New Jersey's Quality Rating and Improvement System (QRIS

2013

Center andSchool -BasedStandards

Grow NJ

Kids

Grow NJ KidsHelping New Jersey’s Youngest Kids Thrive

New Jersey's Quality Rating and Improvement System (QRIS)

Acknowledgments� New Jersey BUILD

� New Jersey Council for Young Children

� New Jersey Council for Young Children –Program Improvement Committee

Cecilia Zalkind – Advocates for Children of New JerseySuzanne Burnett – NJ Head Start Collaboration OfficeEllen Wolock – NJ Department of Education,

Division of Early Childhood EducationGerard Costa – Montclair State University, Center for Autism &

Early Childhood Mental HealthBonnie Eggenburg – Gateway Community Action Partnership,

Head Start & Early Head Start ProgramsShonda Laurel – NJ Department of Human Services,

Division of Family DevelopmentBeth Gardiner – Child Care Connection, Mercer CountyDaniel Hart – Rutgers University (Camden),

Center for Children & Childhood StudiesTheresa Caputo – Professional Impact New JerseyLorraine Cook – Egenolf Early Childhood CenterAmanda Blagman – Program for ParentsLalita Boykin – STG International/NJ State Head Start Training &

Technical AssistanceEileen Howell-Lee – NJ State Head Start Training & Technical Assistance

� New Jersey Council forYoungChildren –GrowNJKidsWorkgroup

Cathy Moran – NJ Department of Children & Families,Office of Licensing

Kim Owens – Rutgers University (Camden),Center for Children & Childhood Studies

Sunday Gustin – NJ Department of Children & FamiliesLuz Horta – Better Beginnings Child Development CenterBeth Gardiner – Child Care Connection, Mercer CountyEllen Wolock – NJ Department of Education-Division of

Early Childhood EducationNatash Johnson – NJ Department of Human Services,

Division of Family DevelopmentMargaret Milliner – NJ Department of Human Services,

Division of Family DevelopmentBarbara Tkach – NJ Department of Education,

Division of Special EducationAntonette Franklin –NJ Department of Children & Families,

Office of LicensingJoslyn Bjorseth – NJ Department of Children & Families,

Office of LicensingBonnie Eggenburg – Gateway Community Action Partnership,

Head Start & Early Head Start ProgramsNancy Gagliano – NJ Department of Children & Families

� New Jersey Department of EducationGambiWhite -Tennant – Executive Director,

New Jersey Council for Young ChildrenSpecial Thanks: Shreya Barot – Edward J. Bloustein School of

Planning & Public Policy, Intern

Special thanks to the individuals from numerous organizationsand agencies who provided valuable input and expertise in thedevelopment of GrowNJ Kids:

Tableof

Contents

Category 1: Safe, Healthy Learning Environments ............................................ 2

Category 2: Curriculum& Learning Environment .............................................. 6

Category 3: Family and Community Engagement.............................................. 11

Category 4:Workforce/Professional Development............................................ 17

Category 5: Administration andManagement................................................... 22

Safe,HealthyLearningEnvironments

Category

1 Ahigh quality learning experience can only be facilitated in a safe and healthyenvironment. An enriching environment must use appropriate classroom

furnishings, maintain sanitary conditions, promote a healthy lifestyle, and have ateaching/caregiving team that works from a meaningful plan based on thedevelopmental abilities and capacities of the children.

In this section, the standards focus on quality components in a safe, healthy learningenvironment. Alignment with this section means:

� Program has a current NJ Child Care License.

� Program’s indoor and outdoor environment ishealthy, safe, and clean.

� Program utilizes a health expert to ensure thatappropriate health and safety practices arebeing used.

� Program provides nutritious food and/or snacksor, at the very least, provides information toparents that promote healthy food choices.

� Program accommodates children withspecial diets and food preferences.

� Teaching/Caregiving staff, consideredas part of the adult: child ratio, arecertified in the Red Cross Infant/ChildCPR and First Aid.

� Program provides and maintainscurrent information on necessarychild health screenings.

Category 1 – Safe, Healthy Learning Environments 1

Grow NJKids Safe, Healthy Learning Environments

MeasuresLevel Standard Required

ObservationMeasureAdditonal Tools for

ProgramDevelopment

Required Documentation Head StartProgramPerformaceStandards&Act(2007)

Accrditation StandardsNAEYCNECPA

Documentation Accreditation


Early Head Start, Head Start andCenter-based sites have aDepartment of Children andFamilies (DCF) License for oneyear. School-based sites haveappropriate Department ofEducation (DOE) plan approval.Early Head Start, Head Start andCenter-based sites have a qualityimprovement plan based onfindings from their Grow NJ KidsSelf Assessment.

Program demonstrates healthy,safe and clean indoor and outdoorlearning environments.

Must meet all Step 2 criteria.

Program conducts daily health andsafety checks on playgrounds andhas a system to identify/addresshealth and safety concerns in andaround the building.

Programs serving infants andtoddlers must have a policy thatsupports breastfeeding friendlyprinciples, including accepting andstoring breast milk and providing acomfortable place for lactatingmothers.

ITERS-R and /orECERS-R self assessedscore average of 3 withno single item below 2.

