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Guidance for Public School-Operated UPKProgram StandardsPoint Assignment April 8, 2012 — Amended September 1, 2014The purpose of this document is to guide participants through the Standards Self-study process. The Guidance Document outlines theintention behind each standard and provides detailed guidance on the minimum requirements for each documentation submission. Therating reviewers will score submitted documentation against the Minimum Requirements column. In general, all components listed in thiscolumn must be readily apparent in the submission in order for the program to receive points for meeting the standard. Programs shouldonly submit evidence that has been in use within the previous 15 months.LEARNING ENVIRONMENTClassroom Environment (CE) - 60 pointsCODESTANDARDINTENTIONCE 1Program administrative staffattends training on theEnvironment Rating Scales(ERS).Program completes an ERSself-assessment using theappropriate scale(s) and writesan improvement plan to addresssubscale scores below 3.25.Supervisors and administrativestaff are versed in the ERS sothey can coach and supportteaching staff.Administrators and teachers arefamiliar with the ERS so theycan go through the scales andidentify ways to improve.CE 2CE 3DOCUMENTATION Evidence in Aspire that atleast 1 administrator hasattended the relevant trainingwithin the previous 15 months Completed ERS selfassessment report statingoverall score and subscalescores. If applicable, includeimprovement planMINIMUM REQUIREMENTSEvidence in Aspire that at least1 administrator has attended therelevant training within theprevious 15 months Completed ERS selfassessment report, statingoverall score and subscalescores Written improvement plan,if applicable Dated within the previous15 monthsThe standards in grey shading are not shown in the on-line Portal but are a part of the Active RatingAn external observer can Completed ERS report(s) is Written improvement planProgram has an independentERS assessment and achievesan overall score of 4.25 – 4.99.Written improvement plan forsubscale scores below 3.50.provide an unbiasedassessment of the learningenvironment.Guidance for QUALITYstarsNY Public School UPK Standardsautomatically sent toQUALITYstarsNYfor subscale scores below3.501POINTS2 8 30
CODECE 4CE 5STANDARDProgram has an independentERS assessment using theappropriate scale(s) andachieves an overall score of5.00 – 5.49. Writtenimprovement plan for subscalescores below 4.00.Program has an independentERS assessment using theappropriate scale(s) andachieves an overall score of5.50 or higher. Writtenimprovement plan for subscalescores below 4.50.INTENTIONMINIMUM REQUIREMENTSDOCUMENTATION POINTSAn external observer canprovide an unbiasedassessment of the learningenvironment. Completed ERS report(s) isautomatically sent toQUALITYstarsNY Written improvement planfor subscale scores below4.0040 An external observer canprovide an unbiasedassessment of the learningenvironment. Completed ERS report(s) isautomatically sent toQUALITYstarsNY Written improvement planfor subscale scores below4.5050 Child Observation & Assessment (COA) - 20 pointsCODECOA 1COA 2STANDARDProgram has in place a childobservation and assessmentpolicy that includes thecollection and protection ofassessment results andsharing assessment resultswith families.Program collects information atenrollment on children’sdevelopment including socialemotional concerns, dominantlanguage, preferences and anyINTENTIONProgram should have a writtenpolicy about the collection ofobservation and assessmentinformation in order to ensureconsistency throughout theprogram. The policy shouldinclude the rationale andprocedures for collecting andsharing information.Assessment information shouldbe kept confidential and onlyshared with those who need toknow it (i.e., teachers, familiesand specialists).Programs should gatherinformation about each childand family during enrollment, inorder to inform curriculumplanning, help guide children’sGuidance for QUALITYstarsNY Public School UPK StandardsDOCUMENTATIONMINIMUM REQUIREMENTSPOINTS Policy or practice statementthat references the type(s) ofchild data collected; how andwhen data are collected; howdata are held confidential; andhow and when data are sharedwith familiesEvidence must explain all of thefollowing: The type(s) of child data thatare collected How and when data arecollected How data are heldconfidential (so that thosewho should not access it, donot) How and when data areshared with families2 Copies of completedenrollment form(s) from 3children, with identifyinginformation removed. Ifinformation is collected onEvidence must reference all ofthe following: 3 children Child’s physical development Child’s cognitive22
