Family Child Care Standards

Licensing/Compliance
1 Fully registered, opened and operating.
(CCATS)

April 2012

2 Fully registered and out of provisional period and/or conditional status. (CCATS) No substantiated complaints of child abuse, neglect, or injurious treatment within the last 12 months. Adequate supervision and care at all times which is provided by qualified, designated individuals meeting all COMAR requirements and is appropriate to the individual child’s needs, while maintaining child capacity requirements at all times. (CCATS)

3
Fully registered and out of provisional period and/or conditional status. (CCATS) No substantiated complaints of child abuse, neglect, or injurious treatment within the last 12 months. Adequate supervision and care at all times which is provided by qualified, designated individuals meeting all COMAR requirements and is appropriate to the individual child’s needs, while maintaining child capacity requirements at all times. (CCATS)

4
Fully registered and out of provisional period and/or conditional status. (CCATS) No substantiated complaints of child abuse, neglect, or injurious treatment within the last 12 months. Adequate supervision and care at all times which is provided by qualified, designated individuals meeting all COMAR requirements and is appropriate to the individual child’s needs, while maintaining child capacity requirements at all times. (CCATS)

5
Fully registered and out of provisional period and/or conditional status. (CCATS) No substantiated complaints of child abuse, neglect, or injurious treatment within the last 12 months. Adequate supervision and care at all times which is provided by qualified, designated individuals meeting all COMAR requirements and is appropriate to the individual child’s needs, while maintaining child capacity requirements at all times. (CCATS)

Staffing and Professional Development
1 Meets licensing requirements for Family Child Care. 2 Provider and any staff must hold a current Maryland Child Care Credential at Level 2 or higher, or the equivalent credential training for that level. (CCATS or uploaded training certification for staff members) 3
Provider and any staff must hold a current Maryland Child Care Credential at Level 3 or higher, or the equivalent credential training for that level. (CCATS or uploaded training certification for staff members)

4
Provider and any staff must hold a current Maryland Child Care Credential at Level 4 or higher. (CCATS) The Provider or designated staff person has completed training on BAS or has at a minimum 90 clock hours of approved training in the area of program administration. (Documentation of BAS training or 90 hours of approved training)

5
Provider and any staff must hold a current Maryland Child Care Credential at Level 4+ or higher. (CCATS) The Provider or designated staff person has completed training on BAS or has at a minimum 90 clock hours of approved training in the area of program administration. (Documentation of BAS training or 90 hours of approved training)

BAS = Business Administration Scale

Family Child Care Standards
Rating Scale/Accreditation
1 ACCREDITATION 2 Provider or designated staff person has visited a NAFCC accredited family child care provider within the past 12 months. (Uploaded form signed by Provider from accredited family child care home documenting visit) 3 NAFCC Accreditation self-study is completed by program. 4 Provider has completed the accreditation self-study improvement plan. Accreditation application submitted for observation visit. (Copy of Accreditation self-study improvement plan and/or copy of application requesting observation visit) Annual ERS assessment conducted using the FCCERS-R with average program score of 4.5. Improvement plan created for any subscale score below 4.5. (ERS Score Sheet completed by MSDE-approved Assessor and improvement plan) The Provider or designated staff person has completed a selfassessment using BAS or has fully met appropriate administrative policies as outlined in the accreditation manual. (Copy of BAS score sheet or
accreditation score sheet in applicable areas of administration)

April 2012

5 Provider has received NAFCC Accreditation and remains in good standing. Provider submits annual reports. (Letter of Accreditation award from Accrediting agency and Annual Reports) Annual ERS assessment conducted using the FCCERS-R with average program score of 5.0. Improvement plan created for any subscale score below 5.0. (ERS Score Sheet completed by MSDE-approved Assessor and improvement plan)
The Provider has had at least one independent observation using BAS during the previous three years with a minimum 4.0 score, or has met appropriate administrative policies as outlined in the accreditation manual. (Copy of BAS score sheet or accreditation score sheet in applicable areas of administration)

(Uploaded statement of selfstudy completion)

Rating Scale

Self-assessment (evaluation) conducted using the FCCERSR. Improvement plan created for any subscale score below 4.0 (ERS Score Sheet and improvement plan)

ERS = Environment Rating Scale FCCERS-R = Family Child Care Environment Rating Scale – Revised BAS = Business Administration Scale

BAS

Family Child Care Standards
Developmentally Appropriate Learning and Practice/Child Assessment
1
Has a daily schedule that is consistent and developmentally and age-appropriate for children in care.

April 2012

2
MSDE Healthy Beginnings, MMSR or approved curriculum guides the development of a written daily schedule that is predictable, yet flexible and responsive to the individual needs of all children. Daily schedule provides time and support for transitions, and includes both indoor and outdoor activities on a daily basis.

3
MSDE Healthy Beginnings, MMSR or approved curriculum guides the development of a written daily schedule that is predictable, yet flexible and responsive to the individual needs of all children. Written daily schedule provides time and support for transitions, and includes both indoor and outdoor activities on a daily basis.

4
Implementation of a curriculum that is aligned with the MMSR and/or state curriculum and guides the development of a daily schedule.

