Created in 2007 by the Pennsylvania Office of Child Development and Early Learning (OCDEL), The Pennsylvania Key implements the work and supports the policies developed and managed by OCDEL. Learn More. >
Created in 2007 by the Pennsylvania Office of Child Development and Early Learning (OCDEL), The Pennsylvania Key implements the work and supports the policies developed and managed by OCDEL. Learn More. >Add intro.
For clarity, the updates that have been made in the 2022 Keystone STARS Performance Standards are outlined below by Performance Category.
Keystone STARS is a program of Pennsylvania’s Office of Child Development and Early Learning (OCDEL). Keystone STARS is a responsive system to improve, support, and recognize the continuous quality improvement (CQI) efforts of early learning programs in Pennsylvania. Our system is guided by three core principles:
Inclusion, diversity, equity, and respect are foundational values embedded in these principles.
Keystone STARS has four primary goals:
OCDEL’s Keystone STARS Program supports all ECE programs in making quality improvements. Programs are encouraged to think about the Keystone STARS Performance Standards as a tool to support CQI that positively impacts services to the children and families in their care.
The Keystone STARS Performance Standards are intended to support programs in developing a meaningful, individualized CQI Plan. The standards are written to be respectful of the broad diversity of ECE providers in Pennsylvania. Keystone STARS is a hybrid system with required quality indicators at each STAR level combined with the additional ability to earn points among optional quality indicators at the STAR 3 and 4 levels.
All child care providers with a regular certificate of compliance issued by the Pennsylvania Department of Human Services (DHS) and preschool programs licensed by the Pennsylvania Department of Education (PDE) 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 move to higher STAR levels.
Keystone STARS has four levels:
Programs must meet this required quality indicator before moving to a higher STAR level.
Programs meet all required quality indicators at STAR 2 before moving to a higher STAR level.
Programs at STAR 3 must meet 2 required quality indicators (SQ 3.4.1 and EC 3.4.5) and earn a minimum of 70 percent of optional points available in each of the 4 Performance Standard categories
Programs at STAR 4 must meet 2 required quality indicators (SQ 3.4.1 and EC 3.4.5) and earn a minimum of 85 percent of optional points available in each of the 4 Performance Standard categories
Programs can move directly to a higher STAR level without being designated at a lower level. For example, a STAR 2 program can move directly to a STAR 4 by successfully meeting all STAR 4 performance indicators without first being designated as a STAR 3.
There are 4 categories in Keystone STARS Performance Standards, each of which have quality indicators at STAR 2, 3 and 4 levels:
Programs can move directly to a higher STAR level without being designated at a lower level. For example, a STAR 2 program can move directly to a STAR 4 by successfully meeting all STAR 4 performance indicators without first being designated as a STAR 3.
When using the Keystone STARS Performance Standards, programs are encouraged to examine each individual quality indicator in terms of their Intent, Implementation, and Impact. Each of the 3 I’s is explained in further detail below:
Programs can move directly to a higher STAR level without being designated at a lower level. For example, a STAR 2 program can move directly to a STAR 4 by successfully meeting all STAR 4 performance indicators without first being designated as a STAR 3.
Through thinking about each STARS quality indicator in terms of the 3 I’s, programs should:
Keystone STARS is designed to help early childhood education programs develop and implement a continuous quality improvement (CQI) plan that will guide the program in ongoing self-evaluation activities to identify areas where growth would be most beneficial to the children and families served as well as to the overall program.
A program’s CQI Plan is a roadmap of activities that builds on existing strengths and includes areas for growth to improve the daily practices and increase staff knowledge. The CQI Plan should reflect a program’s journey and growth, including progress toward current goals and new goals for additional improvements. CQI Plans are dynamic, change over time and reflect the total program. CQI plan goals may include but are not limited to:
At STAR 2 (EC 2.1) and above, programs begin their journey in CQI planning by creating a required CQI Plan that:
At STAR 3 and STAR 4, a culture of ongoing CQI ensures that programs routinely evaluate their strengths and expand their CQI Plan activities to maintain existing quality and continue to grow new practices that support children and families. Throughout the development and updating of the CQI plan, programs should connect with their Quality Coach and other relevant STARS supports to enhance their CQI journey.
As part of all Keystone STAR 2, 3, and 4 designations and annual reviews, programs are required to submit a copy of their updated annual CQI Plan to their Quality Coach as a source of evidence. Annual updates should include a review of the previous CQI Plan and:
Opportunities for programs to collaborate with a member of the Program Quality Assessment (PQA) team began in 2020 and will continue until further notice from OCDEL.
Beginning in 2022, programs renewing or moving to STAR 3 or STAR 4 must share their most recent internal assessment results and CQI plan with a PQA team member. Using the internal assessment results and other relevant information, the program and assessor work together, along with a Quality Coach to create CQI goals informed by the internal assessment, address challenges related to incorporating new goals, and plan for next steps.
Programs working toward or renewing at STAR 3 or 4 may also elect to include an optional activity (EC 3.4.6) into their CQI Plan by adding a minimum of one additional program observation instrument (POI) to their IAP Plan beyond the one selected at EC 3.4.5. Additionally they may request that an OCDEL-approved assessor complete an external assessment for additional CQI support. Programs that elect to complete LM 3.4.9 also include their use of PAS/BAS in their Internal Assessment Process plan, share their most recent internal assessment results with a PQA team member and collaborate with the assessor and their Quality Coach to create CQI plan goals.
Programs designating or renewing at STAR 1 or STAR 2 are also invited to collaborate with the Program Quality Assessment team and their Quality Coach as they begin building their CQI plan.
At STAR 3 and STAR 4, programs can earn additional points by implementing OCDEL-approved quality initiatives. These bonus point quality initiatives allow for programs to earn 2 points that can be applied to specific Performance Standard categories. More information about the current Bonus Point Quality Initiatives can be found on the STARS Resource page in the Keystone STARS Program Manual.
