keystone stars continuous quality improvement (cqi ... · instrument. what are you hoping your...

Keystone STARS Continuous Quality Improvement (CQI) Program Profile

MPI#: ___________

Facility Information

This facility holds a Pennsylvania Department of Human Services Certificate of Compliance:

Yes No

This facility holds a Pennsylvania Department of Education Private Academic School License:

Yes No

This facility holds a current accreditation from a recognized accrediting body: Yes No If yes, please indicate the type of accreditation: ____________________________________

Name of Facility: ____________________________________________________________

Address: _____________________________________________________________

City: _____________________ Zip Code: ____________ County: ______________

Facility Phone Number: ____________________________

Contact Person: _______________________________________ Title: ___________

Email: _______________________________________________

Facility Type (if applicable, check one below):

Center Family Child Care Home Group Child Care Home School Age Only Site

Legal Entity Information

Legal Entity Name: _________________________________________________________

Address: _________________________________________________________________

City: ______________________ Zip Code: _____________ County: _______________

Number of children program site is certified/licensed for: _______ How many years has site been in operation? _______ Ages of Children Accepted at this Site: ______ to ________ Number of Classrooms: _______________ Hours of Operation: _______ to _______ Days of Operation: _____________________________ Classroom Name Classroom Age

Range Capacity of Room

# of Children Enrolled

# of Teachers FT/PT First Initial and Last Name

Is the Director on-site a minimum of 30 hours per week? Yes No

Does the Director have regular teaching duties? Yes No

Is there internet access on site? Yes No

Is there access to a scanner/fax on site? Yes No

Do you currently use coaches or mentors? Yes No

Is your program involved in any quality improvement projects? Yes No

If your program is involved in quality improvement projects, please list below:

_____________________________________________________________

The following information is based on current enrollment. Today’s Date: ____________ Based on current enrollment, how many children:

Receive Child Care Works? _________

Have documented special needs (e.g. IFSP, IEP, etc.)? ________

Are English Language Learners (ELL)? ________

Check all that describe this site:

Faith-Based Not for Profit Multi-Site (Chain or Franchise)

Head Start For-Profit USDA Food Program

Early Head Start Montessori Montessori Accreditation

NAEYC Accredited

Pre-K Counts Reggio Inspired NAFCC Accredited

School Age Only Site Use of After School Quality (ASQ)

Private Academic Preschool Other: ____________________

Instrument What are you hoping your program will achieve by participating in Keystone STARS? What are you hoping your program will receive from your Quality Coach and how can Keystone STARS best meet your needs? Describe one or two program areas you would like to focus on to improve the quality of your program. How will you ensure that you and your staff will be able to participate in Keystone STARS (i.e. have time for weekly meetings with the coaches or consultants, have the ability to make changes in your program, etc.)? Do you anticipate any barriers to participating in any of the above-mentioned activities? Does the staff understand that participating in Keystone STARS means:

They may have assessors/observers in their room? Yes No

They may have a classroom observation? Yes No

They may be asked to participate in coaching meetings and/or further pursue training and education? Yes No

Does your staff receive feedback regarding job performance on a regular basis? Yes No If yes above, please describe the process and frequency of feedback. Does staff have the opportunity to provide their supervisor and/administration with input regarding program policies and procedures? Yes No If yes above, please describe how and when.

Sample CQI Plan Form STARS PERFORMANCE INDICATORS Indicator

Area of Strength

Area of Growth Action Steps What, Who, When

Reflection Completed Y or N

PROGRAM OBSERVATION INSTRUMENT

Choose One: CLASS ERS OTHER Indicator

Area of Strength




Choose One: CLASS ERS OTHER Indicator

Area of Strength



Note: Attach Individualized Professional Development Plans

Annual Review Form

All programs that receive a STARS designation must complete an annual review to maintain their designation. The annual review is due during the anniversary month of the program’s initial STARS designation. The program is required to update and submit their CQI plan reflecting met and new goals and is encouraged to report progress on new indicators being met. Programs that fail to submit their annual report 10 days prior to their anniversary date will result in a loss of their current designation. Programs must resubmit for a full STARS evaluation every three years OR when they seek to move up a STAR level.

Name of Provider: _____________________________________________________

MPI # ___________________

Contact Person: _____________________________ Title: _____________________

Phone Number: ____________________________ Email: _____________________

Provider Type (check one): DHS Certified HS/EHS Private Academic Preschool

DHS Certificate of Compliance Number: _______________________________

Comments

Are you interested in moving up a level? Yes No

Have you been receiving coaching to support CQI Plan?

Yes No

Have you experienced 50% or more staff change?

Yes No

Have you had a change in Director? Yes No

Has there been a significant fluctuation in enrolment /FTE compared to last FY?

Yes No

Has there been a change in funding for slots (Head START, Pre K Counts)?

Yes No

Note: Attach Copy of CQI Plan and/or Performance Standards Document with CQI notes

Keystone STARS Program Performance Standards

Effective July 1, 2018

PROGRAM PERFORMANCE STANDARDS Rev. January 2018

Effective July 1, 2018 E



Keystone STARS Core Principles Keystone STARS is a responsive system to improve, support, and recognize the continuous quality improvement efforts of early learning programs in Pennsylvania. Our system is guided by three core principles:

• A whole child approach to education is essential to meeting the holistic and individual needs of each and every child and family.

• Knowledgeable and responsive early care and education professionals are essential to the development of children and the support of families.

• Building and sustaining ongoing positive relationships among children, families, early care and education professionals, and community stakeholders is essential for the growth and development of every child.

We believe inclusion, diversity, equity, and respect are foundational values embedded in these principles.



Welcome to Keystone STARS Keystone STARS is a program of Pennsylvania’s Office of Child Development and Early Learning (OCDEL). Keystone STARS has four primary goals:

• To improve the quality of early care and education; • To support early care and education providers in meeting their quality improvement goals; • To recognize programs for continuous quality improvement and meeting higher quality standards; and • To provide families a way to choose a quality early care and education program.

OCDEL’s Keystone STARS Program supports all early care and education programs to improve program quality. We encourage programs to think about the Keystone STARS Performance Standards as a tool to support continuous quality improvement (CQI) that impacts services to the children and families in your care. The revised Keystone STARS Performance Standards are intended to support your program in developing a meaningful, individualized Continuous Quality Improvement Plan (CQI Plan). They were written to be respectful of the broad diversity of early care and education providers in Pennsylvania. The Performance Standards are grouped into four levels: STAR 1 (Certification Compliance), STAR 2 (Programs at this level must address a group of required quality standards), STAR 3, and STAR 4 (Programs at these levels earn points by choosing from a set of recommended quality standards). The standards address staff qualifications and professional development, the early care and education program, partnerships with families and communities, and leadership and management. DHS-certified child care providers with a full certificate of compliance, Early Head Start and Head Start programs in substantial compliance with no deficiencies, and Preschool programs licensed by the Pennsylvania Department of Education in good standing will be awarded a STAR 1 to indicate foundational achievement in meeting health and safety standards. Programs may choose to participate in ongoing quality improvement activities to obtain a STAR 2, 3 or 4. Using the Performance Standards and the results of your program observation will help you identify your program’s strengths and opportunities for growth. All improvement takes time, effort, and patience and quality coaches and supports are available throughout your process. Your program’s pathway and plan for quality improvement should reflect your program’s uniqueness and should include:

• Your program’s present level of quality based on the results of your program’s baseline assessment; • Program goals and supports needed to be successful in meeting goals; • A description of how your program will measure and report progress annually; and • A timeline for improvement.

OCDEL’s Keystone STARS Program reflects a commitment to create a responsive quality improvement system that celebrates the values of our diverse early care and education system. We encourage programs to view the performance standards in a context that is meaningful for your program and the families you serve and to focus on how your program can continue to grow as you achieve your quality goals.



STAR 1: Certification and Compliance

Criteria # Performance Standard Evidence / Documentation Meets Standards

CC.1 Certification and Compliance Early care and education program holds a Full Certificate of Compliance from Pennsylvania’s Department of Human Services Child Care Programs that receive Early Head Start and Head Start funding for slots in substantial compliance with no deficiencies (HS/EHS Partners) Preschool programs licensed by the Pennsylvania Department of Education are in good standing with the Department of Education

- License or Certificate in good standing or program meets Licensing or Certification Standards appropriate to the program type (for non-licensable and license exempt programs)

� Yes � No



STAR 2: Required Performance Standards

Criteria # Performance Standard Measurement / Evidence / Documentation Clarifications

Meets Standards

Staff Qualifications and Professional Development SQ.2.1 On-site Program Leadership Team and all Staff complete NEW Keystone STARS

Orientation Part 1 and 2 (within 90 days of hire) Part 1 – Overview of STARS System and CQI Principles (STARS 101) Part 2 – Elements of Assessing and Building Quality (STARS 102)

• The Pennsylvania Core Knowledge Competencies (CKC) • Pennsylvania Big Ideas Framework • Continuous Quality Improvement (CQI) • PA Early Learning Standards • Using Caring for our Children Basics (CFOCB) to Support Practice • Assessment tools that support program quality • Supporting interactions with children and families

- Certification of Completion - Facility profile and staff list - Links to Learning (SACC Only Programs) - Program provides information on how they define Program Leadership - PD and Staff Qualification Grid Clarification: FCCH Owner/Operators fulfill the role of Program Leadership. When FCCH leadership teams include additional peers or support persons/staff they should be included in the PD Plans.

� Yes � No

SQ.2.2 On-site Program Leadership Team and Staff are registered in the Professional Development Registry (within 60 days of hire).

- PD Registry transcript report - PD and Staff Qualification Grid

� Yes � No

SQ.2.3 Individualized annual professional development plans are developed for on-site Program Leadership and Staff to support educational achievement and professional growth. Annual written professional development plans are based on needs identified in the Big Ideas and Individual Professional Development Plan (IPDP). Plan includes goals to support further education.

- PD registry -IPDP compliance report - PD and Staff Qualification Grid

� Yes � No

Early Care and Education Program EC.2.1 Program conducts self-assessments using evidence-based tools and creates a

CQI Plan with goals and action items to support improvement. - Copy of self-assessment and CQI Plan

� Yes � No

EC.2.2 Pennsylvania’s Early Learning Standards are used as a resource for staff to support planning and documentation of children's learning. Lessons plans reflect a balance of activities that support developmentally appropriate learning through play.

- Copy of lesson plans that show references to PA ELS, a balance of activities and notes on children’s progress

� Yes � No

EC.2.3 A research-based developmental screening tool is used within 45 days of enrollment to identify children who may need additional evaluation and/or intervention strategies. Additional screening is provided as needed and per protocol with the chosen screener. Results of screening are communicated with families, support for referrals are offered as needed. N/A for SACC only programs or for children enrolled in K-12 programs receiving SACC services at a Keystone STARS Program.

- List of Screening tools and associated policies Examples: ASQ, ASQ-SE and/or Brigance Screening

� Yes � No



Criteria # Performance Standard Measurement / Evidence / Documentation Clarifications

Meets Standards

EC.2.4 Program adopts policies, practices and supports regarding inclusion. The Program develops a process to address the local steps in the OCDEL Inclusion Announcement. Programs may choose to collaborate with the local Early Intervention Program to support this activity.

- Copy of process and associated policies regarding evidence of practice

� Yes � No

EC.2.5 Program adopts policies, practices and supports regarding suspension and expulsion and has policies and practices in place to support the social and emotional development of children served. Programs may choose to collaborate with the local Early Intervention Program to support this activity.


