child initials)
 Written curriculum
 PA Standards Aligned System websites: www.pdesas.org or www.pdesas.org/ocdel
 Child Observation Modules on the PD Calendar: www.pakeys.org
 Koralek, D. G. (2004). Spotlight on young children and assessment. Washington DC: NAEYC.
 Epstein, A. S. (2007). The intentional teacher: Choosing the best strategies for young children's learning.
Washington, DC: NAEYC.
Research shows that appropriately targeted instructional strategies can have a dramatic impact on the growth of
children's early reading skills and their prospects for academic success. Initial assessments should be complemented
by ongoing testing during the year to monitor progress and adjust instruction accordingly.
Connor, C. M., Morrison, F. J., & Katch, L. E. (2004). Beyond the reading wars: Exploring the effect of child-instruction
interactions on growth in early reading. Scientific Studies of Reading, 8(4), 305-336. Retrieved from
http://pdfserve.informaworld.com/72941__785834709.pdf
Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student
achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for
Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/dddm_pg_092909.pdf
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LEARNING PROGRAM
Standard: Implement a learning curriculum that incorporates the Learning Standards, including a written curriculum statement.
(STAR 3)
Good
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
Better
 Curriculum statement
 Curriculum statement linked to  Statement links the curriculum to the
contained in Policy and
program’s philosophy
Learning Standards and there is some
Procedure Manual
 Family Handbook and Policy
mention of the following: goals for the
 Lesson plans identify Early
and Procedure Manual explains
children, activities, roles of the child,
staff, environment and families
Learning Standards
importance of self-selected
 Facility has written,
activities
 Curriculum statement is culturally and
identifiable curriculum
linguistically sensitive, reduces bias, and
recognizes the abilities of all children.
 Curriculum statement is in
both Family Handbook and
Policy and Procedure Manual
 Calendar of events visually observable
 Curriculum visible
 Early Learning Standards in facility
 Lesson plans
 Observation of activities implemented
 Utilize STARS Merit Award and other grants to purchase a curriculum
 STARS TA
 Find information on PA Standards Aligned System: www.pdesas.org and www.pdesas.org/ocdel
 Aligning Learning with the Standards Documents: http://www.pakeys.org/pages/starsDocs.aspx
 Gronlund, G. (2006). Make Early Learning Standards Come Alive: Connecting Your Practice and Curriculum to
State Guidelines. Washington DC: NAEYC.
Researchers agree that children will likely only make progress on assessments that reflect the goals of the program
and link assessment and curriculum. Practices found to be associated with higher performance include curricular
alignment and classroom instruction guided by state academic standards.
Bogard, Kimber, & Takanishi, Ruby. (2005). PK-3: An aligned and coordinated approach to education for children 3
to 8 years old. Social Policy Report, 19(3). Retrieved from
http://www.icpsr.umich.edu/files/PREK3RD/resources/pdf/PK-3AnAlignedandCoordinatedApproach.pdf
Williams, T., Kirst, M., & Haertel, E. (2005). Similar students, different results: Why do some schools do better? A
large-scale survey of California elementary schools serving low-income students. Mountain View, CA:
EdSource. Retrieved from http://www.edsource.org/assets/files/SimStu05.pdf
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Best
LEARNING PROGRAM
Standard: A FCCERS-R assessment by a STARS ERS assessor must average a score of 4.25. (STAR 3)
Good
Description of criteria at
each level
 A FCCERS-R assessment by a
STARS ERS assessor must
average a score of 4.25
Source(s) of Evidence
 ERS reports
Supports Available





References
Research
Better
 A FCCERS-R assessment by a STARS
ERS assessor averages 5.00
 A FCCERS-R assessment by a
STARS ERS assessor averages
5.25
STARS TA
PA Keys ERS webpage: www.pakeys.org
FCCERS Reflection tool: http://www.pakeys.org/uploadedContent/Docs/ERS/FCCERS%20Reflection%20Tool.pdf
Harms, T. (2009). Using assessment as a basis for improvement. Exchange, 186, 57-59.
Making Long-lasting Changes with the Environment Rating Scales:
http://www.dpi.state.wi.us/ccic/pdf/weekly_articles/making_long-lasting_changes_ERS.pdf
Research shows that moderate to high-level classroom quality is necessary for improving children’s social skills,
reducing behavior problems, and promoting reading, math, and language skills. (Note: ERS thresholds were
developed by a panel of experts, including the assessment developers and leading experts in Pennsylvania.)
Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child
care quality and child outcomes for low income children in pre-kindergarten programs. Early Childhood
Research Quarterly, 25(2), 166-176. Retrieved from http://gse.uci.edu/docs/EARCHI455.pdf
NICHD Early Child Care Research Network. (2005). Early child care and children’s development in the primary
grades: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 42(3),
537–570.
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Best
LEARNING PROGRAM
Standard: A written Improvement Plan is developed to address any ERS subscale score below a 3.5. (STAR 3)
Good
Description of criteria at
each level
 A written improvement plan is
developed to address any ERS
subscale score below 3.5.
 The written plan will include
the person responsible and
target dates for completion
Source(s) of Evidence





Supports Available
References
Research
Better
 A written improvement plan is
developed to address all scores
below a 5.0.
 The written plan includes the
person responsible and target
dates for completion.
 Resources needed to correct scores
below a 5.0 are identified.
 Evidence that improvement plan is
being implemented
 Additional sources of evidence (i.e.
family surveys, CLASS, BAS, NAFCC,
NAEYC Pathways To Cultural
Competency Checklist) are used to
develop the improvement plan
Improvement plan – initial
Adjusted/completed improvement plan
Visual site improvements observed
STARS TA
Making Long-lasting Changes with the Environment Rating Scales:
http://www.dpi.state.wi.us/ccic/pdf/weekly_articles/making_long-lasting_changes_ERS.pdf
 Pathways to Cultural Competency Project Program Guide:
http://www.pakeys.org/uploadedContent/Docs/Early%20Learning%20Programs/Other%20Programs/PCCP%20P
rogram%20Guide.pdf
 Pathways to Cultural Competency Program Checklist:
http://www.pakeys.org/uploadedContent/Docs/Early%20Learning%20Programs/Other%20Programs/Programs%
20Checklist.pdf
Research shows that teachers who utilize Environment Rating Scales (ERS) make significant changes in their
classrooms as a result of the rating process, thereby improving the quality of their classrooms. ERS provide a
means to identify program strengths and weaknesses and determine a baseline for later evaluation of
improvement. (Note: ERS thresholds were developed by a panel of experts, including the assessment developers
and leading experts in Pennsylvania.)
Hooks, L., Scott-Little, C, Marshall, B. J., & Brown, G. (2006). Accountability for quality: One state’s experience in
improving practice. Early Childhood Education Journal, 33(6), 399-403. Retrieved from
http://www.santaclaracares.org/pdfs/Hooks_Accountability%20for%20Quality.pdf
Warash, B. G., Markstrom, C. A., & Lucci, B. (2006). The Early Childhood Environment Rating Scale-Revised as a
tool to improve child care centers. Education, 126(2), 240-250. Retrieved from
http://www.santaclaracares.org/pdfs/Warash_The%20Early%20Childhood%20Environment%20Rating%20
Scale-Revised.pdf
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Best
PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: A plan is written and implemented describing procedures to refer families to appropriate social, mental health,
educational, wellness, and medical services. (STAR 3)
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
Good
 There is a written
plan describing
procedure to refer
families in family
handbook.
