Maryland Accreditation

Standards for Implementing Quality

Early Childhood Programs

Maryland State Department of Education

Division of Early Childhood
200 West Baltimore Street, 10th Floor
Baltimore, Maryland 21201

MSDE Copyright © 2016

 TABLE OF CONTENTS

I. Program Administration

1.1 Program Philosophy

1.2 Program Personnel
1.3 Program Continuity
1.4 Program Accountability

II. Program Operation

2.1 Environment (Birth – 6 years)

2.2 Care and Learning Opportunities for Infants and Toddlers
(Birth to 36 Months)
2.3 Curriculum (3 to 6 years)
2.4 Instruction (3 to 6 years)

III. Home and Community Partnerships

3.1 Partnerships (Birth – 6 years)

** This document references the following publication as “The Guide”:

Supporting Every Young Learner: Maryland’s Guide to Early Childhood

Pedagogy, Birth to Age 8. (2015). Baltimore, MD, Maryland State Department of
Education

1
 I. Program
Administration

2
Standard
Program Philosophy
1.1 The early childhood program’s philosophy statement and policies are consistent with early
childhood practices that are age and developmentally appropriate and reflect the role of families.
The written philosophy statement for the early childhood program is used by the staff as the
foundation for planning, for staff development, and for implementation, evaluation, and
continuous improvement of the program.
Indicator Best Practices Rationale

1.1.1 Philosophy The philosophy and mission statement are

integral components of the program. Both reflect
The program has a written philosophy and
the principles of developmentally appropriate
mission statement, which reflect effective early
research and literature-based practices; best
childhood practices; best practices for staff; and
practices for staff; and the role of families in the
an appreciation for diversity and welcoming
education of their children. The philosophy and
individuals of all abilities.
mission statement exhibit a respect and
appreciation for diversity of the global
community and is welcoming of adults and
Required Evidence
children of all abilities.
 Written philosophy and mission statement
The philosophy and mission statement describe
the beliefs and practices of the program related
to children, families, and staff. The philosophy
and mission statement are shared with staff and
families. Staff members are knowledgeable of the
philosophy and mission of the program.

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

3
Standard
Program Philosophy
1.1 The early childhood program’s philosophy statement and policies are consistent with early
childhood practices that are age and developmentally appropriate and reflect the role of families.
The written philosophy statement for the early childhood program is used by the staff as the
foundation for planning, for staff development, and for implementation, evaluation, and
continuous improvement of the program.
Indicator Best Practices Rationale

1.1.2 Program Evaluation Annual program evaluation is a process to help

check the effectiveness of the program; identify
The program establishes and implements a
systemic issues, and consider
process for ongoing program evaluation.
improvements/adjustments. It is also an
Annually, the program conducts a self-evaluation
important way to examine quality, and work to
of the program policies, procedures, and
continually improve your program. Program
practices. The results of the program evaluation
evaluation is a key part of program planning and
are shared with staff, families, and other
continuous improvement.
stakeholders.
The evaluation process is conducted by program
Required Evidence administration, staff, families, and other
 Process for program evaluation and timeline community partners. Quality requires
identification of program goals; assessment of
 Copies of completed annual program
policies and procedures; and the implementation
evaluation
of best practices.
 Program goals for on-going improvement
The results of the program evaluation are used
throughout the year to ensure program
accountability.

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

4
Standard
Program Personnel
1.2 The early childhood program is collaboratively administered, supervised, and implemented
by qualified personnel.
Indicator Best Practices Rationale

1.2.1 Communication Regular communication among program staff

The administrator/supervisor communicates with facilitates the exchange of information and full
program staff regarding developmentally participation in program activities to promote
appropriate strategies for implementation, quality program practices. The
assessment, and accountability. administrator/supervisor implements various
mechanisms for regular communication among
staff. Staff are informed about developmentally
appropriate programming and practices; state
standards; family engagement practices; the
Required Evidence program planning and evaluation process; and
 Staff Meeting Schedule resources to improve performance.
 Staff Meeting Agenda and Minutes
An effective communication system is an integral
 Documentation of ongoing communication
component of a quality program. Formal and
and information shared with staff regarding
informal opportunities allow staff input regarding
developmentally appropriate practices and
the quality of services to children and families;
program planning and evaluation
and opportunities to express concerns and
provide feedback related to program practices.

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

5
Standard
Program Personnel
1.2 The early childhood program is collaboratively administered, supervised, and implemented
by qualified personnel.
Indicator Best Practices Rationale

1.2.2 Staff Evaluation and Ongoing Supervision Staff evaluation is the foundation to identifying
staff strengths, improving staff performance and
The administrator/supervisor conducts staff
program planning. Effective formal and informal
evaluations annually and ongoing as needed.
evaluation processes are used to provide
Results are used to develop Individual Staff
effective feedback related to professional
Development Plans.
development and growth.

Staff evaluations conducted annually identify

strengths, interests, and areas of improvement.
Required Evidence
Information is used to create individual staff
 Staff Evaluation Policy and timeline development plans and ongoing program plans.
 Completed annual staff evaluation tool
Annual staff evaluations support professional
 Individual staff development plan development and growth as well as program
 Copies of staff observations planning and quality. The staff evaluation process
is another component of the program’s
communication system.

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

6
Standard
Program Personnel
1.2 The early childhood program is collaboratively administered, supervised, and implemented
by qualified personnel.
Indicator Best Practices Rationale

1.2.3 Qualification: Early Childhood Educator Early Childhood Educators who are appropriately
Licensed Child Care/Head Start – Early Childhood educated are better prepared to plan and
Educator, responsible for the care and education implement quality, developmentally appropriate
of a group of children from birth through age programs for young children. Knowledge of child
five, must have at least an Associate’s degree in development and best practice is gained through
Early Childhood Education/Child Development or education, experience working with young
related field and must hold a Maryland Child Care children, and ongoing professional development.
Credential of level five.
Programs understand the importance of
Public School – Classroom Educator must have at employing qualified educators and providing
least a Bachelor’s degree in Early Childhood ongoing professional development to enhance
Education/Child Development or related field their knowledge and skills. When the early
and meet Maryland State Certification childhood educator is absent, a qualified
requirements for early childhood education. substitute is provided to ensure continued
program quality.
Required Evidence
Educators are provided job descriptions that
 College Degree reflect expectations in: building relationships with
 Current Maryland Child Care Credential children and families; implementing curriculum;
(Licensed Child Care and Head Start) instructional and assessment strategies; and
 Current Maryland Certification certificate professionalism.
(Public School)
 Job Description

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

7
Standard
Program Personnel
1.2 The early childhood program is collaboratively administered, supervised, and implemented
by qualified personnel.
Indicator Best Practices Rationale

1.2.4 Qualification: Assistant Teacher Assistant Teachers who are appropriately trained
Licensed Child Care/Head Start – Assistant are better prepared to assist with planning and
Teacher working with Early Childhood Teacher implementing quality, developmentally
must have a high school diploma and Maryland appropriate programs for young children.
Child Care Credential of level two or higher. Knowledge of child development and best
practice is gained through education, experience
Public School – Assistant Teacher and/or working with young children, and ongoing
Paraprofessional working with the Classroom professional development.
Teacher must have a high school diploma and
meet Maryland ParaPro requirements. Programs understand the importance of
employing qualified assistant teachers and
Required Evidence providing ongoing professional development to
enhance their knowledge and skills. When the
 High School Diploma early childhood teacher is absent, a qualified
 Current Maryland Child Care Credential assistant teacher will ensure continued program
(Licensed Child Care and Head Start) quality.
 Maryland ParaPro test results (Public School)
Assistant Teachers are provided job descriptions
that reflect expectations in: building relationships
with children and families; facilitating learning;
and professionalism.
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

8
Standard
Program Personnel
1.2 The early childhood program is collaboratively administered, supervised, and implemented
by qualified personnel.
Indicator Best Practices Rationale

1.2.5 Professional Support The cornerstone of a program’s success is the

The program implements policies that provide staff. Teaching staff are responsible for guiding
support to staff in order to meet professional and children's learning experiences in the classroom.
personal needs. The support provided to the teaching staff is
essential to children's learning and program
quality.

Professional support strategies are effective at:

increasing staff retention; promoting personal
Required Evidence
and professional well-being; and improving
 Lesson Planning Policy performance. Adult restroom and lounge
 Evidence of Planning Time separate from children’s activity area; adequate
 Professional Development Opportunities individual storage area for personal belongings;
designated meeting or conference area; and time
for staff members to meet their personal needs
and handle administrative/planning tasks are all
strategies for professional support.

Planning time is an essential professional

support. Educators need a designated time to
think about and plan activities that are engaging,
challenging, and developmentally appropriate.