Grow NJ Kids SelfAssessment using theresults to develop aprogram improvementplan describing how theprogram plans to moveto the next QRIS level.ITERS-R and/orECERS-R reliable raterscore average of 4 withno single item below 3.

CLASS reliable raterscore of 3 or higheracross all domains:Emotional Support,Classroom Organizationand InstructionalSupport.Note: In the dimensionof Negative Climate, ascore of 2 or less.

CLASS self assessedscore of 2 or higher onthe dimensions ofPositive Climate andTeacher Sensitivity,and a score of 2 orlower on thedimension of NegativeClimate.

Let’s Move! ChildCare Checklist Quiz.

License in good standing orprogram meets EEC LicensingStandards (for non-licensable andlicense exempt programs).

Grow NJ Kids Self Assessment

And

Quality Improvement Plan

Formal Professional Developmentas indicated by Registry

ITERS-R/ECERS-R Protocol

And/Or

CLASS Protocol

Program health/safety checklist

Breastfeeding Policy

Formal professional developmentas indicated by Registry

1304.53(a)(6)

1304.53(a)(10)(viii)

1304.40(C)(3)1304.23(e)(2)

NAEYC: Leadership &Management

NECPA: ProgramAdministration & StaffRelations

NECPA: School/CenterBuilding, Supplies,Equipment &Transportation

NECPA:Health Protection& Promotion

NAEYC: Health

Kids

Level 1

Level 2

Level 3

swills

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ProgramDevelopment




Program has a written policyensuring nutritious meals andsnacks are promoted and/orprovided as defined by UnitedStates Department of Agriculture(USDA) guidelines and isrespectful of religious and dietaryrestrictions.

Staff are trained to work withchildren with special diets,allergies and specialized feedingissues.

The program provides familyhealth and safety workshopsand/or resources annually intopics that include: preventivehealth care, mental/behavioralhealth issues, nutrition andobesity, medication administrationpolicies and procedures, oralhealth practices, communicabledisease prevention.Must meet all Step 3 criteria.

The program utilizes a healthconsultant annually to conduct afile audit on children’simmunizations, Well Baby Visits,etc.

The program has a system fordaily age-appropriate oral healthcare for all children.

ITERS-R and/orECERS-R reliable raterscore average of 5with no single itembelow 4.

CLASS reliable raterscore of 4 or higheracross all domains:Emotional Support,Classroom Organizationand InstructionalSupport.Note: In the dimension

Written policy on food service.Including program adherence toreligious and dietary restrictions.

Sample Menus

List of trainings provided to staff ondietary preferences andrequirements for children. Includingtraining content and resume and/orcredentials of trainer.

List of trainings provided to parentswith sign in sheets. Information ontraining content. Resume orcredentials of trainer.


CLASS Protocol

Report/Communication to parentsby program about health andwellness checks.

Daily schedule and/or program plan

Evidence that playgrounds andequipment are inspected annually.

1304.23(b)(1)

1304.23(a)(2)1304.23(C)(6)

1304.23(d)1304.40(f)(2)(i),(ii) & (iii)

Head Start Act Section:648(3)(B)(xiv)

1304(a)(1)(ii)1304.20(a)(1)(ii)(A), (B) &(C)1304.52(d)(2)

1304.23(b)(3)1304.20(c)(3)(i) & (ii)

1304.53(a)(10)

NAEYC: Health

NAEYC: Health

NECPA:Staff-Parent-Community Partnerships



NAEYC9.B.07

Kids


Level 3

Level 4

swills

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ProgramDevelopment




Program maintains one teacher orteacher assistant in each roomhas a pediatric First Aid & CPRCertificate.

The program demonstrates thatplaygrounds are inspectedannually by a qualifiedprofessional to assure that playequipment is safe andaccommodates abilities, needsand interest of each age groupserved.Must meet all Step 4 criteria.

Program, with parental consent,provides (directly or throughcollaboration) vision, hearing anddental screenings, and sharesresults with families.

All teaching staff, identified aspart of the adult:child ratio, have aCertificate of Completion inPediatric First Aid and Cardio-Pulmonary Resuscitation (CPR).

of Negative Climate, ascore of 2 or less.

CurriculumImplementation Check-list/ Fidelity Assessment.


CLASS reliable raterscore of 5 or higheracross all domains:Emotional Support,Classroom.

Organization andInstructional Support.Note: In thedimension ofNegative Climate, ascore of 2 or less.

Including appropriateness ofequipment for age group.


CLASS Protocol

Copy of Consent Form

Evidence of health screeningsprovided to parents/program.

Pediatric First Aid and CPRCertificates

Head Start programs meet allPerformance Standards without anydeficiencies. State-based preschoolprograms meet the Elements ofHigh Quality Preschool Programs –New Jersey Administrative CodeNJAC 6A:13A. Center-basedprograms have achievedaccreditation from the NAEYCNational Accreditation of Programsfor Young Children or received

1304.20(b)(1)

1304.22(d)(1) & (2)


NAEYC:HealthNECPA:Health Protection& Promotion

Kids


Level 4

Level 5

swills

Highlight





ProgramDevelopment




Curriculum Site-levelCertification/Endorsement from thechosen curriculumdeveloper/trainer.

Signed document that the programuses outside consultants withexpertise in children’s behavior andmental health to provide supportand assistance to staff inimplementing strategies thatsupport positiverelationships/interactions andprevention/intervention techniques.