� Yes � No

Partnerships with Families & Communities FC.2.1 Program has a written policy that states that IEP or IFSP written plans, and/or special

needs assessments, with family permission, are appropriately utilized to inform individualized instruction. The policy also recommends that the child’s teacher participate in the IEP/IFSP meeting which must include family members, an early childhood teacher, EI specialists, and director or administrator.


� Yes � No

FC.2.2 Program has a written policy to demonstrate how children are helped to transition between developmental stages. Policy includes a plan to share information with families. Policies might include activities that support transition from: role as infant to older child in mixed age group, teacher directed play to child directed play, one classroom/group or program to the next, and/or preschool to kindergarten / school age program to self-care.

- Copy of policy - Copies of information given to families (letter, meeting invitation) - Examples of transition plans for each age group

� Yes � No

FC.2.3 Program has a policy and/or practice in place to support and encourage family engagement. A minimum of one family conference is offered per year to discuss children’s progress and behavioral, social, and physical needs.

- Copy of conference invitation template, schedule of conferences, records of completed conferences, family handbook - Copy of policy

� Yes � No

FC.2.4 A current Family Handbook is distributed to outline program policies and practices beyond those required by Certification.

- Copy of handbook � Yes � No



Criteria # Performance Standard Suggested Measurement / Evidence / Documentation

Meets Standards

Leadership and Management LM.2.1 Program creates an annual operating budget, including a statement of income and

expenditures. Program has a plan to address operational or organizational stability. - Evidence of a financial record keeping system

� Yes � No

LM.2.2 Current personnel and program operation policies are utilized to support understanding of program policies, procedures, roles and responsibilities.

- Copy of manual and evidence that it is shared with staff

� Yes � No

LM.2.3 Program uses documents for tracking child and staff illnesses and injuries, including plans of action to prevent further occurrences.

- Copy of tracking document - In progress and current action plans– not sample. - Description of process implementation

� Yes � No

LM.2.4 A system of site safety review is in place including strategies for supervising children.

- Guidance and checklist for site review and schedule

� Yes � No

LM.2.5 Program uses Caring for our Children to establish policies and practices regarding care plans for children with special needs, asthma, medical needs, food allergies, and medication administration.

- Copy of policies showing evidence of practice

� Yes � No



STAR 3 & 4: Maintain STAR 2 Performance Standards AND Points Earned in Each Standard Category


Meets Standards

# of Points

Staff Qualifications and Professional Development – All Staff SQ.3.4.1 Required Indicator

Annual individualized professional development (PD) plans for each staff member are included in the program’s CQI Plan. PD Plans include a system to support the staff’s education and career development and are developed based on needs identified in the Big Ideas and Individual Professional Development Plan (IPDP). PD Plans:

• align with the Career Pathway; • show a progression in meeting professional development goals; • support educational advancement; and

- identify credit bearing education opportunities that address the needs and goals identified.

- Copy of IDPD plans with progress in meeting goals identified - PD and Staff Qualification Grid

� Yes � No

N/A

SQ.3.4.2 NOTE: This standard will change as of July 1, 2019 and will continue to raise the bar for teacher education through 2028. See Appendix A

- 25% or more of all teaching staff are enrolled in or have completed an academic program in child development, early care and education or related field to support achievement of their next education level.

- 50% or more of all teaching staff are enrolled in or have completed an academic program in child development, early care and education or related field to support achievement of their next education level.

- 25% of lead teachers have a minimum of an AA in ECE or related field and 50% of all additional teachers have or are enrolled in a CDA or higher ECE degree/ credential and Leadership team has at least one staff AA in ECE or related field or higher.

- List of staff indicating enrollment in academic programs. Examples of documentation to submit with list include: acceptance letter from institution; proof of registration; updated Professional Development Registry document with degree noted. - Copy of Degree/Diploma, certifications, transcripts - PD and Staff Qualification Grid

� Yes � No

10, 15, 20

Note regarding ongoing professional development topics addressed in SQ 3.4.3. through SQ 3.4.9: A member of the on-site leadership team and all staff members should engage in annual discussions of each staff person’s PD plan. Staff members actively enrolled in an academic program of study in Early Care and Education, or a related field are not required to take additional professional development courses UNLESS it is supportive of improving their practice. Calculating points for this indicator should be based on the # of staff who are NOT actively enrolled in an academic course of study and/or who have not completed foundational professional development. SQ. 3.4.3

Professional development related to planning and implementing activities that support language development and academic achievement of children who are culturally and linguistically diverse must be completed by all teaching staff and program leadership within 1 year of hire. Ongoing professional development plans reflect additional PD as relevant for staff.

- Professional development indicated in Registry. - Transcript/certificate demonstrating credit issued for course completion - PD and Staff Qualification Grid

� Yes � No

2




Meets Standards

# of Points

SQ. 3.4.4 Professional development regarding the support of social and emotional development of children must be completed by all teaching staff and program leadership within 1 year of hire. Possible topics include: Pyramid Model; Social and Emotional Development; and Infant Early Childhood Mental Health. Ongoing professional development plans reflect additional PD as relevant for staff.

Professional development indicated in Registry. - Transcript/certificate demonstrating credit issued for course completion - PD and Staff Qualification Grid

� Yes � No

2

SQ. 3.4.5 Professional development that promotes positive interactions with children and families must be completed by all teaching staff and program leadership within 1 year of hire. Ongoing professional development plans reflect additional PD as relevant for staff.


� Yes � No

2

SQ. 3.4.6 Professional development in the curriculum selected by the program must be completed by all teaching staff and program leadership within 1 year of hire. Ongoing professional development plans reflect additional PD as relevant for staff.


� Yes � No

2

SQ. 3.4.7 Professional development in the administration of the Program’s adopted developmental screening tool must be completed by all teaching staff and program leadership within 1 year of hire. Ongoing professional development plans reflect additional PD as relevant for staff.


� Yes � No

2

SQ. 3.4.8 Professional development in the administration of observation-based assessment of children’s development must be completed by all teaching staff and program leadership within 1 year of hire. Ongoing professional development plans reflect additional PD as relevant for staff.


� Yes � No

2

SQ. 3.4.9 Professional development that prepares staff to work with young children who have special needs must be completed by all teaching staff and program leadership within 1 year of hire. Possible topics could include: strategies for supporting inclusion; supporting teacher-child interactions; supporting English language learners (ELL); cultural competence; transition; and the Strengthening Families’ Protective Factors. Ongoing professional development plans reflect additional PD as relevant for staff.


� Yes � No

2

SQ.3.4.10

Non-instructional staff receive information and professional development on: developmentally appropriate practices; diversity; age-appropriate standards; and appropriate child-adult interactions. Note: Non-instructional household members, volunteers and/or staff include: lunch assistants, bus drivers, maintenance personnel. Non-instructional staff can be employed by the program or serve as volunteers.

- Samples of information distributed - Sign in sheets for professional development - College Transcript - PD Certificate - PD and Staff Qualification Grid

� Yes � No

1



Criteria #

Performance Standard Suggested Measurement / Evidence / Documentation

Meets Standards

# of Points

Early Care and Education Program EC.3.4.1 Program implements an approved developmentally and culturally appropriate

learning curriculum that is responsive to the emerging and changing interests of young children, aligns with the PA ELS, is play based, and represents a balance of active and passive learning opportunities. Note: SACC only programs do not have to have an approved curriculum approved by OCDEL but they do need to show that the curriculum is aligned to PA ELS standards.

- Curriculum aligned with PA ELS or follow process for documenting alignment - Demonstrate implementation through lesson plans

� Yes � No

5

EC.3.4.2 Program utilizes a valid and reliable observation-based assessment (in accordance with the tool’s recommendations). Program maintains internal data regarding child outcomes, and is prepared to share this data with Pennsylvania state partners for research and evaluation.

- Assessment instrument - Documentation of data collected - Modification of practices based on data

� Yes � No

4

EC.3.4.3 Results from observation-based assessments of children’s development are used for curriculum planning and instruction, individual child planning, and referral to community resources. Teachers modify practices based on child assessment data. Accommodations are based on individual strengths /needs. Observation-based assessment results are shared with families.

- Assessments used and documentation of results utilized to plan and/or modify practices Performance-Based Assessment - Lesson/Activity plans - Materials for different abilities and interests

� Yes � No

5

EC.3.4.4 Program policies / practices are in place to support language development and academic achievement of children who are culturally and linguistically diverse. Children whose first language isn’t English are supported in using home language, gestures, communication devices, sign language, etc. when needed.

- Copy of policies and practices � Yes � No

4

EC.3.4.5 REQUIRED INDICATOR The program has an ERS or CLASS program quality assessment, conducted by an OCDEL- approved assessor. A program must meet the minimum scores thresholds based on the instrument used. The PQA results are used by the program to inform their CQI Plan. Minimum score thresholds are based on the instrument utilized.

- Assessment by OCDEL approved Program Quality Assessor - Copy of CQI Plan

� Yes � No

N/A

EC.3.4.6 A program is invested in Continuous Quality Improvement and utilizes program observation instruments to inform their CQI plan and Technical Assistance Goals above and beyond their required ERS or CLASS assessments. A program thoughtfully chooses which POI may offer them the most valuable feedback and opportunities to grow. A list of suggested POIs that can be used to inform a program’s CQI plan is available on the following page as well as on the PA Keys website.

- Copy of CQI Plan

� Yes � No

2



POI used for STAR 3 and STAR 4 Designation (See Program Manual for more information)

Observation Instrument Age Level Environment Rating Scale (ERS) Suite Infant/Toddler Environment Rating Scale (ITERS-R) Birth to 36 months Early Childhood Environment Rating Scale - Revised (ECERS-R) 37 months to Kindergarten Early Childhood Environment Rating Scale – Third Edition (ECERS-3) 37 months to Kindergarten School-age Environment Rating Scale – Updated (SACERS-U) Younger School-Age/Older School-Age Family Child Care Environment Rating Scale – Revised (FCCERS-R) Birth to Older School-Age Classroom Assessment Scoring System (CLASS) Suite Infant CLASS Birth to One Year Toddler CLASS 1-3 Years Pre-K CLASS 3-5 Years K-3 CLASS School-Age Children

POI used to support program’s CQI goals (See Program Manual for more information) Observation Instrument Supports goal setting for Business Administration Scale (BAS) Family child care business practices Program Administration Scale (PAS) Center-based administration and leadership practices Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO)

Adult behaviors and interactions linked to child outcomes



Criteria #


Meets Standards

# of Points

Partnerships with Families & Communities FC.3.4.1 A plan is written and implemented describing procedures to refer families to

appropriate social, mental health, educational, wellness, and medical services. - Family handbook policy � Yes

� No 1

FC.3.4.2 A minimum of two family conferences are offered per year to discuss children’s strengths, progress, behavioral, social, and physical needs, and the family’s goals for their child.

- Family handbook policy - Evidence of conference offerings

� Yes � No

2

FC.3.4.3 Program implements practices that support continuity of care to support continued, long-term relationships between a child and their primary teacher(s).

- Family handbook policy - Documentation of implementation

� Yes � No

3

FC.3.4.4 Families are engaged in ways that demonstrate their participation in shaping the policies and procedures of the program and encourages family networking.