 School Age Child
considerations and
appropriateness of
resources for that age
group.
Better
Best
 Discussion of procedure should occur with
 Appropriate staff follows up on
new families in review of family handbook
referral procedure.
upon enrollment and reviewed annually.
 Program has tracking system to
 Procedure is developed in greater detail
determine trend of resources from
(noting authentic assessments used,
which referrals were made.
documentation methods, etc.)
 Any time child is referred, families are
 Procedure is discussed with staff (if
offered a conference (prior to the
applicable) upon hire and reviewed
referral)
annually.
 Follow up may include communication
 Collaboration with school, family and
with school representative for
provider for referral for school-age children.
consistency in planning and referral.
 Procedure documented in Policy and Procedure Manual, Family Handbook.
 List of resources for referral including Early Intervention, Children and Youth Services, MH/MR, County Assistance
Office, Child Care Works (CCIS/Subsidy), United Way, Head Start, Community Action Program. ECMH Project etc.
 Documentation of tracking system of referrals. Confidential information maintained in child’s file.
 Family Contact Form (documentation to indicate conference offered and notes if accepted, etc.)
 STARS TA
 Community Resource Template: http://www.pakeys.org/pages/starsDocs.aspx
 Outside Referral Template: http://www.pakeys.org/pages/starsDocs.aspx
 Kakli, Z., Kreider, H., Little, P., Buck, T., & Coffey, M. (2006). Focus on families: How to build and support familycentered practices in after school. MA: Harvard Family Research Project. Retrieved from
http://www.hfrp.org/family-involvement/publications-resources/focus-on-families!-how-to-build-and-support-familycentered-practices-in-after-school
Early childhood practitioners can help parents take responsibility for their children’s learning outcomes by providing
materials and ideas for activities that parents can do at home and in the community with their children.
Gupta, R. S., Shuman, S., Taveras, E. M., Kulldorff, M., & Finkelstein, J. A. (2005). Opportunities for health promotion
education in child care. Pediatrics, 116(4), 499-505. Retrieved from
http://pediatrics.aappublications.org/cgi/reprint/116/4/e499
Harvard Family Research Project. (2006). Family involvement makes a difference: Evidence that family involvement
promotes school success for every child of every age. Cambridge, Massachusetts: Harvard Family Research
Project, Harvard Graduate School of Education. Retrieved from http://www.hfrp.org/familyinvolvement/publications-resources/family-involvement-in-early-childhood-education
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PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: A minimum of one opportunity is offered for family involvement. (STAR 3)
Good
Better
Description of criteria at
each level
 Program offers at least one annual
opportunity for family involvement in
meeting program learning goals (ex.
volunteer opportunity, family play
nights, family corner, picnics, lending
library, etc.)
 Appropriate learning goals to address
include transitions (self care, school
age, school readiness, etc.)
Source(s) of Evidence






Supports Available
References
Research
 Program solicits
family input in
developing
opportunity for
involvement.
 Primary staff and families are involved in
developing activity or multiple activities and
in event planning.
 Learning goals addressed by activity are
clearly identified.
 Activity includes family education aspect
(learning about DAP, ELS, best practices,
transitions, etc.)
 In planning activities, school age children
may provide input in event and planning.
Newsletter
Calendars
Dated Invitations or Flyers
Family contact documentation noting planning contacts
Pennsylvania Parent Information and Resource Center: http://www.center-school.org/pa-pirc/
Strengthening Families Initiative: http://www.pakeys.org/uploaded
Content/Docs/Early%20Learning%20Programs/CQI/Strengthening%20Families.pdf
 Christian, L.G. (2006). Understanding families: Applying family systems theory to early childhood practice. Young
Children 61(1): 12–20. Retrieved from http://journal.naeyc.org/btj/200601/ChristianBTJ.pdf
 Kakli, Z., Kreider, H., Little, P., Buck, T., & Coffey, M. (2006). Focus on families: How to build and support
family-centered practices in after school. MA: Harvard Family Research Project. Retrieved from
http://www.hfrp.org/family-involvement/publications-resources/focus-on-families!-how-to-build-and-supportfamily-centered-practices-in-after-school
Research finds that parent involvement is strongly influenced by practices that encourage participation in decision
making. In addition, involvement helps to ensure that parents and the center share similar goals and approaches for
supporting children’s development.
Rohacek, M., Adams, G. C., Kisker, E. E., Danziger, A., Derrick-Mills, T., & Johnson, H. (2010). Understanding quality in
context: Child care centers, communities, markets, and public policy. Washington, DC: The Urban Institute.
Retrieved from http://www.urban.org/uploadedpdf/412191-understand-quality.pdf
Sanders, M. G., Epstein, J. L., & Connors-Tadros, L. (1999). Family partnerships with high schools: The parents’
perspective (CRESPAR Report 32): Johns Hopkins University. Retrieved from
http://www.csos.jhu.edu/crespar/techReports/Report32.pdf
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Best
PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: A minimum of two family conferences are offered per year to discuss the child’s progress and behavioral, social and
physical needs. Authentic assessments of the child are shared with the family a minimum of two times per year. (STAR 3)
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
Good
Better
Best
 Bi-Annual offering of
 Telephone conference if in person
 Conference addresses multiple
conferences
conference declined.
topics, including referral,
 A written report of the child’s
 Two family conferences offered, one
transitions, individual lesson
planning, etc.
progress is provided to families
is required and families are
whether the conference is
informed of requirement at
 Policy in family handbook citing
accepted or not.
enrollment.
that family conferences are
 SAC emphasis on school
 Quarterly offerings of conferences.
required.
enrollment and gross motor
 School age children attend the
 Family provides input for
information give to families at
conference
conference topics in preconference/offering, as well as  Communication modality is adapted
conference form.
resources per family request.
to meet the needs of the family (i.e.  Quarterly reminders that
 School age children attend the
visual impairments or limited
conferences can be scheduled at
conference
language ability)
any time.
 Copy of the newsletter offering conferences contained in the child’s file.
 Report/Assessments signed off on and maintained in child’s file.
 Sign-off sheet of acceptable/declination of dates with dates noting when conference was offered. Maintained in
child’s file.
 Family Conference Tip Sheet: http://www.pakeys.org/docs/PFC-09_Tip%20SheetConferences_7.1.2009.pdf
 Knopf, H. and Swick, K. (2008). Using our understanding of families to strengthen family involvement. Early
Childhood Education Journal, 35(5), 419-427. Retrieved from
http://www.theresadehoyos.com/bakerhill_files_Summer/Knopf.pdf
 McCormick Center for Early Childhood Leadership. (2010). Research Notes: A window on early childhood
administrative practices. Wheeling, IL: National-Louis University, McCormick Tribune Center for Early Childhood
Leadership. Retrieved from http://cecl.nl.edu/research/issues/rnsp10.pdf
Research shows that parents who maintain direct and regular contact with the early educational setting have
children who demonstrate positive engagement with peers, adults, and learning. Parental engagement has also
been linked to school readiness skills, including young children’s academic performance and achievement.
McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent
involvement and the social and academic competencies of urban kindergarten children. Psychology in the
Schools, 41(3), 363–377.
Owen, M. T., Ware, A. M. & Barfoot, B. (2000) Caregiver–mother partnership behavior and the quality of caregiver–
child and mother–child interactions, Early Childhood Research Quarterly, 15(3), 413–428.
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PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: Families are offered a group meeting to provide information regarding a child’s transition to another educational setting
and to encourage families and their children to connect to the school setting by visiting. (STAR 3)
Good
Description of criteria at
each level
 Individual meeting is offered
 Written transitioning
information is provided.
Source(s) of Evidence





Supports Available
References
Research
Better
Best
 Written transitional information is
reviewed at conference, along with
appropriate child records.
 Discussion of school readiness and
individual child needs related to
transition planning (age appropriate
development, peer interaction, etc.)
Individual planning of transitioning
activities.
 Communication modality is adapted
to meet the needs of the family (i.e.
visual impairments or limited
language ability)
 Policy in family handbook
regarding transitioning meeting.
 Contact the school and determine
the feasibility of offering families
of KD child the opportunity to take
the child to the school.
 Activities are offered to families to
support transitioning to self care
or another educational setting.
 Information on school registration
process and contact information
for child specific school provided
to families.
Interviews with families
Copies of written information given to families
Notice of conference offering in child’s file
Partnerships with LEARN Team on school age transitioning resources
OCDEL Standards Aligned Systems website: www.pdesas.org/ocdel
 Passe, A. S. (2010). Is everybody ready for kindergarten? A tool kit for preparing children and families. St. Paul,
MN: Redleaf Press.
Parents would like more information about their child’s transition, including information about academic and
behavioral expectations in kindergarten. Research shows that family involvement in young children’s education may
contribute not only to a smooth transition to elementary school for children, but also for parents, by helping to
prepare them for later involvement in their children’s learning.
Kreider, H. (2002). Getting parents ready for kindergarten: The role of early childhood education. Cambridge,
Massachusetts: Harvard Graduate School of Education. Retrieved from http://www.hfrp.org/publicationsresources/browse-our-publications/getting-parents-ready-for-kindergarten-the-role-of-early-childhoodeducation
McIntyre, L., Eckert, T. L., Fiese, B. H., DiGennaro, F. D., & Wildenger, L. K. (2007). Transition to kindergarten:
Family experiences and involvement. Early Childhood Education Journal, 35(1), 83-88.
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PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: Program creates, with input from families, a list of community/school stakeholders regarding child transition. (STAR 3)
Good
Better
Best
 Stakeholders list is
comprehensive with partners
interested in transition success
and identifies individual contact
information.
 Provider reviews list annually
and solicits ongoing input from
families for updates.
 Offered in second largest
linguistic group of the program
 Program reviews stakeholders
list with families upon
enrollment and solicits initial
input and offers family a copy
 Offered in all languages of
families in program/community
Description of criteria at
each level
 Program creates, with family input, a
list of stakeholders.
Source(s) of Evidence
 Newsletters, memos and/or letters requesting information and input for community stakeholders.
 List includes school districts, businesses, IU, etc.
Supports Available
 Local LEARN Team
 STARS TA
References
 Kraft-Sayre, M. E. & Pianta, R.C. (2000). Enhancing the transition to kindergarten. Charlottesville: University of
Virginia, National Center for Early Development & Learning. Retrieved from
http://www.cpirc.org/vertical/Sites/%7B95025A21-DD4C-45C2-AE37D35CA63B7AD9%7D/uploads/%7BB2FC278E-5FC7-47FA-9039-E69743ABAF64%7D.PDF
 McIntyre, L. L. Eckert, T. L., Fiese, B. H., Reed, F. D. D., & Wildenger, L. K. (2010). Family concerns surrounding
kindergarten transition: A comparison of students in special and general education. Early Childhood Education
Journal, 38(4), 259-263.
Research shows that coordination between the pre-kindergarten and elementary setting can maintain and
potentially maximize gains for children achieved in pre-kindergarten. In particular, building interagency
relationships creates a seamless system of transition from birth to 5 years of age.
Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S., Gercke, N., & Higgins, T. (2001). Collaboration in building
partnerships between families and schools: The National Center for Early Development and Learning’s
Kindergarten Transition Intervention. Early Childhood Research Quarterly, 16(1), 117–132.
Rous, B., Myers, C., & Stricklin, S. (2007). Strategies for supporting transitions of young children with special needs
and their families. Journal of Early Intervention, 30(1), 1–18. Retrieved from
http://jei.sagepub.com/content/30/1/1.full.pdf+html
Research
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FCC GBB v. 1.1 July 2012
LEADERSHIP AND MANAGEMENT
Standard: Program creates a projected one-year operating budget, including a statement of income and expenditures. (STAR 3)
Good
Description of criteria at
each level
 Operating budget written for
current year with income and
expenditure line-items
Source(s) of Evidence









Supports Available
References
Research
Better
Best
 Program uses an electronic format
to store budget-related
information
 Compares actual income and
expenditures with budget
projections quarterly to track cash
flow
 Written policies and procedures
that support financial health
(ex. collection of fees)
 Completes a balance sheet at
least annually
 Consults with an accountant to
assure correct financial
practices
Written current budget
Storage system
Quarterly income and expense statements
Cash flow projections
Written current policies and procedures relating to income collection
Payment receipt for consultation with accountant
STARS TA
Family Child Care Business Series Professional Development www.pakeys.org
Copeland, T. (2010). Family child care record-keeping guide, 8th Edition. St. Paul, MN: Redleaf Press.
 Copeland, T. (2011). The Redleaf Calendar-Keeper 2011: A record-keeping system for family child care
professionals. St. Paul, MN: Redleaf Press.
Research shows that providers with high-quality classrooms feel at ease financially and are more likely to
emphasize the importance of good financial planning and management.