Kids

Level 5

Curriculum&LearningEnvironment

Category

2 Aresearch-based curriculum, when used with fidelity, provides a road map forteachers/caregivers to use in their classrooms. Teachers/Caregivers need to be

formally trained in the program’s chosen curriculum to ensure that the componentsare effectively being used. Training teachers/caregivers in appropriate assessment,whether through observation or using an assessment tool, is equally as important.Quality programs that implement a chosen curriculum with fidelity typically have thechild outcome data to support it.

In this section, the standards focus on quality components in curriculumimplementation. Alignment with this section means:

� Teachers/Caregivers have been formally trained in the curriculum used by theprogram.

� Teachers/Caregivers use a science-based assessment tool that is aligned with thechosen curriculum.

� Teachers/Caregivers use a state approved and/orresearch-based developmental screening.

� Teachers/Caregivers use information fromthe environmental rating tool anddevelopmental assessment tool toplan learning experiences, choosematerials, and modify theenvironment in ways that areculturally, linguistically, anddevelopmentally appropriate.

� Teachers/Caregivers use aformal observation tool.

Category 2 – Curriculum & Learning Environment 6

Grow NJKids Curriculum & Learning Environment



ProgramDevelopment




Early Head Start, Head Start andCenter-based sites have aDepartment of Children andFamilies (DCF) License for oneyear. School-based sites haveappropriate Department ofEducation (DOE) plan approval.Early Head Start, Head Start andCenter-based sites have a qualityimprovement plan based onfindings from their Grow NJ KidsSelf Assessment.

Directors/Managers/Teachersdemonstrate completion of formalprofessional development incurricula, screening tools, andformative assessment.


Individual activity plans and/orlesson plans reflect the NJ Birth toThree Standards and/or the NJPreschool Teaching and LearningStandards based on children’sindividual differences.

Programs use structured observationtools to focus on curricular areas.

The program uses a research-based assessment tool that




CLASS self assessedscore of 2 or higher onthe dimensions ofPositive Climate andTeacher Sensitivity,and a score of 2 orlower on thedimension of NegativeClimate.Grow NJ Kids SelfAssessment using theresults to develop aprogram improvementplan describing howthe program plans tomove to the next QRISlevel.



And



Director submits a briefdescription of:a) how curriculum aligns with theNJ Birth to Three Standards and/orthe NJ Preschool Teaching andLearning Standards; b)howcurriculum is adapted to meetneeds of children in the program.(1 – 3 pages, maximum).

Program Lesson Plans

Formal Program Training PlanStructured Observation tools

1304.53(a)(6)

Head Start Act Section:641A(g)(2)(A)

Head Start Act Section:641A(b)(2)642(f)



Kids


Level 1

Level 2

Level 3

swills

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ProgramDevelopment




addresses all developmentaldomains.NOTE: Developmentalassessment must be aligned withprogram’s curriculum.A state approved developmentalscreening is used to identifychildren who may need furtherevaluation or interventionstrategies.

Staff make appropriatemodifications and /oraccommodations based onfindings from screening tools,research-based assessments, andinformation gathered throughobservation to address children’sspecific needs when necessary.

Research-based assessmentresults are shared withparents/families and used by staffto plan and individualize learningopportunities.


A state approved and/or research-based, developmentallyappropriate curriculum is fullyimplemented.

Early learning programs use anadditional State approved and/orstandardized program observation


ITERS-R and/orECERS-R reliable raterscore average of 5 withno single item below 4.

CLASS reliable raterscore of 4 or higheracross all domains:

Formative Assessment Protocol

The ESI-R/Brigance/ASQ is used inpreschool programs. ASQ or BDI isused in infant and toddlerprograms.

Description of the type ofprogress report used and howprogram and/or teacher shareprogress reports with parents, atleast, 2 times in a 10 monthperiod.

AndDescription of screening tools,formative assessments, andobservation data. Description ofhow these are used to addresschildren’s needs.

AndFormal professional developmentas indicated by RegistryITERS-R/ECERS-R Protocol

CLASS Protocol

Program Plans, formal training plansor other evidence of program’s useof child data

1304.21(c)(2)ACF-PI-HS-11-041304.21(a)(2)(ii)

1304.20(e)(2)

Head Start Act Section:642(f)


ACF-PI-HS-11-04

1304.21(a)(2)(ii)

NAEYC: Assessment ofChild Progress

NAEYC: Assessment ofChild Progress(Does not specifyresearch-based tool)

NECPA:Curriculum(Does not specifyresearch-based tool)

Kids


Level 3

Level 4




ProgramDevelopment




instrument to focus on specificinstructional supports andinteractions and further inform theimprovement plan.

Data from developmentalscreenings, developmentalassessments and environmentalmeasures are used to informprogram practices, studentprogress, and professionaldevelopmental plans.

Staff use research-basedassessment data to informinstruction and determine overalltrends in children’s developmentand learning.

The program has documentationof a transition plan for all children.For children who exhibit particularchallenges or changes, these areaddressed in their individualplans. This information should beshared with the child’s nextplacement.

Program staff demonstratepartnerships and professionalrelationships withparents/families, agencies,consultants and organizations inthe community that further theprogram’s capacity to meet theneeds and interests of thechildren and parents/families thatthey serve (i.e., advisory council).

