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HANDBOOK FOR THE RECOGNITIONOF EARLY CHILDHOOD EDUCATIONPROGRAMS AND SCHOOLSNATIONAL COUNCIL FORPRIVATE SCHOOL ACCREDITATIONNCPSA APPROVEDJUNE 2004REVISEDMAY 2010, 2015, 2019OFFICES OF EXECUTIVE DIRECTORNATIONAL COUNCIL FOR PRIVATE SCHOOL ACCREDITATIONP. O. BOX 13686SEATTLE, WASHINGTON 98198-1010http://www.ncpsa.org
ACKNOWLEDGMENTSThe National Council for Private School Accreditation and the Commission on International& Trans-Regional Accreditations Early Education Task Force wishes to acknowledge thatbasic concepts and formats from the following groups were reviewed and utilized in theplanning and development of this manual:Accrediting Association of Seventh-day AdventistAlabama Independent School AssociationAmerican Christian Consortium for Education and AccreditationAssociation of Christian Schools InternationalAssociation of Christian Teachers and Schools/Assemblies of GodAssociation of Independent Schools of FloridaAssociation of Waldorf Schools of North AmericaChristian Schools InternationalChristian Schools of FloridaCommission on International and Trans-Regional AccreditationFlorida Association of Christian Colleges and SchoolsInternational Christian Accrediting AssociationKentucky Department of EducationKentucky Nonpublic School CommissionMiddle States Association of Colleges and Schools (Commission on Elementary Schools)Montessori School Accreditation CommissionNational Association for the Education of Young ChildrenNational Christian School AssociationNational Council for Private School AccreditationNational Independent Private School AssociationNational Resource Center for Health and Safety in Child CareNorth Central Association of Colleges and SchoolsNorthwest Association of Schools and of Colleges and UniversitiesOhio Department of EducationSouthern Association of Colleges and SchoolsTeled InternationalTexas Education AgencyTexas Private School Accrediting CommissionTransnational Association of Christian SchoolsUnited States Department of Health and Human ServicesWestern Association of Schools and Collegei
The National Council is appreciative of the work of the NCPSA/CITA Early ChildhoodEducation Task Force which met several times over a period of months in 2002 through 2004to review and edit the basic documents, standards, policies, and procedures. The membershipof the Task Force was as follows:Robin Stephenson, ChairCynthia ThomasKaren Arnold LecySchools InternationalPrivate Schools AssociationAccreditation CommissionAssociation of ChristianNational IndependentMontessori SchoolTamara LibonatiRabbi Meir MullerOf Seventh-day AdventistBoard of Merkos L’Inyonei Chinuch Association of CollegesAccrediting AssociationNancy BlanningAssociation of Waldorfof North AmericaNational AccreditationDr. Sandra TrincaChristian Schools of FloridaDr. Randy SinisiCITA & North CentralDr. Judy FlattSouthern Association of SchoolsColleges and SchoolsEvelyn TaylorRebecca GortonDr. F. Laird EvansTeachers and SchoolsColleges & Schools-CESColleges & Schools- CESAssociation of ChristianMiddle States Assn. ofDr. Charaline LunaLinnie JordanIndependent Schools ofFloridaIndependent Schools ofFloridaAssociation ofMiddle States Assn. ofDr. Don D. PetryAssociation ofiiNCPSA & TELED International
TABLE OF CONTENTSNCPSA ACCREDITATIONHANDBOOK FOR THE RECOGNITIONOF INFANT AND EARLY CHILDHOOD EDUCATIONPROGRAMS AND SCHOOLSACKNOWLEDGMENTS . . iTABLE OF CONTENTS . . iiiOVERVIEW . .1ACCREDITATION OVERVIEW.3SECTION I – PHILOSOPHY, GOVERNANCE, AND ADMINISTRATION . 51.1 Mission, Vision, and Philosophy . . .61.2 Corporate Structure .71.3 Governance Evaluation & Compliance Responsibilities .101.4 Fiscal Responsibilities .121.5 Admissions.141.6 Children’s Information and Conduct .15SECTION II – PERSONNEL .162.1 Staff Hiring Practices and Benefits .172.2 Director .202.3 Instructional and Support Staff Qualifications .282.4 Instructional Staff .302.5 Support Staff .322.6 Child-Staff Ratios .342.7 Internal Relations .35SECTION III – CURRICULUM .373.1 General Practice Overview .383.2 Physical Development .403.3 Social and Emotional Development .413.4 Teaching Strategies .433.5 Language and Literacy – Core Knowledge .483.6 Mathematical Awareness – Core Knowledge.513.7 Science – Core Knowledge .52iii
3.8 Social Studies – Core Knowledge .533.9 Fine Arts – Core Knowledge .553.10 Assessment .57SECTION IV – NUTRITION AND FOOD SERVICE 624.1 Food Preparation .634.2 Parent / Guardian Information .644.3 Social Interaction .664.4 Food for Infants and Toddlers .67SECTION V – PHYSICAL ENVIRONMENT .685.1 Lighting and Ventilation .695.2 Classrooms .695.3 Restroom Facilities .715.4 Diapering of Infants and Toddlers .725.5 Staff Space .735.6 Outdoor Facilities .745.7 Classroom Pets and Visiting Animals . . 76SECTION VI – HEALTH AND SAFETY . 786.1 Documentation of Inspections .796.2 Children’s Health Records .796.3 Emergency, Health, and Security Information .806.4 Policies Regarding Illnesses .806.5 Special Health Needs of Children .816.6 Administering and Storing of Medicines .816.7 Medical Log.816.8 Blood-borne Pathogens .826.9 Cleanliness Requirements .826.10 Washing of Infant and Toddler Bedding .836.11 Health Screenings.836.12 Safety .83iv