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

9
Standard
Program Continuity
1.3 The early childhood program utilizes curricula and instructional strategies that ensure
continuity of learning and development for all children.
Indicator Best Practices Rationale

1.3.1 Transition and Continuity of Services Consistency and continuity play an important role
within the program in helping children successfully manage
transitions. Young children develop relationships
Program staff develops transition plans for
with educators and learn to trust or distrust the
children moving to a new group/classroom within
world around them through predictable routines
the program that communicate children’s
and experiences.
individual strengths and needs.
Children grouped by age will likely change
educators and classrooms several times over the
Required Evidence course of their enrollment. It is important to
 Agendas and minutes of recognize that a child who is moving from one
transition/articulation meetings between classroom to another will experience multiple
classrooms losses: a place he or she has come to know and
trust; an educator he or she depends on and
 Evidence of communication with families adores; children he or she has befriended; and
regarding transition within the program routines that help him or her feel secure and
competent. These transitions are handled with
great care.

The goal is a smooth transition that minimizes

any emotional concerns for the child and family,
and maximizes all that is known about the child’s
prior progress so that there are no interruptions
in learning. (p.124, The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

10
Standard
Program Continuity
1.3 The early childhood program utilizes curricula and instructional strategies that ensure
continuity of learning and development for all children.
Indicator Best Practices Rationale

1.3.2 Transition and Continuity of Services Consistency and continuity play an important role
between Licensed Child Care/Head Start and in helping children successfully manage
Local Public School transitions. Transition planning addresses issues
for all children, including children with special
Licensed Child Care/Head Start and Local Public
needs, such as:
School staff collaboratively develop transition
plans for children moving to a new program that
communicate children’s individual strengths and • Ways for the family to facilitate the
needs. child’s health and learning needs
• Written or verbal communication
between program staff that provide
children’s strengths, needs, and interests
Required Evidence • Preparing the child and family for the
 Written transition plan and activities transition
 Evidence of transition activities between The goal is a smooth transition that minimizes
Local Public School and Licensed Child any emotional concerns for the child and family,
Care/Head Start and maximizes all that is known about the child’s
prior progress so that there are no interruptions
in learning. (p.124, The Guide)

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

11
Standard
Program Continuity
1.3 The early childhood program utilizes curricula and instructional strategies that ensure
continuity of learning and development for all children.
Indicator Best Practices Rationale

1.3.3 Schedules and Routines The daily schedule provides a consistent structure
that children can come to expect. A routine that
The program documents daily routines and
children can count on contributes to a sense of
schedules to support continuity of learning.
comfort and security.

The daily schedule needs to be developmentally

appropriate and reflect instruction in the various
domains of development. There is a balance of
quiet and active learning, time to explore at one’s
Required Evidence
own pace to promote independence, and time to
 Daily schedule includes core components of explore with others to build cooperative learning
the day appropriate to the age of the skills. There is a balance between child-directed
children activities and educator-directed activities. There
 Schedules and lesson plans reflect intentional need to be ample opportunities to scaffold
planning for daily transitions instruction during the day. Educators build in
 Daily schedules reflect integrated learning in flexibility to be able to follow the interests of the
all seven domains of learning children.

For children aged two and younger, the schedule

is primarily individual. Group instruction for
children two or younger is optional. (pg. 121-123,
The Guide)
Program Note

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

12
Standard
Program Continuity
1.3 The early childhood program utilizes curricula and instructional strategies that ensure
continuity of learning and development for all children.
Indicator Best Practices Rationale

1.3.4 Intentional Planning Educators strategically plan for and prepare the
learning environment so that children can
The program documents lesson plans to support
naturally engage in developmentally appropriate
continuity of learning and an organized approach
learning activities that accommodate their age,
so that interactions are intentional and goal
experience, and abilities - and that provide
directed.
exposure and practice for children to reach
increasingly challenging goals. As educators plan
for children’s learning, it is critically important
that they set high, achievable expectations for all
Required Evidence
children, including those with unique challenges
 Implementation of State recommended due to physical, cognitive, emotional, or linguistic
curriculum, Public School developed differences. By targeting the particular strengths
curriculum or a curriculum individually and interests of each child, educators are able to
developed by the program and accepted by plan for instruction that supports the
MSDE achievement of their goals.
 Lesson plans reflect implementation of
curriculum and are relevant to children’s Curriculum that is aligned to the Maryland Early
culture and personal interest Learning Standards reflects intentional and
systematic instruction that will advance growth
 Lesson plans meet the needs of each and and learning. Lesson plans reflect the curriculum
every child, are informed by information and allow for strategies to provide opportunities
gained from families, include information for children to be actively engaged in discovery
from IEP/IFSP and other resource personnel and learning. These should include a mix of child-
who may work with a child directed and educator-directed explorations that
 Lesson plans include opportunities for value teachable moments. (pg. 115-120, The
questioning and problem solving; learning Guide)
through play and child initiated discovery;
and children to make choices for how they
work on a project
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

13
Standard
Program Continuity
1.3 The early childhood program utilizes curricula and instructional strategies that ensure
continuity of learning and development for all children.
Indicator Best Practices Rationale

1.3.5 Multiple Assessment Methods Ongoing assessment helps educators understand

Multiple assessment methods are used to if the curriculum and related lesson plans are
identify children’s strengths, needs, interests, effective. The data from assessment helps
and progress. Information about areas of educators know when it is appropriate to jump
development and progress are systematically ahead, or when they need to circle back to cover
collected and documented throughout the material again. Instructional goals are fine-tuned,
program year. and decisions about grouping and re-grouping
children are based on a variety of assessment
data.

Educators regularly observe the developmental

Required Evidence needs and interests of children. Documentation
 Written assessment plan techniques such as anecdotal records, checklists,
 Assessment tools are aligned with Maryland and collection of work samples are used to gain
Early Learning Standards information about each child’s interests,
strengths, and needs. Parent’s knowledge of their
 Evidence of ongoing observations used to
child’s learning and development is solicited and
inform planning
incorporated into ongoing assessment strategies.
 Evidence of informal assessment using
portfolios, checklists, anecdotal notes, work
Attention is given to assessing progress of English
samples, etc.
Language Learners and other children with
 Written plans reflecting differentiation of linguistic differences. There is evidence of
instruction based on assessment classroom assessment accommodations for
children with disabilities. (Chapter 8, The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

14
Standard
Program Continuity
1.3 The early childhood program utilizes curricula and instructional strategies that ensure
continuity of learning and development for all children.
Indicator Best Practices Rationale

1.3.6 Assessment Strategies Assessing children’s development and learning

helps educators better understand individual
Developmentally appropriate assessment informs
children and tailor learning experiences
instruction and is an integral part of daily
accordingly, so that all children reach their full
planning.
potential. Assessment of children is used as part
of the curriculum planning and implementation
cycle.

Understanding the whole child helps educators

Required Evidence
apply the results of assessment in context,
 Evidence of completed assessment tools allowing educators to focus on the strengths of
 Samples of data collected the child and how those can be used to bolster all
areas of learning and development.
 Evidence of differentiation, e.g. grouping
based on assessment data The purpose of assessment is to gain a better
 Strengths and interests of children are understanding of a child’s areas of strengths and
reflected in instructional strategies, e.g. needs, and to adjust instruction to promote
think-pair share, cooperative learning, learning. It is essential that assessments are
problem solving, etc. intentionally linked to child growth,
development, curriculum, and instruction.
Educators continuously review progress and use
that information to modify their teaching to
match the children’s pace of learning, abilities,
and interests. (Chapter 8, The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

15
Standard
Program Accountability
1.4 The early childhood program uses the results of the program evaluation of the early
learning program in planning for overall program improvement.
Indicator Best Practices Rationale

1.4.1 Reporting After conducting the annual program evaluation

The results of the Annual Program Evaluation and and accreditation self-appraisal, the results and
Accreditation Self-Appraisal are reported to the strategies for program improvement are shared
governing body of the early childhood program, with parents, staff, governing bodies, and others
i.e. Board of Directors, Parent Advisory Board, as appropriate.
Board of Education or School Improvement
Team. The program uses the results of the program
evaluation and self-appraisal to develop a
program improvement plan, which includes
Required Evidence
improvement strategies, resources, persons
 Program Improvement Plan responsible, and a timeline for implementation
 A copy of Annual Program Evaluation Report and completion.
 Evidence that program evaluation and
accreditation self-appraisal results were
shared with staff, parents, and governing
body
 Documentation from School Improvement
Team Meetings
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

16
II. Program Operation
2.1 Environment
(Birth to 6 years)

17
Standard
Environment (Birth – 6 years)
2.1 A planned and well-structured learning environment promotes active learning and full
participation for each child.
Indicator Best Practices Rationale

