National Accreditation Commission For Early Care And Education Programs .

management as defined in the Program Administration Scale (PAS); recommendations by the AmericanAcademy of Pediatrics (AAP) and the National Association for Sport & Physical Education (NASPE); andcurrent research on best practices in early childhood care and education.All relevant areas of study were reviewed including administration, staff development, classroomenvironment, curriculum, teacher-child interactions, health and safety. Suggestions for the revision weresolicited from professionals in the fields of early childhood, health, safety, law, and administration.In the spring of 2008, the draft revision was released for outside review.Administrator’s ReportThe proposed Administrator’s Report was reviewed to assure that best leadership and managementpractices were included and that these standards were measurable. Many recognized authorities inthe early childhood field offered insights, including: Dorothy June Sciarra, Ed.D., author of Developingand Administering a Child Care Center; Hilde Reno, Ed.D., author of Handbook for Early ChildhoodAdministrators: Directing with a Mission; Jill Bella, M.S., co-author of Zoom: The Impact of Early ChildhoodLeadership Training on Role Perceptions, Job Performance, and Career Decisions; and Michael Swain, ARM,SCLA, CPSI, Certified Associate in Risk Management and Certified Playground Safety Inspector and ChildPassenger Safety Technician. Recommendations were reviewed and appropriate modifications wereincorporated into the final version of the Administrator’s Report.Classroom ObservationThe proposed Classroom Observation tool was reviewed to assure that the standards were measurableand inclusive of research-based indicators of quality care. We are grateful to the many early childhoodprofessionals who provided us with suggestions on revision of this section. Numerous Commissionvalidators responded about their experience with the previous tool, enabling greater clarity of standardsand more measurable indicators in the revision draft.Deborah Norris, Ph.D. of The University of Oklahoma-Tulsa, College of Education, Early ChildhoodEducation Institute reviewed the initial standards and provided assistance in the creation of the onlinesurvey of the draft revision.In the online survey, participants were asked to rate each standard in the draft Classroom Observationon its importance as a measure of high quality. Reviewers were early childhood professionals, includingthose with some familiarity with the Commission and/or the Association for Early Learning Leaders, andthose not directly associated with the Commission.The draft version of the Classroom Observation was field tested in twenty-three programs in five states:Texas, Florida, Arizona, Virginia, and Wisconsin. Of these programs, eleven were accredited by NAEYC andtwelve held no accreditation. Individuals with formal Commission training acted as validators in the fieldtest. For reliability purposes, two validators were assigned to a single classroom to rate simultaneouslybut independently.Based on validator feedback and scoring from the online survey and field test, various standards andindicators were revised and a glossary of terms created. The tool was reviewed for validity for each agegroup. Standards specific to infants and toddlers were further revised for clarity.In addition to those already acknowledged, we are most grateful to these individuals who assisted inthe development and production of the 2009 revision: the programs who permitted the use of theirclassrooms for field testing purposes and the early childhood professionals who participated in the fieldtest, completed the online survey, and reviewed the draft standards. With their support, commitment,and insight, the Accreditation Manual was developed, resulting in a highly effective accreditation systemthat identifies and acknowledges early care and education programs providing optimal developmentalopportunities for children.Copyright 2009. National Accreditation Commission for Early Care and Education Programs. All Rights Reserved.3

NationalAccreditationCo m m issio nSelf-study TimetableEach program will establish its own timetable for moving through the Accreditation Self-study process, butall of the following activities must be included. Implementation of some tasks may occur simultaneously.The required time period for the self-study is no less than six months and no more than two years. Theprogram must submit the completed Self-study Timetable with the Request for Validation Visit.ComponentsTasksMaterials reviewDirector reviews Accreditation Manual and thoroughly reads allinstructions.Staff ParticipationDirector takes steps to create a positive attitude among staff aboutparticipation in the accreditation process.DateStartedDateCompletedAdministrator’s Report Director conducts standard-by-standard review of Administrator’s Reportwith staff to discuss current level of compliance with Standards A1 – C25and to identify areas for improvement.Director reviews program policies and procedures and implements animprovement plan to comply with standards. Refer to Instructions forUsing Administrator’s Report (behind Administrator’s Report tab).DocumentOrganizationDirector begins collecting and organizing required documentation asdescribed in Document Organization and in Children and Staff RecordsDocument Review. Refer to Instructions for Using Document Organization(behind Documentation tab).Formal Education andOn-going Training LogDirector begins typing education and training on all staff identified inStandards A8 and A9, following instructions for completion (behindAdministrator’s Report tab). (Note: This form can be found atClassroomObservationDirector makes one copy of the Observation Record for each classroom(behind Classroom Observation tab).www.earlylearningleaders.org under Forms.)Director makes two copies of the Classroom Observation (Standards D1 –F8) for each group, one for use by teacher(s) and one for use by director.Director conducts standard-by-standard review of the ClassroomObservation with staff to discuss current level of compliance withStandards D1 – F8 and to identify areas for improvement.Teachers rate themselves on standards in the Classroom Observation andcomplete the lead teacher section of the Observation Record to documenttheir observations.Director observes in each classroom, rates all standards in the ClassroomObservation, and completes the director section of the Observation Recordfor each group. Refer to Instructions for Using Classroom Observationand Instructions for Completing Observation Record (behind ClassroomObservation tab).The director and teachers compare ratings, discuss discrepancies, anddevelop a plan for improvements. (Note: Director and/or mentors providetraining, mentoring and monitoring to teachers until improvements are made.)Staff SurveysDirector copies and distributes a Staff Survey to each staff membercounted in the staff-child ratio and all onsite supervisory personnel,following Instructions for Using Staff Survey (behind Surveys tab).Parent SurveysDirector copies and distributes one Parent Survey to each family,following Instructions for Using Parent Survey (behind Surveys tab).Copyright 2009. National Accreditation Commission for Early Care and Education Programs. All Rights Reserved.4