Emotional Support,ClassroomOrganization andInstructional Support.Note: In the dimensionof Negative Climate, ascore of 2 or less.

CurriculumImplementationCheck-list/ FidelityAssessment.

And

Formal professional developmentas indicated by Registry.

Transition Plan

CSEFEL Assessment Protocol

Memorandum of Understanding(MOU)

Partnership Agreements

ACF-PI-HS-11-041307.3(b)(2)(i) & (i)1304.21(c)(2)


1307.3(b)(2)(i) & (i)

1308.4(g)

Head Start Act Section:642A

1304.41(C)(1)

1304(a)(4)1304.40(a)(2)1304.41(c)(1)(ii)


NECPA:Curriculum(assessment only)


NECPA:Curriculum(No research-based tool)

NAEYC:CommunityRelationship

NECPA: Staff –Parent-Community Partnerships

NAEYC:CommunityRelations Standard

NECPA:Staff-Parent-Community Partnerships

Kids

Level 4





ProgramDevelopment





Program provides high qualityservice delivery.

Early Head Start, Head Start andCenter-based sites have receivedfederal, national, or stateendorsement as a quality earlylearning and developmentprogram.

All staff received orientation andongoing formal professionaldevelopment and supervision inhow to support positiverelationships and interactionsthrough warm and nurturinginteractions.

Staff engage children inmeaningful conversations, useopen-ended questions andprovided opportunities throughoutthe day to scaffold their languageto support the development ofmore complex receptive andexpressive language, supportchildren’s use of language toshare ideas, problem solve andhave positive peer interactions.

Staff utilize teaching strategiesthat ensure a positive classroomenvironment, engage children inlearning and promote criticalthinking skills.




CLASS Protocol

Head Start programs meet allPerformance Standards without anydeficiencies. State-based preschoolprograms meet the Elements ofHigh Quality Preschool Programs –New Jersey Administrative CodeNJAC 6A:13A. Center-basedprograms have achievedaccreditation from the NAEYCNational Accreditation of Programsfor Young Children or receivedCurriculum Site-levelCertification/Endorsement from thechosen curriculumdeveloper/trainer.

Program utilizes staff and/orconsultants and/or access tocommunity resources withexpertise in children’s behaviorand mental health to providesupport and assistance to staff inimplementing strategies thatsupport positiverelationships/interactions andprevention/interventiontechniques.


Head Start ChildDevelopment & EarlyLearning Framework

Head Start Act Section:657B

1304.52(k)(1)-(3)

Head Start Act Section:641A(a)(1)(B)(i) 7 (ii)

CLASS: InstructionalSupport1304.21(b)(2)(ii)1304.21(a)(4)(iii)

1304.21(a)(1)(iii)

1304.21(a)(3)(i)(D)1304.21(b)(2)(i)1304.21(c)(1)(iv)

NAEYC AccreditationNECPA Accreditation

NAEYC: Leadership &Management Standard


NAEYC: TeachingStandard

NECPA: DevelopmentalProgram

NAEYC: TeachingStandard

NECPA: DevelopmentalProgram

Kids

Level 5


swills

Highlight

swills

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Family andCommunityEngagement

Category

3 Children develop in the context of their families. For some children, the term“family”includes a large number of people and for other children, family consists of a much

smaller group. In either scenario, family and community have significant influences onyoung children through cultural background and local values. Each community isunique and filled with many different cultures, religions, and languages. In order tosupport children to the fullest extent, their family and community need to be involvedin the program design and implementation. Programs can provide children with qualitylearning experiences by connecting local values in their program design. The supportsthat families rely upon must be considered as a vital piece in the effort to provide qualityexperiences to young children.

In this section, the standards focus on family and community engagement. Alignmentwith this section means:

� Program utilizes parents/families to provide feedback on recruitment strategies,enrollment practices, curriculum selection, cultural and linguistic practices, etc.

� Program allows parents/families to ascertain topics for parent meetings, trainings,events, etc.

� Program provides opportunities forparents to have input in meaningfuldecision making of the program.

� Program provides leadership andadvocacy training to parents.

� Program provides anenvironment that is warm andinviting to parents.

Category 3 – Family and Community Engagement 11

Grow NJKids Family and Community Engagement



ProgramDevelopment




Early Head Start, Head Start andCenter-based sites have aDepartment of Children andFamilies (DCF) License for oneyear. School-based sites haveappropriate Department ofEducation (DOE) plan approval.Early Head Start, Head Start andCenter-based sites use theStrengthening Families Self-Assessment to inform theirimprovement plan in the area offamily and communityengagement.Must meet all Step 2 criteria.

Program asks all newly enrolledfamilies to complete theStrengthening Families ProtectiveFactor Survey--survey results aretallied, summarized, andaggregated to inform programpolicies and procedures regardingparents/families.

Program establishes aparent/family group to engageenrolled families and support theirparticipation in the education oftheir children. The group meets atleast two times per year, andprovides input and advise on thecenter's SF Improvement Plan;reviews center policies,procedures and practices;strengthens parent-staffcommunication, and the like.

Strengthening FamiliesSelf Assessment tool.