2.1.1(a) Outdoor Environment: Safety Outside play areas are free of sharp or dangerous
The learning environment meets standards for objects, trash, animals and poisonous plants,
safety, toxicity, construction, and cleanliness. The garden sprays, alcohol, tobacco, illegal drugs and
program must comply with zoning requirements, other hazards. The area is well drained and
fire, health, and safety regulations. accessible by safe walkways or paths. If play area
is near a road or unsafe area, a fence provides
security. The outdoor space has at least one area
that provides some protection from the
elements.
Required Evidence
ο Clean Equipment is appropriate for the ages and
ο Well drained abilities of the children and is well maintained.
There is enough portable and stationary
ο Free of clutter
equipment so that children have access without
ο Appropriate storage of outside equipment long waits. Portable equipment is stored in a
ο Appropriate and well maintained playground locked facility.
equipment
ο Appropriate surfaces
ο Shaded/covered area
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

18
Standard
Environment (Birth – 6 years)
2.1 A planned and well-structured learning environment promotes active learning and full
participation for each child.
Indicator Best Practices Rationale

2.1.1(b) Outdoor Environment: Organization of The outdoor environment provides time for
Space children to learn to play together – how to
coordinate their actions for physical activities,
The outdoor space has designated areas and
how to take turns and collaborate, and how to
equipment to support various types of play and
follow directions in a game. The outdoor space
learning.
allows for a variety of opportunities for children
to interact with large groups, small groups, and
individually.
Required Evidence
Equipment stimulates a variety of skills
ο Structures for promoting sensory integration (balancing, climbing, ball play, steering, pedaling,
ο Space for digging, gathering, and etc.) on different levels (tricycles with and
investigating without pedals, different size balls, ramp and
ladder access to climbing structures). Structures
ο Space to play games
provide opportunities for children to crawl, roll,
ο Variety of surfaces to support different types jump, climb, and swing to promote sensory
of play i.e. sand, mulch, dirt, grass, blacktop integration.
ο Space for large group play
ο Space for small group play Adaptations are made or special equipment is
provided for children with disabilities. Outdoor
ο Space for quiet play space has a variety of surfaces permitting
different types of play. (pgs. 139-141, The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

19
Standard
Environment (Birth – 6 years)
2.1 A planned and well-structured learning environment promotes active learning and full
participation for each child.
Indicator Best Practices Rationale

2.1.1(c) Outdoor Environment: Intentional Outdoor time is intentionally linked to the

Learning Opportunities learning occurring indoors so that skills are
reinforced in multiple venues. Children continue
Daily opportunities provided for structured and
to learn through play, exploration, and discovery
unstructured outdoor play as part of the lesson
in the natural environment. Educators ensure
plan/curriculum.
that children are dressed appropriately for daily
outdoor learning experiences.

Authentic materials are available for children to

Required Evidence
construct their learning. Materials are
ο Prop boxes and space to stimulate dramatic developmentally appropriate, safe, and support
play learning goals. There is a mix of materials that
ο Materials for building supports all types of learners so that all children
can work to develop new skills and
ο Materials for drawing and painting
understanding.
ο Instruments and materials to dance, march,
and create sounds Materials are available to support physical
development, stimulate dramatic play, support
music and movement, and promote building,
drawing and creative expression. (pgs. 139-141,
The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

20
Standard
Environment (Birth – 6 years)
2.1 A planned and well-structured learning environment promotes active learning and full
participation for each child.
Indicator Best Practices Rationale

2.1.2(a) Indoor Environment: Safety Instruction is located in clean, safe, and clutter
The learning environment meets standards for free areas. Natural light and ventilation are
safety, toxicity, construction, and cleanliness. The controlled. The environment is planned to avoid
program must comply with zoning requirements, safety problems. Bathroom supplies (toilet paper,
fire, health, and safety regulations. paper towels, soap) are easily accessible to
children. Drinking water is accessible to children.
Furniture and equipment meet standards for
safety, size, durability, toxicity, construction, and Furnishings and materials follow the most recent
cleanliness. safety standards (available through organizations
such as the Consumer Product Safety
Required Evidence Commission). Furniture in the classroom is
sturdy, in good repair, appropriate in size, and
ο Clean addresses the routine care, play, and learning
ο Well lighted and ventilated needs of the children. Furniture is arranged for
ο Free of clutter convenient use.
ο Separate diapering area, if applicable
Furnishings, such as open shelves for safe
ο Furnishings are durable and designed to materials and sturdy storage containers,
support children’s needs encourage appropriate independence. Cozy and
ο Furnishings are appropriate height and size soft areas (e.g. rug, bean bag chair) are available.
ο Developmentally appropriate soft areas Adaptive furniture permits the inclusion of
children with special needs.
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

21
Standard
Environment (Birth – 6 years)
2.1 A planned and well-structured learning environment promotes active learning and full
participation for each child.
Indicator Best Practices Rationale

2.1.2(b) Indoor Environment: Organization of The indoor environment is welcoming, organized,

Space and adaptable for all children. It provides clear,
wide paths for children to move safely. There are
The learning environment reflects effective and
areas for large group discussion and activity as
flexible utilization of available space.
well as areas for small group exploration, with a
logical flow between such areas.

Children of all ages have a space for their

personal belongings, labeled with their name and
Required Evidence
picture. Meeting areas have a soft yet safe floor
ο Space for personal belongings labeled for covering that is inviting to children. Small group
each child meeting areas may have a table to facilitate
ο Large meeting area activities between educators and children.
Children are supported in developing a love of
ο Small meeting area
books both in groups and as an individual activity.
ο Library A variety of books and text materials are a part of
ο A variety of books and text materials in all centers, and are rotated to support subjects
multiple places in the room being explored and the variety of reading levels
ο Calming area within a class. (pgs. 125-127, The Guide)
ο Space is organized to be child centered, All programs have a calming area where children
flexible and accessible to all children can relax. The calming area includes pillows, a
comfortable floor covering and other cozy
furnishings. This is a space where children can
take their own time to relax and compose so they
are ready to move on to a new activity. (p. 134,
The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

22
Standard
Environment (Birth – 6 years)
2.1 A planned and well-structured learning environment promotes active learning and full
participation for each child.
Indicator Best Practices Rationale

2.1.2(c) Indoor Environment: Intentional The environment provides children with choices,
Learning Opportunities offering some control over what they are
choosing and instilling a sense of independence,
The learning environment reflects the goals of
ownership, and pride in the process.
the early childhood program, creating an
environment where learning is integrated across
Items displayed on the walls, bulletin boards, and
domains and the layout of the room is organized
windows reflect learning goals of the program.
to support intentional, integrated learning.
Educators are mindful of clutter and over-
stimulation. Intentionally placed displays also
allow space for the eyes to rest, promoting a
Required Evidence calm aesthetic environment. Items displayed
provide an opportunity to highlight the children’s
ο Displays are at children’s eye level, are hung
imagination, creativity, and experiences. Displays
neatly, and reflect current learning goals
are at children’s eye level and reflect a
ο Walls, windows and bulletin boards have multicultural environment. A skillful educator
intentional displays and are not cluttered builds the environment with the children so that
ο Tubs, trays, bins, baskets, shelves, boxes, and they develop a sense of ownership for the
other items labeled and accessible environment and see a representation of their
work.

Easily moveable furniture and shelves enable

educators to place materials close to their related
learning spaces. Labels on materials help children
easily find materials for use and for clean-up. (pp.
134-135, The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

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23
Standard
Environment (Birth – 6 years)
2.1 A planned and well-structured learning environment promotes active learning and full
participation for each child.
Indicator Best Practices Rationale

2.1.3(a) Fostering Appreciation and Support The learning environment demonstrates respect
for Diversity: Learning Environment for all, promotes authenticity in materials, and
accommodates the areas of diversity identified in
The learning environment promotes an state law (ability, age, gender, ethnicity, sexual
awareness and appreciation of diversity in all its orientation, language, race, region, religion,
forms such that children see themselves as full socioeconomic status). In addition, early
participating members in the global community. childhood educators recognize physical,
cognitive, social and emotional differences as
diversity. (pp. 56, The Guide)
Required Evidence
ο Instructional materials are authentic, Multiculturalism is relevant and supportive of a
accurate, and reflect positive images and diverse staff and family traditions that expand
information about diverse groups farther than the country from where a child’s
ο The environment reflects customs, traditions, ancestors originated. It is reflective of what is in
structure and songs relevant to the culture of our neighborhood and community, honest and
children, families, and staff true, not just dressed up in traditional clothing,
respectful and kind, comprehensive and cross-
curricular. The materials, books, pictures, posters,
artifacts/realia, music, art, and puppets are
authentic in reflecting diversity. The ultimate goal
is to ensure that children are able to “see”
themselves using these objects and to use them
to learn about others.