CODESTANDARDspecial needs.INTENTIONlearning, and understand familycircumstances from day one.In addition to gatheringinformation on any specialneeds, general information onchildren’s preferences andbackground should also becollected.DOCUMENTATIONmultiple forms, include anexample of each completedformCOA 3Program documents thedevelopmental status of eachchild within 45 days of enteringthe program using a childdevelopment screening tool.Before or soon after starting aprogram, a child should beinitially screened for basicdevelopmental levels in order tohelp define individual learninggoals and identify any potentialspecial needs. Copy of completeddevelopmental screeningform(s) used to documentdevelopmental screening for 3children, with identifyinginformation removedCOA 4Program uses a developmentalscreening tool that is valid andreliable.When programs use adevelopmental screening toolthat has been researched,tested and shown to measureappropriate developmentalmilestones, they are assuredthat the results can be used forcurriculum planning, as well asa basis to refer families forspecial educational services.Evidence must includecompleted forms, from ascreening tool below, for 3children. Ages and StagesQuestionnaires Ages and StagesQuestionnaires SocialEmotional Battelle DevelopmentalInventory Screening TestValid: A screening tool is validGuidance for QUALITYstarsNY Public School UPK StandardsMINIMUM REQUIREMENTSdevelopment Child’s social-emotionaldevelopment Dominant language of child(i.e., the language in whichthe child is most fluent) Child’s dietary needs andpreferences Special needs, asappropriate Child’s date of enrollmentEvidence must reference all ofthe following: 3 children Enrollment date(This may be added to theform if no space exists) Completed screening forms Screening date occurs beforeenrollment date OR within 45days of the enrollment dateIt is not necessary to submit theentire tool. A few pages showingcompleted information willsuffice.Evidence must include all of thefollowing: Name of tool Completed forms 3 childrenIt is not necessary to submit theentire tool. A few pages showingcompleted information willsuffice.If “Other” is selected, all of the3POINTS21
CODESTANDARDINTENTIONDOCUMENTATIONMINIMUM REQUIREMENTSwhen it measures what we wantto measure and not somethingelse. Bayley III Screening Test Bayley InfantNeurodevelopmentalScreener (BIDS) Brigance InventoriesSystem II Brigance Self-Help andSocial-Emotional Scales Child DevelopmentInventories (CDI) Denver DevelopmentalScreening Test (DDST) Developmental Indicatorsfor the Assessment of EarlyLearning (DIAL) Early Screening Inventory Infant-ToddlerDevelopmental Assessment FirstSTEP Screening Testfor Evaluating Preschoolers Kent Inventory ofDevelopmental Skills(KIDS) Learning AccomplishmentProfile-Diagnostic Screens Parents’ Evaluation ofDevelopmental Status(PEDS) Parents’ Evaluation ofDevelopmental StatusDevelopmental Milestones(PEDS:DM) Pediatric SymptomChecklist Preschool andKindergarten Behaviorfollowing evidence must besubmitted in addition to the itemsabove: The tool is designed for thepurpose of screening (notchild assessment) The screening tool isappropriate for use withchildren between birth andage five The screening tool coversmultiple developmentaldomains (i.e. physical/motor,cognitive, linguistic, andsocial-emotional) The screening tool isavailable for use by earlychildhood practitioners (e.g.,early education teachers,child care providers, primarycare practitioners, mentalhealth service providers,home visitors, earlyintervention providers, etc.) Information about thescreening tool’s reliability andvalidity is availableReliable: A screening tool isreliable when the screeningprocedure is conductedaccurately and consistently overtime. The procedure would yieldsimilar results if repeated or ifdone by different people.Guidance for QUALITYstarsNY Public School UPK Standards4POINTS
