Open Discussion Forum

  • 1.  Strategic Planning for Med/Large Center Program

    Posted 10-18-2019 01:44 PM
    We're working on NAEYC accreditation study phase, and would like some ideas for goals pertaining to 10B.17.
    "Show that you have a detailed, written strategic plan that includes what you will do to:
     Implement the program's vision and mission
     Achieve desired child outcomes
     Maintain high-quality services to children and families
     Assure adequate funding for future needs

    Strategic planning: An organization's process of defining its future direction, and making decisions on allocating its resources to pursue this strategy. A written strategic plan states goals, lists actions to be taken to achieve the goals, and identifies how resources will be generated and/or allocated to execute the actions."

    We've worked towards all the goals listed above but don't have it written up in a specific format. Is there a template or boiler plate language available somewhere? Or would someone be willing to share their program's with us?  We take actions such as, following best practice, appropriate ratios, highly educated staff, well-paid (for our area) staff, good communication with families, intentional teaching and lesson planning, observing, documenting, and assessing, individualized instruction, screening and monitoring for developmental delays and early intervention when necessary, family engagement, community involvement, etc. Our Vision is to become NAEYC accredited! So, I feel we're doing lots of good things, but wonder if there are any ideas for how to set the documentation up for accreditation reviews. What kinds of goals do you set? If you're already doing best practice, is your goal, just to keep doing what you're doing? Assuring adequate funding is going to be a  problem as it's always been. Any ideas for that? We're are a "for-profit" (Ha!) center. Thanks for the assistance!

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    Amy Gottschamer
    Executive Director
    Googols of Learning Child Development Center
    Lawrence KS
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  • 2.  RE: Strategic Planning for Med/Large Center Program

    Posted 10-19-2019 04:20 PM
    Good afternoon, I just have a suggestion and have not yet went through the accreditation process as a center, however I have had some work done in that process as a student and sat as a student when the college I attended was going through the process . Every assignment had to have Naeyc standards attached. If I were you I would set up my documentation as an outline. Then expound underneath that heading as to how you are going to achieve that goal. You could  create headings and subheadings.  For future funding an option could be fundraising. Are you part of a nutrition program where you can allocate a portion for other things pertaining to the center according to their guidelines? I pray this helps at least to get the creative thinking going according to your center policies and procedures. Best wishes on your accreditation!

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    Valawaugn McCain
    Director
    Bright Beginnings Child Development Center
    Roseboro NC
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  • 3.  RE: Strategic Planning for Med/Large Center Program

    Posted 04-21-2022 01:46 PM
    Hi Amy,

    Did you ever get some help with this? I am having the same issue and was wondering if you have an update.  Thank you

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    Christina Jones
    Washington DC
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  • 4.  RE: Strategic Planning for Med/Large Center Program

    Posted 04-22-2022 06:02 PM
    Hello Amy,

    10.B-Management Policies and Procedures Topic 10.B addresses written policies that undergird mission-driven practice, program
    operations, and continuous program improvement.  

    Recommended Practices High-quality practices cannot happen without clear, consistent policies and procedures in place. All components of program operation must be guided by written policies, and they are carried out through articulated plans, systems, and procedures that enable the program to run smoothly and effectively. Some critical policies include these: The program should also share a written family handbook that serves to welcome and orient families in care. The family handbook should clearly describe the program's philosophy, curriculum goals, guidance policy, enrollment, billing, daily care, and other important matters in a language that the family uses and understands. Some examples include information explaining how children's transitions into and out of the program and into their next placement are supported; how IFSPs, IEPs, and other individualized plans will be addressed for children with disabilities or other special needs; expectations regarding payment, meals, and snacks, and sleeping arrangements; and procedures that address the maintenance of developmentally appropriate staff-to-child ratios throughout the program. Options for communication between the program and families (including language translation, as needed) must be detailed. The handbook should include policies for negotiating and resolving difficulties and differences between the program and families. Field trip policies should be clear and detail when, how, and how often field trips are scheduled and outline standard safety precautions such as carrying emergency contact information, first aid supplies, alternate transportation arrangements, and the like. Families are entitled to know the program's written policies about the appropriate use of consultants and about formal relationships the program may have with agencies that can provide consultants to meet the needs of children in care and their families.