Early childhood educators are sensitive to read

the cues of the family, respect their values and
priorities for their children and not insert their
own expectations or views. Further,
understanding the role the community plays for
the family is also key. (pp. 67-68, The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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24
Standard
Environment (Birth – 6 years)
2.1 A planned and well-structured learning environment promotes active learning and full
participation for each child.
Indicator Best Practices Rationale

2.1.3(b) Fostering Appreciation and Support The learning environment demonstrates

for Diversity: Intentional Teaching differentiated instruction and accommodates the
areas of diversity identified in state law (ability,
Teaching strategies promote an awareness and
age, gender, ethnicity, sexual orientation,
appreciation of diversity and appreciation of
language, race, region, religion, socioeconomic
diversity in all its forms such that children see
status). The more early childhood educators are
themselves as full participating members in their
able to help children and adults value and respect
early childhood program and in the global
diversity in all of its forms, the further we move
community.
toward living in a more respectful and
cooperative society. Valuing and respecting
diversity needs to be part of the foundation of
Required Evidence education for all children.
ο Evidence of collaboration among children
Skilled educators find ways to identify the unique
ο Activities accommodate various learning contributions each child brings to the learning
styles and are accessible to all children environment and adapt practices, routines, and
ο Activities that promote an understanding and teaching strategies to build upon these
value of diversity in all its forms contributions. Educators help children work
ο Characters in books and social stories used to together across gender, cultural, religious, and
help children understand social interactions, economic bounds, and engage in true
situations, and expectations relevant to collaboration.
children’s personal lives
Early childhood educators recognize that there is
no such thing as a “typical learner” and that any
kind of one-size-fits-all educational approach
does not reach all learners. (p. 63, The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

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25
Standard
Environment (Birth – 6 years)
2.1 A planned and well-structured learning environment promotes active learning and full
participation for each child.
Indicator Best Practices Rationale

2.1.4 Technology Effective uses of technology and media are

Appropriate use of technology and interactive active, hands-on, engaging, and empowering.
media follow a developmental progression in the They give the child control; provide adaptive
way children use technology. scaffolds to help children progress in skill
development at their individual rates; and are
used as one of the many options to support
children’s learning.

Screen time recommendations from public health

Required Evidence organizations are considered when determining
ο Appropriate and equitable shared use of technology use for children birth – 5 years of age.
technology Use of technology with children ages 2 – 6 is
interactive. Any uses of technology and
ο Interactive use of technology
interactive media in programs for children
ο Adults support and scaffold children’s use of younger than 2 years of age is limited to those
technology that appropriately support responsive
interactions between educators and children and
strengthen adult-child relationships.

When used appropriately, and keeping screen

time recommendations in mind, technology and
interactive media have the potential to enhance,
without replacing, creative play, exploration,
physical activity, outdoor experiences,
conversation and social interactions.

(p. 121, 136, The Guide and NAEYC/Fred Rogers

Center position statement)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

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26
II. Program Operation

2.2 Care and Learning

Opportunities for Infants and
Toddlers (Birth to 36 Months)

27
Standard
Care and Learning Opportunities for Infants and Toddlers
(Birth to 36 Months)
2.2 The early childhood program has research-based care and learning opportunities that
support each child’s development and align with Healthy Beginnings: Supporting Development and
Learning from Birth through Three Years of Age.
Indicator Best Practices Rationale

2.2.1(a) Responsive Caregiving: Relationships There is a safe, structured environment with

Relationships between children and educators predictable routines and interesting materials to
promote growth when they are warm, nurturing, explore. Continuity of care is provided by
individualized, and responsive in a reciprocal sensitive, supportive, and dependable educators
manner. who have nurturing, protective and stable
relationships and interactions with infants and
toddlers.(www.zerotothree.org)

Young children’s relationships with their primary

Required Evidence
caregivers have a major impact on their cognitive,
ο Educators position themselves to be linguistic, emotional, social, and moral
physically close to children development.
ο Educators respond to children’s needs
ο Educators make eye contact, use a warm
tone of voice, and are in close proximity to
the child when interacting

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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28
Standard
Care and Learning Opportunities for Infants and Toddlers
(Birth to 36 Months)
2.2 The early childhood program has research-based care and learning opportunities that
support each child’s development and align with Healthy Beginnings: Supporting Development and
Learning from Birth through Three Years of Age.
Indicator Best Practices Rationale

2.2.1(b) Responsive Caregiving: Curriculum To ensure an effective foundation for later

development and success, infant/toddler
Curriculum for very young children is focused on
experiences are designed to meet the individual
social interactions based on consistent and
needs of each child. The developmental
intentional daily routines.
foundation built during this period has lifelong
implications. An individualized curriculum
provides a way for educators-caregivers to be
intentional about the way they support
development and learning in children under 3 and
Required Evidence
ensures that all aspects of development are being
ο Materials in the environment are monitored and appropriately supported in a
intentionally used to support individual child variety of ways.
development.
ο Educators spend time engaged with Daily routines such as diapering, feeding, sleeping
individual children and transitions are individualized to meet the
needs of the each child. Individual needs are
ο Activities are geared towards individual
determined in partnership with families.
needs and the needs of the group
Educators take time to interact with each child in
a consistent manner during daily routines through
verbal and non-verbal communication. Routines
and schedules are flexible to meet the individual
needs of children.
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

29
Standard
Care and Learning Opportunities for Infants and Toddlers
(Birth to 36 Months)
2.2 The early childhood program has research-based care and learning opportunities that
support each child’s development and align with Healthy Beginnings: Supporting Development and
Learning from Birth through Three Years of Age.
Indicator Best Practices Rationale

2.2.2 Social/Emotional Development From birth, children learn about the world by
touching, tasting, smelling, seeing, and hearing.
Educators support the development of positive
Sensory play also contributes in crucial ways to
and secure relationships and growing
brain development. Stimulating the senses sends
independence of children.
signals to children’s brains that help to strengthen
neural pathways important for all types of
learning. For example, as children explore sensory
materials, they develop their sense of touch,
which lays the foundation for learning other skills,
Required Evidence
such as identifying objects by touch, and using
ο Opportunities for children to self-soothe and fine-motor muscles. Experiencing and
calm down throughout the day differentiating the characteristics of sensory
ο Opportunities to develop self-help skills such materials is a first step in classification and sorting
as potty learning, dressing, feeding – an important part of science learning and
discovery.
ο Opportunities to attend to and persist at a
variety of tasks

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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30
Standard
Care and Learning Opportunities for Infants and Toddlers
(Birth to 36 Months)
2.2 The early childhood program has research-based care and learning opportunities that
support each child’s development and align with Healthy Beginnings: Supporting Development and
Learning from Birth through Three Years of Age.
Indicator Best Practices Rationale

2.2.3 Sensory and Exploration Very young children interact with the world
through their senses, touching, looking and
Each child is provided the opportunity to explore manipulating objects and materials to learn about
a variety of sensory and cognitive experiences them. Sensory experiences stimulate touch,
with support and stimulation from the staff. smell, taste, sight and hearing. Sensory activities
allow children to naturally explore materials and
their environment. Providing children with a
variety of tactile experiences helps develop the
sense of touch and fine motor skills. As children
Required Evidence
explore water, sand, dirt, dough, paints, and
ο Access to appropriate materials for other mediums they have the opportunity to
exploration build on prior experiences to create new learning.
ο Educators support children’s explorations
and persistence through questioning, Educators’ interactions with children during
guidance, and communication sensory exploration allow the children to learn
more about the materials and objects they are
ο Evidence of a variety of sensory based
using. Educators support learning by giving
experiences
language and words for children to use while
playing. Educators regularly change materials to
promote exploration and learning. Educators vary
their interactions with children during sensory
play to meet individual needs.
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

31
Standard
Care and Learning Opportunities for Infants and Toddlers
(Birth to 36 Months)
2.2 The early childhood program has research-based care and learning opportunities that
support each child’s development and align with Healthy Beginnings: Supporting Development and
Learning from Birth through Three Years of Age.
Indicator Best Practices Rationale

2.2.4 Communication Skills Educators provide opportunities for infants and

toddlers to observe and practice communication
Educators support emerging communication
skills by imitating the behaviors of others.
skills by providing daily opportunities for children
Educators talk to children during play and routine
to interact with others and express themselves
activities, maintaining eye contact with the
freely.
children. They repeat what children say, adding
words and ideas when appropriate. However,
they maintain a balance between listening and
talking, allowing wait time for the child to
Required Evidence
respond.
ο Conversation occurs during responsive
caregiving routines Educators encourage language development by
ο Educators use wait time to allow children to engaging infants and toddlers in a variety of
reciprocate conversations language activities using songs, finger plays,
stories, books, puppets and games.
ο Nonverbal interactions, positive facial
expressions, gestures, touching, holding and
positive body language used
ο Open-ended conversation encouraged
ο Communication includes: questioning,
reading, naming objects, repeating child’s
sounds/words and expanding their
vocabulary
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