CODECOA 5STANDARDProgram documents thedevelopmental progress ofeach child at least quarterlyusing a child developmentassessment tool(s).INTENTIONAuthentic assessments are doneregularly throughout the year,developmental progress is trackedand learning goals are adjusted.This is done for all children in theprogram, regardless of age, usingage-appropriate practices/tool.DOCUMENTATIONScales (PKBS) The Ounce Scale Other 4 completed assessmentforms for 1 child. Forms mustindicate that assessments wereconducted quarterly, within theprevious 15 months, withidentifying information removed.Authentic assessment tools cantake many forms, for example: Anecdotal records Observation notes Checklists Developmental scales Standardized assessmentforms Work samplingCOA 6Program uses a developmentalassessment tool(s) that is validand reliable.In order to understand the wholechild, providers should gatherinformation about each child’sdevelopment within all of thefollowing domains:Physical well-being, health,and motor developmentSocial and emotionaldevelopmentApproaches to learningCognition and generalknowledgeLanguage, communication,and literacyValid and reliable assessmenttools have been shown to givemeaningful information on childdevelopment and can effectivelyGuidance for QUALITYstarsNY Public School UPK StandardsMINIMUM REQUIREMENTSPOINTSEvidence must include all of thefollowing: 4 forms of assessment,collected on 4 different dates,at most 3 months apart 1 child Dated within the previous 15months Indicate all of the domains atleast once in the assessmentevidence2The entire tool is not necessary.A few pages showing keyelements, listed above, aresufficient.If a program uses a variety ofassessment tools throughout theperiod, a different form ofassessment may be submittedfor each quarter. Howeverprograms must submit 4 forms ofassessment for the same child.Evidence must includecompleted assessments from atool below for 3 children. Ages and StagesEvidence must clearly indicate: Name of tool Completed forms 3 children51
CODESTANDARDINTENTIONhelp identify developmentaldelays, if any exist.Valid: An assessment is validwhen it measures what we wantto measure and not somethingelse.Reliable: A sound assessmentis reliable when the assessmentis conducted accurately andconsistently over time. Theprocedure would yield similarresults if repeated or if done bydifferent people.COA 7Program has a plan to ensurethat child screenings andassessments are done in aculturally and linguisticallyappropriate manner, includingin the appropriate language.All young children, includingthose from diverse cultural,racial, ethnic, linguistic, andability backgrounds have theright to benefit from screeningsand assessments conducted inGuidance for QUALITYstarsNY Public School UPK StandardsDOCUMENTATIONQuestionnaires Creative CurriculumDevelopmental ContinuumAssessment Bayley Scale of Infant andToddler Development Brigance Inventories Galileo PreschoolAssessment Scales High Scope ChildObservation Record (COR) Learning AccomplishmentProfile-Diagnostic(English or Spanish) Mullen Scales of EarlyLearning Ounce Scale Work Sampling System Teaching Strategies GOLD Other Written statement thatreferences accommodationsmade to both screen andassess children in theirdominant languageMINIMUM REQUIREMENTSPOINTSThe entire tool is not necessary.A few pages showing keyelements, listed above, aresufficient.If Other is selected, the followingevidence must be submitted inaddition to the above: Indication that the tool isdesigned for the purpose ofassessment (not screening) The assessment tool isappropriate for use withchildren between birth andage five The assessment tool coversmultiple developmentaldomains (i.e. physical/motor,cognitive, linguistic, socialemotional) The assessment tool isavailable for use by earlychildhood practitioners (e.g.,early education teachers,child care providers, primarycare practitioners, mentalhealth service providers,home visitors, earlyintervention providers, etc.) The assessment tool is validand reliableEvidence must reference: Accommodations that aremade to both screen andassess children Screenings and assessmentsare conducted in the child’s62