SECTION VII – FAMILY AND COMMUNITY RELATIONS 937.1 Public Relations .947.2 Parent or Guardian Handbook .947.3 Communication .957.4 Parent or Guardian Education.977.5 Stakeholders Feedback .997.6 Moving Children to Another Program . 99APPENDIX . . 100Child to Staff Ratio Form .101Staff Qualifications .102Teacher/Caregiver/Staff Assessment Survey .103Parent Assessment Survey 105Stakeholder Survey . .107Glossary.109Bibliography .112Supplemental Format.114Copyright 2004 by the National Council for Private School AccreditationRevised: October 2009, May 2010, June 2015, June 2019Published by NCPSAAll rights reserved. Printed in the United States of America. No part of this book may be reproduced in anymanner whatsoever without written permission except in the case of brief quotations embodied in critical articlesand reviews. For information, address NCPSA, P.O. Box 13686, Seattle, WA 98198.v
Overview of NCPSA Early EducationAccreditation Program and StandardsOver the past twenty years or more, a significant amount of research regarding early learningand child development supported the field of early education in setting benchmarks and bestpractice standards for programs serving children in early childhood programs from birththrough five-years of age. This research has been incorporated in a variety of accreditationtools, including this one. The NCPSA/CITA Infant and Early Childhood Task Forceresponsible for compiling this document recognizes the need for accrediting agencies to havea variety of accreditation tools available to provide parents the right to choose the type ofquality early education program for their child to attend.Research provided through a cooperative effort of the American Academy of Pediatrics,American Public Health Association, and the National Resource Center for Health and Safetyin Child Care, The Children of the Cost, Quality and Outcomes Study Go to School and TheNational Research Council in Eager to Learn notes that a well-planned, high-quality earlychildhood program leads to the success of children in later academic years. This is especiallytrue for young children who are at greater risk of school failure because of poverty, low levelmaternal education, and other factors that limit opportunities and resources that enhancelearning and development (Bowman 2001).A large amount of research has been conducted concerning the effect of early educationprograms on young children. The education of the staff and the training they have receivedin the field, as well as child to staff ratios and group sizes and staff turnover, all play a role inthe quality of an early education program. The longer the amount of time children attendsuch programs, the more likely both positive and negative consequences can be attributed tothe quality of the program (Helburn 1995). The Task Force recognizes that althoughresearch can help us identify indicators for quality care and early education, it cannot relievethe difficulties of providing the needed infrastructure that will allow all programs in everystate to meet high quality standards. Therefore, exceptional compliance indicators have beenadded to this document that may help the visiting teams and accreditation commissions seehow quality is being achieved that exceeds the state standard. For instance: a program mayhave a higher ratio than the standard recommends but is not out of compliance for the state inwhich the program is located as the staff qualifications may be higher than normal. This mayhelp the commission to decide that the program is providing a high-quality program even ifthe recommended ratio standard is not met.The importance of core knowledge development in the curriculum of the early educationprogram has become prominent with the advent of Universal Pre-Kindergarten. Research oncognition and learning, child development, and the social and cultural context of learning hasshown that young children are competent learners even at a young age. It is important tonote, however, that the “pace of leaning will depend on whether and to what extent thechild’s inclinations to learn encounter and engage supporting environments” (Bowman, et al.2001). Federal-State partnerships in the delivery of quality early education programs arenow being formed that impact all pre-kindergarten programs. These education reforminitiatives have specifically targeted the need to:1