32
Standard
Care and Learning Opportunities for Infants and Toddlers
(Birth to 36 Months)
2.2 The early childhood program has research-based care and learning opportunities that
support each child’s development and align with Healthy Beginnings: Supporting Development and
Learning from Birth through Three Years of Age.
Indicator Best Practices Rationale

2.2.5 Gross Motor Development A comprehensive program for infants and

toddlers encourages play and active exploration
Educators support the development of gross
to support the development of gross motor skills
motor skills such as grasping, pulling, pushing,
and enhance self-confidence, independence, and
crawling, walking, and climbing.
autonomy. It allows infants to self-initiate motor
development such as rolling, sitting, and walking
at their pace. The program provides space for
crawling on a variety of surfaces and low sturdy
furniture for children to pull themselves up with
Required Evidence
or to hold on to while walking. The program also
ο Indoor and outdoor equipment and materials provides padded and safe play structures for
encourage gross motor development exploration and surfaces that are appropriately
ο Variety of experiences to support cushioned.
development such as rolling, sitting, walking,
crawling A convenient outdoor area where infants and
toddlers are separated from older children is
available for daily use. Materials and equipment
used daily indoor or outdoor stimulate a variety
of large muscle skills (crawling, walking,
balancing, climbing, ball play).
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

33
Standard
Care and Learning Opportunities for Infants and Toddlers
(Birth to 36 Months)
2.2 The early childhood program has research-based care and learning opportunities that
support each child’s development and align with Healthy Beginnings: Supporting Development and
Learning from Birth through Three Years of Age.
Indicator Best Practices Rationale

2.2.6 Fine Motor Development Educators provide opportunities for infants and
Educators support the development of fine toddlers to practice the coordination of
motor skills that encourage control and specialized motions (e.g. grasping, reaching,
specialized motions, using eyes, mouth, hands, pulling up, using hands, stacking, releasing
and feet. objects). A variety of age-appropriate materials of
different types, color, size, shape, and texture are
available for daily use. Toddlers have access to
objects for carrying, such as balls or baskets, as
well as, simple puzzles, nesting toys, stacking
Required Evidence
toys, toys with handles and pop-beads.
ο Variety of experiences to grasp, reach, pull,
push, stack and/or release objects
ο Access to appropriate materials for
developing fine motor skills

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

34
Standard
Care and Learning Opportunities for Infants and Toddlers
(Birth to 36 Months)
2.2 The early childhood program has research-based care and learning opportunities that
support each child’s development and align with Healthy Beginnings: Supporting Development and
Learning from Birth through Three Years of Age.
Indicator Best Practices Rationale

2.2.7 Fine Arts Fine arts experiences are adapted to the

developmental level of children this age. Very
Educators provide opportunities for children to
young children need opportunities to explore
be exposed to and to explore the visual and
materials, rather than create a finished product.
performing arts.
The program recognizes the child’s active role in
learning and offer opportunities for children to
construct and elaborate meaning. It includes
stimulating imagination through drama and other
language-rich experiences, as well as, engaging in
Required Evidence
dialogues to learn about others, enhance
ο Opportunities to engage in music/song communication skills, and expand vocabulary.
ο Props and materials for imaginary play
Educators encourage children to represent their
ο Open ended art exploration
thoughts and ideas symbolically, with a focus on
the process of self-expression, rather than a
finished product. The role of the educator is to
provide a variety of materials, including materials
that represent a variety of cultures, and
opportunities to support children’s self-
expression.
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

35
Standard
Care and Learning Opportunities for Infants and Toddlers
(Birth to 36 Months)
2.2 The early childhood program has research-based care and learning opportunities that
support each child’s development and align with Healthy Beginnings: Supporting Development and
Learning from Birth through Three Years of Age.
Indicator Best Practices Rationale

2.2.8 Problem Solving Problem solving is the foundation of a young

child’s learning. It must be valued, promoted,
Children engage in hands on experiences.
provided for, and sustained in the early childhood
Children have time to find solutions to
classroom. Opportunities for problem solving
challenging situations.
occur in everyday context of a child’s life. By
observing the child closely, educators can use the
child’s social, cognitive, movement, and
emotional experiences to facilitate problem
solving and promote strategies useful in the
Required Evidence
lifelong process of learning. By exploring social
ο Encouragement to complete simple tasks relationships, manipulating objects, and
independently interacting with people, children are able to
ο Educators support children’s explorations formulate ideas, try these ideas out, and accept
and persistence through questioning, or reject what they learn. It is this discovery
guidance, and communication within the problem solving process that is the
vehicle for children’s learning.
ο Opportunities for children to engage in new
experiences, try new things and discover
solutions

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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36
II. Program Operation

2.3 Curriculum
(3 to 6 years)

37
Standard
Curriculum
(3 to 6 years)
2.3 The early childhood program utilizes curriculum that supports each child’s development.
The curriculum is aligned with Maryland’s early learning standards.
Indicator Best Practices Rationale

2.3.1 Curriculum Content The Maryland Early Learning Standards define

The curriculum content is integrated and includes key aspects of development and learning that are
concepts for all areas, while being appropriate for the foundation for a child’s success in learning.
the age and level of development of each child. Seven domains are identified as key areas of
development for preschool –aged children.
Understanding the developmental characteristics
of young learners provides a frame of reference
so that early childhood educators can anticipate
and plan for a continuum of children’s learning.
Required Evidence
ο Learning experiences are interesting and Taking all of the domains of development into
appropriately challenging consideration and adding temperament,
ο A variety of materials are used for children to personality, interests, family culture, and
engage in learning that fits within the wellness into the unique profiles of a child’s
curriculum knowledge, skills, and attitudes toward life and
learning is taking a whole child view. This is
ο Opportunities for practicing skills are
important when considering the development of
integrated across the curriculum
a child because looking at a specific domain
ο The needs of the individual child are balanced informs what to teach and how to build-up
with the needs of the group individual skills in a child. Looking at the whole
ο Evidence of learning experiences occurring in child informs how to teach including approaches
all domains differentiation individualization, and pace.
Providing ways for children to demonstrate
understanding gives each child the opportunity
to express their abilities and interest as
individuals. (pp. 21, 26, 29, The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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38
Standard
Curriculum
(3 to 6 years)
2.3 The early childhood program utilizes curriculum that supports each child’s development.
The curriculum is aligned with Maryland’s early learning standards.
Indicator Best Practices Rationale
Young children’s attention, self-regulation and
2.3.2 Social Foundations social behaviors are as important as cognitive
Children are provided opportunities to engage in abilities as predictors of later academic success.
playful learning to support social foundations Social foundations include the skills necessary to
skills. regulate one’s own behavior and emotions,
develop healthy relationships with adults and
other children, and create a sense of positive
identity. It focuses on children’s approaches to
learning including: their willingness to initiate,
Required Evidence engage, and sustain participation in different
learning activities; their ability to demonstrate
ο Age appropriate classroom rules written in
control through executive function skills; and
positive terms are posted
self-regulation to remain on task in the face of
ο Intentional activities that promote distractions and comply with rules, routines and
appropriate behavior such as: expectations.
 Class meetings/circle time discussions
 Small group interactions Skilled early childhood educators intentionally
 Paired activities plan for and help young children learn how to
 Role playing develop healthy relationships with adults and
 Small group problem solving other children.
ο Educators use visual cues and social stories to Educators and children generate classroom rules
support conflict resolution and self-regulation together and decide on appropriate
strategies consequences throughout the year. Social
ο Educators model positive social interactions conflicts between children are used as a learning
with all children and adults experience with educators providing guidance
and support to help children resolve conflicts.
ο Educators have respectful interactions with
(pp. 22, 81, The Guide)
children
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

39
Standard
Curriculum
(3 to 6 years)
2.3 The early childhood program utilizes curriculum that supports each child’s development.
The curriculum is aligned with Maryland’s early learning standards.
Indicator Best Practices Rationale
Executive function is part of social foundations
2.3.3 Executive Function and includes working memory (i.e. short term
The development of approaches to learning and memory), so that children are able to hold
executive function skills facilitate and support the information in their mind and recall it when
process of learning. needed, and cognitive flexibility, so that children
are able to engage in problem solving and
symbolic representation. Inhibitory control, the
ability to control one’s impulses, is also an
executive function skill.
Required Evidence
Working memory and mental flexibility
ο Visual cues to guide children’s choices and strengthen as children gain, through practice, the
decisions in social situations ability to wait for their turn, return to interrupted
ο Visual cues to help children plan their play work, or wait for the educator’s attention (and
and work remember why they wanted to talk to their
educator). Early childhood educators
ο Opportunities to engage in play such as:
continuously support children in building
 Role playing
executive function because it influences learning
 Turn taking
at all stages.
 Rule making
 Making choices Throughout the day, skilled educators look for
ways to introduce and extend exposure to the
types of executive function skills that will serve
children long into the future. This includes those
skills that facilitate and support the process of
learning, such as a child’s willingness to initiate,
engage, sustain participation in different learning
activities, and the ability to demonstrate control,
so that they can remain on task in the face of
distractions. (pp. 22, 83, The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