McCormick Center for Early Childhood Leadership. (2011). Research Notes: Quality in context – How director’s
beliefs, leadership, and management practices relate to observed classroom quality. Wheeling, IL: NationalLouis University, McCormick Tribune Center for Early Childhood Leadership. Retrieved from
http://cecl.nl.edu/research/issues/rnw11.pdf
Rohacek, M., Adams, G. C., Kisker, E. E., Danziger, A., Derrick-Mills, T., & Johnson, H. (2010). Understanding
quality in context: Child care centers, communities, markets, and public policy. Washington, DC: The Urban
Institute. Retrieved from http://www.urban.org/uploadedpdf/412191-understand-quality.pdf
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LEADERSHIP AND MANAGEMENT
Standard: Written job descriptions for substitutes and assistants, if applicable. (STAR 3)
Good
Better
Best
Description of criteria at
each level
 Written job description
given to substitutes
and/or assistants when
hired
 Organizational chart
available to any staff
(as defined by program)
 Job description for substitute describes
qualifications which are used to select
substitute; and describes responsibilities which
are reviewed with substitute at hire and signed
by employee
 Job description for assistant describes
qualifications which are used to select assistant;
and describes responsibilities which are
reviewed with assistant at hire and signed by
employee
 Any performance appraisal used is linked to job
description
 Job descriptions are reviewed at time of
performance appraisal, or, at least annually, and
updated as necessary
 Each staff member has a
copy of job descriptions for
each job position
 Annual performance
appraisals occur and include
self-assessments for
assistants
 Job descriptions are updated
to reflect current human
resource practices
Source(s) of Evidence







Supports Available
References
Research
Written job descriptions
Signed receipt
Completed performance appraisal
Self-assessment component of performance appraisal
Current information relating to human resource issues applicable to home-based business
STARS TA
STARS Organizational Chart Sample: http://www.pakeys.org/docs/LM02%20Sample%20Organization%20Charts%205.1.08.pdf
 STARS Job Descriptions Guide: http://www.pakeys.org/pages/starsDocs.aspx
 Copeland, T. (2009). Family child care business planning guide. St. Paul, MN: Redleaf Press.
Research shows that there is a positive relationship between the quality of administrative practices and the quality
of the children’s learning environment in ECE programs.
Jorde-Bloom, P. (1989). The Illinois Directors’ Study: A Report to the Illinois Department of Children and Family
Services. Wheeling, IL: The McCormick Center for Early Childhood Leadership, National Louis University.
Retrieved from http://www.eric.ed.gov/PDFS/ED305167.pdf
Lower, J. K., & Cassidy, D. J. (2007). Child care work environments: The relationship with learning environments.
Journal of Research in Childhood Education, 22(2), 189-204.
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FCC GBB v. 1.1 July 2012
LEADERSHIP AND MANAGEMENT
Standard: Review fire safety plan and emergency plan (including risk management) annually and update as necessary. (STAR 3)
Good
Best
Description of criteria at
each level
 Written fire safety and emergency
plan reviewed annually and updated
as necessary
 Some written risk management
content and it is reviewed annually
and updated as necessary
Source(s) of Evidence








Supports Available
References
Research
Better
 Plans include more extensive
risk management content
 Fire safety, emergency and risk
management plans have
corresponding action plans if
improvements necessary
Written fire safety and emergency plans with development and review date(s)
List of name(s) of plan reviewers
Risk management plan content
Plans of action showing progress if improvement needed
Risk management assessment with likelihood and impact described
List of stakeholders responsible for reviewing risk management plan
STARS TA
What is a Stakeholder?:
http://www.pakeys.org/docs/PFC-03%20What%20Is%20a%20Stakeholder%205.1.08.pdf
 Risk Management Plan Guide:
http://www.pakeys.org/docs/LM-05%20Risk%20Management%20Guide%205.1.08.pdf
 Emergency Responses Planning Guide for Child Care: www.ecels-healthychildcarepa.org
 Pennsylvania Emergency Preparedness Guide: www.pema.state.pa.us
 Copeland, T., & Millard, M. (2004). Family child care legal and insurance guide: How to reduce the risks of
running your business. St. Paul, MN: Redleaf Press.
Because no environment can be absolutely safe, child care providers need to have fire safety and emergency plans
in place. In addition, including a risk management plan can reduce the potential for injury.
Fiene, R. (2002). 13 Indicators of Quality Child Care: Research Update. Washington, DC: United States Department
of Health and Human Services, Office of Assistant Secretary for Planning and Evaluation. Retrieved from
http://aspe.hhs.gov/hsp/ccquality-ind02
Lee, S., Farley, L. A., & Kwon, O. (2010). The effectiveness of risk management plans in recreational sport
programs of Division 1-A universities. Recreational Sports Journal, 34(1), 58-68.
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 Risk management plan includes
risk assessment covering
likelihood and impact which is
reviewed by a group of
stakeholders at least twice a
year
LEADERSHIP AND MANAGEMENT
Standard: Provider develops and implements a Continuous Quality Improvement Plan using multiple sources. (STAR 3)
Good
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
Better
 Written plan of improvement
 Continuous quality improvement
 Written plan is reviewed
documents timelines and persons
process includes developing the action
frequently for progress
responsible for completing that
plan, testing the plan, checking to see
status on short-term
portion of the plan and is grounded in
that the plan works, and making
and long-term goals
mission, vision, and values of program
adjustments when necessary
 Written plan includes
and reviewed annually
 User-friendly communication method
input from at least 3
 Areas of need (short-term and longused for sharing successes with
stakeholders involving
term) in CQI plan are driven by input
stakeholders
programmatic and
from stakeholders and processes (ex.  The CQI plan addresses the diverse
administrative needs
regulatory, families, performance
needs of staff/families within the
evaluations, child assessment,
program as appropriate
environment observations)
 STARS “Good, Better, Best” tool used
as resource for CQI planning
 Written plan showing areas of need
 List of stakeholders involved in process
 Communication method document
 Schedule of review
 STARS TA
 PA Key CQI website: http://www.pakeys.org/pages/get.aspx?page=CQI
 STARS Continuous Quality Improvement Plan: http://www.pakeys.org/pages/starsDocs.aspx
 Continuous Quality Improvement (CQI):
http://www.dss.louisiana.gov/index.cfm?md=pagebuilder&tmp=home&pid=114
 Continuous Quality Improvement Processes: http://www.surreycc.gov.uk/sccwebsite/sccwspages.nsf/
LookupWebPagesByTITLE_RTF/Continuous+Quality+Improvement+Processes?opendocument
 Council on Accreditation: www.coaafterschool.org
Research suggests that high quality programs that implement Continuous Quality Improvement (CQI) models have
more effective curricula, leading to positive outcomes for children.
Harper, B. J., & Lattuca, L. R. (2010). Tightening curricular connections: CQI and effective curriculum planning.
Research in Higher Education, 51(6), 505-527.
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Best
STAR 4
GOOD, BETTER, BEST
Performance Standards OR NAEYC/NAA/NAFCC Accreditation1
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FCC GBB v. 1.1 July 2012
STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Standard: Provider Level IV or above on the Career lattice by 7/1/2014. (STAR 4)
Good
Description of criteria at
each level
 Level IV or above on Career Lattice
 18 months on an action plan/waiver
to reach Level IV on Career Lattice
Source(s) of Evidence





Supports Available
References
Research
Better
 Level IV or above on Career
Lattice, with additional college
credits in Early Childhood
Education
 Level V or above
Transcripts/degrees
Signed action plans
Enrollment/course registrations
Online/blended/face-to-face course offerings accessible in each Regional Key
TEACH and/or Vouchers available in each Regional Key at all degree levels
 Career Lattice Information Sheet:
http://www.pakeys.org/docs/SQ-03%20Career%20Lattice%20Info%20Sheet%20_05.01.08_.pdf
 Quality Improvement in Early Childhood Teacher Education: Faculty Perspectives and Recommendations for the
Future: http://ecrp.uiuc.edu/v11n1/hyson.html
 Pennsylvania Career Lattice
 CDA information: www.cdacouncil.org
 CDA Assessment Fee Voucher: http://www.pakeys.org/pages/get.aspx?page=Career_Financial
 Pennsylvania ECE Degree Granting Institutions:
http://www.pakeys.org/docs/ECE%20Degree-Granting%20Institutions.pdf
Research shows that providers with higher education levels have higher quality programs. This suggests that the
qualifications of providers have important implications for the quality of care teachers provide.