| Quality Indicator # | Quality Indicator | Possible, But Not Required, Evidence | Thoughtful Questions for Quality Coaches & Providers |
|---|---|---|---|
| CC.1 |
Certification and Compliance
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N/A |
| Quality Indicator # | Quality Indicator | Possible, But Not Required, Evidence | Thoughtful Questions for Quality Coaches & Providers |
|---|---|---|---|
| SQ 2.1 | All current onsite Leadership Team* members and Teaching Staff* complete: Overview of Keystone STARS: Pennsylvania’s Quality Rating and Improvement System (QRIS) by the time of their next designation occurring after October 1, 2022. Ongoing, all newly hired onsite Leadership Team and Teaching Staff complete the course within 90 days of hire unless previously completed. |
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How do you define who is part of your onsite leadership team? How do you ensure that current teaching staff and onsite leadership team members in your program have taken or are scheduled to the Overview of Keystone STARS: Pennsylvania’s Quality Rating and Improvement System (QRIS) course? How do you ensure that newly hired teaching staff and onsite leadership team members in your program have taken or are scheduled to the Overview of Keystone STARS: Pennsylvania’s Quality Rating and Improvement System (QRIS) course? |
| SQ 2.2 | Onsite leadership team members* and teaching staff* complete their Profile (Career Pathway) in the Professional Development (PD) Registry within 60 days of hire. Annually, all onsite leadership team members and teaching staff must renew their Profile (Career Pathway) in the PD Registry. A profile is considered complete when Career Pathway status is listed as “applied” or “verified” in the PD Registry. |
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When a new teaching staff or member of your onsite leadership team is hired at your program, how do you ensure they have completed their PD Registry Profile to the point at which their Career Pathway status shows as “applied” or “verified”? How do you ensure that your teaching staff and onsite leadership team members renew their PD Registry Profile annually? |
| SQ 2.3 |
All onsite program leadership team members* and teaching staff* complete their Professional Development Plans (PDP) in the PD Registry to support educational achievement and professional growth. These PDPs are:
Clarification for FCCH and GCCH: When FCCH and GCCH leadership teams include additional peers or support persons, they should be included in the PDPs. |
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What sources of evidence are used to develop PDPs? Describe how leadership supports individual teaching staff’s PD plan. What resources are available to teaching staff and onsite leadership team members as they develop short and long-term PD goals? Describe the extent to which PD plans are reviewed with teaching staff and onsite leadership team members. |
*Refer to Glossary of Terms for definitions of Leadership Team and Teaching Staff.
| Quality Indicator # | Quality Indicator | Possible, But Not Required, Evidence | Thoughtful Questions for Quality Coaches & Providers |
|---|---|---|---|
| SQ 2.1 | All current onsite Leadership Team* members and Teaching Staff* complete: Overview of Keystone STARS: Pennsylvania’s Quality Rating and Improvement System (QRIS) by the time of their next designation occurring after October 1, 2022. Ongoing, all newly hired onsite Leadership Team and Teaching Staff complete the course within 90 days of hire unless previously completed. |
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How do you define who is part of your onsite leadership team? How do you ensure that current teaching staff and onsite leadership team members in your program have taken or are scheduled to the Overview of Keystone STARS: Pennsylvania’s Quality Rating and Improvement System (QRIS) course? How do you ensure that newly hired teaching staff and onsite leadership team members in your program have taken or are scheduled to the Overview of Keystone STARS: Pennsylvania’s Quality Rating and Improvement System (QRIS) course? |
| SQ 2.2 | Onsite leadership team members* and teaching staff* complete their Profile (Career Pathway) in the Professional Development (PD) Registry within 60 days of hire. Annually, all onsite leadership team members and teaching staff must renew their Profile (Career Pathway) in the PD Registry. A profile is considered complete when Career Pathway status is listed as “applied” or “verified” in the PD Registry. |
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When a new teaching staff or member of your onsite leadership team is hired at your program, how do you ensure they have completed their PD Registry Profile to the point at which their Career Pathway status shows as “applied” or “verified”? How do you ensure that your teaching staff and onsite leadership team members renew their PD Registry Profile annually? |
| SQ 2.3 |
All onsite program leadership team members* and teaching staff* complete their Professional Development Plans (PDP) in the PD Registry to support educational achievement and professional growth. These PDPs are:
Clarification for FCCH and GCCH: When FCCH and GCCH leadership teams include additional peers or support persons, they should be included in the PDPs. |
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What sources of evidence are used to develop PDPs? Describe how leadership supports individual teaching staff’s PD plan. What resources are available to teaching staff and onsite leadership team members as they develop short and long-term PD goals? Describe the extent to which PD plans are reviewed with teaching staff and onsite leadership team members. |
*Refer to Glossary of Terms for definitions of Leadership Team and Teaching Staff.
| Quality Indicator # | Quality Indicator | Possible, But Not Required, Evidence | Thoughtful Questions for Quality Coaches & Providers |
|---|---|---|---|
| EC 2.1 |
Program develops a Continuous Quality Improvement (CQI) Plan that:
*Please see the chart of suggested POIs found in this document and the STARS Program Manual **There are 2 CQI plan templates in the Keystone STARS Program Manual |
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What is the process for creating, reviewing, and updating your program’s CQI plan? How do you review your current program practices and policies and use that information to inform your CQI plan? What sources of evidence do you use to inform your CQI Plan? Who has input into developing and reviewing your program’s CQI Plan? How do you work with a Program Quality Assessor to select and utilize your chosen program observation instrument? What type(s) of internal assessment(s) are used to inform your program’s CQI Plan? Have you attended training on the POI you have selected to support conducting internal assessments appropriately? Describe how your Child Care Facility COVID-19 Health and Safety Plan was used to inform your CQI Plan. |
| EC 2.2 |
Lesson plans:
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Lesson plans from each class/age group that show:
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For Program Leadership: What resources does your program offer to teaching staff in their creation of lesson plans that are based on PA ELS and/or individualized based on children’s differing abilities? For Teaching Staff: Tell me how you develop your lesson plans and what resources you use to help in your planning. Explain how lesson plans are shared with program leadership before implementation. Tell me about a typical day in your classroom. |
| EC 2.3 |
A research‐based developmental screening tool is used within 45 days of each child’s 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 screenings are communicated with families, support for referrals are offered as needed. Clarification for School Age Child Care (SACC): N/A for SACC only programs or for children enrolled in K-12 programs receiving SACC services at a Keystone STARS Program. SACC programs will receive credit for meeting this indicator. |
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Why did you choose ______ for your program’s screening tool? Describe your staff’s’ familiarity with the adopted screening tool. Explain any steps and/or supports you offer to your staff who conduct the screening to ensure the tool is being utilized with fidelity. What is the process for referring a family to community services when deemed appropriate? Can you tell me about a time when a referral was made based on screening results? Explain how screenings are tracked within your program. |
| 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, Inclusion of All Children in Early Childhood Programs in Pennsylvania. Programs may choose to collaborate with the local Early Intervention Program to support this activity |
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How does your program seek to include all children, including those with disabilities, and their families? What steps has your program taken to implement more inclusive practices since the most recent Inclusion Announcement issued by OCDEL? What steps do you plan to take in the future? What local partners are you collaborating with in helping promote inclusive practices? What are some examples of inclusive practices in your classrooms? |
| 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. The program develops a process to address the local steps in the OCDEL Reduction of Suspension and Expulsion Announcement, Reduction of Expulsion and Suspension in Early Childhood Programs in Pennsylvania. Programs may choose to collaborate with the local Early Intervention Program to support this activity. |
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How does your program seek to create a positive climate and focus on prevention of behavior issues?What policies does your program have in place that communicate clear, appropriate, and consistent expectations and consequences for disruptive behaviors?How does your program use family engagement to help reduce suspension and expulsion?Since the OCDEL Policy Announcement was released in 2017, what steps has your program taken to reduce suspension and expulsion?What steps do you plan to take in the future? |
| Quality Indicator # | Quality Indicator | Possible, But Not Required, Evidence | Thoughtful Questions for Quality Coaches & Providers |
|---|---|---|---|