40
Standard
Curriculum
(3 to 6 years)
2.3 The early childhood program utilizes curriculum that supports each child’s development.
The curriculum is aligned with Maryland’s early learning standards.
Indicator Best Practices Rationale

2.3.4(a) Language Arts: Listening & Speaking Early childhood educators promote opportunities
Children are provided with learning experiences for speaking and listening by modeling the role of
that develop effective listening and speaking the speaker as well as the listener throughout the
skills, enabling them to increase the development day. Engaging children in conversation, making
of oral language in a variety of contexts. eye contact and asking questions help children
develop their speaking and listening skills.
Children will learn how to take turns during a
discussion and to ask questions. Children need
opportunities to work in pairs to share
Required Evidence
information, take turns speaking and listening,
ο Teaching staff model and elicit standard and ask other children to repeat what was said to
English and complete thoughts help develop their listening and speaking skills.
ο Opportunities for children to listen and (pp. 87-88, The Guide)
respond to daily read-aloud
Children need multiple opportunities to hear
ο Opportunities for children to increase
language to develop and expand vocabulary.
vocabulary through listening activities
English language learners are supported in
ο Opportunities for children to participate in speaking their home language while learning
individual and small group discussions English. Through a variety of activities in large
ο Opportunities for children to speak to inform, and small groups, children develop confidence in
to question, to retell, and to dramatize using their abilities to express their needs, choices,
complete thoughts feelings, and points of view.
ο Opportunities for children to participate in
process drama
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

41
Standard
Curriculum
(3 to 6 years)
2.3 The early childhood program utilizes curriculum that supports each child’s development.
The curriculum is aligned with Maryland’s early learning standards.
Indicator Best Practices Rationale

2.3.4(b) Language Arts: Reading To promote print awareness and concepts,

children have regular exposure to books to see
Learning experiences in the reading foundational
how spoken words are represented in print.
skills are provided for children, including print
Educators help young children make connections
awareness, phonological awareness, fluency,
to print in books as well as in the environment.
comprehension, and vocabulary development.
Phonemic awareness and phonics are elements
of phonological awareness and precursors to
emerging reading skills. Educators use systematic
Required Evidence
instruction where there is a deliberate and
ο Educators model and implement age sequential focus on building relationships
appropriate reading strategies, e.g. between sounds and letter symbols so that
fingerplays, rhyming, picture matching, children can begin to decode new words.
phonics and phonemic awareness activities, Educators also help children develop recognition
and comprehension strategies of sight words.
ο Classroom library contains 2-3 books, of Educators model fluency through read-aloud
various genres, per child. stories and provide opportunities to read and re-
ο Educators intentionally use functional and read familiar texts. Literature and informational
environment print texts are used to expose children to a variety of
ο Children are provided opportunities for genres.
choral reading Educators provide strategies and activities to
ο Children are given feedback to promote the build children’s vocabulary and comprehension.
development of reading foundational skills By asking questions or having children make
ο Children are provided opportunities to read choices, educators are supporting
for enjoyment comprehension skills and vocabulary growth. (pp.
88-91, The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

42
Standard
Curriculum
(3 to 6 years)
2.3 The early childhood program utilizes curriculum that supports each child’s development.
The curriculum is aligned with Maryland’s early learning standards.
Indicator Best Practices Rationale

2.3.4(c) Language Arts: Writing Skilled early childhood educators make writing a
part of every center in the classroom, so that
Daily writing instruction includes opportunities to
children have many opportunities throughout the
write for a variety of intentional purposes.
day to practice. Writing is an effective means for
expressing ideas that can be shared with others,
rather than a laborious task of practicing
penmanship.

Educators help children understand that

Required Evidence
thoughts and ideas can be represented in
ο Children are provided opportunities for drawing and writing and that those convey
intentional writing to express ideas meaning. Children are encouraged to express
ο Educators model writing during shared ideas using shapes, symbols, drawings, or
writing, class book creation, language dictating words and phrases. Children may use
experience charts, and dictation inventive spelling, while adults model “adult
writing” when a child is dictating a story. (p. 92,
ο Writing center with varied materials are
The Guide)
available daily
ο Variety of writing materials available in all
learning centers
ο Child generated books are displayed and
available to children

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
__ Not Met __Partially Met __Fully Met __ Not Met __Partially Met __Fully Met

43
Standard
Curriculum
(3 to 6 years)
2.3 The early childhood program utilizes curriculum that supports each child’s development.
The curriculum is aligned with Maryland’s early learning standards.
Indicator Best Practices Rationale

2.3.5 Mathematics Early childhood educators create opportunities

The curriculum includes mathematics content for children to learn and manipulate
and process outcomes that support children’s mathematical ideas and concepts through play,
ability to solve problems, reason, and make and exploration, and analysis. They are aware of how
communicate connections. to build on children’s experiences and
intentionally incorporate math into everyday
learning across the curriculum. The five strands
of math are counting and cardinality, operations
and algebraic thinking, measurement and data,
Required Evidence
geometry, and number and operations in base
ο Children are provided opportunities for ten.
hands-on activities that support
mathematical concepts e.g.: counting, Educators use children’s natural interest in math
graphing, sorting, weighing, measuring, to enhance their experiences in preschool and
subitizing, comparing, etc. school, using the following practices:
ο Materials/manipulatives are available for • Establish number and operations as a
children to explore and practice math foundational content area
concepts daily • Incorporate math in other content areas
• Use progress monitoring to guide
ο Educators use and encourage mathematical
instruction
vocabulary throughout the day
• Focus on teaching children to view the
ο Educators integrate mathematical concepts world mathematically
into all content areas and learning centers • Intentional daily math instruction
ο Educators promote exploration and inquiry
through the use of questioning
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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44
Standard
Curriculum
(3 to 6 years)
2.3 The early childhood program utilizes curriculum that supports each child’s development.
The curriculum is aligned with Maryland’s early learning standards.
Indicator Best Practices Rationale

2.3.6 Science Educators help children develop scientific

thinking skills while exploring the natural and
The curriculum emphasizes skills and processes
physical world around them. As children explore
and engages children in activities that include
with sand and water, cook, garden, or care for a
real-life connections and problem-solving
pet they are recognizing patterns, making
opportunities.
predictions, and formulating answers to
questions. The educator’s role is to bring the
scientific vocabulary to these activities and ask
children questions that expand their thinking.
Required Evidence
ο STEM is integrated in all learning centers and Using inquiry-based and problem-based learning,
content areas educators guide children toward the scientific
ο Authentic use of science vocabulary in processes of observation, prediction, and
functional print and literature investigation. Young children use information
from science, technology, engineering and
ο Children are provided opportunities to ask
mathematics (STEM) while engaged in activities
questions, explore, and observe materials
that include real-life connections and problem-
and phenomena
solving opportunities. (pp. 97-99, The Guide)
ο Children are provided opportunities to make
comparisons between objects and materials
ο Variety of tools and multisensory materials
that support curriculum implementation
ο Educators use questions that promote
exploration and inquiry
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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45
Standard
Curriculum
(3 to 6 years)
2.3 The early childhood program utilizes curriculum that supports each child’s development.
The curriculum is aligned with Maryland’s early learning standards.
Indicator Best Practices Rationale

2.3.7 Social Studies Early childhood educators help children

understand their sense of self-identity and the
The curriculum focuses on key knowledge,
part they play in their family, the early childhood
concepts, skills and attitudes in the areas of
program, and the community. Educators help
history, government, economics, geography, and
children value diversity and recognize the
peoples of the nations and world.
important role that each person plays in building
a strong and vibrant society. The social studies
program enables children to participate
effectively in the groups to which they belong.
Required Evidence
Democratic and participatory school and
ο Age appropriate classroom rules written in classroom environments are essential to this type
positive terms are posted of real world learning. (pp. 99-100, The Guide)
ο Authentic materials representing social
studies concepts (e.g. books, music, dolls, The social studies program focuses on
globes, and/or maps of classroom, school, opportunities for children to learn about
U.S., world, etc.) themselves, their community and the world.
Learning takes place in the context of openness
ο Authentic opportunities to learn about
and appreciation for diversity of culture, and
people and their roles
respect for similarities and differences among
ο Authentic use of social studies vocabulary people. Activities that foster citizenship skills and
ο Variety of print materials (newspapers, an understanding of the unique qualities and
magazines, books, original photographs, etc.) characteristics of others promote cooperative
ο Children are provided opportunities to work learning and achievement of common goals.
collaboratively with peers
ο Social studies activities are integrated in all
learning centers and content areas