- Family handbook policy - Family group meeting agendas - Sign-in sheets

� Yes � No

3

FC.3.4.5 Opportunities for families to attend education workshops are provided or accessed on topics such as: early literacy; adult/family literacy; positive family-child interactions; cultural awareness; developmental issues; health and safety; and/or other topics that address the identified needs and interests of enrolled families. Translation/Interpreters are provided for families as needed. 1x yr. =2 pt. 2x per year 3 pts

- Communication regarding workshops - Agendas and sign-in sheets

� Yes � No

2 or 3

FC.3.4.6 The Strengthening Families Protective Factor Framework or a similarly focused evidence- based tool is used to assess engagement of and interactions with families.

-Strengthening Families Self-Assessment Tool and CQI Plan

� Yes � No

4

FC.3.4.7 A current community resource handbook or materials are available to all families and includes community and school-based resources and/or information about direct services to promote child/family safety, health, and stability.

- Evidence of community resource handbook/materials

� Yes � No

1

FC.3.4.8 To support learning at home, a variety of methods are used to communicate with families about curriculum objectives, early care and education goals, and effective strategies.

- Evidence of communication strategies, e.g., newsletters, letters, family workshops, flyers

� Yes � No

3



Criteria #


Meets Standards

# of Points

Leadership and Management LM.3.4.1 A member of the program’s on-site leadership team is enrolled in or holds a

current PA Director’s Credential N/A for home-based programs

- Documentation of enrollment - Certificate of completion

� Yes � No

3

LM.3.4.2 Lead Teaching Staff are provided paid curriculum and lesson planning/preparation time away from children. 1 hour/month = 2 point. 2-3 hours/month = 3 points. 4+ hours/month = 4 points

- Documentation of schedule for planning and preparation time

� Yes � No

2, 3 or 4

LM.3.4.3 Annually, at least two classroom/group observations are conducted and feedback is provided to teachers regarding job performance based on the observations. Programs may choose to participate in self-reflection activities, peer support networks or community of practice.

- Copies of observations - Policy in staff handbook

� Yes � No

4

LM.3.4.4 Annual performance evaluations based on job descriptions are provided in writing to all staff. Providers can utilize written feedback from enrolled families, Quality Coaches and technical assistance providers, Certification Representatives, peer support network, community of practice. Providers and staff receive opportunities to discuss their areas of strengths and opportunities for growth with supervisors and/or peers.

- Description of the annual performance evaluation process and copy of evaluation - Policy shared with staff

� Yes � No

4

LM.3.4.5 Employee benefits are available to full time staff (pro-rated for PT staff) and are explained in the program’s Policy and Procedure Manual. 1 benefit = 1 pt.; 2 benefits = 2 pts; 3 or more benefits = 3 pts i.e. Health insurance, paid time off, Child Care, Education compensation

- Copy of benefits offered (in staff handbook)

� Yes � No

1, 2, 3

LM. 3.4.6 Staff meetings are held at least once per month. Agendas are focused on professional development activities and include discussions of quality and its impact on the program. FCCHs document how they use self-reflection and family engagement to consider program’s strengths and challenges to inform improvement.

- Evidence of meetings � Yes � No

1

LM.3.4.7 A salary scale based on level of education/training and experience is utilized. FCCHs demonstrate budget considerations that support fair compensation.

- Copy of salary scale � Yes � No

2

LM.3.4.8 All staff members are offered regular personal breaks. FCC providers have a plan in place to ensure children are safe and supervised when taking care of personal needs.

- Copy of schedule - Policy statement

� Yes � No

2

LM.3.4.9 Programs utilize PAS or BAS to self- assess and reflect on business and administrative practices.

- Program Administration Scale

� Yes � No

4

LM.3.4.10 Program utilizes a licensed or certified health professional or health care consultant to establish and maintain health policies above those required by certification.

- Copy of work agreement � Yes � No

3

LM.3.4.11 Program participates in shared services opportunities which support cost savings, greater efficiencies related to operations, and /or program quality enhancements.

-Copy of shared services agreement

� Yes � No

3



Point Allocation for STAR 3 and 4 Performance Standards

STAR 3 = minimum of 70% of total points in each Standard Category STAR 4 = minimum of 85% of total points in each Standard Category

Performance Standard Total Points Available Percentage Total Points Available

STAR 3 Minimum Pts Earned (70%)

STAR 4 Minimum Pts Earned (85%)

Staff Qualifications and Professional Development 35 32% 24 29 Early Care and Education Program 20 19% 14 17 Partnerships with Families and Communities 20 19% 14 17 Leadership and Management 33 30% 23 28 TOTAL 108 100% 75 91 Bonus Points - 2 pts each (applicable ONLY to the specified Performance Standard Category) Leadership and Management - Program participates in an organized effort to promote environmental health improvements in their early learning program, making their facility and program healthier and less likely to negatively affect the health of children and early learning program staff. (example: PA Healthy and Green Child Care)

� Yes � No

Pts_________

Leadership and Management - Program utilizes the After-School Quality (ASQ) Team Approach to develop a CQI Plan � Yes � No

Pts _________

Partnerships with Families and Communities - Program participates in an organized effort to promote nutritional health for children. (example: farm to early learning, obesity prevention activities, food security initiatives)

� Yes � No

Pts _________

Early Care and Education Program - Program participates in the implementation of PBIS and has been recognized for fidelity Implementation by the PA PBS Network

� Yes � No

Pts _________

Required Indicators Met

SQ.3.4.1 � Yes � No if no, Designation = STAR 2 EC .3.4.5 � Yes � No if no, Designation = STAR 2



CLASS - STAR 3 and 4 Program Observation Score Thresholds

Score Meets or Exceeds CQI Goal ☐ Yes ☐ No Score Meets or Exceeds threshold set for STAR 3 ☐ Yes ☐ No STAR 4 ☐ Yes ☐ No

Class – 1/3 of all classrooms assessed including one in each age group STAR Infant CLASS

Birth to 1 year

Toddler CLASS 1-3 years of age

Pre-K CLASS 3-5 YEARS OF AGE

K-3 CLASS School–Age Children

3 Minimum averaged score* of 4.0 in Responsive Caregiving *When multiple infant classrooms are visited.

Minimum averaged score* of 4.0 for Emotional and Behavioral Support Minimum averaged score* of 3.0 for Engaged Support for Learning *When multiple Toddler classrooms are visited.

Minimum averaged score* of 4.0 in Emotional Support Minimum averaged score* of 4.0 in Classroom Organization Minimum averaged score* of 3.0 in Instructional Support *When multiple Preschool/Pre-K classrooms are visited.

Minimum averaged score* of 4.0 in Emotional Support Minimum averaged score* of 4.0 in Classroom Organization Minimum averaged score* of 3.0 in Instructional Support *When multiple School-age classrooms are visited.

4 Minimum averaged score* of 5.0 for Responsive Caregiving *When multiple infant classrooms are visited.

Minimum score of 5.0 for Emotional and Behavioral Support Minimum averaged score* of 4.0 for Engaged Support for Learning *When multiple Toddler classrooms are visited.

Minimum averaged score* of 5.0 in Emotional Support Minimum averaged score* of 5.0 in Classroom Organization Minimum averaged score* of 4.0 in Instructional Support *When multiple Preschool/Pre-K classrooms are visited.

Minimum averaged score* of 5.0 in Emotional Support Minimum averaged score* of 5.0 in Classroom Organization Minimum averaged score* of 4.0 in Instructional Support *When multiple School-age classrooms are visited.

Scoring Levels Defined by Instrument

Scores of 1-2 mean the quality of teacher-child interactions is low. Classrooms in which there is poor management of behavior, teaching that is purely rote, or that lack interaction between teachers and children would receive low scores. Scores of 3-5, the mid-range, are given when classrooms show a mix of effective interactions with periods when interactions are not effective or are absent. Scores of 6-7 mean that effective teacher-child interactions are consistently observed throughout the observation period.



ERS - STAR 3 and 4 Program Observation Score Thresholds

Score Meets or Exceeds CQI Goal ☐ Yes ☐ No Score Meets or Exceeds threshold set for STAR 3 ☐ Yes ☐ No STAR 4 ☐ Yes ☐ No

STAR ERS – 1/3 of all classrooms observed including one in each age group 3 Minimum score of 3.5 in all classroom with a program average of 4.00

4 Minimum score of 4.25 in all classrooms with a program average of 5.00

Scoring Levels Defined by Instrument

1 Inadequate – Describes a lack of care which can actually compromise children’s development and/or health and safety 3 Minimal – Describes basic custodial care (minimal level of care generally required by state licensing) 5 Good – Describes the basic dimensions of developmental appropriate care 7 Excellent – Describes high quality personalized care, expands children’s experiences, extends their learning, and provides warm and caring support



Scoring Rubric

Performance Standard Total Points Available

Total Points Earned

Percentage Total Points Available

Percentage Total Points Earned

STAR 3 Minimum Pts Required

Y/N STAR 4

Minimum Pts Required

Y/N

Staff Qualifications and Professional Development

35 32% 24 29

Early Care and Education Program 20 19% 14 17 Partnerships with Families and Communities 20 19% 14 17 Leadership and Management 33 30% 23 28

TOTAL 108 100% Bonus Points - 2 pts each (applicable ONLY to the specified Performance Standard Category) Leadership and Management - Program participates in an organized effort to promote environmental health improvements in their early learning program, making their facility and program healthier and less likely to negatively affect the health of children and early learning program staff. (example: PA Eco Healthy Child Care)

Leadership and Management - Program utilizes the After-School Quality (ASQ) Team Approach to develop a CQI Plan Partnerships with Families and Communities - Program participates in an organized effort to promote nutritional health for children. (example: farm to preschool, obesity prevention activities, food security initiatives)

Early Care and Education Program - Program participates in the implementation of Positive Behavioral Interventions and Supports (PBIS) and has been recognized for fidelity Implementation by the PA PBIS Network

Required Indicators Met SQ.3.4.1 � Yes � No if no, Designation = STAR 2 EC.3.4.5 � Yes � No if no, Designation = STAR 2 Observational Rating Meets or Exceeds CQI Goal: � Yes � No Observational Rating Meets or Exceeds threshold set for: STAR 3 � Yes � No STAR 4 � Yes � No Performance Standards Points Meet or Exceed threshold set for: STAR 3 � Yes � No STAR 4 � Yes � No

Min Points Meet Threshold for STAR Level Observation Meets Threshold for STAR Level Designation

4 4 4 3 3 3 4 3 3 3 4 4

DESIGNATION ___________________ Date ________________



Alternate Pathways to STARS Designation - Alternative pathway options apply to individual program locations

Performance Standard Evidence / Documentation STAR Level Association of Christian Schools International (ACSI) Accreditation plus full DHS Certificate of Compliance or PDE private academic license

Accreditation Certificate (5 year), electronic database listing and by calling or emailing ACSI (no annual letter issued)

STAR 3

Head Start / Early Head Start Program (HS/EHS) grantees in substantial compliance with no deficiencies.