CODESTANDARDINTENTIONDOCUMENTATIONa linguistically and culturallyresponsive manner (i.e., that isinformed by children's specificcultural, racial, ethnic, linguistic,and ability groups).COA 8COA 9All teaching staff receivesannual training in childobservation and assessmentthat include recognition ofdevelopmental milestones andidentifying possibledevelopmental delays andlinking child observation andassessment to curriculumimplementation.Program can document thatassessment results are used toinform instruction thataddresses the needs ofindividual children.MINIMUM REQUIREMENTSPOINTSdominant languageTeaching staff should have regulartraining that develops andcontinuously refines all aspects ofchild development, childobservation and assessment, andintegrating assessment results intocurriculum/learning goals, in orderto be knowledgeable of and able toimplement the latest recommendedpractices. Evidence in Aspire that atleast 60% of teaching staff haveattended the relevant trainingwithin the previous 15 monthsEvidence in Aspire that at least60% of teaching staff haveattended the relevant trainingwithin the previous 15 months3Observation and assessmentresults are used to guideinstruction to support each childin reaching developmentalmilestones and adapting tospecial needs. A child’s assessmentresultsAND Evidence of how instructionis tailored to addressassessment resultsAND Statement of how programuses the assessment results tomake appropriate adaptationsEvidence must contain all of thefollowing, specific to 1 child: One child Assessment results (e.g.,observations and/oranecdotal evidence) How instruction is tailored toaddress assessment results(e.g., IEPs or lesson planswith modifications forindividual children)3There should be a concreteconnection between the child’sneeds and the learningopportunity.Evidence of assessment resultsmay include: conclusions drawnfrom observations, work samples,checklists, such as:During an observation, teachernoticed 4 year old child showsinterest in using scissors, but holdsincorrectly and rips paper. Thelesson plan would then indicate theindividual child’s learning goal andopportunity for cutting withscissors.Guidance for QUALITYstarsNY Public School UPK StandardsStatement must reference: Assessment results Observations andassessments Individual child's learninggoals7
CODESTANDARDCOA 10 Program can document thataggregated assessment resultsare used to inform programpractice.INTENTIONRegular reviews that tabulateand average across all of thechildren’s assessment resultswill help the programunderstand its strengths andopportunities for improving thelearning environment andsupports for children and theirfamilies.Guidance for QUALITYstarsNY Public School UPK StandardsDOCUMENTATION Aggregated data report(s)AND Statement or improvementplan of how program usesassessment data to informprogram practicesMINIMUM REQUIREMENTSPOINTSEvidence must includeinformation regarding: Data report(s) showing howdevelopmental assessmentsare aggregated and analyzed How aggregated results areused to inform program-widepractices.2Examples of use include: teacher training policy changes parent education8
Curriculum Planning & Implementation (CPI) - 20 pointsCODECPI 1CPI 2STANDARDINTENTIONDOCUMENTATION Program has a written education The program has a setphilosophy or statement.understanding or theory aboutchildren’s learning and how itsupports this effort. Education philosophy orstatement noting the program’sbeliefs about how children learnand how the program supportschildren's learning and needsProgram uses a writtencurriculum or curriculumframework that isdevelopmentally appropriateand addresses the key domainsof child development. Curriculum or curriculumframework that references allkey domains of childdevelopmentAND Evidence of program’s useof curriculumThe program’s curriculum orcurriculum framework is written,organized and references thefive key domains of childdevelopment in order topromote optimal childdevelopment.MINIMUM REQUIREMENTSEvidence must describe: Beliefs about how childrenlearn How the program supportschildren's learning andneedsCurriculum/curriculum frameworkmust reference all key domainsof child development: Physical development Social-emotionaldevelopment Approaches to learning Cognition Language, communicationand literacyAND 1 source of evidence ofprogram’s use of curriculummust be submitted.Acceptable examples include: Lesson Plan(s) Schedule(s) and/orexplicit statement of howcurriculum isappropriately used inlesson plans or scheduleAny submitted evidence must becompleted and includereferences to the curriculum sothat one can tell it is based on thecurriculum. For example, ifcoding is used, a legend is noted.An explicit statement on howGuidance for QUALITYstarsNY Public School UPK Standards9POINTS2 3
