UNIVERSAL AND INFANT ACCREDITATION STRANDS

In reviewing the final draft criteria by accreditation strand, please note that the final draft criteria for the Universal strand are listed first, followed by those for the Infant strand. Also, for each final draft criterion, the first number corresponds to its program standard, the second to its order in the list of final draft criteria under that program standard.

1 – Relationships

2 – Curriculum

3 – Teaching

4 – Assessment

5 – Health

6 – Teachers

7 – Families

8 – Community Partnerships

9 – Physical Environment

10 – Leadership and Management

Number	Strand	Final Draft Criteria
1.1	U	Teachers work in partnership with families, establishing and maintaining regular, ongoing two-way communication.
1.2	U	Teachers gain information about the ways families define their own race, religion, home language, culture, and family structure.
1.3	U	Teachers communicate with family members on an ongoing basis to learn about children’s individual needs and to assure a smooth transition between home and program.
1.4	U	Teachers are sensitive to and reassure family members who are concerned about leaving children in non-family care.
1.5	U	Teachers share information with families about classroom rules, expectations, and routines at enrollment and as needed throughout the year.
1.6	U	Teachers foster children's emotional well-being by demonstrating respect for children and creating a positive emotional climate as reflected in behaviors such as frequent social conversations, joint laughter and affection.
1.7	U	Teachers express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles.
1.8	U	Teachers are consistent and predictable in their physical and emotional care of all children.
1.9	U	Teachers encourage and recognize children’s work and accomplishments.
1.10	U	Teachers function as secure bases for children. They respond promptly and in developmentally appropriate ways to children's positive initiations, negative emotions, and feelings of hurt and fear by providing comfort, support, and assistance.
1.11	U	Teachers encourage children’s appropriate expression of emotions, both positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness).
1.12	U	Teachers evaluate and change their responses based on individual needs. Teachers vary their interactions to be sensitive and responsive to differing abilities, temperament, activity levels, and cognitive and social development.
1.18	U	Teachers support children’s competent and self-reliant exploration and use of classroom materials.
1.19	U	Teachers never use physical punishment such as shaking or hitting. Teachers never use verbal abuse, threats, or derogatory remarks, and do not withhold or withdraw nor threaten to withhold or withdraw food.
1.29	U	When children’s behavior exceeds group limits, teachers respond by keeping all children safe, and then provide feedback that builds children’s competence.
2.1	U	The program has a written statement of philosophy and uses one or more written curricula or curriculum frameworks consistent with its philosophy that address central aspects of child development.
2.2	U	A clearly stated curriculum or curriculum framework provides a coherent focus for planning children’s experiences. It allows for adaptations and modifications to ensure access to the curriculum for all children.
2.3	U	Curriculum guides teachers’ development and intentional implementation of learning opportunities consistent with the program’s goals and objectives.
2.4	U	The curriculum can be implemented in a manner that reflects responsiveness to family home values, beliefs, language, and experiences.
2.5	U	Curriculum guides teachers to engage in attentive, responsive interactions throughout the day to facilitate the development of children's social competence and their ability to learn through interacting with others.
2.8	U	Curriculum goals and objectives guide teachers’ ongoing assessment of children’s progress.
2.9	U	Curriculum guides teachers to integrate assessment information with curriculum goals to support individualized learning.
2.10	U	The daily schedule · is predictable yet flexible and responsive to individual needs of the children. · provides time and support for transitions. · includes both indoor and outdoor experiences. · is responsive to a child’s need to rest or be active. · incorporates time and materials for play, self-initiated learning, and creative expression. · includes time for large group, small group, and child-initiated activity.
2.12	U	Materials and equipment used to implement the curriculum · reflect the lives of the children and families. · reflect the diversity found in society, including gender, age, language, and abilities. · provide for children’s safety while being appropriately challenging. · encourage exploration, experimentation, and discovery. · promote action and interaction. · are organized to support independent use. · are rotated to reflect changing curriculum and accommodate new interests and skill levels. · are rich in variety. · accommodate children’s special needs.
2.15	U	Curriculum guides teachers to help children learn to recognize and name their own and others’ feelings.
2.16	U	Children have varied opportunities to learn the skills needed to regulate their emotions, behavior, and attention.
2.17	U	Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and sense of mastery.
2.23	U	Children have varied opportunities to develop competence in verbal and nonverbal communication by responding to questions; communicating needs, thoughts, and experiences; describing things and events.
2.25	U	Children have varied opportunities to develop vocabulary through conversations, experiences, field trips, and books.
2.63	U	Children are provided varied learning opportunities that foster positive identity and an emerging sense of self and others.
2.79	U	Children are provided opportunities to gain an appreciation of art, music, drama, and dance in all of its cultural diversity.
3.1	U	Teachers, assistant teachers/teacher aides, and other classroom and/or program staff work as a team to implement daily teaching and learning activities, including Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), and other individual plans.
3.2	U	Teachers design an environment that protects children’s health and safety at all times.
3.3	U	Teachers support children’s needs for physical movement, sensory stimulation, fresh air, rest, and nourishment.
3.8	U	Teachers supervise by positioning themselves to see as many children as possible.
3.10	U