1. Align expectations of the early education program prior to children enteringkindergarten and what is expected of them once they enter the elementary schoolyears.2. Evaluate the success of the early education program by how well the children areprepared to succeed once in the elementary school system.3. Develop informational pieces to educate teachers, parents, childcare providers, andothers are in place to provide ways to prepare children to be ready for school.It is the intent of the Task Force to provide an accreditation tool that would allow privateearly education programs to meet and or exceed Federal and State expectations for youngchildren. Our main concern is that whether children attend a part-time part-day program, or afull-day week-day program, they are safe, healthy, and receive age appropriate earlyeducation.Task Force Members:Robin StephensonTamara LibonatiNancy BlanningEvelyn TaylorDr. Charaline LunaCynthia ThomasRabbi Meir MullerDr. Sandra TrincaRebecca GortonLinnie JordanKaren Arnold LecyDr. Randy SinisiDr. Judy FlattDr. F. Laird EvansDr. Don D. PetryClayton J. PetryCindi Holman- Association of Christian Schools International- Accrediting Association of Seventh-day Adventists- Association of Waldorf Schools of North America- Association of Christian Teachers and Schools- Association of Independent Schools of Florida- National Independent Private Schools Association- National Accreditation Board of Merkos L’Inyonei Chinuch- Christian Schools of Florida- Middle States Association (Commission on Elementary Schools)- Association of Independent Schools of Florida- Montessori School Accreditation Commission- CITA & North Central Association- Southern Association of Colleges and Schools- Middle States Association (Commission on Elementary Schools)- National Council for Private School Accreditation- National Council for Private School Accreditation-Wisconsin Evangelical Lutheran Synod School Accreditation2
Accreditation OverviewI. Step one: Review Accreditation Standards and ExpectationsBefore submitting an application for accreditation, the early education program mustcarefully review the information in the accreditation manual. The early educationboard, faculty, and staff must commit to completing the self-study, meet allaccreditation standards, and maintain accreditation through annual reporting.II. Step two: The Self StudyAfter studying the Standards, Rationale, and Self-Study Document requirements, thedirector and staff begin preparing a self-study document describing the program as itmeets the standards required in the accreditation manual. The accreditation manual willdesignate when a document is to be submitted in the self-study or to be made availablefor review upon the validation visit. In most cases, a three-ring binder divided intosections will be sufficient to hold required documents.III. Step three: Rating the StandardsEach standard is proceeded by a rationale and preceded by a self-study documentrequirement or on site review, and a series of ratings. The director and staff of the earlyeducation department will determine if the program exceeds, meets, partially meets, ordoes not meet each requirement depending on the rating opportunities. Programs thatare able to meet a significant number of exceptional compliance ratings will be morelikely not to have to meet every standard as written.Directors are encouraged to add explanations for how the program meets a standardwithout compromising the integrity of the rating system in the self-study notebook.IV. Step four: Evaluation and Program Improvement PlanAfter the early education program has studied each section of the accreditation manual,the staff will be able to evaluate whether or not the program is already meeting thestandard; will be able to add improvements prior to the validation team visit; or if aprogram improvement plan will need to be adopted. When a program improvementplan is adopted, submit a copy of the plan at the end of the section corresponding to thesection topic.V. Step five: Validation ProcessUpon completion of the self-study, qualified validators will read, analyze and validatethe self-study report, verify records, files, and other information listed as supportdocumentation, visit the center to see indoor and outdoor environments and observeclassrooms in progress, and interview administration, parents and staff. A report willbe generated to reflect commendations and recommendations and affirm programimprovement plans. The report will be sent to the early childhood commission whowill approve or deny accreditation.3
V. Step six: Renewal ProcessTo maintain accreditation, the program will submit an annual progress report withapplicable support documents for review and verification that the program maycontinue to maintain accreditation status.4
SECTION IPHILOSOPHY, GOVERNANCE, &ADMINISTRATIONNATIONAL COUNCIL FORPRIVATE SCHOOL ACCREDITATIONOFFICES OF EXECUTIVE DIRECTORNATIONAL COUNCIL FOR PRIVATE SCHOOL ACCREDITATIONP. O. BOX 13686SEATTLE, WASHINGTON 98198-1010http://www.ncpsa.org5
