Family Child Care Program Standards

Massachusetts

QRIS

Family Child Care Program Standards

Draft – Prior to Public Input

DRAFT EEC QRIS Standards Guide – Family Child Care Page 1

Family Child Care:

Quality Levels
Level 1:

• Full licensing with no action to revoke

Level 2:

• Programs must earn a total of at least 36 points, at least 4 points must be earned in each standard area

Level 3:

• Programs must earn a total of at least 72 points, at least 8 points must be earned in each standard area
• Provider has a current CDA and earns 40 points, at least 8 points must be earned in each of the following standard areas: Physical Environment, Curriculum & Assessment, Leadership & Management, and Program Evaluation

Level 4:

• Current accreditation from NAFCC, or
• Provider has an Associates degreeand earns 40 points, at least 8 points must be earned in each of the following standard areas: Physical Environment, Curriculum & Assessment, Leadership & Management, and Program Evaluation

Level 5:

• [Outside evaluation – To be determined through public input process], and
• Provider has a higher education degree (BA or higher) in education, child development, or a related field

Guiding Principles: High quality family child care programs that care for and educate children/youth provide daily interactions which demonstrate that the caregiver respects, cares for and enjoys working with children. The provider is able to set the emotional tone of the program by providing warm, responsive relationships that support growth and development.

Points / Standards / Documentation
1 / a.)A written philosophy statement about the importance of relationships is included in program information.
b.)Expulsions reported to Dept. of EEC.
c.)Program has written plan around limit-setting and guidance that is shared with parents. / a.)Written philosophy statement in parent handbook.
b.)Dated documentation of recent expulsions within past 3 years.
c.)Written discipline and guidance policy in parent handbook.
2 / a.)Emphasis in curriculum on caregiver/child and child/child relationships.
b.)A plan to decrease program expulsions.
c.)Self-evaluation of climate of programs that includes interactions.
d.)Use of an outside expert (mentor, coach, mental health consultant) to assist in issues related to program climate, interactions, limit-setting and/or guidance. / a.)Curriculum used has evidence of promotion of relationships. Statement about curriculum and how it includes relationships.
b.)Written expulsion plan available. If expulsions problematic an action plan developed.
c.)Use of an assessment tool or checklist that looks at interactions or relationships. Proof of use of tool within past year.
d.)Dated correspondence with outside expert that highlights point of visit to program.
3 / a.)Outside evaluation using an environmental rating scale with ratings related to relationships or interactions with score of 5.50 or above.
b.)Child transition plan that involves the provider and the parents. / a.)Outside evaluation done by trained evaluator using a validated environmental rating scale that includes a subscale on relationships or interactions (e.g. FDCRS).
b.)Written transition plan in parent handbook. Dated correspondence regarding child transitions (i.e. transition meetings).

Guiding Principles: High quality family child programs that care for and educate children/youth have indoor and outdoor environments that are organized, well-maintained, and equipped to help children/youth learn and develop in comfortable as well as safe settings. The quality of a program also is improved when settings are welcoming and accessible to children/youth, their families, and the individuals who care for them.

Points / Standards / Documentation
1 / a.)Self-assessment to identify needed accommodations or adaptations for children including children with disabilities and special needs for all spaces within the program.
b.)Self-assessment of indoor and outdoor spaces.
c.)Indoor and outdoor space takes into account the various ages within the family child care program. / a.)Annual self-assessment that includes an action plan of necessary accommodations or adaptations.
b.)Checklist of indoor and outdoor checks.
c.)Description on how space accommodates children of various ages.
2 / a.)Improvement plan based on self-assessment for indoor and outdoor spaces.
b.)Playground incorporates nature and natural elements.
c.)Designated space within the family child care home that is separate from family living space. / a.)Dated improvement plan that includes a plan of action.
b.)Description of playground with pictures to support the description.
c.)Description and pictures of space specific for care vs. family living.
3 / a.)Indoor space exceeds 35 square feet.
b.)Outdoor space exceeds 75 square feet.
c.)Activity spaces are located 50% above grade with exterior windows that provide access to natural light.
d.)Playground has appropriate surfacing for outdoor play areas.
e.)Sinks available for handwashing on each licensed floor level.
f.)Outside evaluation using an environmental rating scale with ratings related to physical environments with a score of 5.50 or above.
g.)Program involved in community-based activities to promote healthy, environmentally-friendly spaces for children
h.)Program uses eco-friendly practices to ensure that spaces are environmentally-friendly. / a.)Floor plan of indoor spaces that indicates square footage.
b.)Map of playground that includes square footage.
c.)Floor plan that indicates where windows are located. Pictures of spaces are acceptable.
d.)Description and pictures of playground surfacing that include depths of materials placed.
e.)Floor plan that indicates location of sinks.
f.)Outside evaluation done by trained evaluator using a validated environmental rating scale that includes a subscale related to physical environments (e.g. FDCRS).
g.)List of activities that the program is involved in to promote healthy, environmentally-friendly spaces for children and any contracts, agreements with outside agencies that may address this.
h.)Description of eco-friendly practices and spaces.