Self-study Timetable (continued)The previous activities continue until the director is satisfied that all standards are met and the programis ready for an onsite visit. Before submitting a Request for Validation Visit, the following tasks must becompleted.ComponentsFinal TasksAdministrator’sReportDirector makes one final copy of the Administrator’s Report, followingInstructions for Using Administrator’s Report (behind Administrator’sReport tab) and makes final ratings for the validator’s use.Program ProfileDirector completes the Program Profile, following Instructions forCompleting Program Profile (behind Validation Visit tab).DocumentOrganizationDirector finalizes collection and organization of required documentationas described in Document Organization and in Children and Staff RecordsDocument Review (behind Documentation tab).Formal Education andOn-going TrainingLogDirector finalizes typing the log for each staff person identified inStandards A8 and A9, following instructions for completion (behindAdministrator’s Report tab).ClassroomObservationDirector makes a final copy of the Classroom Observation for eachgroup recorded on the Program Profile, following required steps foundin Instructions for Using Classroom Observation (behind ClassroomObservation tab) to make final ratings for the validator’s use.Observation RecordDirector completes the Observation Record for each group and signseach one to verify its accuracy.Staff SurveysDirector makes one fresh copy of the Staff Survey form, records surveytotals, and completes the Staff Survey Verification, following Instructionsfor Using Staff Survey (behind Surveys tab).Parent SurveysDirector makes one fresh copy of the Parent Survey form, records surveytotals, and completes the Parent Survey Verification following Instructionsfor Using Parent Survey (behind Surveys tab).DateCompletedRequest for Validation When satisfied that all tasks are complete, the director mails all requiredVisitdocuments listed on the second page of the Request for Validation Visit(behind Validation Visit tab) to the National Accreditation Commissionoffice.6 months to 2 years afterreceipt of AccreditationManualScheduling theValidation VisitThe onsite visit is scheduled only after all required documentation isreceived and processed, and determination is made that the programappears ready for the visit. Refer to requirements in Instructions forSubmitting Request for Validation Visit (behind Validation Visit tab).Onsite visit scheduled within3 months after receiptand approval of request (4months for spring visits; seep. 116.)Validation VisitThe onsite visit occurs. Refer to Instructions for Day of Validation Visit(behind Validation Visit tab).Generally 1 – 2 daysDecisionMaterials are reviewed and Commission rules applied to determineaward, deferral or denial of Commission Accreditation. Program isnotified of the accreditation decision.Within 4 monthsCopyright 2009. National Accreditation Commission for Early Care and Education Programs. All Rights Reserved.5

NationalAccreditationCo m m issio nThree Steps to AccreditationStep 1. Self-StudyDuring the self-study phase, parents, staff, and administrators evaluate the strengths and weaknessesof the program as they apply to standards of the National Accreditation Commission. The program’sadministrative procedures are reviewed using the Administrator’s Report, and classroom practices areassessed using the Classroom Observation. Parent and staff surveys are conducted, the Formal Educationand On-going Training Log is compiled, and supporting documentation is gathered and organized asrequired in the Document Organization. After critical self-examination of procedures and practices, theprogram makes improvements.When satisfied that standards are met, final ratings are recorded on one clean copy of the Administrator’sReport and copies of the Classroom Observation (one for each group of children). A Request for ValidationVisit, required materials, and a validation fee are submitted to the Association office.The program has a minimum of six months and a maximum of two years to complete the self-study andto request an onsite visit. Specific tasks for moving through the self-study period are listed on the Selfstudy Timetable (behind the Overview tab).Step 2. Validation VisitDuring the visit, the validator(s) will review documents, sample children and staff files, and verifyparent and staff surveys in order to confirm the program’s ratings as reported in the final copy of theAdministrator’s Report. The validator(s) will make observations in classrooms to verify the ratings ofindividual classrooms as recorded in the final copies of the Classroom Observation. After completion ofthese tasks, the validator will conduct an Exit Interview with the director. During this time, each standardand/or indicator found to be without sufficient supporting evidence will be reviewed and the directorwill have an opportunity to make a written response.The validation visit can usually be scheduled within three months (four months for a spring visit), but mayoccur as early as a few weeks following review by the Association office and verification of the request foran onsite visit. The program will be informed of a two-week window during which time the validation visitwill occur. Detailed information about the visit can be found behind the Validation Visit tab.Step 3. Commission Review and DecisionThe Administrator’s Report, each Classroom Observation, written validator comments, and recordeddirector responses from the onsite visit are mailed to the Association office by the validator. Commissionearly childhood experts closely review all documentation and Commission rules are applied todetermine the award, deferral, or denial of accreditation. It may take up to four months after thevalidation visit for the program to receive the accreditation decision.The Accreditation DecisionAccreditation decisions are based on professional

The Accreditation Decision . locations will be considered as separate entities for participation in the National Accreditation Commission. The National Accreditation Commission does not accredit kindergartens, family group homes, or stand-alone school age group care. School age groups associated with a preschool, with the same onsite