Mims, S. U., Scott-Little, C., Lower, J. K., Cassidy, D. J., & Hestenes, L. L. (2008). Education level and stability as it
relates to early childhood classroom quality: A survey of early childhood program directors and teachers.
Journal of Research in Childhood Education, 23(2), 227-237. Retrieved from http://acei.org/wpcontent/uploads/Mimswinter2008.pdf
McCormick Center for Early Childhood Leadership. (2010). Research Notes: Head Start administrative practices,
director qualifications, and links to classroom quality. Wheeling, IL: National-Louis University, McCormick
Tribune Center for Early Childhood Leadership. Retrieved from http://cecl.nl.edu/research/issues/rnw10.pdf
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Best
STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Standard: Annually participate in 2 professional growth and development activities. (STAR 4)
Good
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
Better
 Meet two of the professional growth &
 Participation on a
 Presenting at a training or
development activities listed in the STARS
committee
conference
worksheets
 Attending a local/state
 Attending a national
 Staff know what their role is and how they
conference
conference
can grow from this activity
 Sharing knowledge gained
 Holding an office/sitting on a
 Activity selected is a match for the
with staff (meeting
board of directors/committee
individual staff’s needs. Conversation
minutes, newsletter
chair in an organization that
between staff/director on how this
articles, handouts)
supports early care and
supports their professional develop/growth
education
prior to participation
 Signed conference certificate and/or payment verification or name tag
 Membership Cards and documentation of “how” membership is being used
 Minutes from meeting attended with name in minutes/documentation of attendance
 Local AEYCs and Advocacy Groups (such as PACCA and PA Partnerships For Children/PPC) post information
regarding upcoming events, emerging trends, and issues- program contacts to find ways to
collaborate/participate
 PACCA website: www.pacca.org; NAEYC website: www.naeyc.org or PENNAEYC website:
www.pennaeyc.org; BUILD: http://www.pakeys.org/pages/get.aspx?page=EarlyLearning_BUILD
 PA Promise for Children: http://paprom.convio.net/site/PageServer?pagename=index
 Quality Counts: http://www.pacca.org/quality.aspx
 SAS/OCDEL website: www.pdesas.org/ocdel
 Tell Your CQI Story: http://www.pakeys.org/pages/get.aspx?page=CQI%20Tell%20Your%20Story
 Community Outreach Tips: http://paprom.convio.net/community_tools
The training of caregivers is a cornerstone for quality in early care. Research shows that professional development
improves the competencies of early childhood teachers, including their attitudes, knowledge, and skills. Regular
opportunities allow staff to constantly build new skills and maintain up-to-date information about their sites and the
field.
Fukkink, R. G., & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies.
Early Childhood Research Quarterly, 22(3), 294-311. Retrieved from
http://www.spinusa.org/Does%20Training%20Matter_2007_Fukkink.pdf
Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 916. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13
51 of 63
FCC GBB v. 1.1 July 2012
Best
STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Standard: 24 annual clock hours of professional development based on the PDR. (STAR 4)
Good
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
Better
 Family Child Care
 24 hours – STAR 4
 25% face-to-face PD
events/75% are video or inhouse events. (Percentage of
Face-to-Face PD events can be
higher.) Online college courses
are not considered video
module learning.
 Some hours are at higher
 Some hours for each staff member
competency levels
are from credit bearing courses
 Courses that are part of a series
(Teachers/Assts) and Aides do a
minimum of once credit/15 hours for
 PD is spread through the year,
direct credit
not “bunched up” just before
designation/renewal
 Involvement in CDA or courses that
 50% face-to face PD
are part of a series (aides)
 75% Face-to Face PD events/25%
events/50% video or in-house
PD events. (Percentage of FaceVideo or In-house PD events
(Percentage of Face-to-Face events
to-Face events can be higher.)
Online college courses are not
can be higher) Online college courses
considered video module
are not considered video module
learning
learning.
 PQAS Professional Development Certificates
 Transcripts
 Attendance Sheets or online verification (if certificates are not signed OR proof of payment cross-referencing
staff)
 Annual Training Plan
 ACT 48 Certificates
 Offer SACC trainings that meet the needs of program/participants, especially online modules
 Beyond the PDR Professional Development session
 Bowie, L., Garrett, S. B., Kinukawa, A., McKinney, K., Moore, K. A., Redd, Z., Theokas, C., & Wilson, B. (2006).
Program implementation: What do we know? Washington, DC: Child Trends. Retrieved from
http://www.childtrends.org/Files/Child_Trends-2007_06_01_FR_PrgmImplementation.pdf
Effective professional development requires repeated opportunities for individualized feedback. Research shows
that when staff are empowered and supported in developing personal goals and objectives, they are more
motivated to stay with the program.
Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 916. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13
Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated
professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early
Childhood Research Quarterly, 23(4), 431-451. Retrieved from http://www.cds.unc.edu/CCHD/F2009/1005/Pianta%20EARCHI_384-mtp-effects.pdf
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Best
STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Secondary Staff/ Substitutes and Assistants Development Standard: 12 annual clock hours of professional development
based on the PDR, taken by each staff member. (STAR 4)
Good
Better
Description of criteria at
each level
 Family Child Care
 12 hours – STAR 4
 25% face-to-face PD
events/75% are video
or in-house events.
(Percentage of Faceto-Face PD events can
be higher.) Online
college courses are not
considered video
module learning.
Source(s) of Evidence
 Training certificates
 Transcripts
 Attendance Sheets or online verification (if certificates are not signed OR proof of payment cross-referencing
staff)
 Annual Training Plan
 PDE website (ACT 48)
 Offer SACC trainings that meet the needs of program/participants, especially online modules
 More “Beyond the PDR” sessions
 Bowie, L., Garrett, S. B., Kinukawa, A., McKinney, K., Moore, K. A., Redd, Z., Theokas, C., & Wilson, B. (2006).
Program implementation: What do we know? Washington, DC: Child Trends. Retrieved from
http://www.childtrends.org/Files/Child_Trends-2007_06_01_FR_PrgmImplementation.pdf
Effective professional development requires repeated opportunities for individualized feedback. Research shows that
when staff are empowered and supported in developing personal goals and objectives, they are more motivated to stay
with the program.
Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 9-16.
Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13
Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional
development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research
Quarterly, 23(4), 431-451. Retrieved from http://www.cds.unc.edu/CCHD/F2009/10-05/Pianta%20EARCHI_384mtp-effects.pdf
Supports Available
References
Research
 Some hours are at higher competency
levels
 Courses that are part of a series
 PD is spread through the year, not
“bunched up” just before
designation/renewal
 50% face-to face PD events/50% video
or in-house PD events. (Percentage of
Face-to-Face events can be higher.)
Online college courses are not
considered video module learning.