Guiding Principles: High quality family child care programs that care for and educate children/youth have providers that are competent and knowledgeable. A management system is in place with comprehensive policies and procedures to ensure that the program is high quality and well-functioning.

Points / Standards / Documentation
1 / a.)Provider is a member of a professional organization.
b.)A system is in place to generate quarterly income and expense statements.
c.)Any assistants that havedirect contact with children have an orientation before beginning with the provider.
d.)Proof of liability insurance. / a.)Proof of professional membership (i.e. copy of membership card).
b.)Most recent quarterly financial statement.
c.)Orientation plan for helpers and handbook for helpers.
d.)Liability insurance policy.
2 / a.)Provider uses reflective supervision techniques with any assistants.
b.)Provider seeks professional support, development, and feedback.
c.)Provider develops a business plan.
d.)Provider files appropriate tax forms.
e.)Written job descriptions for assistants. / a.)Description of assistant evaluation procedure.
b.)Records of provider’s professional development and support as well as any samples of feedback.
c.)Copy of business plan.
d.)Description of filing appropriate tax forms.
e.)Job descriptions or assistant handbook.
3 / a.)Provider receives consultation and/or supervision from an outside person.
b.)Provider has a leadership role in the ECE community.
c.)Provider uses quarterly income and expenses to monitor fiscal status and make programmatic decisions.
d.)Provider uses an outside person for accounting.
e.)Outside evaluation using an environmental rating scale with ratings related to leadership and business practices with a score of 5.50 or above.
f.)Paid time off is included in the provider’s contract with parent.
g.)Provider creates a budget based on program goals and needs. / a.)Description of consultation that includes date(s) and name of outside person and his/her title.
b.)Name of committee, description of the committee, and role on the committee.
c.)Description of how quarterly income and expense statements are used to make programmatic decisions.
d.)Name of accounting practice used to help with income and expenses as well as business planning.
e.)Outside evaluation done by trained evaluator using a validated environmental rating scale that includes a subscale related to leadership and management (e.g. FDCRS).
f.)Parent handbook that describes payment and provider/parent contract.
g.)Budget and budget description.

Guiding Principles: High quality family child care programs that care for and educate children/youth have caregivers to help children make healthy decisions through education and modeling. High-quality programs offer activities and environments that allow for risk-taking and new experiences but are not hazardous to children, caregivers, or families.

Points / Standards / Documentation
1 / a.)Curriculum experiences for children include education around health and safety practices.
b.)Program has written health care policy.
c.)Educational information on dental health is offered to families.
d.)A checklist is used to inspect the health and safety of the indoor and outdoor environment. / a.)Yearly curriculum plan that outlines themes of study that include health and safety practices.
b.)Copy of written health care/wellness policy.
c.)Copies of dental health education materials available to parents.
d.)Copy of most recent completed checklist.
2 / a.)Connections are made for families to access dental care.
b.)Program improvement plan for implementing strategies learned at health and safety trainings.
c.)Training and/or support on cultural traditions related to health and nutrition.
d.)Assistance with supervision on any trips outside of the family child care home. / a.)Description of how families are connected to dental health services.
b.)Copy of health and safety program improvement plan.
c.)Agenda on training specific to cultural traditions around health and nutrition or information on support given.
d.)Description on trips outside of the home.
3 / a.)Incorporating healthy nutrition activity into curriculum.
b.)Partner with families to address physical and mental health needs.
c.)Programs partner with organizations to address nutritional, hygiene, and health needs.
d.)Outside evaluation using an environmental rating scale with ratings related to health and safety with a score of 5.50 or above.
e.)Annual visit by qualified health care consultant to review and update health care policies and practices. / a.)Weekly schedule that incorporates a nutrition activity.
b.)Parent handbook describing meeting health needs of children.
c.)Record of contacts with organizations to provide assistance to address nutritional, hygiene, and health needs.
d.)Outside evaluation done by trained evaluator using a validated environmental rating scale that includes a subscale related to health and safety (e.g. FDCRS).
Signed document of health care consultant visit within past year.

Guiding Principles: High quality family child care programs that care for and educate children/youth use well-developed, developmentally appropriate curricula to help guide practices to foster child/youth learning and development using a wide range of materials and opportunities. Child assessment practices help providers better plan for instruction based on a child’s strengths and needs as well as indicate when enhancement or intervention is necessary.