5
Implementation of an MSDE recommended curriculum that is aligned with the MMSR and/or state curriculum and guides the development of a written daily schedule.

Daily schedule is responsive to the children’s needs to rest or be active, and includes at minimum a total of 15 minutes of literacy/reading opportunities per half-day. No screen time for children under 2 years of age, and limited use of television or computers when not directly related to learning experiences. (Copy of daily schedule) The Provider has a method for curriculum planning that includes planning from children’s interests and skills.

Daily schedule is responsive to the children’s needs to rest or be active, and includes at minimum a total of 15 minutes of literacy/reading opportunities per half-day. No screen time for children under 2 years of age, and limited use of television or computers when not directly related to learning experiences. (Copy of daily schedule) The Provider has a method for curriculum planning that includes planning from children’s interests and skills and includes multiple literacy, language, science, art, health and wellness, physical fitness, and numeracy activities.

Daily scheduling is consistent yet responsive to the individual needs of all children, including children with disabilities, special health care needs and English learners. Written daily schedules include plans for transitions, multiple daily indoor and outdoor activities, and flexible grouping opportunities. Daily schedule is responsive to the children’s needs to rest or be active and encourages gross motor physical activity, and includes at minimum a total of 15 minutes of literacy/reading/library opportunities per halfday. No screen time for children under 2 years of age, and extremely limited use of television or computers when not directly related to learning experiences.

Daily scheduling is consistent yet responsive to the individual needs of all children, including children with disabilities, special health care needs and English learners. Written daily schedules include plans for transitions, multiple daily indoor and outdoor activities, and flexible grouping opportunities. Daily schedule is responsive to the children’s needs to rest or be active and encourages gross motor physical activity, and includes at minimum a total of 15 minutes of literacy/reading/library opportunities per halfday. No screen time for children under 2 years of age, and extremely limited use of television or computers when not directly related to learning experiences.

DAILY SCHEDULE
(Copy of daily schedule)

(Copy of daily schedule) The Provider has a method for curriculum planning that incorporates children’s interests and skills, and includes multiple literacy, language, science, art, health and wellness (including nutrition education and obesity prevention), physical fitness, and numeracy activities on a daily basis. The Provider has a plan for updating and rotating materials in library and activity areas. Evidence of differentiated instruction for each age group, children with disabilities, special health care needs and/or English learners.

(Copy of daily schedule) The Provider has a written method for curriculum planning that incorporates children’s interests and skills, and includes multiple literacy, language, science, art, health and wellness (including nutrition education and obesity prevention), physical fitness, and numeracy activities on a daily basis. The Provider has a plan for updating and rotating materials in library and activity areas. Evidence of differentiated instruction for each age group, children with disabilities, special health care needs and/or English learners. Evidence of use of an IFSP/IEP for individualized planning for children with disabilities (if applicable). (Written description of curriculum planning process, including evidence of differentiated instruction, recent lesson plan)

CURRICULUM PLANNING

(Written description of curriculum planning process, sample lesson plan)

(Written description of curriculum planning process, representative recent lesson plan)

(Written description of curriculum planning process; recent lesson plan)

Family Child Care Standards

April 2012

Developmentally Appropriate Learning and Practice/Child Assessment (Continued)
1
Provider conducts developmental screenings on all children within 45 days of enrollment and at 6 month intervals until age 3, then yearly until K entrance.

2
Provider conducts developmental screenings on all children within 45 days of enrollment and at 6 month intervals until age 3, then yearly until K entrance. Children are observed for developmental progress.

3
Provider conducts developmental screenings on all children within 45 days of enrollment and at 6 month intervals until age 3, then yearly until K entrance. Children are observed for developmental progress using developmental checklists.

4
Provider conducts developmental screenings on all children within 45 days of enrollment and at 6 month intervals until age 3, then yearly until K entrance. The Provider has a policy regarding child assessment using developmental checklists or assessments designed for use with the curriculum.

5
Provider conducts developmental screenings on all children within 45 days of enrollment and at 6 month intervals until age 3, then yearly until K entrance. The Provider has a written policy regarding child assessment using formal and informal assessment measures designed for use with the curriculum, including developmental checklists, portfolio development, and observation/anecdotal records. The Provider has a written policy that describes their practices for sharing assessment results with families (which includes meeting at least once a year) and/or agencies that may be working with the family, including early intervention or special education services. (ECDS indicates screening, disposition and follow-up /written description of assessment practices, including sample child assessment measures, copy of written policy for sharing assessment results)

ASSESSMENT

The Provider has a policy for sharing assessment results with families.

(Documentation of screening and disposition)

(Documentation of screening and disposition /written description of assessment practices)

(Documentation of screening and disposition /written description of assessment practices)

(ECDS indicates screening, disposition and follow-up /written description of assessment practices, including sample child assessment measures)

Family Child Care Standards
Administrative Practices and Policies
1
Parent handbook that includes at a minimum the program’s policies and practices for health and safety and tuition/enrollment procedures.

April 2012

2
Parent handbook that includes at a minimum the program’s policies and practices for health and safety and tuition/enrollment procedures.