Letter or electronic database listing and, as applicable, Annual Report

STAR 4

Montessori Recognition (AMI) or Accreditation (AMS) by: Association Montessori Internationale (AMI/USA) Recognition or American Montessori Society (AMS) Accreditation plus full DHS Certificate of Compliance or PDE private academic license

Certificate of Accreditation from AMS (issued every August) and by calling or emailing AMS Certificate of Recognition and annual letter from AMI

STAR 4

National Association of Education of Young Children (NAEYC) Accreditation plus full DHS Certificate of Compliance or PDE private academic license

Accreditation Certificate (5 year) or electronic database listing and NAEYC Annual Report

STAR 4

National Association for Family Child Care (NAFCC) Accreditation plus full DHS Certificate of Compliance or PDE private academic license

Accreditation Certificate (3 Year) or electronic database listing and NAFCC Annual Report

STAR 4

National Early Childhood Program Accreditation (NECPA) plus full DHS Certificate of Compliance or PDE private academic license

Accreditation Certificate (3 Year) or electronic database listing and, NECPA Annual Report

STAR 4

Out of School Time (OST) Only Providers School Age Child Care (SACC) Accreditation through Council of Accreditation (COA) plus full DHS Certificate of Compliance, as appropriate Compliant 21st Century Community Learning Centers

Accreditation Certificate or electronic database listing and by calling or emailing COA (COA does not issue annual letters) Designation Certificate or electronic database listing and, as applicable 21CCLC Annual Report

STAR 4 STAR 4



Appendix A STARS Education Qualifications Phase in for STAR 3 and 4 YEAR STAR 1 Certification Requirements

Current/ 2018

Director Qualifications / STARS Leadership Team Equivalent- A director shall have attained one of the following qualification levels: (1) A bachelor’s (BA/BS) degree from an accredited college or university in early childhood education (ECE), child development, special education, elementary education or the human services field and 1 year of experience with children. (2) A BA/BS degree from an accredited college or university, including 30 credit hours in ECE, child development, special education, elementary education or the human services field and 2 years of experience with children. (3) An associate’s (AA/AS) degree from an accredited college or university in ECE, child development, special education, elementary education or the human services field and 3 years of experience with children. (4) An AA/AS degree from an accredited college or university, including 30 credit hours in ECE, child development, special education, elementary education or the human services field and 4 years of experience with children. Group Supervisor / STARS Lead Teacher Equivalent - A group supervisor shall have attained one of the following qualification levels: (1) A BA/BS degree from an accredited college or university in ECE, child development, special education, elementary education or the human services field. (2) A BA/BS degree from an accredited college or university, including 30 credit hours in ECE, child development, special education, elementary education or the human services field and 1 year of experience with children. (3) An AA/AS degree from an accredited college or university in ECE, child development, special education, elementary education or the human services field and 2 years of experience with children. (4) An AA/AS degree from an accredited college or university, including 30 credit hours in ECE, child development, special education, elementary education or the human services field and 3 years of experience with children. Assistant group supervisor / STARS Asst Teacher Equivalent to - An assistant group supervisor shall have attained one of the following qualification levels: (1) A high school diploma (HSD) or a general educational development (GED) certificate and 30 credit hours from an accredited college or university in early childhood education, child development, special education, elementary education or the human services field. (2) A HSD or a GED certificate, including 600 or more hours of secondary training (3) A HSD or a GED certificate, 15 credit hours from an accredited college or university in early childhood education, child development, special education, elementary education or the human services field and 1 year of experience with children. (4) A HSD or a GED certificate and completion of a post-secondary training curriculum (5) A HSD or a GED certificate and 2 years experience with children.

YEAR STAR 3 (Points) STAR 4 (REQUIRED) 7/1/2019 25% of lead teachers have a minimum of an AA in ECE or related field

50% of all additional teachers have or are enrolled in a CDA or higher ECE degree/ credential Leadership team has at least one staff AA in ECE or related field or higher Home-based programs: Primary staff person is enrolled in or holds a CDA or higher

100% of lead teachers hold a minimal BA/BS or AA/AAS in ECE or related field 25% of teachers have a CDA or higher in ECE or related field credential Leadership team has at least one staff with a BA or BS in ECE Home-based programs: Primary staff person holds a CDA or higher

7/1/2021 25% of lead teachers hold a BA or BS in ECE or related field All additional lead teachers have an AA/AAS in ECE or are enrolled in a ECE degree/credential 50% of all additional teachers have a CDA or higher ECE credential 50% of leadership team has at least an AA in ECE or related field or Business and the rest are enrolled in attaining ECE or related field credentials Home-based programs: Primary staff person holds a CDA or higher

50% of lead teachers hold a minimal BA/BS in ECE or related field remainder have an AA/AAS in ECE or related field 75% of teachers have a CDA or higher ECE or related field credential Leadership team has at least 1 staff with a Admin Level A 50% of leadership team has staff with a BA or BS in ECE the rest are enrolled in attaining ECE credentials Home-based programs: Primary staff person enrolled in or holds a minimum of an AA/AAS in ECE or related field

7/1/2024

50% of lead teachers hold a BA or BS in ECE and the remainder have an AA in ECE or related field All additional teaching staff have a minimum of CDA 50% of leadership team has staff with a BA or BS in ECE or related field the rest are enrolled in attaining ECE or related field credentials Leadership team has at least one staff with Administrator A or higher Home-based programs: Primary staff person enrolled in or holds a minimum of an AA/AAS in ECE or related field

90% of lead teachers hold a BA/BS in ECE or related field and the remainder are enrolled in a minimal ECE or related field BA/BS All teaching staff have a minimum of CDA and 25% have an AA/AAS 50% of leadership team has staff with a BA or BS in ECE the rest are enrolled in attaining ECE or related field credentials Leadership team has at least one staff Administrator B Home-based programs: Primary staff person holds a minimum of an AA/AAS in ECE or related field. All secondary staff are enrolled in or hold a minimum of a CDA.

7/1/2028

75% of lead teachers hold a BA or BS in ECE or related field and the remainder of lead teachers have an AA in ECE or related field All additional teaching staff have a minimum of CDA with at least 25% enrolled in an AA/AAS Program 50% of leadership team has staff with a BA or BS in ECE or related field the rest are enrolled in attaining ECE credentials The Program’s Leadership team has at least one staff member with a BA/or higher in any field AND 9 college credits in business or program administration one staff member with a BA/BS or higher in ECE or related field. Home-based programs: Primary staff person holds a minimum of an AA/AAS in ECE or related field. All secondary staff are enrolled in or hold a minimum of a CDA.

All lead teachers have BA/BS in ECE or related field All teaching staff have a minimum of CDA and 50% have an AA/AAS Home-based programs: Primary staff person holds a minimum of an AA/AAS in ECE or related field. All secondary staff hold a minimum of a CDA.

Keystone STARS Program Manual

Updated July 1, 2018

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Table of Contents

SECTION ONE: KEYSTONE STARS ...................................................................................... 3 About Keystone STARS ................................................................................................................................................ 4 About the Office of Child Development and Early Learning ............................................................................. 6 Navigating the Process of Keystone STARS ............................................................................................................ 8 STARS Renewal and Appeals Process ................................................................................................................... 10 Benefits of Keystone STARS ...................................................................................................................................... 11

SECTION TWO: KEYSTONE STARS SUPPORTS ............................................................... 12 Keystone STARS Incentives ....................................................................................................................................... 13 Program Observation Instruments .......................................................................................................................... 14 Professional Development (Coaching, Technical Assistance, Education) .................................................... 17 Resources for Support ............................................................................................................................................... 18

SECTION THREE: Keystone STARS Forms .............................................................................. 19 Keystone STARS INVENTORY OF FORMS ................................................................................................................. 20 Request for Keystone STAR Designation and Attestation .................................................................................. 21 Keystone STARS Program Profile .............................................................................................................................. 28 Keystone STARS Annual Review Form ..................................................................................................................... 31 Keystone STARS Continuous Quality Improvement Plan Example #1 Instructions ............................................... 34 Continuous Quality Improvement Plan – Example #1 (Optional Tool) .................................................................... 36 Continuous Quality Improvement Plan – Example 2 (Optional Tool)....................................................................... 38 Professional Development and Staff Qualifications Grid .......................................................................................... 39 STAR 3 and 4 Professional Development ................................................................................................................. 40 STAR 3 and 4 Professional Development Non-Instructional Staff ........................................................................... 41

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SECTION ONE: Keystone STARS

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About Keystone STARS

Keystone STARS is a program of Pennsylvania’s Office of Child Development and Early Learning (OCDEL). Keystone STARS has four primary goals:

To improve the quality of early care and education;

To support early care and education providers in meeting their quality improvement goals;

To recognize programs for continuous quality improvement and meeting higher quality standards; and

To provide families a way to choose a quality early care and education program. OCDEL’s Keystone STARS Program supports all early care and education programs to improve program quality. We encourage programs to think about the Keystone STARS Performance Standards as a tool to support continuous quality improvement (CQI) that impacts services to the children and families in your care. Defining Quality Early Care and Education Quality early care and education is made up of two components, structural quality and process quality. Structural Quality often defines the foundational or regulated components of a quality early care and education program. Structural quality components include aspects such as group size, children-to-teacher ratio, and teachers’ qualifications. Process Quality focuses on the dynamic and human aspects of early care and education that support the daily experiences of children. Process quality encompasses the social, emotional, physical, and instructional aspects of children's activities and interactions with teachers, peers, and materials. Keystone STARS Revision Process In 2017, The Keystone STARS Think Tank Team, in partnership with thousands of stakeholders, developed principles to guide the STARS revision process. The guiding principles below are the core values of the STARS system.

Keystone STARS is a responsive system to improve, support, and recognize the continuous quality improvement efforts of early learning programs in Pennsylvania. Our system is guided by three core principles:

A whole child approach to education is essential to meeting the holistic and individual needs of each and every child and family.

Knowledgeable and responsive early care and education professionals are essential to the development of children and the support of families.

Building and sustaining ongoing positive relationships among children, families, early care and education professionals and community stakeholders is essential for the growth and development of every child.

We believe inclusion, diversity, equity and respect are foundational values embedded in these principles.

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Pennsylvania is required to use a portion of its federal Child Care and Development Block Grant (CCDBG) funds for activities that improve the quality of child care services; and increase families’ options for, and access to, high-quality child care. CCDBG is devoted to helping low-income families working or participating in education and training to pay for child care and improve their access to quality child care. Keystone STARS is funded by Pennsylvania’s quality set-aside fund as well as state funding streams.

Keystone STARS – A Commitment to the Diversity of Pennsylvania’s Early Care and Education Providers

Keystone STARS policies and standards were designed to be accessible to each and every provider in Pennsylvania. This commitment to an accessible STARS program means that providers have flexibility to create continuous quality improvement plans that are meaningful to them, are able to choose to work on indicators that align with their goals, and that quality coaches will work in partnership with providers to highlight strengths and create achievable plans to improve quality. The Keystone STARS Program Manual and Program Standards were written to capture the broad vision for quality early care and education. Policies and Standards should be interpreted in a way that aligns with the type of program a provider owns, operates or works to support. If you have questions related to how a standard can be applied to your program, please contact your local Early Learning Resource Center (ELRC) and ask to speak to a Quality Coach.