| FC 2.1 | Program has a written policy that states that Individualized Family Service Plan (IFSP), Individualized Educational Program (IEP), 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 IFSP/IEP meeting which must include family members, an early childhood teacher, Early Intervention (EI) specialists, and director or administrator. |
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How do you discuss your IFSP and IEP policy with families? Is this policy included in your family handbook? How do you help ensure your relevant teaching staff are included in IFSP and IEP meetings? Can you tell me about a particular instance in which this took place? How does your program use the information contained in the IFSP and IEP to inform classroom practices? |
| 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:
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How do you help children as they transition from one age group, developmental stage, or classroom to another? How do you keep families informed of any upcoming transitions? Explain how you work with other learning programs to help with an child’s transition. Detail your connections with local school districts that help children transition to kindergarten. To what extent does your program help with other types of transitions such as a new baby, a move, custody changes, etc.? |
| 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 as well as the family’s goals for their child. |
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How would you describe the term “family engagement?”What types of family engagement efforts have worked best in your program?Have you tried activities that were not successful in engaging families? What could you do differently?How has your program utilized the Pennsylvania Family Engagement Birth through College, Career, Community Ready Framework to help shape your family engagement policy and practices?Explain your program’s conference policy in terms of frequency, protocol, and what information is exchanged between families and your program. |
| FC 2.4 | A current Family Handbook is distributed to outline program policies and practices beyond those required by the OCDEL Bureau of Certification. |
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How often do you review your family handbook for accuracy and to ensure it reflects the most current information for your families? Who is involved in developing your family handbook? How do you help ensure families take time to review and understand the information in your handbook? |
| Quality Indicator # | Quality Indicator | Possible, But Not Required, Evidence | Thoughtful Questions for Quality Coaches & Providers |
|---|---|---|---|
| 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. |
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Describe how your program’s budget is developed. What are the key decision points in its development? If your program experienced a change in director or owner, how well would your program manage? What steps could you take now to ensure future success at navigating this change? What are the break-even numbers for your classrooms? Your overall program? What is your waiting list maintenance procedure? What is the chain of command in your program? Do you have someone who could step in to help run the program in the director’s or owner’s absence? What strategies do you use for marketing your program to new families? To recruit staff? |
| LM 2.2 | Current personnel and program operation policies are distributed and utilized to support understanding of program policies, procedures, roles, and responsibilities. |
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How often do you review your personnel manual for accuracy and to ensure it reflects the most current information for your staff? Who is involved in developing your personnel manual? How do you help ensure staff are aware of and understand the information in your personnel manual? |
| LM 2.3 | Program uses documents for tracking child and staff illnesses and injuries, including plans of action to prevent further occurrences. |
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Describe how your program tracks child and staff illnesses and injuries that occur. How often are tracking forms reviewed in order to spot trends in illnesses and injuries? Describe an action plan that your program implemented in response to the tracking of illnesses and injuries. Was the plan successful in reducing illnesses and injuries? |
| LM 2.4 |
A system of overall site safety review is implemented which includes active supervision. Supervision strategies involve:
children in care at all times. |
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How do you define supervision? Describe your supervision policy and implementation in classrooms, while outside, on field trips, and during nap time. How often do you conduct a site safety review/checklist? How often do you review completed safety reviews/checklists? Have you discovered any lapses in safety or supervision practices through using the review? If so, what types of corrective action did you employ as a result? |
| LM 2.5 | Program uses Caring for our Children to establish policies and practices regarding care plans for children with special medical needs as well as medication administration. |
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Explain the process through which a care plan for a child is implemented in your program. How are staff helped to both understand and feel comfortable with care plans? Have staff ever felt overwhelmed with implementing a child’s care plan? How did you support staff in this situation? Describe the process for administration of medication in your program. How do you ensure families are aware of and understand your program’s policies regarding special care plans and medication administration policies? |
In order to be designated as a STAR 3, programs need to earn a minimum of 70 percent of possible points in each of the 4 Performance Standard categories as well as meet required indicators SQ 3.4.1 and EC 3.4.5.
In order to be designated as a STAR 4, programs need to earn a minimum of 85 percent of possible points in each of the 4 Performance Standard categories as well as meet required indicators SQ 3.4.1 and EC 3.4.5.
| Quality Indicator # | Quality Indicator | # of Points | Possible, But Not Required, Evidence | Thoughtful Questions for Quality Coaches & Providers |
|---|---|---|---|---|
| SQ 3.4.1 |
REQUIRED STAR 3 & 4 INDICATOR: Program implements a system to support the staff’s education and career development which might include:
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N/A |
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Describe the process for supporting staff’s education and career development. In what ways do you work with staff to support their career development and ongoing professional development needs? Describe interactions your program has had with your local PDO regarding the creditbearing coursework needs of your teaching staff. |
| SQ 3.4.2 |
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10 |
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When a new teaching staff or member of your onsite leadership team is hired at your program, how do you ensure they have completed their PD Registry Profile to the point at which their Career Pathway status shows as “applied” or “verified”? How do you ensure that your teaching staff and onsite leadership team members renew their PD Registry Profile annually? |
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15 | |||
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20 |
Keystone STARS seeks to ensure that ECE professionals are well-educated and skilled in key areas related to child development and best practices in the classroom. The following subject areas were identified as key components that should be included in every teaching staff’s professional development plan (PDP):
All teaching staff and onsite leadership team members must have received training in all the topic areas above within 1 year of hire at current program or within last 3 years or be currently enrolled in credit-bearing coursework in order to receive points in each of the optional indicators, SQ 3.4.3 through SQ 3.4.9. Moving forward, the assessment of ongoing professional development (PD) needs in the topics should be an annual discussion between program leadership and teaching staff. As the needs of the children served in the classroom and program change, the PD needs of teaching staff working with those children and families will certainly change as well. And, while a foundational course in the topic areas above may suffice for a teaching staff’s PD needs initially, more scaffolded PD courses that extend learning and quality practices should be included in future PDP plans. For a program to earn points in each of the quality indicators listed above, at minimum, all teaching staff and onsite leadership team members must take PD in each of the topic areas every 3 years unless they are enrolled in credit-bearing coursework.
There is special consideration given to the vendor-related tools of curriculum, developmental screening tool, and observation-based assessment tool in SQ 3.4.6, SQ 3.4.7, and SQ 3.4.8. Because these three areas are specific to the curriculum, screening tool, and assessment in use by a program, staff who take vendor-specific PD in each of these three areas will not be required to take additional training unless the author of the tool releases updates/changes to their product or program leadership determines additional PD is indicative of quality teaching practices. Programs, as part of their annual CQI activities, should determine if updates have been released by the vendor for the curriculum, screening tool, and assessment tool they use. When these updates and revisions are identified, teaching staff and onsite leadership team members will be expected to participate in relevant updated trainings offered by the vendor.
Flexibility in PD is inherent in the STARS Professional Development and Staff Qualifications and is intended to offer ECE professionals the opportunity to assess their needs as well as identify areas in which further growth is needed. Additionally, program leadership should take an active role in the assessment of their teaching staff’s PD needs. These assessments should be informed by classroom observations, performance evaluations, instructional observations, and the current needs of enrolled children and families. At no point should this flexibility be interpreted as diminished PD expectations for Keystone STARS.