3
Parent handbook that includes at a minimum the program’s mission and/or philosophy statement, and policies and practices for health and safety and tuition/enrollment procedures.

4
Parent handbook that includes written policies on the program philosophy or mission, policies and practices, and at least 4 of the following practices, including communicating with families, health and safety information, wellness, physical fitness, and nutrition, safety information, emergency plans, tuition and enrollment policies, and teaching and learning, inclusion of children with disabilities or special health care needs, and behavior management. The Provider participates in the Child and Adult Care Food Program. The Provider serves fresh fruits and/or vegetables at least twice a week, and monitors meals provided from home to ensure that children are receiving nutritious, balanced meals. The Provider gives the parent handbook to all parents prior to enrollment and requires written receipt of outlined policies and procedures. (Copy of parent handbook, CACFP form, including at least one signed notification, copy of weekly menu or nutrition policy) Families are provided with at least four ways to be involved with the family child care program, one of which must be parent conferences based on developmental screening schedule. The Provider requests a copy of a child's IFSP/IEP (if applicable) and works with early intervention or special education service providers to support child and family outcomes. (Examples of how families may participate in program, including conference plan)

5
Parent handbook that includes written policies on the program philosophy or mission, policies and practices, including communicating with families, health and safety information, wellness, physical fitness, and nutrition, safety information, emergency plans, tuition and enrollment policies, and teaching and learning, inclusion of children with disabilities or special health care needs, and behavior management. The Provider participates in the Child and Adult Care Food Program. The Provider serves fresh fruits and/or vegetables at least twice a week, and monitors meals provided from home to ensure that children are receiving nutritious, balanced meals. The Provider gives the parent handbook to all parents prior to enrollment and requires written receipt of outlined policies and procedures. (Copy of parent handbook, CACFP form, including at least one signed notification, copy of weekly menu or nutrition policy) Families are provided with at least five ways to be involved with the family child care program, one of which must be parent conferences based on developmental screening schedule. The Provider requests a copy of a child's IFSP/IEP (if applicable) and works with early intervention or special education service providers to support child and family outcomes. (Examples of how families may participate in program, including conference plan)

The program participates in the Child and Adult Care Food Program.

FAMILIES
(Copy of parent handbook)

(Copy of parent handbook) Families are provided with opportunities to be involved in the family care program in at least two ways, one of which must be parent conferences based on developmental screening schedule. (Examples of how families may participate in program, including conference plan)

(Copy of parent handbook, CACFP form) Families are provided with opportunities to be involved in the family care program in at least three ways, one of which must be parent conferences based on developmental screening schedule. (Examples of how families may participate in program, including conference plan)

Family Child Care Standards
Administrative Practices and Policies (Continued)
1 2
The Provider maintains current and accurate information about community resources and referral sources

April 2012

3
The Provider maintains current and accurate information about community resources and referral sources

4
The Provider maintains current and accurate information about community resources and referral sources, including referral sources and access to programs for children with disabilities and special health care needs. The Provider accesses local resources, including library services. (Statement of how program identifies community resources and updating protocol) The Provider has a plan for transitioning children from program to school.

5
The Provider maintains current and accurate information about community resources and referral sources, including referral sources and access to programs for children with disabilities and special health care needs. The Provider accesses local resources, including library services. (Statement of how program identifies community resources and updating protocol)

COMMUNITY

(Statement of how program identifies community resources and updating protocol)

(Statement of how program identifies community resources and updating protocol) The Provider has a plan for transitioning children from program to school.

STAFF (If Applicable)

Staff performance is evaluated in writing at least annually. (Copy of evaluation schedule) The Provider has developed a written staff handbook.

(Copy of transition protocol(s)) Staff performance is evaluated in writing at least annually. (Copy of evaluation schedule) The Provider has developed a written staff handbook.

(Copy of transition protocol(s)) Staff performance is evaluated at least annually, and as needed for professional improvement. (Copy of evaluation schedule.) The Provider has a written staff handbook provided to all new staff members at hire, which includes policies and procedures related to health, safety, child development, training, behavior management, inclusion of children with disabilities and special health care needs, staff expectations, and benefits. The Provider maintains written receipt of staff handbook from all employees. (Copy of staff handbook, including at least one signed notification) The Provider has an incremental salary scale based on education and experience and other benefits. (Copy of current salary scale; description of benefits.)

The Provider has a plan for transitioning children from program to school. The Provider has a policy for supporting the transition of children with special needs (if applicable). (Copy of transition protocol(s)) Staff performance is evaluated at least annually, and as needed for professional improvement. (Copy of evaluation schedule.) The Provider has a written staff handbook provided to all new staff members at hire, which includes policies and procedures related to health, safety, child development, training, inclusion of children with special needs, behavior management, inclusion of children with disabilities and special health care needs, staff expectations, and benefits. The Provider maintains written receipt of staff handbook from all employees. (Copy of staff handbook, including at least one signed notification) The program has an incremental salary scale based on education and experience and other benefits. (Copy of current salary scale; description of benefits.)

(Copy of staff handbook)

(Copy of staff handbook) The Provider has an incremental salary scale based on education and experience. (Copy of current salary scale.)

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