    Strategic planning processes should be in place to implement the program's vision and mission and to secure long-term resources to sustain program operations. Families, staff, and other stakeholders must be invited to participate in the strategic planning process. If the program has a board of directors, advisory group, or council, written policies should exist defining their roles and responsibilities and those of the administrative staff who interact with them. The information must be collected from families and must be kept on file and updated quarterly or as needed. This information is to be kept confidential but must be kept in a central location and be readily available, as needed, to authorized staff, family members, and regulatory authorities.

    Health policies and procedures should address issues such as infectious diseases, injuries, illness, medication administration, medical emergencies, and environmental hazards. Policies must also ensure that programs provide adequate nutrition, sleeping arrangements, sanitation and hygiene (including food handling and feeding), and facility maintenance.

    Safety policies should prohibit firearms, smoking, and other significant hazards. Health and safety procedures detail how staff are to supervise children around equipment that are most likely to cause injuries such as climbers, slides, swings. see-saws, or merry-go-rounds. Staff should know how to respond to medical and dental emergencies, and at least one adult currently certified in pediatric first-aid must be present at all times. Written, comprehensive procedures include knowing the emergency care facilities in your area and how to obtain emergency transport, having ready access to family health insurance and other emergency information, and knowing about any
    individual emergency care plans for children with known conditions (e.g., asthma, allergy, or diabetes action plans).

    Every program needs to have written and posted disaster preparedness and emergency evacuation procedures. The procedures should designate an appropriate person to assume authority and take action in an emergency when the administrator is not on-site. The procedures should spell out the following: › Plans that designate how and when to either shelter in place or evacuate, and specify a
    location for the evacuation › Plans for handling lost or missing children, security threats, utility failure, and natural disasters on professional qualifications, staff role, length of employment, and performance evaluation.

    All teaching staff should be at least 18 years old and have a high school diploma or GED unless they are working as part of an early childhood education training program while earning a diploma or GED. Hiring procedures should ensure that all employees in the program have passed a criminal record check and are clear of any history of substantiated child abuse or neglect.

    All volunteers, substitutes, and other adults invited into the program on a regular basis should receive an orientation to health, safety, and emergency procedures; acceptable guidance, discipline, and classroom management techniques; child abuse and neglect reporting procedures; and relevant regulatory requirements.

    Prospective staff and regular volunteers should also be expected to provide personal references and a current health assessment
    that attests to their ability to perform the tasks of their position. Health assessments should include immunization status, TB testing (must
    be negative), and capacities and limitations that might limit performance. They should be updated every two years. Confidential personnel
    files, including applications, transcripts, health assessment records, documentation of professional development, and performance evaluations, must be kept in a secure location.

    Efforts should be made and documented to hire and maintain staff that reflect the cultural, linguistic, and racial characteristics of the families served, and all hiring policies should reflect those of an Equal Opportunity Employer. Newly hired staff members should serve an introductory period of employment during which an administrator evaluates their physical and psychological competence for working with children. New teaching staff do not work alone with children until they have received an initial orientation to the program and the job. Volunteers and support staff do not work alone with children and are always with regularly scheduled teaching staff at all times when interacting with children.

    Progress toward the program's goals and objectives. The evaluation process must gather valid and reliable data and evidence on all areas of program functioning, including policies and procedures, program quality, children's progress, and learning, family involvement and satisfaction, and community awareness and satisfaction. For example, as one data element of a comprehensive evaluation process, families and staff can be surveyed about their experiences in the program. Leaders must then report the annual evaluation
    findings with families, staff, and appropriate advisory and governance boards.

    The annual evaluation can be an occasion for recognizing strengths, celebrating improvements, and identifying areas for growth. Working
    collaboratively, the program then establishes goals for continuous improvement and innovation using information from the annual program evaluation. This information should also be used to plan professional development and program quality improvement activities, as well as to improve operations and policies. For example, if a program cannot currently provide one or more recommended employee benefits, the program's strategic planning process should state the conditions under which staff benefits will be improved.

    Throughout the year, not only during the annual evaluation process, the program must offer staff and families opportunities to assist in
    making decisions to improve the program. Collaborative and shared decision-making builds trust and enthusiasm for making program changes. At least annually, the program staff program should have a data system (formal or informal) that can be used to collect evidence
    showing that goals and objectives are met. This evidence is incorporated into the annual program evaluation and contributes to further goal setting and improvement.

    Please let me know if you have any additional questions regarding Topic area 10B and assessment item 10B.17 so we can set up a consultation.  

    Regards,







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    Angela Rice
    Program Support Specialist
    National Association for the Education of Young Children
    Washington DC
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