Teaching staff and onsite leadership team members that are enrolled and making active progress in a credit-bearing academic program may consider their coursework to equate to PD in some of the subject areas above. Discussions between leadership and teaching staff should help to determine if additional PD in certain topic areas would be supportive of quality practices for these staff. These discussions should take place annually at minimum and help shape each staff person’s PDP including goals for ongoing PD needs and career and educational advancement.
When determining the amount of points a program will earn within SQ 3.4.3 through SQ 3.4.9, quality coaches and program leadership should discuss both how the PD needs of the entire teaching staff are assessed and how additional PD expectations for teaching staff will be identified.
For additional information on the expectations of PD in Keystone STARS including PQAS requirements, see the Keystone STARS Professional Development page. In addition, the PD Tracking Grid for Teaching Staff in the Keystone STARS Program Manual and the Staff Detailed Training Report in the PD Registry can be used to help programs assess the PD needs of their teaching staff.
With the release of Pennsylvania’s Professional Standards and Competencies for Early Childhood Educators (PA PSCECE), by July 31, 2022, all courses in the PD Registry will be coded with the PA PASCECE Standard Area(s). Suggestions for each relevant STAR 3 and STAR 4 PD indicator are provided to ease in selecting courses in the PD Registry. While there will be overlap in the PA PSCECE Standard Areas identified in the STARS Standards, ECE staff should continue to evaluate PD courses considering the topic area identified in the STARS quality indicator. For example, a single PD course aligned to PA PSCECE Standard Area 1 will not always fulfill the intent of SQ 3.4.3, SQ 3.4.4, and SQ 3.4.9.
Keystone STARS seeks to ensure that ECE professionals are well-educated and skilled in key areas related to child development and best practices in the classroom. The following subject areas were identified as key components that should be included in every teaching staff’s professional development plan (PDP):
All teaching staff and onsite leadership team members must have received training in all the topic areas above within 1 year of hire at current program or within last 3 years or be currently enrolled in credit-bearing coursework in order to receive points in each of the optional indicators, SQ 3.4.3 through SQ 3.4.9. Moving forward, the assessment of ongoing professional development (PD) needs in the topics should be an annual discussion between program leadership and teaching staff. As the needs of the children served in the classroom and program change, the PD needs of teaching staff working with those children and families will certainly change as well. And, while a foundational course in the topic areas above may suffice for a teaching staff’s PD needs initially, more scaffolded PD courses that extend learning and quality practices should be included in future PDP plans. For a program to earn points in each of the quality indicators listed above, at minimum, all teaching staff and onsite leadership team members must take PD in each of the topic areas every 3 years unless they are enrolled in credit-bearing coursework.
There is special consideration given to the vendor-related tools of curriculum, developmental screening tool, and observation-based assessment tool in SQ 3.4.6, SQ 3.4.7, and SQ 3.4.8. Because these three areas are specific to the curriculum, screening tool, and assessment in use by a program, staff who take vendor-specific PD in each of these three areas will not be required to take additional training unless the author of the tool releases updates/changes to their product or program leadership determines additional PD is indicative of quality teaching practices. Programs, as part of their annual CQI activities, should determine if updates have been released by the vendor for the curriculum, screening tool, and assessment tool they use. When these updates and revisions are identified, teaching staff and onsite leadership team members will be expected to participate in relevant updated trainings offered by the vendor.
Flexibility in PD is inherent in the STARS Professional Development and Staff Qualifications and is intended to offer ECE professionals the opportunity to assess their needs as well as identify areas in which further growth is needed. Additionally, program leadership should take an active role in the assessment of their teaching staff’s PD needs. These assessments should be informed by classroom observations, performance evaluations, instructional observations, and the current needs of enrolled children and families. At no point should this flexibility be interpreted as diminished PD expectations for Keystone STARS.
Teaching staff and onsite leadership team members that are enrolled and making active progress in a credit-bearing academic program may consider their coursework to equate to PD in some of the subject areas above. Discussions between leadership and teaching staff should help to determine if additional PD in certain topic areas would be supportive of quality practices for these staff. These discussions should take place annually at minimum and help shape each staff person’s PDP including goals for ongoing PD needs and career and educational advancement.
When determining the amount of points a program will earn within SQ 3.4.3 through SQ 3.4.9, quality coaches and program leadership should discuss both how the PD needs of the entire teaching staff are assessed and how additional PD expectations for teaching staff will be identified.
For additional information on the expectations of PD in Keystone STARS including PQAS requirements, see the Keystone STARS Professional Development page. In addition, the PD Tracking Grid for Teaching Staff in the Keystone STARS Program Manual and the Staff Detailed Training Report in the PD Registry can be used to help programs assess the PD needs of their teaching staff.
With the release of Pennsylvania’s Professional Standards and Competencies for Early Childhood Educators (PA PSCECE), by July 31, 2022, all courses in the PD Registry will be coded with the PA PASCECE Standard Area(s). Suggestions for each relevant STAR 3 and STAR 4 PD indicator are provided to ease in selecting courses in the PD Registry. While there will be overlap in the PA PSCECE Standard Areas identified in the STARS Standards, ECE staff should continue to evaluate PD courses considering the topic area identified in the STARS quality indicator. For example, a single PD course aligned to PA PSCECE Standard Area 1 will not always fulfill the intent of SQ 3.4.3, SQ 3.4.4, and SQ 3.4.9.