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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46
Standard
Curriculum
(3 to 6 years)
2.3 The early childhood program utilizes curriculum that supports each child’s development.
The curriculum is aligned with Maryland’s early learning standards.
Indicator Best Practices Rationale

2.3.8 Fine Arts Opportunities to engage with the arts are

Fine arts curriculum provides regular integrated throughout the curriculum. Children
opportunities for children to create, perform, and have multiple opportunities for the following:
respond to quality and culturally diverse • Creating new art in all its forms
experiences in visual art, music, theatre, and • Performing, presenting, and producing
dance. art in all its forms
• Responding to all forms of art
• Connecting with art in a personally and
Required Evidence culturally meaningful way
(pp.101-102, The Guide)
ο Opportunities for children to engage in
creative movement, dance and music Instruction in the arts is focused on the process
ο Opportunities for children to analyze, of creating and engaging in art rather than the
interpret, and select artistic work for end product. Young children have time to explore
presentation materials in multiple ways. Early childhood
ο Children’s creative work is labeled with name educators recognize the value in stand-alone
and displayed in the classroom/program experiences with the arts, but also find ways to
integrate the arts into all curricular areas.
ο Utilization of various music forms i.e.: Children have the opportunity to engage in
classical, folk, country, lullabies, cultural independent art experiences and educator-
music, etc. guided art experiences.
ο Children are provided opportunities to relate
personal experiences and knowledge to
various forms of art
ο Fine arts are integrated in all content areas
and learning centers
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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47
Standard
Curriculum
(3 to 6 years)
2.3 The early childhood program utilizes curriculum that supports each child’s development.
The curriculum is aligned with Maryland’s early learning standards.
Indicator Best Practices Rationale

2.3.9 Physical and Health Education Early childhood educators help children learn
self-care routines such as hand washing, and
Physical education promotes development of
following basic safety rules. Educators help
healthy lifestyles through daily opportunities for
facilitate the physical development of young
children to develop motor skills, participate in
children by providing opportunities for motor
exercise/physical activities, and health/safety
development, both gross and fine motor, that are
practices.
foundational for developing pre-writing skills,
eye-hand coordination, and instilling routines
that promote healthy lifestyles.
Required Evidence
Children need many opportunities both indoors
ο Children are provided daily opportunities to
and outdoors to engage in activities that promote
use indoor and outdoor equipment that
gross motor skills, connect with nature, and
promote fine and gross motor skills (climbers,
develop social foundation skills. Rigorous play
balance beam, balls, bean bags, etc.)
gives children a chance to discharge energy and
ο Educators provide guidance and practice in join with peers in developmentally appropriate
the healthy habit of hand-washing. interactions.
ο Educators intentionally implement indoor
and outdoor learning centers that include Regular intervals of physical activity help support
activities and/or games promoting movement brain development and allow children to learn by
skills doing, and respond to environmental inputs.
ο Educators provide appropriate modifications (pp.84-87, The Guide)
and accommodations for children with
disabilities

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

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II. Program Operation

2.4 Instruction
(3 to 6 years)

49
Standard
Instruction
(3 to 6 years)
2.4 Curriculum is delivered through instructional strategies which support each child’s
development and attainment of Maryland early learning standards.
Indicator Best Practices Rationale

2.4.1 Learning Through Play Research continues to provide evidence that

Daily activities include time for free and guided playful learning supports social foundations,
play to provide learning opportunities that are promotes the development of executive function
integrated across domains. skills, and impacts cognitive development. Free
play, such as recess is the time that children
spend in a less structured setting and are able to
independently initiate and practice activities or
games. There is a higher degree of independence
and choice. Guided play is initiated by the
Required Evidence
educator and is more structured. Learning
ο Learning centers/Interest areas reflect centers (traditional interest areas or literacy
domains of learning based) are examples of guided play.
ο Children are provided daily opportunities for
children to choose where to play The skilled educator ensures that play is
purposeful and serves as a vehicle for learning
ο Children are provided daily opportunities for
concepts taught in a more structured setting.
children to choose materials for play
Thus, guided play promotes the development of
ο Materials are easily accessible to children social foundation skills as well as academic skills.

Through intentional engagement with learning

materials, play, child-directed learning, and
educator-directed instruction, opportunities are
provided for children to practice skills and
concepts of the domains of learning. (pp. 81-82,
The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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50
Standard
Instruction
(3 to 6 years)
2.4 Curriculum is delivered through instructional strategies which support each child’s
development and attainment of Maryland early learning standards.
Indicator Best Practices Rationale

2.4.2 Independent Learning Exploration Materials that encourage open-ended thinking

and active participation are an integral part of
Independent learning provides opportunities for
daily application and follow-up learning.
children to explore, experiment, question,
Educators facilitate learning based on the
investigate, and problem-solve. Children take
understanding of each child’s developmental
responsibility for their learning.
strengths and needs and use independent
learning opportunities to observe and record
children’s performance. This is a dynamic process
between the educator and child with the
Required Evidence
educator being the facilitator and the child
ο Learning centers/Interest areas are accessible becoming the investigator.
to all children
ο Daily schedule provides adequate time for Independent learning is an integral part of each
children to immerse themselves in day. Educators provide time for children to
independent learning exploration immerse themselves in learning without the
pressure of a quick rotation from one center/task
ο Appropriate equipment, manipulatives and
to the next. A tremendous amount of
materials are accessible
development happens as children work within
ο Children are engaged in independent learning learning centers.
activities
ο Authentic objects and props are utilized by Learning center goals are linked to the goals of
children daily the curriculum. Educators are mindful of
connecting the opportunities in learning centers
to the domains of development, providing
multiple modalities, and offering multiple levels
of tasks so that all learners can work together but
on different activities within a learning center.
(pg. 128, The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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51
Standard
Instruction
(3 to 6 years)
2.4 Curriculum is delivered through instructional strategies which support each child’s
development and attainment of Maryland early learning standards.
Indicator Best Practices Rationale

2.4.3 Authentic Learning Instruction is presented in the context of the

child’s world and related in a meaningful way to
Instruction integrates concepts of curriculum into
real-life experiences. Educators facilitate learning
developmentally appropriate practices and
based on children’s prior experiences,
relates in a meaningful way to children’s real life
documented observations, and work samples as
experiences.
part of their ongoing assessment of children’s
strengths and needs. As part of daily instruction,
educators facilitate opportunities for children to
investigate, apply, and extend their learning.
Required Evidence
When educators provide home/school
ο Educators provide topics/discussions relevant connections, children are able to extend and
to young children’s interests and needs apply their learning outside the classroom. The
ο Educators provide hands-on learning planning process includes alignment with
opportunities curricular objectives across content areas.
ο Classroom activities reflect children’s prior
experiences

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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52
Standard
Instruction
(3 to 6 years)
2.4 Curriculum is delivered through instructional strategies which support each child’s
development and attainment of Maryland early learning standards.
Indicator Best Practices Rationale

2.4.4 Instructional Strategies Educators align instructional practices,

Instruction is based upon children’s individual curriculum, and assessment methods for the
needs, interests, strengths, and learning styles. purpose of facilitating each child’s learning. To
help children to acquire new skills and concepts,
educators select from a range of strategies,
including: asking open-ended questions; offering
cues and prompts; listening attentively to
children’s responses and giving them enough
time to express themselves; demonstrating skills;
Required Evidence
adding more complex materials or concepts to a
ο Educators provide opportunities and learning situation; and providing opportunities
activities that meet children’s needs: for cooperative learning.
 Cooperative learning experiences
 Exploratory learning centers Because there is no such thing as a “typical
 Differentiated tasks learner” and any kind of one-size-fits-all
 Scaffolding educational approach does not reach all learners,
ο Educators implement strategies that children of all abilities need a variety of
encourage higher level thinking skills such as opportunities to access curriculum and
 Open-ended, higher level questions, assessments. Educators provide multiple and
and investigation flexible ways for children to demonstrate what
 Cooperative learning strategies they have learned. Educators also have multiple
 Problem solving strategies and flexible means of engaging the learner so
that all children are motivated to learn. (p. 63,
ο Balance of educator-directed and child-
The Guide)
initiated experiences
ο Multiple and flexible means for children to
express and engage in learning

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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53
Standard
Instruction
(3 to 6 years)
2.4 Curriculum is delivered through instructional strategies which support each child’s
development and attainment of Maryland early learning standards.
Indicator Best Practices Rationale

2.4.5(a) Management Strategies: Transitions Children are learning important life skills as they
transition from one activity to another. Transition
Instruction incorporates management strategies
times are opportunities for developing social
which facilitate logical and organized transitions
foundation skills. In this, educators help children
and routines.
learn how to manage choices and change, how to
plan their time, how to follow directions, how to
work collaboratively, and how to learn
responsibility. The main idea is that transitions
are a time for learning, too.
Required Evidence
ο Wait time is limited for children during The classroom community is organized and
transitions structured. The children are aware of
ο Educators use a variety of strategies to signal expectations and daily routines. Children and
a transition is approaching educators share responsibility for the classroom.
Minimal amounts of time are spent getting ready,
ο Educators use a variety of behavior
sitting, and listening. Sufficient time is allocated
management strategies that result in positive
for transitions to allow children to clean up and
learning behaviors (e.g., acknowledging
prepare for the next activity. Educators use a
positive behavior of children, avoidance,
variety of strategies to signal a transition, e.g.
ignoring, etc.)
rhythmic clapping, finger play, son, dimming the
ο Children know routines lights, ringing a bell, music, or verbal
ο Visual schedule is posted to assist children announcement. (p. 123, The Guide)
with daily routines

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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54
Standard
Instruction
(3 to 6 years)
2.4 Curriculum is delivered through instructional strategies which support each child’s
development and attainment of Maryland early learning standards.
Indicator Best Practices Rationale

2.4.5(b) Management Strategies: Behaviors Early childhood educators use positive strategies,
e.g. re-direction, to support children’s
Instruction incorporates management strategies
appropriate behaviors. Educators’ responses are
which facilitate and promote positive behavior.
consistent in guiding behavior to meet each
child’s developmental needs.