CODECPI 3CPI 4STANDARDProgram uses a writtencurriculum or curriculumframework that is evidencebased, meaning research hasbeen conducted regarding therelationship between thecurriculum and children’slearning.Program uses a writtencurriculum or curriculumframework that aligns with theNYS Early Learning Guidelinesand/or the Pre-K Foundation forthe Common Core.INTENTIONUsing a curriculum or curriculumframework this is evidencebased, gives the program andfamilies assurance that learningexperiences that are guided bythe curriculum will effectivelysupport children’s learning foreach key domain of childdevelopment.DOCUMENTATION Cover page of one of thefollowing curricula: Before ABCs: PromotingSchool Readiness in Infantsand Toddlers Caring for Infants andToddlers in Groups:DevelopmentallyAppropriate Practice CreativeCurriculumEvidence-based means the CreateCurriculumforrelationship between theInfants, Toddlers, and Two’scurriculum and child outcomes HighScope Curriculumhas been proven effectivethrough published, scientifically- The Montessori Method The Carolina Curriculumbased studies. Zero to Three CradlingLiteracy Other – submit evidence thatcurriculum is evidencebasedThe written curriculum is aligned Curriculum cover page orto major state initiatives thatcurriculum frameworkreference children’sANDdevelopment and learning Completed curriculumneeds.crosswalkGuidance for QUALITYstarsNY Public School UPK StandardsMINIMUM REQUIREMENTScurriculum is appropriatelytransferred to lesson plans isexpected.Evidence must reference: Cover page of thecurriculum, including title (ifapplicable).POINTS3If Other is selected, programmust also include evidence of theresearch basis for the curriculumcomponents.Reference(s) to applicablestudies and research isencouraged.Evidence must include: Curriculum cover page orcurriculum frameworkAND Completed crosswalkThe QUALITYstarsNYStandards Resource Guide hasa sample crosswalk templatethat may be used for thispurpose. Alternatively, anystatement or chart that clearlynotes how the curriculum orcurriculum framework aligns withevery domain of the ELG can104
CODESTANDARDINTENTIONCPI 5Program uses a writtencurriculum or curriculumframework that is adapted to beculturally competent byincorporating into the classroomcurriculum culturally sensitive,books, themes and projects.Written curriculum recognizesthe diversity of cultures,linguistic abilities, family units,disabilities, and religions thatexist within the classroom andthroughout the world and fostersa sense of awareness, empathy,understanding, and acceptanceof these differences.CPI 6DOCUMENTATION 3 activity/lesson plansindicating use of culturallysensitive books, themes orprojectsMINIMUM REQUIREMENTSsuffice.Evidence must include thefollowing: 3 different activity/lessonplans References to use ofculturally sensitivebooks/themes/or projectsExamples: Curriculum guides teachersin planning and implementinglearning experiences relatedto diverse cultures Diverse elements of theworld are incorporated intoclassroom and learningexperiences Curriculum providesopportunities for children toconfront biases Evidence in Aspire that atEvidence in Aspire that at leastleast 60% of teaching staff have 60% of teaching staff haveattended the relevant trainingattended the relevant trainingwithin the previous 15 months within the previous 15 months All teaching staff receivesOngoing training is needed toannual training to implement the develop and continuously refinecurriculum and supervisionteachers’ abilities to effectivelysupport is provided to staff toimplement curricula activities.assist with curriculumimplementation.Program has currently enrolled children with IFSPs or IEPs Yes, continue No, go