Best
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 Some hours for each staff member are
from credit bearing courses
(Teachers/Assts) and Aides do a minimum
of once credit/15 hours for direct credit
 Involvement in CDA or courses that are
part of a series (aides)
 75% Face-to Face PD events/25% Video
or In-house PD events (Percentage of
Face-to-Face events can be higher) Online
college courses are not considered video
module learning
STAFF QUALIFICATIONS & PROFESSIONAL DEVELOPMENT
Secondary Staff/ Substitutes and Assistants Development Standard: Annually participate in 1 professional growth and
development activity. (STAR 4)
Good
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
Better
 Meet one of the professional growth &  Participation on a committee
 Presenting at a training or
development activities listed in the
 Attending a local/state
conference
STARS worksheets
 Attending a national conference
conference
 Staff know what their role is and how
 Sharing knowledge gained with  Holding an office/sitting on a
they can grow from this activity
staff (meeting minutes,
board of directors/committee
 Activity selected is a match for the
newsletter articles, handouts)
chair in an organization that
individual staff’s needs. Conversation
supports early care and
between staff/director on how this
education
supports their professional
develop/growth prior to participation
 Signed conference certificate and/or payment verification or name tag
 Membership Cards and documentation of “how” membership is being used
 Training certificates – Any STARS approved professional development received during conference can count as
annual clock hours.
 Minutes from meeting attended with name in minutes/documentation of attendance
Interview
 Regional Key TA Managers
 Child Care Workforce Qualifications, Training, and Professional Development:
http://nccic.acf.hhs.gov/poptopics/workforcequals.pdf
 Quality Counts: http://www.pacca.org/quality.aspx
The training of caregivers is a cornerstone for quality in early care. Research shows that professional development
improves the competencies of early childhood teachers, including their attitudes, knowledge, and skills. Regular
opportunities allow staff to constantly build new skills and maintain up-to-date information about their sites and the
field.
Fukkink, R. G., & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies.
Early Childhood Research Quarterly, 22(3), 294-311. Retrieved from
http://www.spinusa.org/Does%20Training%20Matter_2007_Fukkink.pdf
Huang, D., & Cho, J. (2010). Using professional development to enhance staff retention. Afterschool Matters, 12, 916. Retrieved from http://www.niost.org/pdf/afterschoolmatters/ASM_Fall2010.pdf#page=13
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Best
LEARNING PROGRAM
Standard: Program crosswalks curriculum and assessment tools to the Learning Standards. (STAR 4)
Good
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
Better
 Curriculum/assessment tools
 Utilize other resources to broaden
 Match Family Child Care
cross-walked to Early learning
program (for example, other crossmission/vision
Standards
walked curriculum frameworks,
 Utilize other resources to broaden
 Use curriculum/assessment
NAEYC website resources)
program
tools that have published
 Specific areas/centers should
alignments
label/list Early Learning and/or
 Look at needs of the children
Academic Standards
and plan to meet those needs
using the Learning Standards
as a guide
 Copy of crosswalk for both curriculum and assessment tool
 Professional Development on using Learning Standards and curricula is available through each Regional Key and
posted on the online calendar at www.pakeys.org
 Technical Assistance on using Learning Standards and curricula is available through each Regional Key
 Optional tools on choosing and using curricula and creating a cross-walk are available on the PA Key website at
http://www.pakeys.org/pages/starsDocs.aspx
 SACC Specific Curriculum Crosswalk tools available at www.pakeys.org under Optional Tools
 Schiller, P., & Willis, C. A. (2008). Using brain-based teaching strategies to create supportive early childhood
environments that address learning standards. Young Children, 63(4), 52-55. Retrieved from
http://www.naeyc.org/files/yc/file/200807/BTJPrimaryInterest.pdf
 The SEDL National Center for Quality Afterschool has collaborated with subject-matter experts to identify quality
curriculum resources for afterschool in the subject areas: literacy, math, science, and technology. Access the
resources at: http://www.sedl.org/afterschool/resources/curriculum.html
Researchers agree that children will likely only make progress on assessments that reflect the goals of the program
and link assessment and curriculum. Practices found to be associated with higher performance include curricular
alignment and classroom instruction guided by state academic standards.
Bogard, Kimber, & Takanishi, Ruby. (2005). PK-3: An aligned and coordinated approach to education for children 3
to 8 years old. Social Policy Report, 19(3). Retrieved from
http://www.icpsr.umich.edu/files/PREK3RD/resources/pdf/PK-3AnAlignedandCoordinatedApproach.pdf
Williams, T., Kirst, M., & Haertel, E. (2005). Similar students, different results: Why do some schools do better? A
large-scale survey of California elementary schools serving low-income students. Mountain View, CA:
EdSource. Retrieved from http://www.edsource.org/assets/files/SimStu05.pdf
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Best
LEARNING PROGRAM
Standard: A FCCERS-R assessment by a STARS ERS assessor must average a score of 5.25. (STAR 4)
Good
Better
Description of criteria at
each level
 Overall score must average 5.25
 Subscale scores are at least 3.00
 Overall facility score is above 5.25
 Subscale scores are at least 3.50
Source(s) of Evidence
 ERS Summary and Facility reports
Supports Available
 Professional Development on all of the Environment Rating Scales and Foundations is available through each
Regional Key and posted on the online calendar at www.pakeys.org
 Technical Assistance on classroom environments and using the Environment Rating Scales is available through
each Regional Key
 PA Position Statements and additional resources are available on the PA Keys website:
http://www.pakeys.org/pages/get.aspx?page=Programs_STARS_ERS
 Making Long-lasting Changes with the Environment Rating Scales:
http://www.dpi.state.wi.us/ccic/pdf/weekly_articles/making_long-lasting_changes_ERS.pdf
 ERS resource page: http://www.pakeys.org/pages/get.aspx?page=Programs_STARS_ERS
 Harms, T. (2009). "Using assessment as a basis for improvement." Exchange, 186, 57-59.
 Making Long-lasting Changes with the Environment Rating Scales:
http://www.dpi.state.wi.us/ccic/pdf/weekly_articles/making_long-lasting_changes_ERS.pdf
Research shows that moderate to high-level classroom quality is necessary for improving children’s social skills,
reducing behavior problems, and promoting reading, math, and language skills. (Note: ERS thresholds were
developed by a panel of experts, including the assessment developers and leading experts in Pennsylvania.)
Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child
care quality and child outcomes for low income children in pre-kindergarten programs. Early Childhood
Research Quarterly, 25(2), 166-176. Retrieved from http://gse.uci.edu/docs/EARCHI455.pdf
NICHD Early Child Care Research Network. (2005). Early child care and children’s development in the primary
grades: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 42(3),
537–570.
References
Research
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Best
 No individual items are scored a
1.00
 Subscale scores are at least 4.25
LEARNING PROGRAM
Standard: A written Improvement Plan is developed to address any ERS subscale score below a 4.25. (STAR 4)
Good
Better
Description of criteria at
each level
 Written Improvement
Plan addresses all
subscale indicators below
4.25.
 Plan includes person
responsible and target
date for completion
 A written Improvement Plan
addresses all scores below a 4.25
even areas where no improvement
plan is required.