Section I1.0 PHILOSOPHY, GOVERNANCE, AND ADMINISTRATIONRATIONALEThe role of the governing entity is to provide oversight of the early education program and tocreate general policies that will ensure high-quality care and educational opportunities for thechildren. The governing entity should empower the administrator, director, or program headto make day-to-day decisions concerning the implementation of the policies and programsbeing offered by the organization. These policies should be reflective of the mission andphilosophy of the early education program.Nationally accepted research provided through a cooperative effort of the AmericanAcademy of Pediatrics, American Public Health Association, and the National ResourceCenter for Health and Safety in Child Care, The Children of the Cost, Quality and OutcomesStudy Go to School and The National Research Council in Eager to Learn notes that a wellplanned, high-quality early childhood program leads to the success of children in lateracademic years. This is especially true for young children who are at greater risk of schoolfailure because of poverty, low level maternal education, and other factors that limitopportunities and resources that enhance learning and development (Bowman 2001).STANDARDS1.1 MISSION, VISION, AND PHILOSOPHY1.1.1 Mission and Vision Statements The program has a written mission statementand a written vision statement that clearly articulate the program’s purpose and goalsfor the care and/or education of young children. Statements are consistentlypresented in program handbooks, brochures, etc. for staff, families, and stakeholders.Self-study document #RatingInclude a copy of the mission and vision statements anddescribe how they were developed and by whom. Standard met: The mission and vision statementsclearly articulate the program’s purpose for existence. Standard substantially met: The program has a missionor vision statement but not both. Standard not met: There is no evidence of a mission orvision statement.1.1.2 Philosophy of Education Statement The program has a written philosophyregarding the care and/or education of young children, and the philosophy is based on6
current research and “best practices” in the field and is consistent with the program'smission and vision statements.Self-study document #Include a copy of the program’s philosophy statementand cite the research and/or “best practices” on which itis based.Rating Exceptional compliance: It is evident that a substantialamount of research was used in developing theprogram’s philosophy statement, and the statementreflects the mission and vision of the program. Standard met: The philosophy statement is based onresearch and reflects the program’s mission and vision. Standard substantially met: The program has developeda philosophy statement. However, it is not backed up byresearch. Standard not met: There is no written philosophystatement.1.2 CORPORATE STRUCTURE1.2.1 Bylaws The corporate status of the entity having oversight of the earlyeducation program, whether incorporated, franchised, proprietary, or religiouslyaffiliated, has clearly articulated bylaws that include the early education program.Self-study document #RatingDefine the corporate status of the entity havingoversight of the early education program,demonstrating that clearly articulated bylaws includeeducational options sufficient to cover the earlyeducation program. Standard met: The corporate status of the entity havingoversight of the early education program—whetherincorporated, franchised, proprietary, or religiouslyaffiliated—has clearly articulated bylaws that includethe early education program. Standard not met: The corporate status of the entityhaving oversight of the early education program—whether incorporated, franchised, proprietary, orreligiously affiliated—does not have clearly articulatedbylaws that include the early education program.7
1.2.2 Governance Entity Programs under the auspices of another organizationand/or agency are represented by a governing entity or committee (hereinafterreferred to as “the governance”) responsible for the general policies and the financialstability of the early education program.Self-study document #Rating Standard met: The self-study contains a diagram of theauthority structure of the governance and of the earlyeducation staff. The governance is responsible for thegeneral policies and the financial stability of the earlyeducation program. Standard not met: The self-study does not contain adiagram of the authority structure of the governanceand of the early education staff, and/or the self-studydoes not contain information indicating that thegovernance is responsible for the general policies andthe financial stability of the early education program.Self-study document #RatingInclude a diagram of the authority structure of thegovernance and of the early education staff. Discusswhether the governance is responsible for the generalpolicies and the financial stability of the early educationprogram, or by whatever other means fiscal soundnessis achieved.Include a list of the governance members’ names, yearsof service on the governing entity, means by whichservice is determined, term of service and selection ofmembers as required in the by-laws. Standard met: A list of governance members’ names,years of services, and demographic information isincluded. Standard substantially met: Governance members arelisted with years of service. However, demographicinformation is not provided. Standard not met: The self-study does not contain acomplete list of governance members’ names withyears of service.1.2.3 Bylaws Authority The governance operates in conjunction with and under theappropriate bylaws of the corporation.8