| Quality Indicator # | Quality Indicator | # of Points | Possible, But Not Required, Evidence | Thoughtful Questions for Quality Coaches & Providers |
|---|---|---|---|---|
| SQ 3.4.3 |
Professional development** related to planning and implementing activities that support language development and academic achievement of all children including those who are culturally and linguistically diverse must be completed by all teaching staff* and onsite program leadership* within 1 year of hire at current program or within last three years. Ongoing PDPs reflect additional PD as relevant for these staff. Search PD Registry for Courses coded as PA PSCECE Standard Areas 1, 4, and 5. |
2 |
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How are individual teaching staff person’s foundational knowledge in this topic evaluated? How is it decided that more advanced or refresher PD is needed for teaching staff? Describe how any teaching staff identified as not needing PD in this topic demonstrate quality practices in the classroom related to this topic. Describe instructional practices that promote language development in various age groups. How do you ensure teaching staff who are enrolled in a CDA or other academic program have sufficient knowledge in this area and are not required to take additional PD related to language development? |
| SQ 3.4.4 |
Professional development** regarding the support of social and emotional development of children must be completed by all teaching staff* and onsite program leadership* within 1 year of hire at current program or within last three years. Possible topics include: Pyramid Model; Social and Emotional Development; Trauma-Informed Care; and Infant Early Childhood Mental Health. Ongoing professional development plans reflect additional PD as relevant for these staff. Search for PD Registry courses coded as PA PSCECE Standard Areas 1, 4 , 5, and 7. |
2 |
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How are individual teaching staff person’s foundational knowledge in this topic evaluated? How is it decided that more advanced or refresher PD is needed for staff? Describe how any teaching staff identified as not needing PD in this topic demonstrate quality practices in the classroom related to this topic. Describe instructional practices that promote social and emotional development in various age groups. How do you ensure teaching staff who are enrolled in a CDA or other academic program have sufficient knowledge in this area and are not required to take additional PD related to social and emotional development? |
| SQ 3.4.5 |
Professional development** that promotes positive interactions with children and families must be completed by all teaching staff* and onsite program leadership* within 1 year of hire at current program or within last three years. Ongoing professional development plans reflect additional PD as relevant for these staff. Search PD Registry for Courses coded as PA PSCECE Standard Areas 1, 2, 3, and 4. |
2 |
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How are individual teaching staff person’s foundational knowledge in this topic evaluated? How is it decided that more advanced or refresher PD is needed for teaching staff? Describe how any teaching staff identified as not needing PD in this topic demonstrate quality practices in the classroom related to this topic. Describe instructional practices that promote positive interactions with children and families. How do you ensure teaching staff who are enrolled in a CDA or other academic program have sufficient knowledge in this area and are not required to take additional PD related to promoting positive interactions with children and families? |
| SQ 3.4.6 |
Professional development** in the curriculum selected by the program must be completed by all teaching staff* and onsite program leadership* within 1 year of hire at current program or within last three years. Additional PD is required only if the curriculum is updated or revised by the author/vendor or if leadership determines additional PD is indicative of quality teaching practices. Clarification for SACC only programs: SACC only programs can earn points in the indicator if all teaching staff and onsite leadership team members take PD in PA PSCECE Standard Area 5. |
2 |
|
How are individual teaching staff person’s foundational knowledge in this topic evaluated? How is it decided that more advanced or refresher PD is needed for teaching staff? Describe how any teaching staff identified as not needing PD in this topic demonstrate quality practices in the classroom related to this topic. How do you ensure teaching staff who are enrolled in a CDA or other academic program have sufficient knowledge in this area and are not required to take additional PD related to the curriculum selected by the program? |
| 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 onsite program leadership* within 1 year of hire at current program or within last three years. Additional PD is required only if the screening tool is updated or revised by the author/vendor or if leadership determines additional PD is indicative of quality teaching practices. Clarification for SACC only programs: SACC only programs can earn points in the indicator if all teaching staff and onsite leadership team members take PD in PA PSCECE Standard Area 3. |
2 |
|
How are individual teaching staff person’s foundational knowledge in this topic evaluated? How is it decided that more advanced or refresher PD is needed for teaching staff? Describe how any teaching staff identified as not needing PD in this topic demonstrate quality practices in the classroom related to this topic. How do you ensure teaching staff who are enrolled in a CDA or other academic program have sufficient knowledge in this |
| 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 onsite program leadership* within 1 year of hire at current program or within last three years. Additional PD is required only if the screening tool is updated or revised by the author/vendor or if leadership determines additional PD is indicative of quality teaching practices. Clarification for SACC only programs: SACC only programs can earn points in the indicator if all teaching staff and onsite leadership team members take PD in PA PSCECE Standard Area 3. |
2 |
|
How are individual teaching staff person’s foundational knowledge in this topic evaluated? How is it decided that more advanced or refresher PD is needed for teaching staff? Describe how any teaching staff identified as not needing PD in this topic demonstrate quality practices in the classroom related to this topic. How do you ensure teaching staff who are enrolled in a CDA or other academic program have sufficient knowledge in this and are not required to take additional PD related to the screening tool adopted by the program? |
| SQ 3.4.8 |
Professional development** in the administration of the program’s adopted observation‐based assessment of children’s development must be completed by all teaching staff* and onsite program leadership* within 1 year of hire at current program or within last three years. Additional PD is required only if the assessment tool is updated or revised by the author/vendor or if leadership determines additional PD is indicative of quality teaching practices. Clarification for SACC only programs: SACC only programs can earn points in the indicator if all teaching staff and onsite leadership team members take PD in PA PSCECE Standard Area 3. |
2 |
|
How are individual teaching staff person’s foundational knowledge in this topic evaluated? How is it decided that more advanced or refresher PD is needed for teaching staff? Describe how any teaching staff identified as not needing PD in this topic demonstrate quality practices in the classroom related to this topic. How do you ensure teaching staff who are enrolled in a CDA or other academic program have sufficient knowledge in this area and are not required to take additional PD related to the observation-based assessment adopted by the program? |
| SQ 3.4.9 |
Professional development** that prepares staff to work with children with disabilities and other at-risk populations must be completed by all teaching staff* and onsite program leadership* within 1 year of hire at current program or within last three years. Possible topics include:
Ongoing PDPs reflect additional PD as relevant for these staff. Search PD Registry for Courses coded as PA PSCECE Standard Areas 1, 3, and 4. |
2 |
|
How are individual teaching staff person’s foundational knowledge in this topic evaluated? How is it decided that more advanced or refresher PD is needed for teaching staff? Describe how any teaching staff identified as not needing PD in this topic demonstrate quality practices in the classroom related to this topic. Describe instructional practices that prepare teaching staff to work with children with disabilities and other at-risk populations. How do you ensure teaching staff who are enrolled in a CDA or other academic program have sufficient knowledge in this area and are not required to take additional PD related to working with children with disabilities and other at-risk populations? |
| SQ 3.4.10 |
Non‐instructional staff receive information and professional development on topics of relevance which might include developmentally appropriate practices; diversity; age-appropriate standards; and appropriate child-adult interactions. Clarification: Non‐instructional staff may include household members, lunch assistants, bus drivers, and maintenance personnel. Noninstructional staff can be employed by the program or serve as volunteers. |
1 |
|
How does your program define noninstructional staff? How many non-instructional staff are part of your program? How are non-instructional staff person’s foundational knowledge in these topics evaluated? How is it decided that more advanced or refresher PD is needed for staff? What type of information is shared with non-instructional staff and in what format? (face to face, self-paced reading, formal PD events) |