 Plan includes person responsible
and target date for completion
Source(s) of Evidence





Supports Available
References
Research
 Provider identifies resources needed to
improve all recognized indicators.
 Provider shows evidence plan is being
implemented
Improvement plan – initial
Adjusted/completed improvement plan
Visual site improvements observed
STARS TA
Making Long-lasting Changes with the Environment Rating Scales:
http://www.dpi.state.wi.us/ccic/pdf/weekly_articles/making_long-lasting_changes_ERS.pdf
 Pathways to Cultural Competency Project Program Guide: http://www.pakeys.org/uploadedContent/Docs/
Early%20Learning%20Programs/Other%20Programs/PCCP%20Program%20Guide.pdf
 Pathways to Cultural Competency Program Checklist: http://www.pakeys.org/uploadedContent/Docs/
Early%20Learning%20Programs/Other%20Programs/Programs%20Checklist.pdf
Research shows that teachers who utilize Environment Rating Scales (ERS) make significant changes in their
classrooms as a result of the rating process, thereby improving the quality of their classrooms. ERS provide a
means to identify program strengths and weaknesses and determine a baseline for later evaluation of
improvement. (Note: ERS thresholds were developed by a panel of experts, including the assessment developers
and leading experts in Pennsylvania.)
Hooks, L., Scott-Little, C, Marshall, B. J., & Brown, G. (2006). Accountability for quality: One state’s experience in
improving practice. Early Childhood Education Journal, 33(6), 399-403. Retrieved from
http://www.santaclaracares.org/pdfs/Hooks_Accountability%20for%20Quality.pdf
Warash, B. G., Markstrom, C. A., & Lucci, B. (2006). The Early Childhood Environment Rating Scale-Revised as a
tool to improve child care centers. Education, 126(2), 240-250. Retrieved from
http://www.santaclaracares.org/pdfs/Warash_The%20Early%20Childhood%20Environment%20Rating%20
Scale-Revised.pdf
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Best
PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: If applicable to the child, provider, in conjunction with families and service providers from public social and community
service organizations, implements activities appropriate to meet IEP or IFSP goals and /or special needs plans and objectives. (STAR
4)
Good
Description of criteria at
each level
Source(s) of Evidence
Supports Available
References
Research
Better
 Current IEP/IFSP is on file
 Expanding use of IEP/IFSP
 Using child’s IEP/IFSP to
 Using some IEP/IFSP goals in
goals and activities in lesson
individualize daily planning
plans
 Staff should be part of IEP/IFSP
planning
 Written policy regarding implementing
team when possible
goals in shared IEP/IFSP.
 Ongoing request and communication
for IEP/IFSP at family/teacher
conferences (semi-annually)
 Documentation in the child’s file of activities (planning sheets)
 Conversation with practitioner to support documentation
 Request for IEP/IFSP on file
 Documentation in lesson plans of activities to meet IEP/IFSP goals for each applicable child
 Copies of goals incorporated within lesson plan
 Optional Tools - Collaborating with Early Intervention: http://www.pakeys.org/docs/PFC08_Tip%20SheetCollaborationwithEI_7.1.2009.pdf, IEP/IFSP Information Sheet:
http://www.pakeys.org/docs/PFC-02%20IEP.IFSP%20Sign-off%20(05.01.08).doc
 Meet with Early Intervention staff as consultants to increase knowledge and skills in adapting IFSP/IEP goals in
everyday classroom activities and routines
 Early Intervention Provider Guide: www.pattan.net/files/EI/EI-ProviderGuide.pdf
 Watson, A. & McCathren, R. (2009). Including children with special needs: Are you and your program ready?
Young Children, 64(2), 20-26. Retrieved from http://www.naeyc.org/files/yc/file/200903/BTJWatson.pdf
Research shows that when practitioners individualize their instruction for children within the context of typical
activities in inclusive classrooms, children make progress on targeted skills. These positive outcomes require a
combination of knowledge of developmentally appropriate practices in addition to inclusive attitudes and skills.
Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children’s IEP goals in inclusive
settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20(4), 208223. Retrieved from https://depts.washington.edu/pdacent/Publications/Schwartz/Horn.pdf
Mogharreban, C. C. & Bruns, D. A. (2009). Moving to inclusive pre-kindergarten classrooms: Lessons from the field.
Early Childhood Education Journal, 36(5), 407-414.
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FCC GBB v. 1.1 July 2012
Best
PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: Program has policies that demonstrate engagement and partnership with families in program planning and decisionmaking. (STAR 4)
Good
Better
Best
Description of criteria at
each level
 Invite families to have input in
program planning and
decision making(e.g.
suggestion box, host families
meeting or discussion groups)
 Encourage families to help
locate community resources
to support program activities
 Provide opportunities for
respectful, reciprocal
relationships
 Reminders within monthly
newsletter that partnerships are
available and welcome
 Periodic family orientations (e.g. for
new families by returning families)
 Provide leadership opportunities for
families
 Family advisory
committee/organization meeting
minutes and dated improvement
plan in place
 Changes made to facility, program
or policy based on family feedback
 Evaluate the degree to which
personal biases and stereotypes
held by families and staff may
influence perceptions and
expectations of the program
Source(s) of Evidence






Supports Available
References
Research
Family open house invitation, Samples of completed survey, Newsletters
Changes in policy and procedure manual
Suggestion Box
Action plan or implementation plan of the family feedback
SAS Webpage: Partnering with Families www.pdesas.org/ocdel
Christian, L.G. (2006). Understanding families: Applying family systems theory to early childhood practice. Young
Children 61(1): 12–20. Retrieved from http://journal.naeyc.org/btj/200601/ChristianBTJ.pdf
 Kakli, Z., Kreider, H., Little, P., Buck, T., & Coffey, M. (2006). Focus on families: How to build and support
family-centered practices in after school. MA: Harvard Family Research Project. Retrieved from
http://www.hfrp.org/family-involvement/publications-resources/focus-on-families!-how-to-build-and-supportfamily-centered-practices-in-after-school
Research finds that parent involvement is strongly influenced by practices that encourage participation in decision
making. In addition, involvement helps to ensure that parents and the center share similar goals and approaches for
supporting children’s development.
Rohacek, M., Adams, G. C., Kisker, E. E., Danziger, A., Derrick-Mills, T., & Johnson, H. (2010). Understanding quality in
context: Child care centers, communities, markets, and public policy. Washington, DC: The Urban Institute.
Retrieved from http://www.urban.org/uploadedpdf/412191-understand-quality.pdf
Sanders, M. G., Epstein, J. L., & Connors-Tadros, L. (1999). Family partnerships with high schools: The parents’
perspective (CRESPAR Report 32): Johns Hopkins University. Retrieved from
http://www.csos.jhu.edu/crespar/techReports/Report32.pdf
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PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: Families and school age children are asked, at least once per year, to evaluate the programs’ efforts to meet their needs.
(STAR 4)
Good
Better
 Send a survey to family including
the school age children in the
survey and ask questions to help
evaluate the program
Best
Description of criteria at
each level
 Ask the Families and their school
age children questions that would
help the Practitioner evaluate their
program.