Strengthening Families ProtectiveFactor Survey

Strengthening FamiliesImprovement Plan

Parent/Family Group Roosterand/or Group Sign –in sheet

1304.53(a)(6)

1304.50(b)(1) – (b)(7)1304.50(e)(1),(2) & (3)



Kids

Level 1

Level 2

Level 3


swills

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swills

Highlight




ProgramDevelopment




Program promotes multiculturallearning opportunities by requestingthat participating parents/familymembers share examples of theircultural practices (books, food,music, clothing, etc.) in parentmeetings, as well as in their child'sclassroom.

Program holds at least two familyeducation workshops per year ontopics such as: early literacy,positive parent-child interactions,cultural awareness, developmentalissues, and/or other topics thataddress the needs and interests offamilies. Whenever possible,sessions are delivered in thelanguages of the participants ortranslators/interpreters are available.

The program encouragesparents/families to visit andparticipate in center activities duringthe school day and/or for specialafter hours meetings and events.

Program offers a home visit to allenrolled families and completesvisits for at least 25% of families.Home visits are conducted usingstandard guidelines and provide anopportunity to observe the child inhis/her natural environment; andprovide follow-up about parent-child interaction, child development,play and learning activities, earlyliteracy, etc.

Parent Handbook, fliers, pictures,lesson plans

Parent Handbook, Fliers,Attendance sign-in sheet, Pictures,Video

Parent Handbook

Parent HandbookHome Visit ReportLetter to parentexplaining/scheduling home visit

Parent HandbookMembership List

Head Start MulticulturalPrinicples1304.40(a)(5)

1304.40(d)(1)1304.40(e)(3)

1304.40(d)(2)

1304.40(e)(5)1306.32(b)(8)

NECPA: Staff-Parent-Community Partnerships

NAEYC: FamiliesStandard


Kids

Level 3


swills

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swills

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ProgramDevelopment




Program identifies at least oneparent to participate in andrepresent the center on a local orregional community advisorycouncil (i.e. this could be theCounty Council for YoungChildren).Must meet all Step 3 criteria.

Program reviews and updates theSF Self-Assessment and SFImprovement Plan annually, andcontinues to demonstrate successin integrating the seven corestrategies into the work of thecenter.

Program has an active parent/familygroup that meets at least threetimes per year, and provides inputand advise on the center's SFImprovment Plan; reviews centerpolicies, procedures and practices;strengthens parent-staffcommunication, and the like.

Through this council,parents/families have opportunitiesto participate in leadershipdevelopment, decision making andare supported to becomeadvocates for their children's earlylearning and development.

Program staff use a variety ofmethods to communicate withparents/families about thecurriculum objectives, including

Director submits a brief descriptionof continuous improvement processwith Strengthening Familiesdocuments.

Parent HandbookMeeting Minutes

List of membersParent Handbook

Program PlansParent HandbookOther evidence of communications:fliers, letters, etc.

1304.50(a)(1)

1304.51(i)(1)

1304.50(a)(1)

1304.50(a)(1)

Head Start NationalParent, Family &Community EngagementFramework

NAEYC: FamiliesStandard


Kids

Level 3

Level 4


swills

Highlight




ProgramDevelopment




educational goals and effectivestrategies that can be used byparents/families to promote theirchildren’s learning. FES, EDLSComment: Communicationbetween teacher and family willhelp develop school readinessgoals. Individual children shouldhave school readiness goalsdeveloped by parents and teachers.

Program offers at least two homevisits to all enrolled families andcompletes two visits for at least60% of families. Similar to Level 3,home visits follow standardguidelines and provide anopportunity to observe the child inhis/her natural environment; andprovide follow-up about parent-child interaction, child development,play and learning activities, earlyliteracy, etc.

Program identifies at least twoparents to participate in andrepresent the center on a local orregional community advisorycouncil (i.e. this could be theCounty Council for Young Children).Must meet all Step 4 criteria.

Programs are fully integrating theSF principles and seven corestrategies into the work of thecenter.

Parent HandbookMembership List

Programs have several options formeeting the standards for this level:a) Head Start programs meet allPerformance Indicators without anydeficiencies.b) State-based preschool programsmeet the Elements of High QualityPreschool Programs–NJ.

1304.21(a)(2)(iii)

1306.32(b)(8)

1304.50(a)(1)

Kids

Level 4

Level 5





ProgramDevelopment




Program staff, families andleadership are fully collaboratingwith community partners to createa supportive system thatresponds to parent/family needs,culture, and goals.

Administrative Code NJAC 6A:13A.c) Center-based programs haveachieved accreditation from theNAEYC (National Accreditation ofPrograms for Young Children orNECPA (National Early ChildhoodPrograms Accreditation NationalAccreditation or receivedCurriculum Site-levelCertification/Endorsement from thechosen curriculumdeveloper/trainer.

