Maryland State Department of Education Division of Early Childhood Development MSDE Accreditation Orientation Revised September 2010

MSDE Accreditation Orientation: Part 1 The Self-Appraisal and Program Improvement Revised September 2010

Download Materials 5 th Edition of the Standards for Implementing Quality Early Childhood Programs Guide to Self-Appraisal and Accreditation/Validation 5 th Edition of the Standards for Implementing Quality Early Childhood Programs Guide to Self-Appraisal and Accreditation/Validation 5 th Edition Instrument for Center-Based and Head Start Programs 5 th Edition Instrument for Center-Based and Head Start Programs 5 th Edition Instrument for Public Pre-K/K Programs 5 th Edition Instrument for Public Pre-K/K Programs

Agenda Sign-In Introductions Presentation Next Steps for Program Leadership Questions & Answers Feedback Form Objective: All participants will understand the steps involved to becoming Maryland State Department of Education (MSDE) Accredited.

What is MSDE Accreditation? A measurement of quality research-based program standards for early childhood programs managed by the MSDE Division of Early Childhood Development A process of demonstrating and verifying program effectiveness and continuous improvement o Requires program participation o Requires staff and parent participation o Requires MSDE-Approved Validator participation Provides Marylands early care and education providers a way to demonstrate commitment to high-quality early childhood programs.

Vision: Vision: to provide the highest quality learning environments and practices in early childhood settings. Mission: Mission: to prepare and support early care and education programs through the self study and accreditation/validation process. MSDE accredited programs will provide services so that children have the opportunity to reach their potential during their early developmental years. The Accreditation Project Vision & Mission

What Does the Accreditation Project Team do? Validate birth to kindergarten programs / centers Train and approve Project Validators Provide regional orientations Develop resource materials Coach/mentor programs/centers as needed Schedule visits Convene Decision Committees Refer to local Resource and Referral Agencies

Accredited Programs in MD

What is Accreditation Readiness? A time in which all program participants are knowledgeable about the process and are prepared to undertake it Programs have different definitions of readiness Readiness indicates that you have the commitment of your staff and the resources to begin the process Programs should use the Readiness Checklist as a guide in decision-making

Readiness Checklist Stable staff (especially leadership) Internal and external resources (parents on board) Approved curriculum Process for implementing change in a program (evaluations, meetings, communication) Consistency between classrooms

Accreditation Timeline Register Your Program in OARS OARS Review Guide and Instrument Attend Orientation and Deliver Orientation to Staff Indicate Beginning of Process in OARS (2 years starts)

Steps to Accreditation Step 1: Orientation Step 2: Conduct a Self-Appraisal & Complete a Program Improvement Plan Step 3: Program Improvement Visit Step 4: Accreditation/Validation Visit- (MSDE will arrange for an approved Validator to visit) Step 5: MSDE will determine Accreditation status through a Accreditation- Decision Committee

The Self-Appraisal Instrument Standards o They define what a quality program has and does at a broad level (Program Administration, Program Operations, Home and Community Partnerships) Indicators o They define what a quality program has and does at specific levels Best Practices/Rationale o Examples and explanations behind quality practices

Instrument Sample Page II. PROGRAM OPERATION 2.2 STANDARD: The early childhood program utilizes a curriculum that supports each childs development. The curriculum is aligned with the MMSR Framework and Standards for Prekindergarten and Kindergarten/State curriculum and/or Guidelines for Healthy Child Development and Care for Young Children. INDICATORBEST PRACTICES/RATIONALEREQUIRED EVIDENCERATING 2.2.3(a) Listening / Speaking Children are provided with learning experiences that develop effective listening and speaking skills, enabling them to increase the development of oral language in a variety of contexts. Expressive and receptive language is the basis of communication. Research demonstrates that engaging children in conversation about their learning strengthens childrens ability to communicate, express themselves, understand, reason, and solve problems. Children need multiple opportunities to hear language, to develop, and expand vocabulary. English language learners are supported in speaking their home language while learning English. Through a variety of activities in large and small groups, students develop confidence in their abilities to express their needs, choices, feelings, and points of view.* * NAEYC. Developmentally Appropriate Practices in Early Childhood Programs. (1997) o Daily schedules and plans identifying listening/speaking experiences o Modeling and eliciting standard English and complete thoughts o Participating in individual and small group discussions o Participating in teacher-directed and child initiated listening and speaking experiences NPF Program Validator Validator Comments REPRESENTATIVE EXAMPLES o Participating and attending dramatic and musical presentations o Participating in dramatic play PROGRAM EXAMPLES

Using the Instrume nt II. PROGRAM OPERATION 2.2 STANDARD: The early childhood program utilizes a curriculum that supports each childs development. The curriculum is aligned with the MMSR Framework and Standards for Prekindergarten and Kindergarten/State curriculum and/or Guidelines for Healthy Child Development and Care for Young Children. INDICATORBEST PRACTICES/RATIONALEREQUIRED EVIDENCERATING 2.2.3(a) L istening / Speaking Children are provided with learning experiences that develop effective listening and speaking skills, enabling them to increase the development of oral language in a variety of contexts. Expressive and receptive language is the basis of communication. Research demonstrates that engaging children in conversation about their learning strengthens childrens ability to communicate, express themselves, understand, reason, and solve problems. Children need multiple opportunities to hear language, to develop, and expand vocabulary. English language learners are supported in speaking their home language while learning English. Through a variety of activities in large and small groups, students develop confidence in their abilities to express their needs, choices, feelings, and points of view.* * NAEYC. Developmentally Appropriate Practices in Early Childhood Programs. (1997) o Daily schedules and plans identifying listening/speaking experiences o Modeling and eliciting standard English and complete thoughts o Participating in individual and small group discussions o Participating in teacher-directed and child initiated listening and speaking experiences NPF Program Validator Validator Comments REPRESENTATIVE EXAMPLES o Participating and attending dramatic and musical presentations o Participating in dramatic play PROGRAM EXAMPLES