When problems arise, the educator responds

quickly to support the child and maintain the
safety and flow of the classroom.
Required Evidence
ο Educators use visual cues that support Children are actively involved in creating
classroom expectations solutions to classroom challenges.
ο Children know classroom rules and
expectations so they can function with Classroom activities and expectations are
appropriate adult supports based on age and appropriate to the age and developmental needs
developmental need of children. Educators are intentional in teaching
positive social interactions to all children. (pp. 70-
73, The Guide)

Program Notes

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55
III. Home and
Community
Partnerships

3.1 Partnerships
(Birth – 6 years)

56
Standard
Partnerships
(Birth – 6 years)
3.1 Family and community partnerships support the success of early learning programs.
Indicator Best Practices Rationale

3.1.1 Communication with Families Designing effective forms of communication

Expectations and information about early about programs and program activities helps
learning programs are disseminated on an bridge the gap between families and programs.
ongoing basis and allow for family input. Effective communication provides opportunities
for parents to communicate information
regarding their children’s strengths and needs,
and their expectations for their child.

Expectations for early learning programs and

Required Evidence
plans for implementing them are disseminated to
 Registration/Enrollment materials parents on an ongoing basis.
 Parent/Family Handbook
Scheduling activities at times convenient and
 Evidence of ongoing family communication flexible for parents encourages family
participation.

Programs encourage family engagement by co-

creating a monthly calendar of events that
highlight adult and family-child opportunities in
the program, as well as in the community. (pp.
37-41, The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

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57
Standard
Partnerships
(Birth – 6 years)
3.1 Family and community partnerships support the success of early learning programs.
Indicator Best Practices Rationale

3.1.2 Supporting Child Development Effective family engagement strategies create a

culture of high expectations in programs where
Families, community members, and staff
family members support learning at home and
collaborate to promote child development and
monitor their children’s performance. They
learning at home.
advocate for their children and are active in
guiding their education.

Families are respected as the experts on their

children. Educators engage families about their
Required Evidence
hopes and dreams for their children. Families are
 Evidence of family education and outreach asked about any ideas or concerns they may
containing information about child have regarding collaboration and involvement.
development and learning Educators take the time to listen to family ideas
 School readiness materials shared with and concerns, as well as invite them to
families continuously share input. Educators and families
work together to set goals and identify ways in
which they can work together to achieve those
goals.

Educators share information about evidence-

based family programs to support specific family
engagement goals. These goals may focus on
literacy, comprehensive family support, home
visiting, or school readiness goals. Strategies that
encourage engagement also include sending
materials home with tips for families to support
learning at home. (pp. 41-46, The Guide)
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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58
Standard
Partnerships
(Birth – 6 years)
3.1 Family and community partnerships support the success of early learning programs.
Indicator Best Practices Rationale

3.1.3 Communication of Assessment As early childhood educators talk with families

Information about the purpose of assessment, they
acknowledge the important role that families
Assessment information is communicated with
play as their child’s first educator. Early
children and parents/guardians on a regular,
childhood educators need families to be active
ongoing basis or at least twice per year.
participants in supporting children’s learning in
and out of the home.

From the beginning, early childhood educators

Required Evidence
talk with families about the importance of
 Completed Progress Reports/Report Cards regular, ongoing assessment and how different
 Conference Schedules (twice per year) assessments are used to monitor children’s
progress. Assessments help educators and
 Completed Parent-Teacher Conference form families better understand the strengths and
 Documentation of strategies shared with potential challenges of individual children, so
families to support development that strategies can be tailored to best meet each
child’s interests and needs.

A parent-teacher conference is the typical

approach used to share information about
children’s learning and the growth they have
made. Most critical in those conversations is the
professional guidance by educators on what
families can do at home to support their child’s
learning. Providing suggestions for action is also
important so that the family knows precisely
what they can do to help their child make gains
in a given area of development. (pp. 188-189,
The Guide)
Program Notes

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Date: _________________ Date: _________________
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59
Standard
Partnerships
(Birth – 6 years)
3.1 Family and community partnerships support the success of early learning programs.
Indicator Best Practices Rationale

3.1.4 Family Engagement and Involvement The opportunities for engaging families are
Families, staff, and administrators are actively endless. While early childhood educators come
involved in program-based activities, curriculum, up with a host of strategies, they keep in mind
shared decision making, and advocacy for that engagement is a reciprocal partnership and
children. involve families in the development of ideas and
strategies as well. Effective family engagement
strategies create a culture of high expectations in
programs where family members support
learning at home and monitor their children’s
Required Evidence
performance. They advocate for their children
 Evidence of implementation of family and are active in guiding their education.
engagement strategies
 Policy handbook which outlines the Some strategies that encourage engagement
decision making, grievance, problem include: sending materials home in language that
solving process is family friendly; inviting families into the
 Agendas for trainings/workshops program to help with learning projects; giving
provided for families families specific tasks so they can be part of the
 List of: Parent Advisory Board; learning/teaching experience; and working with
PTA/PTO; Parent Officers or groups of families to co-create events of special
Committee Chairs; School interests. (pp.38-43, The Guide)
Improvement Team Parent Members
Additional information on family engagement
strategies can be found in The Early Childhood
Family Engagement Framework: Maryland’s
Vision for Engaging Families with Young Children.

Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

Date: _________________ Date: _________________
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Standard

60
 Partnerships
(Birth – 6 years)
3.1 Family and community partnerships support the success of early learning programs.
Indicator Best Practices Rationale

3.1.5 Community Engagement and Community engagement is a partnership. The

Involvement early childhood program and the larger
community work together supporting one
Community resources are used to strengthen
another and sharing responsibility for meeting
early learning programs, families, and children’s
the comprehensive needs of young children and
learning.
their families.

Programs look for ways to rally the support and

resources needed to meet the needs of the
Required Evidence
whole child and go beyond what the program can
 Newsletters regarding community resources provide. They can seek out ways to be a valued
 Community Resource Directory available to resource to the community as well, offering a
parents place for meetings, extending training
opportunities to providers through the
 Evidence of partnerships with community community, participating in local celebrations,
programs and businesses and joining forces with the community to speak
out on behalf of children and their families

There are many strategies that programs can use

to engage the community. Some of these
strategies include, but are not limited to: inviting
community and business leaders to your
program; partnering with the local library;
reaching out to local museums; partnering with
local service organizations; and/or connecting
with a local nursing home or hospital. (pp.46-49,
The Guide)
Program Notes

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61
Standard
Partnerships
(Birth – 6 years)
3.1 Family and community partnerships support the success of early learning programs.
Indicator Best Practices Rationale

3.1.6 Evaluation Evaluation and feedback from families are

important elements of successful programs.
Family and community partners are encouraged
There are three steps programs can use to
to provide input to strengthen early learning
evaluate their effectiveness:
programs, family practices, and children’s
learning and development. • Measuring participation and attendance
at events to help identify how to best
recruit and retain participants
• Gathering baseline family data at the
beginning of the year, which allows staff
Required Evidence
to identify roadblocks or strengths for
 Completed parent survey families
 Evidence parent survey results shared with • Surveying the needs and satisfaction of
parent advisory committee; Program/School families to tailor the types of activities to
Improvement Team; and/or governing body support families

Knowing the research on the characteristics and

evaluation practices of successful family
engagement programs can be helpful as
educators seek to develop or choose initiatives to
engage their families. A systemic approach
where family engagement values and principles
are woven into every aspect of the program has a
greater likelihood of being effective and
successful.
Program Notes

Initial Self-Appraisal Rating Final Self-Appraisal Rating

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62