| Quality Indicator # | Quality Indicator | # of Points | Possible, But Not Required, Evidence | Thoughtful Questions for Quality Coaches & Providers |
|---|---|---|---|---|
| EC 3.4.1 | Program implements an OCDEL- approved developmentally and culturally appropriate learning curriculum* that:
*A current list of OCDEL-approved curricula can be found on the PA Department of Education website. Programs using a homegrown curriculum may apply to have their curriculum approved by contacting OCDEL via email (RA-PWPAELS@pa.gov). Clarification for SACC only programs: SACC-only programs do not have to use an OCDEL-approved curriculum. However, they do need to show that the curriculum they are using is aligned to PA ELS standards in order to meet this indicator. |
5 |
|
How was the chosen curriculum(a) selected? Who was involved in the selection process? What is the process for evaluating the implementation of the chosen curriculum? How does program leadership support teaching staff who may need additional help in implementing the curriculum to fidelity? What additional resource materials related to the curriculum selected are available to your teaching staff? |
| EC 3.4.2 | Program utilizes a valid and reliable observation-based assessment* of children’s development in accordance with the tool’s recommendations. Program maintains internal data regarding child outcomes and is prepared to share this data with partners for research and evaluation. *A current list of OCDEL approved development assessment tools can be found on the Early Learning Outcomes Reporting page. Clarification for Programs Serving School Age Children: Programs who serve school age children are not required to perform an observation-based assessment for the school aged children if assessment information is made available from student’s school and/or the family. | 4 |
|
How was the chosen assessment tool(s) selected? Who was involved in the selection process? Describe how the observation-based assessment is used in your program including the frequency of observations and methods for documenting results. What is the process for evaluating the implementation of the chosen assessment(s)? How are new teaching staff oriented in your program’s observation-based assessment? How does program leadership support teaching staff who may need additional help in implementing the assessment(s) to fidelity? For school age children in your program, How is student assessment information attained from other resources (I.e. student’s school and/or family) and how is this information used by program staff to identify and meet student needs? tell me about assessment information from partner schools and/or families is shared with you and your teaching staff? |
| EC 3.4.3 | Results from observation-based assessments of children’s development are:
|
5 |
|
Describe how teaching staff use the results of observation-based assessments to inform curriculum and lesson planning. Help me understand how your program uses results of the assessments to inform planning for children both long-term and short-term. Provide an example. Help me understand how your program uses results of the assessments to inform decisions about teacher professional development needs, program CQI, and any other areas. Tell me about a time when a referral was made to a community resource based on results from an observation-based assessment. How does your program share the results of assessments with families? |
| EC 3.4.4 | Program policies/practices are in place to support language development and academic achievement of all children including those who are culturally and linguistically diverse. Children whose first language is not English are supported in using home language, gestures, communication devices, sign language, etc. when needed. | 4 |
|
Describe the policies and practices in place that support language development of all children. What different languages are spoken by families in your program? What languages are spoken in your local community? How would you ensure that families whose first language is not English feel welcome and understood in your program? How does your program see language diversity as an asset for all enrolled families? How does your program reflect family’s home cultures, languages, and experiences within your classrooms? How does your program reflect and plan for the engagement of children who are culturally and linguistically diverse within the physical environment, routines, transitions, daily schedule, curriculum, play, other learning opportunities, ongoing assessment, and interactions? |
| EC 3.4.5 | REQUIRED STAR 3 & 4 INDICATOR In partnership with a Quality Coach and an OCDEL-approved assessor, the program creates and implements an Internal Assessment Process plan that will inform and support CQI goals and opportunities for professional development. The Internal Assessment Process* (IAP) includes:
*Please see the Keystone STARS Program Manual for additional information and an Internal Assessment Process Template. **Clarification: PAS and BAS which support LM 3.4.9 cannot be used as a POI for this quality indicator. |
N/A |
|
Would you share your prior experience with classroom observations? What did you learn from those experiences? If you have previously had an external assessment, did that experience help you in planning for your IAP? How have you used feedback about current classroom practices to plan for and make improvements. How are staff involved in planning for and completing the internal assessment process? What type of information is shared with staff when internal assessments are completed? |
| EC 3.4.6 | The program is invested in Continuous Quality Improvement and: Includes within the IAP Plan required in EC 3.4.5. a minimum of one additional POI* for internal assessment OR requests an external assessment for CQI completed by an OCDELapproved assessor to support creating goals for growth and planning for professional development carries out all other IAP activities as outlined in EC 3.4.5 Please see the chart of suggested POIs found in this document and the STARS Program Manual. *Please see the Keystone STARS Program Manual for additional information and an Internal Assessment Process Template. **Clarification: PAS and BAS which support LM 3.4.9 cannot be used as a POI for this quality indicator. | 2 |
|
What aspects of your program quality have you identified as areas for additional growth? What other POI has your program used to inform your CQI Plan? What information led your program to choose this additional POI? How will you use the results from this additional observation to identify long-term and short-term goals? How did the consultation with a member of the PQA Team help to interpret and evaluate results of the internal assessment(s)? |
| Quality Indicator # | Quality Indicator | # of Points | Possible, But Not Required, Evidence | Thoughtful Questions for Quality Coaches & Providers |
|---|---|---|---|---|
| FC 3.4.1 | A plan is written and implemented describing procedures to refer families to social, mental health, educational, wellness, and medical services when appropriate. | 2 |
|
Describe the process for referring families to social, mental health, educational, wellness, and medical services. Provide an example of a time when a family in your program was referred to a community agency. To what types of local agencies have you referred families? How does your program use the results of developmental screenings and observation-based assessments to help families connect with relevant community resources? |
| 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. | 2 |
|
At what times of the year does your program offer conferences? Describe a typical family conference. To what extent are families engaged as partners in their child’s development and learning during the conference? at other times? What types of information is exchanged during a family conference? What program staff routinely participate in family conferences? How do you strive to understand and work with families to assure participation in the offered conferences? |
| FC 3.4.3 | Program implements practices that support continuity of care that help ensure children and families are engaged in continued, high-quality early learning experiences through stable relationships with caregivers and seeks to minimize the number of transitions children experience over the course of a day, week, program year, and to the extent possible, during the course of their participation with special emphasis on children aged birth to age three. |
3 |
|
How does your program define continuity of care for children and families? Does your program include any type of “looping”? If so, describe how that process works. Does your program offer additional practices that promote stable relationships between children and caregivers? Between children and other children? Between families and caregivers? How does your program seek to minimize the number of transitions children experience in a day? Week? Program year? How does your program pay special attention to children aged birth through age 3 in continuity of care practices? |
| EC 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. | 4 |
|
How are policies and procedures shaped by your families? Provide an example(s) of a policy or procedure that has been shaped through family involvement. How does your program encourage family networking? What activities have you found to be most successful in engaging families? How has your program utilized the Pennsylvania Family Engagement Birth through College, Career, Community Ready Framework to help shape your family engagement policy and practices? |
| FC 3.4.5 |
Opportunities for families to attend education workshops are provided on topics such as: early literacy; adult/family literacy; positive family‐child interactions; cultural awareness; substance misuse, 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.