Source(s) of Evidence
 Family and School age surveys
 Meeting notes
 Suggestion Box
Supports Available
 SAS Webpage: Partnering with Families www.pdesas.org/ocdel
References
 Christian, L.G. (2006). Understanding families: Applying family systems theory to early childhood practice. Young
Children 61(1): 12–20. Retrieved from http://journal.naeyc.org/btj/200601/ChristianBTJ.pdf
 Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). Schools,
family and community partnerships: Your handbook for action. Thousand Oaks, California: Corwin Press, Inc.
 Kakli, Z., Kreider, H., Little, P., Buck, T., & Coffey, M. (2006). Focus on families: How to build and support familycentered practices in after school. MA: Harvard Family Research Project. Retrieved from
http://www.hfrp.org/family-involvement/publications-resources/focus-on-families!-how-to-build-and-support-familycentered-practices-in-after-school
Research
The perspectives gained by providers in having parents evaluate the program provide a level of feedback that could
be difficult to achieve otherwise. Including additional feedback from children about their education and care provides
even more of an insider’s perspective into the quality differences that affect young children.
Hodgson, J., Mattison, S., Phillips, E., & Pollack, G. (2001). Consulting parents to improve a child guidance service.
Educational Psychology in Practice, 17(3), 263-272.
Wiltz, N. W., & Klein, E. L. (2001). “What do you do in child care?” Children’s perceptions of high and low quality
classrooms. Early Childhood Research Quarterly, 16(2), 209-236.
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 Have a group meeting with all of
the families and their school age
children to gather ideas.
PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: Program sends letter of introduction to appropriate community/school stakeholders outlining goal to partner in child
transitioning efforts from child care to school setting (STAR 4)
Good
Description of criteria at
each level
 Send a dated letter of introduction
to all stakeholders inviting
partnership around child transition
between programs
Source(s) of Evidence






Supports Available
References
Research
Better
 Program follows up on initial
contact
 Program is aware of and
involved in local LEARN efforts
surrounding transition (as
available)
 Planning session with stakeholders
Copy of plan
List of stakeholders
Dated copy of letter
Follow-up letter or phone call
Meeting minutes from session with stakeholder
Local school districts, Early Intervention and Head Start organizations may have information and/or be willing to
collaborate with Early Childhood programs
 Technical assistance on successful transition practices and communicating with families
 A Transition Toolkit is available on the PA Keys website:
www.pakeys.org/pages/get.aspx?page=TransitionToolkit
 Fairfax Futures (2009). Paving the way to kindergarten: Building neighborhood partnerships to support young
children’s smooth transition to school. Fairfax, Virginia: Fairfax Futures. Retrieved from
http://www.fairfaxcounty.gov/ofc/brochures/pavingtheway.pdf
Research shows that coordination between the pre-kindergarten and elementary setting can maintain and
potentially maximize gains for children achieved in pre-kindergarten. In particular, building interagency
relationships creates a seamless system of transition from birth to 5 years of age.
Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S., Gercke, N., & Higgins, T. (2001). Collaboration in building
partnerships between families and schools: The National Center for Early Development and Learning’s
Kindergarten Transition Intervention. Early Childhood Research Quarterly, 16(1), 117–132.
Rous, B., Myers, C., & Stricklin, S. (2007). Strategies for supporting transitions of young children with special needs
and their families. Journal of Early Intervention, 30(1), 1–18. Retrieved from
http://jei.sagepub.com/content/30/1/1.full.pdf+html
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Best
PARTNERSHIPS WITH FAMILY & COMMUNITY
Standard: Program participates in community/school transition activities as available. (STAR 4)
Good
Description of criteria at
each level
 Provider attends School
District events advertised
 Provider attends local events
pertinent to children and
families OR documents
unsuccessful attempts to
identify such events
Source(s) of Evidence





Supports Available
References
Research
Better
 Plan an event
 Provider attends transitional
activities
 Provider attends local events
pertinent to children and
families
 Provider plans and initiates transition
activities when there are none available
in the area applicable to the child
 Provider brings individual in to speak
on self-care
Flyers
Newsletters
Attendance sheets
School Event Notifications
Technical assistance on successful transition practices and communicating with families may be available
through each Regional Key
 LEARN teams: http://www.pakeys.org/pages/Community_Groups.aspx
 “Home Alone” article (SACC Resource): http://www.sepasacc.org/TempDocuments/25_homealone.pdf
 Passe, A. S. (2011). Is Everybody Ready for Kindergarten?: A Tool Kit for Preparing Children and Families. St.
Paul, MN: Redleaf Press.
Research shows that coordination between the pre-kindergarten and elementary setting can maintain and
potentially maximize gains for children achieved in pre-kindergarten. In particular, building interagency
relationships creates a seamless system of transition from birth to 5 years of age.
Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S., Gercke, N., & Higgins, T. (2001). Collaboration in building
partnerships between families and schools: The National Center for Early Development and Learning’s
Kindergarten Transition Intervention. Early Childhood Research Quarterly, 16(1), 117–132.
Rous, B., Myers, C., & Stricklin, S. (2007). Strategies for supporting transitions of young children with special needs
and their families. Journal of Early Intervention, 30(1), 1–18. Retrieved from
http://jei.sagepub.com/content/30/1/1.full.pdf+html
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Best
LEADERSHIP AND MANAGEMENT
Standard: Current business plan. (STAR 4)
Good
Better
Best
Description of criteria at
each level
 Break-even analysis completed
 Target market profile included in
business plan
 Written plan includes introduction,
descriptive sections, and financial
projections
 Written plan includes Mission
Statement
 One major review of entire plan
annually
 Marketing strategies are part of plan
and include timelines, cost, and
expected return of methods
 Entire plan reviewed every six
months
 Written tracking method of updates
to plan after review
 Written plan includes market
research and plan is modified
when research information
requires such
 Plan reviewed quarterly
 Use of electronic support file
for updates to plan
Source(s) of Evidence









Supports Available
References
Research
Results of break-even analysis
Written or electronic Business Plan
Target market profile
Mission Statement
Family Child Care Business Series offered in each region www.pakeys.org
STARS Technical Assistance
Women’s Business Centers: www.onlinewbc.gov
Small Business Administration: www.sba.gov
Talan, T. N. & Bloom, P. J. (2005). Business administration scale for family child care. New York, NY: Teachers
College Press.
 Copeland, T. (2009). Family child care business planning guide. St. Paul, MN: Redleaf Press.
Research shows that utilizing a business plan can enhance performance. It has also been suggested that business
planning can positively impact the performance of new managers/directors by influencing their motivation.
Delmar, F. & Shane, S. (2004). Legitimating first: organizing activities and the survival of new ventures. Journal of
Business Venturing, 19(3), 385–410.
Lumpkin, T. G., Shrader, R., & Hills, G. E. (1998). Does formal business planning enhance the performance of new
ventures? In: Reynolds, P.D. (Ed.), Frontiers of Entrepreneurship Research. Babson Park, MA: Babson
College. Retrieved from http://www.babson.edu/entrep/fer/papers98/VII/VII_A/VII_A.html
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