1304.50(a)(1)

Kids

Level 5


Workforce/ProfessionalDevelopment

Category

4In order to provide quality learning experiences to young children, a knowledgeable

and skillful workforce is essential. Teachers/Caregivers must thoroughly understandchild development and developmentally appropriate practices with young children,including culturally and linguistically appropriate practices. For example,teachers/caregivers must know how to use findings from an assessment tool to createlesson plans that directly support developmental needs and build upon developmentalstrengths of the children. Teachers/Caregivers must be able to take an individualisticapproach to instruction to fully support children’s learning experiences.Effective professional development must provide staff with quality learning opportunities,similar to the quality learning that is provided for children. Training plans and In-Serviceopportunities should be created using the identified needs and strengths of the staffcoupled with the goals of the program/agency.Typically, staff who participate in designingtheir own training plans are more effective. A competent and prepared workforce is criticalto quality programs.In this section, the standards focus on the early childhood workforce andprofessional development including supervision, training and technicalassistance. Alignment with this section means:� Employees are members of NJ’sWorkforce registry for early childhood

professionals.� Employees receive training in the program’s curriculum of choice.� Employees receive training in the aligned developmental

assessment and screening tool.� Teachers/Caregivers plan using information from child

observations, developmental assessment findings, andparent input.

� Supervisors of teachers/caregivers, including MentorTeachers and Coaches, receive training to build on theskills needed to provide quality teaching and learningexperiences.

� Teachers/Caregivers receive annual performance evaluations thatrequire input from the staff.

� Teachers/Caregivers, especially those teaching/providing care forthe same age group, have the opportunity to plan together.

Category 4 – Workforce/Professional Development 17

Grow NJKids Workforce/Professional Development



ProgramDevelopment




Early Head Start, Head Start andCenter-based sites have aDepartment of Children andFamilies (DCF) License for oneyear. School-based sites haveappropriate Department ofEducation (DOE) plan approval.Must meet all Step 1 criteria.

Early Head Start, Head Start andCenter-based sites have a qualityimprovement plan based onfindings from their Grow NJ KidsSelf Assessment.


All Early Head Start, Head Start,Center and School-based programstaff are enrolled in the WorkforceRegistry.

All teaching staff andadministrators/directors havereceived training from thecurriculum developer/trainer in theselected curriculum.

Teaching staff have receivedprofessional development in theselected formative assessment,including child observation skills,developmental benchmarks andrecording information.


Grow NJ Kids SelfAssessment using theresults to develop aprogram improvementplan describing how theprogram plans to moveto the next QRIS level.ITERS-R and/orECERS-R reliable raterscore average of4 with no single itembelow 3.


CLASS self assessedscore of 2 or higher onthe dimensions ofPositive Climate andTeacher Sensitivity,and a score of 2 orlower on thedimension of NegativeClimate.



And



Registry membership certificate.


And/or

Program ProfessionalDevelopment Plan

1304.53(a)(6)

1304.52(k)(2)-(3)

1304.52(k)(2)-(3)



Kids

Level 1

Level 2

Level 3





ProgramDevelopment




Directors/Supervisors havereceived training in evaluating andobserving teachers both formallyand informally.

All teaching staff receive anannual written performanceevaluation, conducted by theirsupervisor, which includes a self-assessment and an individualizedprofessional improvement plan.


Programs provide and/or makethe following trainings available tostaff: supporting children withspecial needs, supporting Englishlanguage learners, culturalcompetence and transitions.

Differentiated training is providedbased on the experience andneeds of the educational staff (i.e.,new teachers and assistants areprovided with initial curriculumtraining).



List of program trainings includingtraining content and trainerresume/professional background.

Letter from director explainingprocess for developing theprofessional development plan.


Or

Letter from Director identifyingtraining date, content and trainer.Including, trainer resume/formalprofessional background, if not inthe Registry.

Sample performance evaluationand individual professionalimprovement plan.ITERS-R/ECERS-R Protocol

Certificate of Completion from ThePyramid Model (CSEFEL) and theStrengthening Families ProtectiveFactors training.

CLASS Protocol


Individual ProfessionalDevelopment Plan

1304.52(i)

Head Start Act Section648




Kids

Level 3

Level 4





ProgramDevelopment




The professional development planincludes the use of a curriculumimplementation or fidelitychecklist/instrument to ensureimplementation of the curriculum.

Teachers have plannedopportunities to share collectedchild anecdotes and work sampleswith each other to improve andmaintain their reliable use of theadaptive formative assessment.

Administrator/Director analyze datagenerated from staff’s professionaldevelopment needs surveys, andchild and classroom data to informthe professional development plan.

The program has an advisory groupthat includes communitystakeholders who provide inputand feedback for the purpose ofcontinuous program improvement.

Administrators/directors participatein professional developmentactivities based on identified areasof professional growth.

The administrator/directordemonstrates membership in, atleast, one early childhoodprofessional organization.

Directors/Supervisors provideaggregated classroom and childdata to teachers to collaboratively


CurriculumImplementationCheck-list/ FidelityAssessment.

Copy of curriculumimplementation/fidelitychecklist/instrument.

Schedule of structured planningtimes.

Program ProfessionalDevelopment Plan.

Agenda from curriculum planningmeetings.

Administrator/Director meetingagendas.

List of advisory group membersand their community association.

Program Plan

Administrator/DirectorIndividual ProfessionalDevelopment Plan

Membership card or certificate


1304.41(b)

1304.52(i)

Head Start SchoolReadiness Plan



NECPA: Leadership &Management

Kids

Level 4


swills

Highlight




ProgramDevelopment




develop a plan to improve programquality in specific areas.

Based on trends reflected in childand classroom data (i.e., missing orlow performance areas), theprofessional development plan isadjusted to strengthen teachingpractices in those areas.