Ongoing, the program evaluates these activities in terms of participation and, as appropriate, develops and adds new goals to their CQI Plan aimed at improving family participation. |
2 or 3 |
|
In the past year, what educational workshop opportunities have been offered to families? What topics do you feel are the most timely and relevant for your current families? How do you know? What types of services do you offer to encourage participation in these workshops (e.g. translation services, child care, transportation, meals)? Describe a workshop that was well attended by families. What could you do to build upon that workshop topic in the future? Tell me about a time when you offered a workshop for families and there was a low attendance rate. What did you or might you do differently in the future to engage more families in attending? |
| 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. The results of the self-assessment are used to inform the program’s CQI plan. | 4 |
|
Explain how your program has used the Strengthening Families or other similar evidence-based tools to assess family engagement. What types of trainings have helped program staff implement the Strengthening Families Protective Framework? How often does your program complete a self-assessment? Who reviews the results of the self-assessment and incorporates the findings into CQI goals and planning? How has your program utilized the Pennsylvania Family Engagement Birth through College, Career, Community Ready Framework to help shape your family engagement policy and practices? |
| 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. | 1 |
|
What types of community resources are most important and relevant for your currently enrolled families? Explain why they are most relevant. How often are the community resource handbook or materials reviewed for accuracy? How do you ensure families are aware of the updated information contained in the handbook? Tell me about your current working relationships with community agencies. How do you help create new working relationships? How do families know about the community resources offered in your program? |
| FC 3.4.8 | To support learning at home, a variety of methods are used to communicate with families about curriculum objectives, early childhood education goals, and effective strategies for supporting their child’s development. | 3 |
|
Describe your program’s communication strategies used with families. What communication methods do you feel work best with your currently-enrolled families? How do you assess the success of the communication strategies that you use? How do you and your teaching staff help families learn about curriculum objectives and goals? |
| Quality Indicator # | Quality Indicator | # of Points | Possible, But Not Required, Evidence | Thoughtful Questions for Quality Coaches & Providers |
|---|---|---|---|---|
| LM 3.4.1 | A member of the program’s onsite leadership team* is enrolled in or holds a current PA Director’s Credential or equivalent. Clarification for FCCHs and GCCHs: This indicator is N/A for FCCH and GCCH programs. FCCHs and GCCHs will automatically receive 3 points for meeting this indicator. |
3 |
|
Which leadership team staff holds or is enrolled in the PA Director’s Credential? Does your program have other staff who are interested in obtaining their PA Director’s Credential? Who acts in place of the Director in his/her absence? Does this person hold a Director’s Credential? |
| LM 3.4.2 |
Group Supervisors/Lead Teachers* are provided paid curriculum and lesson planning/preparation time away from children.
|
2,3 or 4 |
|
How often are group supervisors/lead teachers afforded opportunities for lesson planning and preparation? Are these planning times scheduled on a consistent basis? Who covers for group supervisors/lead teachers in the classrooms when they have scheduled planning times? Does your program have resources that group supervisors/lead teachers can use when lesson planning and prepping? For FCCH and GCCH: How do you ensure that you are compensated for planning time during hours that children are not in your care? |
| LM 3.4.3 |
Annually, at least two classroom/group observations are conducted, and feedback is provided to teaching staff* regarding job performance and instructional strategies based on the observations. Clarification for FCCH and GCCHs: FCCHs and GCCHs document how they use self-reflection activities, peer support networks, or communities of practice to inform their classroom practices.
|
4 |
|
How does your program define continuity of care for children and families? Does your program include any type of “looping”? If so, describe how that process works. Does your program offer additional practices that promote stable relationships between children and caregivers? Between children and other children? Between families and caregivers? How does your program seek to minimize the number of transitions children experience in a day? Week? Program year? How does your program pay special attention to children aged birth through age 3 in continuity of care practices? Which teaching staff are observed in classrooms? Describe how staff receive feedback from the observations and an opportunity to discuss the feedback. For FCCHs and GCCHS: Describe how you use self-reflection activities, peer support networks and/or communities of practice in order to evaluate your program. |
| LM 3.4.4 |
Annual performance evaluations based on job descriptions are provided in writing to all teaching staff*. The evaluations can utilize written feedback from enrolled families, quality coaches and technical assistance providers, certification representatives, peer support network, instructional observations, and their community of practice. Teaching staff receive opportunities to discuss their areas of strengths and opportunities for growth with supervisors and/or peers. Annual performance evaluations are used to shape teaching staff’s* PDPs. Clarification for FCCHs and GCCHS: FCCHs and GCCHs document how they use self-reflection activities, peer support networks, or communities of practice to inform their classroom practices. |
4 |
|
What areas of the performance evaluation do you feel are most important for teaching staff? What types of feedback are used when completing performance evaluations for your teaching staff? How are teaching staff allowed to contribute to their own evaluations? Explain how teaching performance evaluations are used to inform the staff’s PDPs. Describe how teaching staff evaluations are used to discover program patterns and needs that might be addressed in the program’s CQI plan. For FCCHs and GCCHs: How do you use peer support networks or communities of practice to help in your reflection practices and inform your practices? |
| 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.
Employee benefits may include health insurance, paid time off, child care, education compensation, etc. Clarification for FCCHs and GCCHs: FCCHs and GCCHs should be able to demonstrate paid benefits for owner/operators such as paid planning time, vacation time, health benefits, and retirement. |
1, 2, or 3 |
|
How does your program decide upon employee benefits? How do staff learn about employee benefits? Has your program had to change benefits offered due to rising costs? How did you manage this transition of benefits? What benefits do staff consider to be the most important to them? How do you know? For FCCHs and GCCHs: Explain how you are compensated for paid planning time, paid days off, etc. For FCCHs and GCCHs: Do you have paid health insurance through your work as a Family Child Care/Group Child Care Provider? |
| LM 3.4.6 |
Staff meetings are held at least once per month with the expectation that all teaching staff* are in attendance for a portion of the meetings. Agendas are focused on professional development activities, consistency in best practices and quality. Clarification for FCCHs and GCCHs: FCCHs and GCCHs document how they use self-reflection, peer support networks, communities of practice, and family engagement to consider program’s strengths and challenges to inform improvement. |
1 |
|
How often are staff meetings conducted in your program? Who is required to attend these staff meetings? If meetings are conducted during program hours, how do you ensure staff who are not able to attend receive the information? How are meeting topics decided upon? Do staff have opportunities to share with each other and network at these meetings? Outside of staff meetings, how is information conveyed to all staff? For FCCHs and GCCHS: Explain how regular activities such as self-reflection, peer support networks, and communities of practice are used to inform your quality practices. Tell me about a time when you made changes to your practices or procedures because of information received from self-reflection, peer support networks, or a community of practice. |
| LM 3.4.7 |
A salary scale based on level of education/training and experience is utilized. Clarification for FCCHs and GCCHS: FCCHs and GCCHs demonstrate budget considerations that support fair compensation. |
2 |
|
How is your program’s salary scale calculated? How often are program staff eligible for raises? What are staff raises based upon? For FCCHs and GCCHs: How do you ensure that you are compensated fairly to include benefits such as paid time off and insurance? |
| LM 3.4.8 |
All staff members are offered daily regular personal breaks. Clarification for FCCHs and GCCHs: FCCHs and GCCHs have a plan in place to ensure children are safe and supervised when staff are taking care of personal needs
|
2 |
|
How are program staff offered routine daily breaks? What is done to ensure proper ratios and supervision is in place during teaching staff breaks? Explain how you ensure staff are able to take care of personal needs outside the times of regularly scheduled breaks. For FCCHs and GCCHs: How do you ensure that children are safe and supervised when taking care of personal needs? |
| LM 3.4.9 |
Programs utilize PAS or BAS as an internal assessment to reflect on business and administrative practices.