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About the Office of Child Development and Early Learning

History: The Office of Child Development and Early Learning (OCDEL) was established in 2007 as a joint initiative between the Departments of Education and Human Services. It was established to promote opportunities for all Pennsylvania’s children and families by building systems and providing supports that help ensure access to high-quality child and family services. Mission: The Office of Child Development and Early Learning provides families access to high quality services to prepare children for school and life success. Goals:

Work effectively, collaboratively, creatively and successfully to ensure that all families have access to high quality programs for their children;

Engage stakeholders in actionable ways that provide guidance on programs and policies; and

Identify and use key data and research to improve policies and practices. OCDEL is Composed of Four Bureaus: Bureau of Certification Services The Bureau of Certification Services is responsible for the regulation of all child care centers, group child care homes and family care homes in Pennsylvania. The Certification Bureau receives inquiries regarding a variety of topics, including: the requirements and process for opening a child care facility; the statutes and regulations for designation a child care facility; the status and compliance history of specific facilities; and the complaints regarding child care facilities. Bureau of Early Intervention Services The Bureau of Early Intervention (EI) Services assures that all eligible children from birth to five with disabilities and/or developmental delays receive services and supports that maximize their development so they are successful in any early care and education setting. Services are provided to eligible infants, toddlers, and young children three and older. This Bureau oversees the Early Intervention Program for children from birth to school age and provides family support programs that strengthen families, reduce risk, and increase early learning opportunities for children. Bureau of Operations and Monitoring The Bureau of Early Learning Resource Center Operations provides direct support to the ELRCs in managing the Child Care Works and Keystone STARS programs through technical assistance and instruction on all fiscal, programmatic and system requirements. The bureau works with ELRCs to ensure program and grant compliance and adherence to federal and fiscal reporting requirements and provide any necessary technical assistance and remediation.

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Bureau of Policy and Professional Development The Bureau of Early Learning Policy and Professional Development works to ensure all programmatic policies align to improve cross-systems efficiencies, identify potential policy barriers, leverage policy opportunities, and ensure compliance with federal reporting requirements. In addition, ELRC program compliance will be supported through internal and external professional development and technical assistance supports ensuring consistent state-wide service delivery and efficient use of available state and federal resources.

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Navigating the Process of Keystone STARS

Step 1: STAR 1 Eligibility The following eligible programs demonstrate their ability to maintain a foundation for a safe and healthy environment for children and will automatically be designated a STAR 1.

DHS-certified child care providers with a full certificate of compliance

Early Head Start and Head Start sub grantees in substantial compliance with no deficiencies

Preschool programs licensed by the Pennsylvania Department of Education in good standing

These early care and education providers are awarded a STAR 1 and may increase STAR level by meeting performance standards.

Receiving STAR 1 is the first step on a program’s continuous quality improvement (CQI) journey. STAR 1 programs are invited to connect with a Quality Coach at the local Early Learning Resource Center (ELRC). Quality Coaches are available to help identify a program’s strengths and opportunities for growth. All programs hoping to advance through STAR levels should begin with making a connection with your most supportive resource – your Quality Coach. Step 2: Complete the Keystone STARS CQI Program Profile and Prepare for STAR 2 Programs expressing an interest in moving up the quality continuum are required to:

Complete the Keystone STARS CQI Program Profile

Demonstrate structural quality elements that ensure children have a healthy, safe, challenging and supportive environment that fosters responsive and meaningful child-adult interactions.

Complete STARS 101 and 102 o Administrators and teachers from Keystone STARS programs must complete

Keystone STARS 101 and 102. These trainings can be taken online or in person. Content for the orientation includes:

STARS 101 – Overview of STARS System and CQI Principles STARS 102 – Elements of Assessing and Building Quality

The Pennsylvania Core Knowledge Competencies (CKC)

Pennsylvania Big Ideas Framework

Continuous Quality Improvement (CQI)

PA Early Learning Standards

Using Caring for our Children Basics (CFOCB) to Support Practice

Assessment instruments that support program quality

Supporting interactions with children and families

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Your Quality Coach can

Support your program through the STAR 2 evidence-gathering process

Support your program in conducting a self-assessment using an evidence-based observation instrument that best meets your program’s needs and goals

Provide guidance in the creation of a CQI Plan with goals and action items to support program improvement

Review evidence of meeting STAR 2 program standards prior to submission on the online portal.

If a program chooses to complete all requirements for STAR 2 and submit evidence on their own, an on-site visit by a Quality Coach and/or Designator may occur. Step 3: Designation STAR 2 A program’s STAR 2 designation is determined by fully meeting all of the STAR 2 standards. Programs will be notified of their STAR 2 designation within 30 days of their evidence submission. Step 4: Continuing to High Quality Programs that successfully achieve a STAR 2 designation are encouraged to continue on their pathway to STAR 3 and 4. At the two highest levels of Keystone STARS, programs earn points by meeting select indicators across four Performance Standards and choose which indicators best meet their CQI plan. Programs must continue to use evidence-based program observation tools to measure program quality and plan for CQI activities. Programs working toward the STAR 3 and 4 levels are encouraged to seek CQI assistance from a Quality Coach. Quality Coaches will:

Support your program through the STAR 3 and 4 evidence-gathering process

Support the program in selecting and conducting a self-assessment using an evidence-based tool that best meets your program goals

Provide guidance in creating a CQI Plan with goals and activities to support program improvement

Review evidence of meeting STAR 3 and 4 program standards

Schedule a program quality assessment visit observation from an OCDEL-approved Program Quality Assessor and assist in building program observation results into your program’s CQI Plan.

Step 5: Achieving a STAR 3 or 4 Designation The final step of the Keystone STARS process for STAR 3 and 4 is the designation. The program’s designation is determined by the number of points earned across the four Performance Standards, meeting CQI goals, and receiving a minimum threshold score on the chosen program observation instrument. Programs will be notified of their STAR 3 or 4 designation within 30 days of observation.

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STARS Renewal and Appeals Process

Annual Review All programs that receive a STAR 2 or higher designation must complete an Annual Review Report and CQI Plan to maintain their designation. The annual review is due 30 days prior to their designation anniversary. Programs are required to update their CQI plan reflecting progress on new indicators being met. Programs that do not submit their annual report by their renewal date will result in a loss of their current designation. Keystone STAR designations are awarded for a 3-year period with the exception of:

Programs ready to achieve a higher STAR designation;

Significant program growth (additional age groups added);

Revocation, suspension or issuance to provisional Certification status; and

50 percent turnover of teaching staff since last Annual review. If any circumstances above apply, a program will need to repeat the full designation process. STARS Appeal Process If a program believes there has been an error in the process for determining their STAR designation, the program may submit a written appeal that details the indicator(s) and the evidence submitted in question to the ELRC Director. Appeal letters must be submitted within 30 business days of a STAR designation and will be responded to within 30 days.

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Benefits of Keystone STARS

Quality early care and education benefits everyone and serves as an economic development strategy for Pennsylvania. Benefits for Children and Families

Quality early care and learning promotes healthy child development and early learning;

STAR designations help families find quality child care for their children; and

Reliable quality child care allows families to focus on work, have fewer absences and be more productive.

Benefits for Providers

Customized support and assistance to individual programs;

Grants, awards and other financial supports as available;

Supportive professional development;

Outreach and marketing to families;

A roadmap for strengthening the quality of care and an opportunity for lifting up the child care profession and child care system; and

Increased Child Care Works (CCW) payments based on quality level.

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SECTION TWO: Keystone STARS Supports

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Keystone STARS Incentives

Child Care Subsidy Daily Add-On for Keystone STARS Programs As part of OCDEL’s commitment to continuous quality improvement, early care and education programs participating in Keystone STARS at STAR 2 level or above receive a subsidy add-on for every child they serve who is enrolled in Child Care Works (CCW). This subsidy add-on, or “tiered reimbursement,” is applicable to Family Child Care Homes, Group Child Care Homes, and Centers at the STAR 2 level or higher, and increases with each STAR level. The add-on is automatically applied to the daily, subsidized child care rate for the program. The additional daily amount may, in some circumstances, increase provider rates to an amount that exceeds the maximum child care allowance. Grants and Awards Qualifying child care programs may receive STARS grants and awards. Providing financial awards to facilities serving children who are vulnerable and at risk is one strategy implemented by OCDEL to CQI. Grants and awards may not be available to all programs and will be prioritized to programs serving greater numbers of CCW participants in times of limited funding. Tuition Assistance The Keystone STARS Tuition Assistance is intended to support early childhood practitioners by supporting enrollment in higher education courses and degree programs. The Tuition Assistance Program will support eligible applicants enrolling in CDA or other college-credit bearing courses. For more information about T.E.A.C.H.: http://www.pacca.org/teach.html For more information about Rising STARS: https://www.pakeys.org/pages/get.aspx?page=Rising_Stars

http://www.pacca.org/teach.html

https://www.pakeys.org/pages/get.aspx?page=Rising_Stars

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Program Observation Instruments

Program Observation Instruments (POI) are evidence-based, reliable tools used to measure early and school-age care program quality. POI can be used to inform decision-making on all or part of a program’s services and support program evaluation efforts. For designation purposes, programs must choose to utilize the CLASS or ERS for their primary POI. To support other areas of program improvement, Quality Coaches can help programs utilize other observation instruments to support their CQI plan. The following table provides information about the POI utilized to designate STAR 3 and 4 programs.

Center-Based/Group (Birth to 5 years) Assessment Tool Age / Setting Purpose Target Area Resources

Early Childhood Environment Rating Scale – Revised Edition (ECERS-R)

Preschool Classrooms

Improvement Monitoring / Accreditation Research / Eval.

Space and furnishings Personal care routines Language-reasoning activities Interaction Program structure Families and staff

http://ers.fpg.unc.edu https://www.ersi.info

Early Childhood Environment Rating Scale – Third Edition (ECERS-3)

Preschool Classrooms

Improvement Monitoring / Accreditation Research/Eval.

Infant/Toddler Environment Rating Scale – Revised Edition (ITERS-R)

Infant and Toddler Classrooms

Improvement Research / Eval.

Classroom Assessment Scoring System (CLASS)

Preschool and School- age


Emotional support Classroom organization Instructional support

http://teachstone.com/classroom-assessment-scoring-system/class-domains-dimensions/

Classroom Assessment Scoring System: Toddler Version (CLASS Toddler)

Children between 15 and 36 mos.


Family/Group Child Care Homes Assessment Tool Age Level Purpose Target Area Resources

Family Child Care Environment Rating Scale – Revised Edition (FCCERS-R)

Birth to School-age

Monitoring / Accreditation

Space and furnishings Personal care routines Listening and talking Activities Interaction Program structure Families and providers

http://ers.fpg.unc.edu

http://ers.fpg.unc.edu/












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School-Age Child Care (Center-Based and/or SACC Only) Assessment Tool Age Level /

Setting Purpose Target Area Resources

School-Age Care Environment Rating Scale (SACERS -U)

School-age (ages 5 to 12 years)

Improvement Monitoring/Accreditation Research/Eval.

Space and furnishings Health and safety Activities Interactions Program structure Staff development Special needs

https://www.ersi.info

Classroom Assessment Scoring System (CLASS) K-3

School- age Improvement Research / Eval.

Emotional support Classroom organization Instructional support


The Build Initiative & Child Trends (2016). A Catalog and Comparison of Quality Designation and Improvement Systems (QRIS) [Data System]. Retrieved from http://qriscompendium.org/ on 4.19.2017.

The following table provides information about POI for different age levels and different settings that can be utilized to support a program’s CQI Plan.