to Physical Well-being & HealthCPI 7 Program implementsWhen working with children with Statement describing 1Evidence must include all of theappropriate modifications andspecial needs, it is importantcurrently enrolled child with anfollowing descriptions orprovides additional supports tothat they are evaluated by aIFSP or IEP and modificationsexamples:enable children with IFSPs orprofessional and receive anmade for the child and/or family 1 currently enrolled childIEPs more effective inclusion in IFSP/IEP specifying what isby the program, with the child’swith an IFSP/IEPthe full range of the program’sneeded for the child’s learningname excluded Modifications made for theactivities.and early childhood educationchildexperience. It is also importantThe specific IEP/IFSP with thethat the evaluation is followed tochild’s name should not beGuidance for QUALITYstarsNY Public School UPK Standards11POINTS23 3
CODESTANDARDINTENTIONDOCUMENTATION support the individual child’sdevelopment and that the childis included in theclassroom/group as an equalparticipant.MINIMUM REQUIREMENTSPOINTSincluded.Physical Well-being and Health (PH) - 8 pointsCODESTANDARDINTENTIONDOCUMENTATIONProgram has currently enrolled children under 12 months of age Yes, continue No, go to PH 2PH 1Program provides infants dailyInfants need freedom ofEvidence must show daily,opportunities to move freelymovement, including tummysupervised exerciseunder adult supervision totime, to build strength and motor opportunities that include freeexplore indoor and outdoorskills.movement on the stomach andenvironments, including tummyother movement indoors andtime when awake.outdoors. Parent/family handbookOR CurriculumOR Daily schedulesOR Lesson plans or goalstatementsOR OtherProgram has currently enrolled children 12 months of age and older Yes, continue No, go to PH3PH 2Program provides opportunities Program should support theEvidence must name thefor toddlers and/or preschoolers social-emotional, health,specific structured andto have at least 15 minutes ofphysical, and fine and grossunstructured physical activitiesdevelopmentally appropriate,motor development of childrenprovided and demonstrate thatstructured and unstructured,through active play. Multiplethese activities occur both insidemoderate to vigorous physicaldaily opportunities should beand outside.activity (both inside and outside) offered for structured and Parent/family handbookfor every hour they are in care.unstructured physical activity.ORFor example, in a 3 hour Policy statementprogram, children should haveORat least 45 minutes of physical Daily schedule or planGuidance for QUALITYstarsNY Public School UPK StandardsMINIMUM REQUIREMENTSPOINTSEvidence must show exerciseopportunities, including all of thefollowing: Daily Free movement onstomach while awake andalert Under supervision Indoor and outdoor1 Evidence must show physicalactivity that is all of thefollowing: Structured (name thespecific structured activityor activities) Unstructured (free play) Inside and outside(weather permitting)1 12
CODEPH 3PH 4STANDARDactivity in total, not necessarilycontinuously.Program has a policy thatdetails the use of TV/video forchildren, including that TV/videois never used during nap andmeal time or for children birth toage 2. For children ages 2 to 5there is no more than 30minutes once a week of highquality educational ormovement-based commercialfree programming.Program promotes the serviceor consumption of meals andsnacks that meet the Child andAdult Care Food Program(CACFP) meal pattern for theages served.INTENTIONChildren’s access totelevision/video should benonexistent for infants andtoddlers and limited to 30minutes per week forpreschoolers so as to reducethe harmful effects of screentime and commercial marketingon health, learning, behaviorand sleep.DOCUMENTATIONOR Other Policy statement on use ofTV/video that references howviewing policies aredifferentiated by age group MINIMUM REQUIREMENTSEvidence must show: Written policy on TV/videothat references howviewing policies aredifferentiated by age groupPOINTS2 Age 0-2yrs: (if applicable) No TV/video, everAge 2-5yrs (if applicable) No TV/video, everORNutrition is important tochildren's growth anddevelopment. Childhood is alsoa time to teach