Non-instructional staff, such aslunch assistants, bus drivers, andspecialists, receive informationabout developmentally appropriatepractices, diversity and receive anoverview of the age-appropriatestandards, and adult-childinteractions.Must meet all Step 4 criteria.

The administrator/director is anactive participant in, at least, oneprofessional early childhoodassociation (e.g., attendsconferences, conductspresentations, or participates inadvocacy activities within the pasttwo years).


CLASS reliable raterscore of 5 or higheracross all domains:Emotional Support,Classroom Organizationand InstructionalSupport.Note: In the dimensionof Negative Climate, ascore of 1.

Letter from director explaining theirprocess for developing theprogram professional developmentplan.

Training Agenda with content andtrainer resume/formal professionalbackground.


CLASS Protocol

Professional organizationmembership card/certificate

Early Head Start and Head Startprograms meet all PerformanceStandards without any deficiencies.State-based preschool programsmeet the Elements of High QualityPreschool Programs – New JerseyAdministrative Code NJAC 6A:13A.Center-based programs haveachieved accreditation from theNAEYC National Accreditation ofPrograms for Young Children orreceived Curriculum Site-levelCertification/Endorsement from thechosen curriculum developer/ trainer.

1304.23(b)(4)Head StartTransportationRegulations

Kids

Level 5


AdministrationandManagement

Category

5 Quality administrators and managers are needed to provide the necessarystructure for a program to be effective. A purposeful program design will allow

the staff and children to reach their full potential. Quality administrators design theprogram to provide appropriate training opportunities to staff, promote joint planningsessions, effectively involve families and the local community in program activities,and create a welcoming environment for all.

In this section, the standards focus on the administrationand management of quality programs. Alignment withthis section means:

� Program utilizes the input of communitystakeholders to make decisions aboutprogram operations.

� Program has a governance body/bodies thatis reflective of the community, both insidethe program and outside.

� Program has effective businesssystems that are fully implemented.

� Program has a written programoperations plan.

� Program provides some form ofbenefit plan to staff.

� Program provides an annual reportto its constituency and funders.

Category 5 – Administration and Management 22

Grow NJKids Administration and Management



ProgramDevelopment




Early Head Start, Head Start andCenter-based sites have aDepartment of Children andFamilies (DCF) License for oneyear. School-based sites haveappropriate Department ofEducation (DOE) plan approval.Must meet all Step 1 criteria.

Early Head Start, Head Start andCenter-based sites have a qualityimprovement plan based onfindings from their Grow NJ KidsSelf Assessment.

ITERS-R and /or ECERS-R self assessed score av-erage of 3 with no singleitem below 3.

Grow NJ Kids Self As-sessment using the re-sults to develop a pro-gram improvement plandescribing how the pro-gram plans to move to thenext QRIS level.

Written business plan thatincludes an annual operat-ing budget that is used toguide planning, set goals,and make decisions.

Copy of admissions policythat clearly states the pro-gram’s non-discriminationpolicy (e.g., a statementthat the program recruitsand encourages the en-rollment of children andfamilies who: representdiverse backgrounds,Multi-lingual children andfamilies and children withspecial needs and theirfamilies.)

ProgramAdministration Scale(PAS) minimum self-assessed score of 3.

Document signed byprogram administratorthat program updatesare provided at leastquarterly to staff andfamilies in theirprimary, or preferred,language to the extentappropriate andpossible.

Description of programpolicies that supportteacher retention.



And


Formal Professional Developmentas indicated by Registry.

1304.51(a)(1)(i)-(iii)

1304.52(h)(1)1304.52(h)(1)





Kids

Level 1

Level 2





ProgramDevelopment





GovernancePrograms led or governed by aboard of directors, board ofeducation, advisory council or othersimilar group, have written policiesdefining their roles andresponsibilities.

Fiscal OperationsFinancial policies procedures areestablished based on professionalaccounting standards.

Program OperationsThe program has a marketing planto maximize full enrollment.

The program has a projected one-year operating budget, including astatement of income andexpenditures.

The program analyzes and uses thedata from the feedback surveys tocontinuously inform the programimprovement plan and annual budget.

The program tracks and monitorsabsences of individual children andcontacts families when children areabsent more than 20% in a month.

The program has a quarterly reviewconducted of the accounting recordsby an independent party who hasaccounting or bookkeeping expertise.

ProgramAdministration Scale(PAS) minimum self-assessed score of 4 orhigher.

BylawsStandard OperatingProcedures (SOPs)

Program PlansSOPsDocument that states program’sfinancial operations procedures.

Marketing Plan

Budget and statement

Document signed byDirector indicatingcontinuous improvementprocess.

Program PlansParent Handbook

orDescription of how programaddresses absences.

1304.50(a)(1)

1304.52(d)(8)1301.121301.131304.51(h)(1)1304.51(h)(2)

1304.50Governance andManagementResponsibilities Chart

Head Start Act Section:647 Records & Audits

Head Start SchoolReadiness Process

1304.51(i)(2)1304.51(h)(1)-(2)

1304.51(g)

1304.51(d)



NAEYC: Leadership &Management(Program Improvement)

NECPA: ProgramEvaluation(Program Improvement)

Kids

Level 3





ProgramDevelopment




The program director, staff andfamily input is solicited on anannual basis to evaluate theprogram.