Center, Group, or Family Child Care Settings (Birth to 5 years) Assessment Tool Age Level /


After School Quality (ASQ) Team Approach CQI Process

School age (ages 5 to 12 years)

Improvement Five-step self-assessment process, supported by TA consultant, that helps programs examine program quality and strategies to make changes that will lead to better practices and more positive youth outcomes.

http://niost.org/pdf/ASQ/ASQ_Guide_Sample.pdf

https://www.ersi.info/

https://www.ersi.info/













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Family/Group Child Care Homes Assessment Tool Age Level /


Parenting Interactions with Children: Checklist of Observations linked to Outcomes (Piccolo)

10 -47 Months

Improvement 29 observable developmentally supportive behaviors

http://www.brookespublishing.com/resource-center/screening-and-assessment/piccolo/

Program Administration

Assessment Tool Age Level / Setting

Purpose Target Area Resources

Business Administration Scale for Family Child Care (BAS)

Family child care homes that serve various ages

Improvement Monitoring / Accreditation Research / Evaluation

Qualifications and professional development Income and benefits Work environment Fiscal management Recordkeeping Risk management Provider-family communication Community resources Marketing and public relations Provider as employer

http://mccormickcenter.nl.edu/program-evaluation/business-administration-scale-bas/

Program Administration Scale (PAS)

Center-based or prekindergarten programs in elementary schools

Improvement Monitoring / Accreditation Research / Evaluation

Human resources development Personnel cost and allocation Center operations Child assessment Fiscal management Family partnerships Program planning and evaluation Marketing and public relations Technology Staff qualifications

http://mccormickcenter.nl.edu/program-evaluation/program-administration-scale-pas/

The Build Initiative & Child Trends (2016). A Catalog and Comparison of Quality Designation and Improvement Systems (QRIS) [Data System]. Retrieved from http://qriscompendium.org/ on 4.19.2017.






















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Professional Development (Coaching, Technical Assistance, Education)

Keystone STARS considers professional development (PD) as all education, technical assistance and coaching activities that support of an individual’s or program’s continuous quality improvement. STARS PD is provided to early care and education programs participating in Keystone STARS to help them achieve movement in STAR levels. OCDEL funds PD aligned with CQI and the office’s priorities. Approved PD is available in the PD Registry. Quality Coaches can support programs in identifying PD that best fulfills the program’s CQI needs. Professional Development Goals

Assist eligible STARS facilities in achieving specific quality performance standards and higher STAR levels;

Enhance, but not duplicate, the services provided by other parts of the early childhood education system; and

Support a team approach to addressing the needs of educators and their programs.

Professional Development Guiding Principles

PD is comprehensive and coordinated;

PD is relationship-based, culturally sensitive, and use a strength-based approach that focuses on the individual needs of the teachers/directors and programs;

PD maximizes resources by collaborating with, but not duplicating the services of other partners;

PD values a collaborative model of service delivery;

PD acknowledges and builds on the diversity and commonalities of all teachers/directors and programs;

PD promotes a cross-systems network allowing partners to communicate and refer effectively;

PD uses research and evidence-based practice; and

PD establishes consistent data collection procedures to assess programs and inform decision-making and program improvement.

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Resources for Support

ELRC Quality Coaches http://www.dhs.pa.gov/learnaboutdhs/dhsorganization/officeofchilddevelopmentandearlylearning/ Pennsylvania Association of Colleges and Universities http://www.pacu.org/campuses/alfalist.html An alphabetical list of all two and four year colleges and universities in Pennsylvania Pennsylvania Community Colleges http://www.education.pa.gov/Postsecondary-

Adult/College%20and%20Career%20Education/Pages/Community-Colleges.aspx

Locate a community college in Pennsylvania that offers early childhood or school-age specific programming

Pennsylvania State System of Higher Education (PASSHE) http://www.passhe.edu/answers/Pages/what.aspx Locate a state supported four year college or university that offers early childhood or school-age specific programming

Association of Independent Colleges & Universities of Pennsylvania (AICUP) http://www.aicup.org/ For a list of all of the private colleges or universities in Pennsylvania and to access the college/university websites to find types of degrees offered

Independent Colleges & Universities of Pennsylvania (AICUP) Certification http://www.education.pa.gov Locate a Pennsylvania Department of Education (PDE) approved teacher certification program in Pennsylvania

Non-Certification Degree Programs/ECE Equivalent Degrees http://www.pakeys.org For a list of approved institutions of higher education with degrees with ECE core content and equivalent to an ECE degree

Accredited Postsecondary Institutions and Programs http://ope.ed.gov/accreditation/ U.S. Department of Education listing for additional Pennsylvania business, technical and trade colleges

http://www.dhs.pa.gov/learnaboutdhs/dhsorganization/officeofchilddevelopmentandearlylearning/

http://www.dhs.pa.gov/learnaboutdhs/dhsorganization/officeofchilddevelopmentandearlylearning/

http://www.pacu.org/campuses/alfalist.html

http://www.education.pa.gov/Postsecondary-Adult/College%20and%20Career%20Education/Pages/Community-Colleges.aspx

http://www.education.pa.gov/Postsecondary-Adult/College%20and%20Career%20Education/Pages/Community-Colleges.aspx

http://www.passhe.edu/answers/Pages/what.aspx

http://www.aicup.org/

http://www.education.pa.gov/

http://www.pakeys.org/

http://ope.ed.gov/accreditation/

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SECTION THREE: Keystone STARS Forms

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Keystone STARS INVENTORY OF FORMS

The following table is meant to inform programs about the necessary forms required for STARS entry, move-up, alternate pathway entry and renewal.

EVENT

PROGRAMS INTERESTED IN MOVING UP in

STARS for the first time/requesting a

coach

PROGRAMS ENTERING VIA

ALTERNATE PATHWAY

PROGRAMS REQUESTING HIGHER STAR

LEVEL BETWEEN RENEWALS

PROGRAMS RENEWING STAR LEVEL ANNUALLY

REQUEST FOR STAR DESIGNATION

(WHICH INCLUDES ATTESTATION)

KEYSTONE STARS PROGRAM PROFILE

ANNUAL REVIEW FORM

COPY OF CQI PLAN

(if available)

PROFESSIONAL DEVELOPMENT AND

STAFF QUALIFICATION

GRID*

ENROLLMENT CALCULATION TOOL

Located on PA

Keys Website

www.pakeys.org

N

AM

E O

F F

OR

M

http://www.pakeys.org/

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Request for Keystone STAR Designation and Attestation

MPI#: ___________ Instructions: By completing and signing this form, the facility representative is attesting that this facility is ready for a STAR Designation and that all evidence to meet Performance Standards have been submitted. Facility Information This facility holds a Pennsylvania Department of Human Services Certificate of Compliance:

Yes No This facility holds a Pennsylvania Department of Education Private Academic School License:

Yes No This facility holds a current accreditation from a recognized accrediting body: Yes No If yes, please indicate the type of accreditation: ____________________________________ Name of Facility: ____________________________________________________________ Address: _____________________________________________________________ City: _____________________ Zip Code: ____________ County: ______________ Facility Phone Number: ____________________________ Contact Person: _______________________________________ Title: ___________ Email: _______________________________________________ Facility Type (if applicable, check one below):

Center Family Child Care Home Group Child Care Home School Age Only Site

Legal Entity Information Legal Entity Name: _________________________________________________________ Address: _________________________________________________________________ City: ______________________ Zip Code: _____________ County: _______________

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Request for STAR Designation This facility is requesting a STAR Designation. The facility representatives believe that this facility meets the criteria for the following STAR Designation and we have our documentation prepared to demonstrate fulfillment. Check the STAR that this facility is requesting.

STAR 2 STAR 3 or 4 Alternative Pathway Designation

Attestation for Department Human Services Regulated Provider Instructions: In order to receive your STAR Designation Certificate, please complete the following attestation. The person who signs this document is the individual legally authorized to represent the child care provider. By completing and signing this form, you attest that you agree with and understand the terms of the STAR Designation. To confirm agreement, place initials next to each statement. If you do not initial all statements, the ELRC agent of the Department of Human Services, cannot designate a STAR to your child care provider. ______ I agree to abide by the Keystone STARS Performance Standards for the current STAR

Designation and I understand the status of my Program’s STAR Designation may be reviewed, reduced, suspended, or removed if I am not meeting the Keystone STARS Performance Standards and/or other conditions listed in the attached STAR Status Review, Reduction, Suspension and Removal Process.

______ I understand that the ELRC reserves the right to review my Program’s STARS status and share

information with the DHS Regional Certification Office. ______ I understand that my Program’s STAR Designation may be suspended or removed if DHS

initiates an Injunction or Emergency Removal, or issues a Provisional Certificate of Compliance. ______ I agree that, as applicable if the DHS Regional Certification Office initiates an action to revoke or

refuse to renew my Program’s DHS Certificate of Compliance, that my STAR Designation will be suspended or removed. I understand that the STAR Designation will be suspended whether or not my Program appeals the DHS Regional Certification Office’s action.

______ I agree that, if my Program’s STAR Designation is suspended or removed, my Program may not

advertise as a STARS child care provider, I will not receive grant/award funds, and my Program’s STAR Designation will be removed from DHS’s COMPASS website. The STAR Designation may be reinstated upon my Program’s correction of the noncompliance with DHS regulations or upon meeting the Keystone STARS Performance Standards.

______ I understand that false statements made herein are subject to the penalties of 18 Pa.C.S. §

4904 (relating to unsworn falsification to authorities). ______ I will provide assurance that I will participate in evaluation activities, if selected to participate. ______ I will provide researchers with access, consistent with the requirements of all applicable Federal,

state, and local privacy laws, to data so that they can analyze the State’s quality improvement efforts and answer key policy and practice questions.

______ I agree to cooperate with the ELRC, Keystone STARS Evaluators, and other DHS agents in

providing access to examine the child care provider, records, and documents that pertain to the

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STAR Designation. I further consent to review and release information for the STAR Designation to DHS and its agents.

______ I understand that DHS has contracted with several established entities to be their agents in

administering and implementing the Keystone STARS program. The information I provide to DHS and its agents as a participant in the Keystone STARS program is shared among these agents for research and evaluation purposes, monitoring compliance, and development of the Keystone STARS program. My Program information is entered into a database that is accessible only to DHS and its agents. I affirm that I will cooperate with DHS and its agents.

______ I attest that all classrooms where children are enrolled meet DHS regulations at all times,

regardless of affiliation with other organizations, such as PA Department of Education and Head Start.

__________________________________________________ ____________________ Signature of the Individual Legally Authorized to Represent the Child Care Provider Date

__________________________________________________ ____________________ Print Name Title

Keystone STARS Status Review, Reduction, Suspension, & Removal Process By signing this agreement the GRANTEE (and affiliated Sub Grantees) understands and accepts the provisions of the Keystone STARS Status Review, Reduction, Suspension, & Removal Process as outlined below. The intent of this process is to provide a consistent mechanism for addressing noncompliance issues in early learning programs participating in Keystone STARS. However, the Department of Human Services (DHS), the Office of Child Development and Early Learning (OCDEL) and/or the ELRC reserve the right to take action for other types of program non-compliance not specifically listed henceforth. A change in a program’s STAR level designation status will impact quality subsidy add-on rates (for DHS regulated programs) and/or Keystone STARS Grants and Awards for programs that are eligible for these funding opportunities. The Resource and Restrictions chart at the end of this section details the impacts to a program’s access to various Keystone STARS resources as a result of the process. The GRANTEE/Sub Grantee will be informed by the ELRC in writing of any action taken to a program’s STAR level designation. STARS Status Review The intent of the STARS Status Review is to provide a maximum of 30 days for the ELRC to make a determination regarding the appropriate action to take upon a program’s Keystone STARS designation status. The ELRC will verify area(s) of a program’s noncompliance and will work with DHS Certification (Bureau or Regional Office for DHS Regulated programs) or other program governing bodies (such as the federal Office of Head Start) as needed to help the program correct the noncompliance. The ELRC may also conduct a STARS Status Review in response to complaints from parents and/or other community stakeholders.