nutrition andhealthy habits that will last alifetime. Menus that comply withthe CACFP meal patternrequirements meet children'snutrition and growth anddevelopment needs. If program participates inSchool Lunch Program(CACFP), submit evidence ofSchool Lunch Program(CACFP) participation OR If program does notGuidance for QUALITYstarsNY Public School UPK StandardsAll of the following: No TV/video for childrenbirth to age 2 30 minutes/week MAX ofTV/video No TV/video during naps No TV/video during meals All TV/video is qualityeducational and/ormovement-based No commercials Evidence of participation inSchool Lunch Program/CACFP (i.e., billing,reimbursement checks,correspondence/reports toSchool Lunch Program orcontract)ORIf program does not participate132
CODESTANDARDINTENTIONDOCUMENTATIONparticipate in School LunchProgram (CACFP), submit1 week of menus for all mealsand snacks served usingstandard NYSED menuplanning formAND Statement of compliancewith CACFP minimum mealpattern components for allmeals and snacks served PH 5Program adopts a formalobesity prevention programIt is important for programs toadopt a set, establishedprogram to promote healthyeating habits and physicalactivity. It is also critical forprograms to instill in children,families, and staff, theimportance of healthy living andto provide them with the tools toadopt healthy habits.PH 6Teaching or administrative staffattends training regardingimplementation of the obesityprevention program.Staff is trained regularly toimplement a formal obesityprevention program, using thelatest research and resources.Guidance for QUALITYstarsNY Public School UPK StandardsEvidence must demonstrateadoption of a formal obesityprevention program. Program assessment(s)OR Action plan(s)OR Timeline(s)OR Goal statement(s)OR Other Evidence in Aspire that atleast 60% of teaching oradministrative staff haveattended the relevant trainingwithin the previous 15 months MINIMUM REQUIREMENTSin School Lunch Program,evidence must include all of thefollowing: 1 week of menus for allmeals and snacks servedusing standardNYSED/OCFS menuplanning form Evidence of compliance withSchool Lunch Program/CACFP minimum mealpattern components for allmeals and snacks served.Evidence must show theadoption of approved preventionprogram(s). See ResourceGuide for list of approvedoptions. Evidence of use of anobesity prevention programEvidence in Aspire that at least60% of teaching oradministrative staff haveattended the relevant trainingwithin the previous 15 months14POINTS1 1
FAMILY ENGAGEMENTCommunication (C) - 25 pointsCODESTANDARDINTENTIONDOCUMENTATION Program has currently enrolled children under 12 months of age Yes, continue No, go to C2It is important to keep familiesC1Program communicates with 3 completed copies ofparents of infants in writing on a informed as to the health andform(s) used for communicatingscheduleoftheirchildonadailydaily basis about care givingwith families about care routinesbasis. Verbal communications areroutines such as feeding,that pertain to feeding, sleeping,great,butnotenoughtoensurethatsleeping, and diapering/toiletingdiapering, and the times of dayparents have the information theythat these events occurneed at the end of a busy day,ANDwhen their infants might be fussy Evidence that care routineand need their full attention.information is shared withfamilies on a daily basisC2Program communicates withfamilies in a comprehensive,written format about theprogram’s history, philosophy,admissions policies, applicableregulations, parent involvementopportunities, and other policies.Important program informationand policies should be writtendown, periodically updated anddistributed to families.C3Program periodicallycommunicates in writing withfamilies about program and childactivities and other pertinentinformation.It is important to regularly shareinformation about generalprogram events and childrenactivities with families so thatthey are aware and may prepareor plan to participate. Informationshould be presented in a formatGuidance for QUALITYstarsNY Public School UPK StandardsEvidence must inc
Guidance for QUALITYstarsNY Public School UPK Standards 1 Guidance for Public School-Operated UPK Program Standards Point Assignment April 8, 2012 — Amended September 1, 2014