Employee benefits may include health insurance, paid time off, child care, education compensation, etc. Clarification for FCCHs and GCCHs: FCCHs and GCCHs should be able to demonstrate paid benefits for owner/operators such as paid planning time, vacation time, health benefits, and retirement. |
4 |
|
What information did you hope to discover through the use of PAS/BAS as an internal assessment tool? Were you surprised by anything you discovered through using PAS/BAS as an internal assessment? How did the PAS/BAS internal assessment results help to inform your CQI Plan? |
| 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. |
3 |
|
How did your program identify the health care professional/consultant that you currently use? What types of questions do you refer to the health care professional/consultant for guidance? Explain how a health care professional/consultant has helped guide policy and procedures in your program. How do you ensure that your teaching staff receive information from a health care professional/consultant that can help them in their classroom practices? Tell me about a time when you reached out to a health care professional/consultant for guidance. How did the information received help inform your program’s practices or policies? How often do you and a health care professional/consultant communicate? |
| LM 3.4.11 |
Program participates in shared services opportunities which support cost savings, greater efficiencies related to operations, and/or program quality enhancements.
|
3 |
|
What types of shared services is your program currently participating in? Explain how shared services has helped support cost savings or greater operational efficiency. What other types of shared services would you hope to find in the future? |
At STAR 3 and 4, programs can also earn up to 2 Bonus Points to be applied to specific Performance Standards categories. Programs can earn a maximum of 2 points in each of the Performance Standard categories. The table below indicates the current quality initiatives that have been approved for use as bonus points and the Performance Standard category in which the points would be applied. For more information on each of these quality initiatives, refer to the Keystone STARS Program Manual on the Keystone STARS Resources (pakeys.org/stars-resources) page.
Bonus Points – (2 pts. Each) Bonus points are applicable ONLY to the Performance Standard Category specified. Programs can earn a maximum of 2 points within each Bonus Point category; (i.e. a program who participates in both Farm to ECE and NAP SACC would not be eligible to receive 4 points within the Partnerships with Families and Communities Bonus Points Category)
Performance Standard Category & Related Quality Initiative
Programs at all STAR levels are invited and encouraged to collaborate with the Program Quality Assessment team around selection and use of POIs. The PQA team can provide resources and learning opportunities on the different options, assist with implementation, and support conversations on connecting internal assessment results to CQI planning.
Assessors are also able to complete observations or use the program’s internal assessments to support coaching activities and professional development planning.
| Program Observation Instrument | Age Level (if applicable) | Supports CQI Goal Setting For: |
|---|---|---|
| Infant/Toddler Environment Rating Scale – Revised (ITERS-R) |
Birth to 36 months |
Classroom practices that support infants’ and toddlers’ physical, social-emotional, and cognitive development |
| Infant/Toddler Environment Rating Scale – Third Edition (ITERS-3) |
Birth to 36 months |
Classroom practices that support infants’ and toddlers’ physical, social-emotional, and cognitive development |
| Early Childhood Environment Rating Scale – Revised (ECERS-R) | 37 months to kindergarten | Classroom practices that support preschoolers’ physical, social-emotional, and cognitive development |
| Early Childhood Environment Rating Scale – Third Edition (ECERS-3) | 37 months to kindergarten | Classroom practices that support preschoolers’ physical, social-emotional, and cognitive development |
| School-age Environment Rating Scale – Updated (SACERS-U) | Younger School-Age/Older School-Age | Classroom practices that support school age children’s physical, social-emotional, and cognitive development |
| Family Child Care Environment Rating Scale – Revised (FCCERS-R) | Birth to Older School-Age | Classroom practices that support infants’, toddlers’, preschoolers’ and school age children’s physical, social-emotional, and cognitive development in home-based settings |
| Family Child Care Environment Rating Scale – Third Edition (FCCERS-3) | Birth to Older School-Age | Classroom practices that support infants’, toddlers’, preschoolers’ and school age children’s physical, social-emotional, and cognitive development in home-based settings |
| Program Observation Instrument | Age Level (if applicable) | Supports CQI Goal Setting For: |
|---|---|---|
| Infant CLASS |
Birth to One Year |
Interactions between teachers and infants, and teacher supports |
| Toddler CLASS |
Birth to 36 months |
Interactions between teachers and toddlers, and teacher supports for their learning and development |
| Pre-K CLASS | 3-5 Years | Interactions between teachers and preschoolers, and teacher supports for their learning and development |
| K-3 CLASS | School-Age Children | Interactions between teachers and school-age children, and teacher supports for their learning and development |
| Program Observation Instrument | Age Level (if applicable) | Supports CQI Goal Setting For: |
|---|---|---|
| Business Administration Scale (BAS) Can be used for EC 2.1 at STAR 2. Can be used for LM 3.4.9 at STAR 3 & 4 |
N/A |
Family child care business practices |
| Climate of Healthy Interactions for Learning and Development (CHILD)* |
3-5 Years |
Interactions that support children’s social/emotional development |
| Developmental Environment Rating Scale (DERS)* | 3-12 years | Practices that support children’s executive functioning, literacy, and social-emotional development. |
| Inclusive Classroom Profile (ICP)* | School-Age Children | Inclusive classroom practices supporting educational and developmental needs of children with disabilities |
| Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO)* | School-Age Childre3 months – 6 years, 1 month old* | Adult behaviors and interactions linked to child outcomes |
| Program Administration Scale (PAS) Can be used for EC 2.1 at STAR 2. Can be used for LM 3.4.9 at STAR 3 & 4 |
N/A | Center-based administration and leadership practices |
| Rating Observation Scale for Inspiring Environments (ROSIE) | Preschool | Function and adaptability of the classroom space to meet the needs and interests of the current group |
| School-age Program Quality Assessment (SPQA) | Kindergarten through 6th Grade | Enacting best classroom practices that support the needs of school-age children |
| Social Emotional Learning Program Quality Assessment (SEL-PQA) | Kindergarten through 6th Grade | Practices that support social and emotional learning for school-age children. |
| Teaching Pyramid Infant Toddler Observation Scale (TPITOS) | Infant/Toddler | Adult behaviors and classroom environment variables supporting and promoting the social-emotional development of infants and toddlers. |
| Teaching Pyramid Observation Tool (TPOT) | Preschool | Teaching and support practices that support social-emotional competence and address challenging behaviors of preschool children. |
*Some POIs have additional information beyond what is provided in the chart that must be considered when determining if it is an appropriate instrument for the children/CQI area where feedback is needed. Please see the POI section of the Program Manual for more information.
The following table provides information on OCDEL-approved Alternate Pathways and their corresponding STAR designation. Alternate pathway options apply to individual program locations. For more information on OCDEL-approved alternate pathways, please reach out to your local ELRC.
| Accrediting Agency | Evidence / Documentation | STAR Level |
|---|---|---|
| Association of Christian Schools International (ACSI) Accreditation plus regular 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 (HS/EHS) grantee in good standing with Office of Head Start |
Annual Re-Funding Letter provided by Office of Head Start |
STAR 4 |
| Montessori Recognition (AMI) or Accreditation (AMS) by: Association Montessori Internationale (AMI/USA) Recognition or American Montessori Society (AMS) Accreditation plus regular 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 regular 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 regular 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 regular 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 regular DHS Certificate of Compliance, as appropriate Compliant 21st Century Community Learning Centers plus regular certificate of compliance or PDE private academic license |
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 |