Completing the Rating Members of the self-appraisal team complete their own ratings Members of the self-appraisal team meet to come to consensus on their ratings One Master Copy will be used based on all of the individual ratings

Documented & Observed Some evidence must be supported with documentation Some evidence must be observed in the classroom, general center/school and the playground Programs should organize supporting documentation as required and explained in the Guide

Compiling the Binders Programs maintain three binders o Program Operations o Program Administration o Home and Community Partnerships Evidence in binders should be arranged in the order stated in the Appendix of the Guide Divider Tabs can be downloaded from the MSDE website

Creating a Program Improvement Plan (PIP) One Program Improvement Plan is created for the entire program The Program Improvement Plan includes: o Indicators that were rated N or P o Improvement strategies o Resources o Person(s) responsible o Timeline and completion date

Maryland State Department of Education Early Childhood Accreditation Project Standards for Implementing Quality Early Childhood Programs Appendix E Program Improvement Plan Date: ______________________ Program ________________________________________________________________________ s Program Improvement Plan This form is to be used to develop a program improvement plan for indicators rated Partially Met (P) and Not Met (N) Program Improvement Plan Standards/ Indicators Self-Appraisal Rating IMPROVEMENTS STRATEGIESRESOURCESPer. RespTimeline

Reassessing the PIP Self-appraisal team reassesses the program according to the timeline established in the Program Improvement Plan. The team re-rates each indicator previously rated N or P, recording the date and new rating. Program NPF XX 5/4/10 Validator

Program Improvement Visit Program Improvement Visit is Mandatory Takes the place of the former pre-validation visit Serves as a check-in for the program Offers professional development and technical assistance opportunities Recommended approximately 6 months after beginning the Self-Appraisal process NEW!

MSDE Accreditation Orientation: Part 2 The Validation Visit and the Decision Revised September 2010

Requesting a Validation Visit After self-appraisal and re-evaluation of the program and all documents are complete On OARS account submit request for final Accreditation visit Submit documents with request (partial listing): Completed Master Copy of the Programs Self- Appraisal Completed Program Improvement Plan Copy of most recent OCC Licensing Inspection Report

The Validation Visit Purpose: To verify that the information in the Self-appraisal and documentation is correct.

During the Visit Validators will identify and introduce themselves Observe (in pairs) a random sampling of classrooms Review binders for documented evidence Ask clarifying questions if needed Complete both individual and agreement copies of the Validation Ratings Complete required forms Conduct a brief exit meeting and explain next steps

Exit Meeting Acknowledgements Forms and Signatures o Validation Visit Verification form o Discrepancy of Ratings form Explanation of Next Steps The process is not designed to discuss the program visit or any difference(s) in ratings. (Appendix O) This is a signatory and professional exit event.

Receiving the Decision Final decisions on accreditation/validation are made by the MSDE Accreditation Decision Committee. Once a decision is made, the program is notified and will receive a copy of the report.

Decision Result Options DecisionMeaning Decision 1Approved as accredited/validated. Decision 2Program/center is neither approved or denied. There are relatively minor things that need to be completed in order for the rating to become a Decision 1. The program/center has 1 year to provide evidence that recommended changes have been made. Please note that MSDE does not have a conditional status. Decision 3Program/center has been denied. The program/center will need to start the process over.

Let me grow, play, feel safe, find friends. Allow me to learn about you and them and about me. Provide me opportunities to explore the world through my eyes, and their senses then your wisdom.

Programs must provide evidence of use of a state recommended curriculum or intention to identify a one for use (2007, 2010). Must be aligned with state approved curricula (2004, 2010). Effective June 30, 2009, approved curriculum implemented. Effective April 2010, curriculum is no longer voluntary for any programs seeking MSDE Accreditation. Curriculum fund is available by application.

Reminders (continued) Education o Degrees Lead Teacher must have: o Bachelors degree in Early Childcare; or a o Associates degree with minimum of 15 semester hours in Early Childcare; o Level 5 Maryland credential program (Level 6 is preferred) o MD credentialing program Lead Teachers must be at Level 5 Assistant Teachers must be at Level 2

Licensing (regulatory) o A copy of the programs current OCC license must be submitted to MSDE with the application. o When requesting an Accreditation visit, the program must have a copy of the most recent inspection report. Reminders (continued)

Contact Information Maryland State Department of Education Division of Early Childhood Development 200 West Baltimore Street, 10 th Floor Baltimore, Maryland 21201 Vanessa Jones [email protected] Bonita Winchester [email protected] www.marylandpublicschools.org Getting Started in OARS

Thank you for your commitment to providing quality child care and education! Start Early! Maryland State Department of Education 2010

Documents

Maryland State Department of Education Division of Early Childhood Development MSDE Accreditation Orientation Revised September 2010