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The ELRC will work with the program in the development of a STARS action plan (not to exceed 90 days) if any of the following conditions are verified during the STARS Status Review:

The program is not meeting STARS Performance Standards, but can meet STARS

Performance Standards within a 90-day timeframe. For DHS Regulated programs, the program has area(s) of noncompliance with DHS

Regulations that do not lead to a Provisional Certificate of Compliance (i.e. areas of noncompliance on a Licensing Inspection Summary).

A STAR 4–Accreditation program loses its accreditation status, but can meet STARS Performance Standards within a 90-day timeframe.

After the program meets the requirements of the STARS action plan, the ELRC reissues a STAR Certificate with the original expiration date. If the program does not meet the requirements of the STARS action plan, the ELRC proceeds with one of the following:

STAR Reduction – The program agrees to a reduced STAR level for which the program meets all STARS Performance Standards.

STAR Suspension – The program refuses a STAR Reduction but does not meet the STARS Performance Standards for its current STAR designation.

STAR Reduction The ELRC will complete a STAR Reduction if any of the following conditions are verified during the STARS Status Review:

The program is not meeting STARS Performance Standards and the area(s) of

noncompliance cannot be corrected within a 90-day timeframe. A STAR 4–Accredited program loses its accreditation status.

A program will receive a STAR Reduction to the appropriate STAR level in which the program meets all of the standards. If the GRANTEE/Sub Grantee refuses a STAR Reduction, the program will receive a STAR Suspension

STAR Suspension The STAR Suspension will occur as a result of any of the following conditions or for other types of program non-compliance not specifically listed henceforth:

For DHS regulated programs in Keystone STARS DHS Certification initiates an Injunction, Negative Sanction or issues a Provisional

Certificate of Compliance for areas of regulatory noncompliance.

SPECIAL NOTE: o A Provisional Certificate of Compliance, issued for a period not to exceed six months, when

there is a change in the physical location by a currently designated STAR 3 or STAR 4

program are not considered due to “regulatory noncompliance”.

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o These programs may maintain their existing STAR level designation at their new location.

This includes programs at an emergency, temporary physical location on a short-term basis

(up to 60 days) returning to their permanent facility.

o After six months, programs must demonstrate receipt of a Certificate of Compliance. In the

event that they are not fully compliant, an individual review of their STAR status will be

conducted.

The program consistently has multiple incidents of noncompliance with DHS Regulations.

The program fails to implement, complete, and/or maintain a STARS action plan. The program is under investigation by DHS Certification for egregious circumstances.

Issues falling under this condition will be handled on a case-by-case basis with OCDEL’s oversight.

DHS Subsidy Bureau takes action related to the program’s subsidy agreements.

For Non-DHS regulated programs in Keystone STARS Not following Child Protective Services Laws (CPSL) Deficiencies found in the Head Start Key Indicator-Compliance (HSKI-C) Protocol The discovery of state/federal performance/ integrity issues, disparities, and/or

improprieties of the educational institution which includes, but not limited to, the School District, the Local Educational Agency (LEA), and/or the educator(s) of such institutions.

For all programs including DHS Regulated Programs in Keystone STARS The GRANTEE/Sub Grantee cannot be determined a Responsible Contractor as

outlined in the commonwealth’s Management Directive 215.9 which could include but not limited to the following:

o Suspension or debarment by the Commonwealth within the past 5 years. o Suspension or debarment by the federal government or any other state or

governmental entity within the past 5 years. o Liabilities owed to the Commonwealth and/or federal government, including

tax liabilities. o Notifying the ELRC of liens/liabilities is a requirement of receiving Keystone

STARS funds. If GRANTEE/Sub Grantee does not inform the ELRC of such liens/liabilities, OCDEL will extend the suspension, past the date a clearance certificate is received by the ELRC from the GRANTEE/Sub Grantee, for the period of time the program did not notify the ELRC of the liability. The extension will affect the quality add on/tiered reimbursement given to DHS regulated programs. Dependent upon the availability of grant/award funds, the GRANTEE/Sub Grantee could be eligible for grants/awards upon reinstatement back into STARS.

o Unsatisfactory or deficient performance in past or current Commonwealth contracts or agreements as determined by the Commonwealth in its sole discretion.

o Capacity and ability to perform within the established time schedule and in accordance with the plans and specifications of the contract.

o False, misleading, or incomplete information submitted to the Commonwealth.

o Default on a Commonwealth contract or agreement as determined by the Commonwealth in its sole discretion.

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o The commission of any state or federal offense or criminal charges. o Pending investigation by a federal or state agency or under investigation by

a federal or state agency within the past 5 years. o Facility health and safety related issues. o General business integrity. o The GRANTEE/Sub Grantee is under investigation for egregious

circumstances by the program’s specific governing body/authority. Issues falling under this condition will be handled on a case-by-case basis with OCDEL’s oversight.

o The GRANTEE/Sub Grantee fails to submit to the ELRC, OCDEL or other requesting state/federal agency an approvable final expense report and/or corresponding original receipts/documentations validating compliance with state and federal requirements for the use of state and federal funds. Failure to account for or appropriately use all funds received through Keystone STARS financial grants and awards may also result in a referral to the commonwealth’s Office of Inspector General.

During this phase, the program must work with the ELRC on the development, implementation and completion of a STARS Suspension Action Plan. The STAR Suspension Action Plan, will not exceed 90 days, to correct the area(s) of noncompliance. For DHS regulated programs, where the case of noncompliance is with DHS Regulations, the ELRC consults as needed with DHS Certification regarding the corrective action plan submitted by the program. The program’s DHS Certification corrective action plan, including applicable timeframes, may substitute for the STAR Suspension action plan. After the timeframe of the STAR Suspension action plan has ended, one of the following will occur:

STAR Reinstatement - If the program meets the requirements of the STAR Suspension action plan, the ELRC reinstates the program’s STAR by issuing a STAR Certificate with the original expiration date, if applicable. If the original expiration date expired while the program was suspended, the ELRC will move the program to active, No STAR Level and re-designate the program to the appropriate STAR Level.

STAR Removal - If the program fails to implement, complete, and/or maintain a STAR Suspension action plan, the ELRC will remove the program from Keystone STARS based on the STAR Removal procedures.

STAR Removal The ELRC will complete a STAR Removal if any of the following conditions occur:

The program closes. For DHS regulated programs, DHS Certification initiates an Emergency Removal or

action to Refuse to Renew or Revoke the program’s Certificate of Compliance. The program fails to submit a “Request for Designation Renewal” to renew its current

STAR designation. The program does not meet the requirements of the STAR Suspension action plan.

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Notifications and Appeals The ELRC will inform the program in writing of any action taken to the program’s STAR level designation. If the program disputes the action outlined in the notification letter, it has 10 days from the mailing date of the letter to respond with a letter of disagreement to the ELRC. Appeals will be handled in accordance to 1 Pa. Code (§ 35.9., § 35.10., § 35.20., § 35.35., § 35.111., and § 35.112.). The program may appeal the ELRC’s final decision to OCDEL by submitting in writing a letter to:

Office of Child Development and Early Learning Pennsylvania Departments of Education and Human Services

333 Market Street, 6th Floor Harrisburg, PA 17126

Attention: Bureau of Early Learning Services

If further action is necessary, the appeal will move to the Commonwealth’s Bureau of Hearings and Appeals. Resources and Restrictions During STARS Status Review, Suspension, & Removal the following restrictions and resources apply. A check mark () indicates the resource is available to the program:

Resources/Restrictions Under Review Suspension Removal

For Programs eligible for STARS Financial Awards Eligibility

resumes upon

satisfactory

completion of

STARS Status

Review

Program posts STAR Certificate and advertises as a STARS program

For DHS Regulated programs eligible for tiered subsidy reimbursement (STAR 2 – STAR 4)

Program’s STAR listed on COMPASS

Program access to STARS Representative for help with Performance Standards

Program access to STARS Technical Assistance

Program’s Staff Prioritized for

Vouchers/tuition assistance

Program access to other special opportunities such as Mind in the Making, Early Childhood Mental Health Consultation, etc.

Program eligible to attend professional development opportunities

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Keystone STARS Program Profile Name of Facility: ________________________________________________________ MPI#: ___________ - _______ Contact Person: __________________ Title __________ Phone Number: ________________________ Email ____________________________ Address: _________________________________ City: ________________ Zip: __________ Number of children program site is certified/licensed for: _______

How many years has site been in operation? _______

Ages of Children Accepted at this Site: ______ to ________

Number of Classrooms: _______________ Hours of Operation: _______ to _______

Days of Operation: _____________________________ Note: Please ensure all information in PELICAN related to your program is accurate and current including age of children accepted, accreditations, contact information, etc.

Classroom Name Classroom Age

Range

Capacity of

Room

# of Children

Enrolled

# of Teachers

FT/PT

First Initial and Last Name








_______________________________________________________________________

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The following information is based on current enrollment:

Today’s Date: ____________

Based on current enrollment, how many children:


Have documented special needs (e.g. IFSP, IEP, etc.)? _______



Faith Based Not for Profit Multi-Site (Chain or Franchise)

Head Start For Profit USDA Food Program

Early Head Start Montessori Accredited NAEYC Accredited

Pre K Counts Reggio Inspired NAFCC Accredited

School Age Only Site Use of After School Quality (ASQ) Private Academic Preschool

Other: _____________ Other: ____________________ Other: _________________

Comments


Have you been receiving coaching to

support CQI Plan? Yes No

Have you experienced 50% or more staff

change? Yes No


Has there been a significant fluctuation in

enrollment /FTE compared to last FY? Yes No

Has there been a change in funding for

slots (Head START, Pre-K Counts)? Yes No

What are you hoping your program will achieve this year by participating in Keystone STARS?

What are you hoping your program will receive from your Quality Coach this year and how can Keystone STARS best meet your needs?

Describe one or two program areas you would like to focus on this year to improve the quality of your program.

How will you ensure that you and your staff will be able to participate in Keystone STARS in the upcoming year (i.e. have time for weekly meetings with the coaches or consultants, have the ability to make changes in your program, etc.)?

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Do you anticipate any barriers to participating in any of the above-mentioned activities in the upcoming year?

Does your program staff understand that participating in Keystone STARS means:

• They may have assessors/observers in their room? Yes No

• They may have a classroom observation? Yes No

• They may be asked to participate in coaching meetings and/or further pursue training and education?

Yes No

Does your staff receive feedback regarding job performance on a regular basis? Yes No If yes above, please describe the process and frequency of feedback.

Does staff have the opportunity to provide their supervisor and/administration with input regarding program policies

and procedures? Yes No

If yes above, please describe how and when.

Name of Individual Completing This Form: ____________________________________

Signature of Individual Completing This Form: _________________________________

Date: _____________________

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Updated June 1, 2018

Keystone STARS Annual Review Form All programs that receive a STARS designation must complete an Annual Review to maintain their designation. This Annual Review document is due during the anniversary month of the program’s initial STARS designation. Programs are also required to update and submit their CQI plan reflecting goals met and new goals and are encouraged to report progress on new indicators being met. Programs that fail to submit their Annual Review Document 10 days prior to their anniversary date will result in a loss of their current designation. Programs must resubmit for a full STARS evaluation every three years OR when they seek to move up a STAR level. Note: Attach Individualized Professional Development Plans Name of Facility: _______________________________________________________ MPI#: ___________ - _______ Contact Person: __________________ Title__________ Phone Number: ________________________ Email: __________________________ Address: _________________________________City: ________________ Zip: __________ Number of children program site is certified/licensed for: _______

How many years has site been in operation? _______

Ages of Children Accepted at this Site: ______ to ________

Number of Classrooms: _______________ Hours of Operation: _______ to _______

Days of Operation: _____________________________ As part of your Annual Review, please ensure all information in PELICAN related to your program is accurate and current including age of children accepted, accreditations, contact information, etc.