Points / Standards / Documentation
1 / a.)Use of observation and recording.
b.)Documentation of use of a curriculum or a curriculum framework.
c.)Curriculum emphasizes adult/child relationships.
d.)Environment and curriculum that welcomes, encourages, and reflects diversity through materials, environment, curriculum and family involvement activities.*[1] / a.)Copy of observation and recording tool and policy around child observations.
b.)Name of curricula used or copy of curriculum framework.
c.)Description of how curriculum emphasizes adult/child relationships.
d.)Description of how culture is incorporated into the curriculum and environment.
2 / a.)Program requests, reviews and incorporates IFSP/IEP goals and objectives into lesson plans.
b.)Documentation of use of “MA Guidelines for Preschool Learning Experiences”.
c.)Receives training on how to interpret and use assessment data.
d.)Assessment tools are aligned with goals of the program.
e.)Children in program are developmentally screened. / a.)Policy around using IFSP/IEP goals in lesson plan. Copy of lesson plan that does so.
b.)Description of how guidelines are used.
c.)Certificate of completion from training.
d.)A description on how assessment tools are aligned with goals of program.
e.)Agreement and policy around on-site developmental screening.
3 / a.)Use of validated child assessment system.
b.)Use of an EEC approved curriculum on positive interactions between teachers and children.
c.)Documented process for continuously improving curriculum.
d.)Child assessment data used along with program quality to inform the development of the program improvement plan.
e.)Outside evaluation using an environmental rating scale with ratings related to curriculum and assessment with a score of 5.50 or above. / a.)Name of child assessment system and proof of use.
b.)Name of curriculum.
c.)Documentation of how curriculum is examined and improved (i.e. program improvement plan, staff training).
d.)Description of how child assessment data is used in program improvement.
e.)Outside evaluation done by trained evaluator using a validated environmental rating scale that includes a subscale related to curriculum and assessment (e.g. FDCRS).

Guiding Principles: High quality family child care programs that care for and educate children/youth establish connections within the community in order to support children/youth and their families. Connecting children and families to needed resources available within the community promotes better opportunities for growth and development. Family child care providers see themselves as members of the community and are willing to take on a leadership role when appropriate.

Points / Standards / Documentation
1 / a.)Connections with community agencies.
b.)Documented process for establishing relationships with programs involved in a child’s IFSP/IEP.
c.)Documented participation in at least one community event. / a.)Description of community agencies that are utilized as resources.
b.)Description of how connections are made with programs who provide services for children with special needs.
c.)Description of community event and role of program.
2 / a.)Provider is involved in plans for transitions between programs and settings.
b.)Developed partnerships with community-based organizations to provide training, resources, and other services for program, children, and families.
c.)Documented participation in more than one community event.
d.)Community partnerships with local Early Intervention program. / a.) Description of provider’s role in transitions.
b.)Examples of training, resources, and services provided by community-based organizations.
c.)Description of community events and role of program in events.
d.)Description or agreement with early Intervention that describe nature of relationship.
3 / a.)Provider is participant in team meetings with parental permission.
b.)Involvement in local ECE council.
c.)Partner with community resources to improve physical environments.
d.)Community partnerships with local mental health consultant
e.)Service providers provide needed services to children at the program when appropriate.
f.)Participation in a cultural event.* / a.)Description of participation in team meetings.
b.)Membership documentation.
c.)Description of partnerships specific to helping with physical environment of the program.
d.)Description or agreement with mental health consultant that describe the nature of the relationship.
e.)Written agreement with service providers on providing services.
f.)Description of cultural event.

Guiding Principles: High quality family child care programs that care for and educate children/youth understand that a child’s learning and development are integrally tied to the family. By providing opportunities for families to be involved in the child’s/youth’s development creates a foundation of mutual respect and trust to ensure optimal growth and development.

Points / Standards / Documentation
1 / a.)Parent gatherings, trainings, or events offered once annually.
b.)Parents have opportunities to volunteer.
c.)Parent resources or resource guide are available.
d.)Health, safety, and developmental information are shared with families in their home language as appropriate.
e.)Written communication with families who request it.
f.)Enrollment forms include questions around beliefs, values, and child-rearing practices and incorporate these into the care of children.* / a.)Description of parent events and dates when hosted.
b.)Policy on parent volunteering as outlined in parent handbook.
c.)Copy of resource guide or information available to parents.
d.)List of the types of health, safety, and developmental information that are shared with families.
e.)Description of written process (checklist, journal).
f.)Enrollment forms.
2 / a.)Parent gatherings, trainings, or events offered twice annually.
b.)An additional parent/teacher conference available to families.
c.)Parent bulletin board.
d.)Daily two-way communication. / a.)Description of parent events and dates when hosted.
b.)Parent/teacher conference description in parent handbook. Dates when parent/teacher conferences were offered.
c.)Description of where parent bulletin board is placed and what type of information is posted.
d.)Description of two-way communication.
3 / a.)Enrollment process includes information on values, culture, and primary language.
b.)Coordinate with families and outside agencies to coordinate special services if necessary.
c.)New and varied opportunities to engage families are developed annually.
d.)Outside evaluation using an environmental rating scale with ratings related to family involvement with a score of 5.50 or above.
e.)Goals for children are developed with families.
f.)Quarterly family newsletter. / a.)Copies of enrollment forms and description of enrollment process.
b.)Samples of correspondence that shows connecting with families and outside agencies.
c.)Annual plan for family engagement activities.
d.)Outside evaluation done by trained evaluator using a validated environmental rating scale that includes a subscale related to family involvement (e.g. FDCRS).
e.)Description of how child goals are developed.
f.)Sample of latest newsletter to families.