Self-study document #Rating Include a copy of the corporation’s bylaws thatprovides specific oversight of the early care andeducational programs operated under the corporation.Standard met: Bylaws of the corporation give specificoversight to early care and educational programsoperated under the corporation.Standard not met: The self-study does not containbylaws of the corporation that give specific oversight toearly care and educational programs operated under thecorporation.1.2.4 Governing Policies and Procedures The governance establishes and maintainswritten governing policies and procedures that are consistent with the program’sphilosophy.Self-study document #RatingInclude a copy of the current policies and proceduresmanual for the early education program and/orinclusive of the early education program. Standard met: Policies and procedures reflect theprogram’s current practices and the program’sphilosophy. Standard substantially met: Policies and procedures areconsistent with the program’s philosophy. However,they have not been reviewed and brought up to date inmore than a year. Standard not met: The policies and procedures are notconsistent with the program’s philosophy.1.2.5 Governance Role and Responsibilities The governance has clearly definedroles and responsibilities in the early education program. New governance membersare provided with an orientation when they join the governance consisting of theprogram’s written policies defining roles and responsibilities of board members andstaff.Self-study document #Rating Define the roles and responsibilities of the governanceand how new members receive orientation information.Standard met: The roles and responsibilities of thegovernance are defined, and the governance orientationprocess includes written polices defining roles andresponsibilities of board members and staff.9
Standard substantially met: The roles andresponsibilities of the governance are loosely defined,and there is no governance orientation processdescribed.Standard not met: The roles and responsibilities of thegovernance are not defined, and there is no governanceorientation process described.1.2.6 Minutes of Meetings Written minutes of governance meetings are maintainedon file.On-site observationRatingOn-site observation verifies whether the standard hasbeen met. Standard met: Copies of the governance minutes fromthree governance meetings referring to the earlyeducation program are available on site to the visitingteam chair or to his/her designee. Standard not met: Copies of three governance minutesreferring to the early education program are notavailable on site to the visiting team chair or to his/herdesignee.1.3 GOVERNANCE EVALUATION AND COMPLIANCE RESPONSIBILITIES1.3.1 Evaluation of Director The governance ensures an annual evaluation of theearly education administrator/director (hereinafter referred to as “the director”).Self-study document #Rating1.3.2Submit copies of the evaluation tools used, and explainthe process used in the evaluation process of thedirector. Standard met: An annual evaluation form used toannually evaluate the director is provided. Standard substantially met: A satisfactory explanationof the director’s annual evaluation is supplied. Standard not met: Evidence of an annual evaluation isnot supplied.Response to Civil Authorities' Requirements The governance ensures theprogram meets and/or exceeds all requirements of civil authorities in the areasof health and safety, child-staff ratios, background screening, fingerprinting,and staff training requirements (or training requirement equivalencies)regardless of any exception status that may be present.10
Self-study document #RatingLicensed programs must include a copy of theprogram’s current license and last inspection report.Programs exempt from licensure will be expected tovalidate how all minimal state licensing requirementsare met or exceeded, regardless of exemption. Exceptional compliance: Evidence throughout thevisitation demonstrates that the program highly exceedsrequirements by civil authorities in the areas statedabove. Standardmet:Theprogrammeets/exceedsrequirements of civil authorities in the areas statedabove. Standard substantially met: The program meets/exceedssome of the requirements of civil authorities in theareas stated above but not all of them. Standard not met: The program does not meet anyrequirements of civil authorities in the areas statedabove.1.3.3 Evaluation of Program In collaboration with staff, families, and governance,the director (or director qualified personnel ) submits an annual written programevaluation of the program’s effectiveness which may include early childhood/childdevelopment theory, research, and best practices, and assists the governance in settingand pri
Before submitting an application for accreditation, the early education program must carefully review the information in the accreditation manual. The early education board, faculty, and staff must commit to completing the self-study, meet all accreditation standards, and maintain accreditation through annual reporting. II. Step two: The Self Study