Classroom Name Classroom Age

Range

Capacity of

Room

# of Children

Enrolled

# of Teachers

FT/PT

First Initial and Last Name








_______________________________________________________________________

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The following information is based on current enrollment:

Today’s Date: ____________

Based on current enrollment, how many children:


Have documented special needs (e.g. IFSP, IEP, etc.)? _______



Faith Based Not For Profit Multi-Site (Chain or Franchise)

Head Start For Profit USDA Food Program

Early Head Start Montessori Accredited NAEYC Accredited

Pre K Counts Reggio Inspired NAFCC Accredited

School Age Only Site Use of After School Quality (ASQ) Private Academic Preschool

Other: _____________ Other: ____________________ Other: _________________

Comments


Have you been receiving coaching to

support CQI Plan? Yes No

Have you experienced 50% or more staff

change? Yes No


Has there been a significant fluctuation in

enrollment /FTE compared to last FY? Yes No

Has there been a change in funding for

slots (Head START, Pre K Counts)? Yes No

What are you hoping your program will achieve this year by participating in Keystone STARS?

What are you hoping your program will receive from your Quality Coach this year and how can Keystone STARS best meet your needs?

Describe one or two program areas you would like to focus on this year to improve the quality of your program.

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How will you ensure that you and your staff will be able to participate in Keystone STARS in the upcoming year (i.e. have time for weekly meetings with the coaches or consultants, have the ability to make changes in your program, etc.)?

Do you anticipate any barriers to participating in any of the above-mentioned activities in the upcoming year?

Does your program staff understand that participating in Keystone STARS means:

• They may have assessors/observers in their room? Yes No

• They may have a classroom observation? Yes No

• They may be asked to participate in coaching meetings and/or further pursue training and education?

Yes No

Does your staff receive feedback regarding job performance on a regular basis? Yes No If yes above, please describe the process and frequency of feedback.

Does staff have the opportunity to provide their supervisor and/administration with input regarding program policies

and procedures? Yes No

If yes above, please describe how and when.

Name of Individual Completing This Form: ____________________________________

Signature of Individual Completing This Form: _________________________________

Date: ____________________


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Keystone STARS Continuous Quality Improvement Plan Example #1 Instructions

Purpose: Keystone STARS is a system of continuous quality improvement (CQI) that guides early learning and school-age programs toward achieving and maintaining high quality and best practices. CQI is an ongoing process that includes reviewing sources of evidence that indicate program quality, planning goals, and implementing strategies that move learning programs toward best practices. A well-developed plan is an essential tool in guiding the development of CQI across all areas of the program.

Overview: This document contains general requirements and instructions on creating a STARS Continuous Quality Improvement Plan (CQI Plan). Practitioners may design their own CQI Plan format; however, the submitted plan must address the information requested in the instructions below. Assistance in the creation and completion of a CQI Plan is available from the Early Learning Resource Center.

Instructions: The following steps (1-5) outline the required components of a CQI Plan. The plan should be site-specific and focus on the needs of the community served including children, families, staff, etc. The goals chosen by a facility should be based on needs identified through a variety of sources of evidence and should reflect the program’s philosophy and mission.

1. Background Information: include the following information in the CQI Plan:

Facility name, address, and other contact information.

Overall time frame for the plan including current and projected STAR levels.

Facility size and projected grant requests (if applicable). 2. Goal Planning: determine specific goals needed to guide the program toward achieving and maintaining

high quality and best practices. Each goal must address the following points (a-f).

a) Goal Statement – Write a clearly defined goal statement that is specific and measurable.

b) Time Frame – Identify the goal as immediate, short term (1-2 years), or long term (3-5 years) and select a projected date of completion.

c) Quality Standard - Align each goal with a quality standard or criterion. Quality standards/criteria include, but are not limited to, Keystone STARS Performance Standards, Pennsylvania Learning Standards, accreditation criteria (including NAEYC, NAA, NAFCC, etc.), Head Start Performance Standards and Caring for Our Children (CFOC) national health and safety standards for children.

d) Source(s) of Evidence - Identify the source(s) of evidence that indicate the need for the goal. Sources of evidence are typically assessments that provide information about the quality of services in the facility. There are a variety of quality indicators completed at different STAR levels that may serve as sources of evidence for the CQI plan.

Feedback from Designation Visit and Program Quality Assessment and Self-assessments

Illness and Injury Tracking Review

Program Assessment – including Family, Staff, and School-Age Surveys

Financial Review

Risk Management Assessment

Strategic Plan

Business Plan

Additional sources such as the Program Administration Scale (PAS), Business Administration Scale (BAS), Environmental Rating Scale (ERS), Classroom Assessment Scoring System (CLASS), After School Quality (ASQ), Child Assessment Data, Staff Observations & Evaluations, Family Conference feedback, Accreditation resources and other sources as determined by the facility.

At a minimum, the CQI Plan should identify and include the following number of sources of evidence to support the goals identified in the CQI plan: STAR 2 = 3 sources; STAR 3 = 4 sources; STAR 4 = 5 sources. Note: While the overall plan needs to be supported by multiple sources, individual goals may emerge from a single source.


Updated July 1, 2018 Page 35

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e) Action Steps - Outline a series of action steps needed to accomplish the goal including who is responsible for coordinating the action steps and monitoring their completion and effectiveness.

f) Resources & Supports - Describe the resources and supports needed to achieve the goal. As appropriate, include needs related to:

Professional Development/Technical Assistance

Learning Program, Management, or Business Practices

Materials, Equipment, or Facility Improvements

3. Repeat: Repeat Step 2 for each CQI goal developed for the program as part of the overall CQI Plan.

4. Annual Review: Establish a written process for at least an annual review of the plan. The review should address how quality was improved (including goals achieved and those still in process), what STARS supports and resources were used to assist in improving quality, and what challenges were faced in working toward CQI goals. The results of the annual review should be used to guide the revision of existing goals and the planning of additional goals to be included in the new CQI Plan.

5. Moving On: The CQI Plan may be expanded to include goal planning for a variety of program needs. Other considerations for a CQI Plan may include “above and beyond” goals created to enhance and strengthen existing competencies within the program such as program administration, curriculum, and relationships with families, etc. These “above and beyond” goals may emerge from current research or the director’s personal goals for the program.

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Continuous Quality Improvement Plan – Example #1 (Optional Tool)

Name of Facility: ____________________________________________ MPI#______________

Date Goal Created: ___________________________Current STAR Level:________________

Continuous Quality Improvement (CQI) Goal*:

Immediate Short Term (1-2 yrs) Long Term (3-5 yrs)

Staff Coordinating/Staff Involved

Projected Date of Completion

Actual Date Of Completion

How does your goal align with quality standards? What action steps are needed to achieve this goal?

Keystone STARS Performance Standards Action Steps

(include initials of staff responsible) Staff Qualifications and

Professional Development Learning Program

Partnerships with Family and Community

Leadership and Management

Other Quality Standard:

What source(s) of evidence did you use to determine this goal?

Source(s) of Evidence Date(s)

Completed

What resources or supports are needed to assist in the achievement of this goal?

Changes or Improvements to

Learning Program, Management, or Business Practices

Materials, Equipment, or Facility Improvements

*Please use a separate page for each goal. Copy this page, as needed, to accommodate your program’s goals

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Review of Plan Year _____________ to ________ (month/year) (month/year)

# of Goals in Previous Year’s Plan

# of Goals Completed from Previous Year’s Plan

How has quality improved in your facility during the past year? (Include consideration of regulatory

compliance, quality of services, staff performance, organization and management, family/community partnerships, and financial practices.)

How did you use STARS supports and resources to assist your facility in improving quality? (Include consideration of grants, awards, technical assistance, TEACH scholarships, voucher program, STARS management support, professional development workshops, and credential programs.)

What challenges did you face in working toward your CQI goals? How can these challenges be addressed in this year’s plan?

How did you share your CQI goals, including progress made, with staff, families, and other stakeholders?

Name of Person Responsible for Formulating CQI Plan: ________________________________________ Title: _________________________________________ Date: _______________________________________

Goals to be Reconsidered from Previous Year’s Plan (these goals will be added to your new CQI Plan)

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Continuous Quality Improvement Plan – Example 2 (Optional Tool)

Name of Facility: ___________________________ MPI#___________ County: ________

Date Goal Created: _________________________ Current STAR Level:______________

STARS PERFORMANCE INDICATORS

Indicator

Area of Strength




Choose One: CLASS ERS OTHER

Indicator

Area of Strength




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Professional Development and Staff Qualifications Grid

Name of Facility:____________________ MPI # on Certificate of Compliance: ______________County:______________________

Employee Name Date of

Hire Position

Title* Part or

Full Time

Current Education Level Enrolled In (E) or Attained (A)

Date SQ.3.4.2

Member of Onsite

Leadership Team

Yes or No

Leadership Enrolled in (E) Or

Attained (A) Director Credential

Date LM 3.4.1

PDR Within 60 Days of

hire SQ.2.2

Yes or No

Annual Prof Development

Plan Expiration

SQ.2.3

SQ.3.4.1

Orientation Within 90 days of Hire SQ.2.1

CDA/CCP AA BA/BS STARS 101 Completion

Date

STARS 102 Completion

Date

Example: Jane Doe 1/1/04 T FT A

2002 E

2003

n/a yes 1/1/2017 2/1/04 3/1/04

1

2

3

4

5

6

7

8

9

10

* Position Titles: D = Director/FCC Provider; T = Teacher; AT = Assistant Teacher; A = Aide.


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Name of Facility: ________________________________________ MPI # on Certificate of Compliance: ___________________________ County: ______________

STAR 3 and 4 Professional Development

Instructions: Place the same employee in line #1 as you placed on the first page of this form. Where the staff has completed an item on the grid, please indicate the item is complete by filling in the date in the box. Make copies of this form for additional staff. If not applicable, indicate with a N/A. Note: The Director or member of on-site leadership team and staff members should engage in thoughtful consideration of individualized PD needs on an annual basis. Staff members actively enrolled in an academic program of study in child development, early care and education or a related field (with coursework in child development) are not required to take additional professional development courses UNLESS it is supportive of their practice.

Employee Name

List Date(s) of completed Professional Development

Language Dev

SQ 3.4.3

Social and Emotional

Development SQ 3.4.4

Positive Interactions

SQ 3.4.5

Curriculum SQ 3.4.6

Developmental Screening SQ 3.4.7

Assessment SQ 3.4.8

Inclusion SQ 3.4.9

Example: Jane Doe 2/15/12 6/25/12 3/1/12 2/5/12 4/25/12 5/15/12 5/15/12

1

2

3

4

5

6

7

8

9

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Name of Facility: ________________________________________ MPI # on Certificate of Compliance: ___________________________ County: ________

STAR 3 and 4 Professional Development Non-Instructional Staff

Employee Name

List Date of Completed Professional Development

DAP Diversity Age Appropriate

Standards Adult Child Interactions

Example: Jane Doe 2/15/12 6/25/12 3/1/12 2/5/12

1

2

3

4

5

6

7

8

9

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