Results from annual staff andfamily input are used todevelop/inform a comprehensivewritten program improvementplan.The program tracks and monitorsteacher turn over and has a planfor addressing turn over.

SupervisionProgram uses at least 3 types ofinternal communication to inform staffof program activities, policies, etc.

Staff receive at least one benefit(paid vacation time, sick time, healthinsurance, tuition/PD reimbursementor retirement plan option).

Staff are given feedback thatprovide examples of best practiceat least monthly.

The program has a system to supportthe career development of staffthrough a career ladder (e.g., regularlyscheduled time to meet with asupervisor or mentor to monitorprogress towards career goals).

Staff salary scales reflect theeducational levels, experience

Document signed byprogram administratorindicating that providerconsults with anindependent third partywho has expertise inaccounting or bookkeepingexpertise.

Results from tallied inputand

Program Plan

Description of system fortracking teacher turn-overand plan for addressingteacher turnover.

NoticesNewslettersEmails

Employee Handbook

MinutesSupervisor Notes

Individual ProfessionalDevelopment PlanMinutes

1304.51(i)(1)

1304.50(d)(1)(viii)

1304.51(a)(1)(i)-(iii)1304.50(d)(1)(iii)

1304.51(e)

1304.52(a)(2)(i)


NECPA: ProgramEvaluation






Kids

Level 3





ProgramDevelopment




and performance levels, asdetermined by the annualevaluation of the staff members,and is comparable with thecurrent wage level of others in thecommunity with the same levelsof education. The program hasestablished an advisory councilwhich includes appropriate anddiverse communityrepresentatives who meetregularly to assist with programimprovement, quality, and fiscalsoundness.Must meet all Step 3 criteria.

GovernanceThe program has established anadvisory council which includesappropriate and diverse communityrepresentatives who meet regularlyto assist with programimprovement, quality, and fiscalsoundness.

The program has a strategic orbusiness plan that is reviewed andupdated, at a minimum, every 3years.

Program Operations

The program staff and governingboard are involved in thedevelopment of the business plan.

Program has a system oftechnology that allows for data


ProgramAdministration Scale(PAS) score self-assessed of 5.

Salary SurveyMinutesRoster of AdvisoryMembers with associations

BylawsStandard Operating Procedures(SOPs)

Roster of members with affiliations

Generated report

Business Plan

Head Start Act Section:653 Comparability ofWages

1304.50(c)&(d)1304.50(d)(1)(ii)

1304.50(b)(1)-(b)(7)1304.50(g)(1)&(2)

1304.51(a)(1)(i)-(iii)

1304.51(a)(2)1304.51(d)

1304.51(h)(1)

NAEYC: Leadership &Management(No timeframe)


Kids

Level 3

Level 4





ProgramDevelopment




collection and tracking programinformation.

Program shares the results of theprogram quality rating with thefamilies, staff, governing board andfunders.

Fiscal OperationsThe program’s financial systemincludes an annual budget and anannual report that is disseminatedto parents/families, communitypartners, and funders.

The program’s fiscal specialist ordesignee analyzes financialstatements and creates quarterlyreports to ensure fiscal integrity andinform the business plan.

The program has an internal andexternal annual audit.

An outside audit is conductedannually by a certified publicaccountant.

SupervisionThe program offers a benefitpackage that includes vacation,sick time, and health insurance.

The program provides staff withongoing mentoring that includesdemonstration of best practices

Automated reports on: children’sWell Baby Check ups/AnnualPhysicals absenteeism, results fromdevelopmental screenings, resultsfrom health screenings, staffqualifications, professionaldevelopment and financial recordkeeping.

Annual Report

Quarterly reports

Audit ReportAnnual Report

Signed contract withoutside CPA

Employee Handbook

Employee Handbook

Mentor’s ReportProgram Plan

1304.51(h)(1)

1304.51(h)(2)

1304.51(h)(1)

1301.12

1304.51(h)(2)

1301.12






Kids

Level 4





ProgramDevelopment




on a monthly basis.

The program demonstratessystematic opportunities forteachers to engage in reflectiveteaching practices through theuse of peer groups, coachesand/or mentors.

The program has an incentiveprogram that rewards eacheducator that achieves the nextstep on the NJ Registry CareerLadder.Must meet all Step 4 criteria.

Early Head Start and Head Startprograms meet all PerformanceStandards without anydeficiencies. State-basedpreschool programs meet theElements of High QualityPreschool Programs – New JerseyAdministrative Code NJAC6A:13A. Center-based programshave achieved accreditation fromthe NAEYC National Accreditationof Programs for Young Children orreceived Curriculum Site-levelCertification/Endorsement fromthe chosen curriculumdeveloper/trainer.


ProgramAdministration Scale(PAS) score self-assessed of 6.

Description of opportunities forteaching staff to engage in reflectiveteaching practices, peer groupcoaching and mentoringandMinutes.

Employee Handbook


Kids

Level 4

Level 5


NewJerseyDepartmentofChildren&FamiliesNewJerseyDepartmentofHumanServices

NewJerseyDepartmentofEducationNewJerseyDepartmentofHealth

NewJerseyHeadStartCollaborationOffice

Documents

New Jersey's Quality Rating and Improvement System (QRIS