1. Accreditation Orientation
Maryland State Department of Education Division of Early Childhood Development
MSDE
Accreditation Orientation
Trainer Notes:
Greetings and Introductions.
Provide a brief summary of your early childhood experiences, and explain what led you to become a Validator for MSDE.
Allow participants to introduce themselves.
Key Points:
All participants should have copies of the Agenda and selected PPT handouts.
Directors, Administrators or Owners from each program/center are required to sign in.
We ask that all participants sign-in.
There should be at least 1 copy of the Instrument and Guide (either version) per table.
Clarify that for the purposes of this training, the terms “accreditation” and “validation” are often used interchangeably. Explain that “accreditation” applies to private, center-based child care programs. “Validation” applies to pre-k and K programs operating in public schools. The process of going through MSDE Accreditation and Validation are the same for either type of program.
Revised September 2010
Accreditation Project Orientation

2. MSDE Accreditation Orientation: Part 1 The Self-Appraisal and Program Improvement
Trainer Notes:
Greetings and Introductions.
Provide a brief summary of your early childhood experiences, and explain what led you to become a Validator for MSDE.
Allow participants to introduce themselves.
Key Points:
All participants should have copies of the Agenda and selected PPT handouts.
Directors, Administrators or Owners from each program/center are required to sign in.
We ask that all participants sign-in.
There should be at least 1 copy of the Instrument and Guide (either version) per table.
Clarify that for the purposes of this training, the terms “accreditation” and “validation” are often used interchangeably. Explain that “accreditation” applies to private, center-based child care programs. “Validation” applies to pre-k and K programs operating in public schools. The process of going through MSDE Accreditation and Validation are the same for either type of program.
Revised September 2010
Accreditation Project Orientation

3. Download Materials
5th Edition of the Standards for Implementing Quality Early Childhood Programs Guide to Self-Appraisal and Accreditation/Validation
5th Edition Instrument for Center-Based and Head Start Programs
5th Edition Instrument for Public Pre-K/K Programs

4. Agenda Sign-In Introductions Presentation
Next Steps for Program Leadership
Questions & Answers
Feedback Form
Objective:
All participants will understand the steps involved to becoming Maryland State Department of Education (MSDE) Accredited.
Trainer Notes:
Review Agenda
Point out that there will be opportunities for questions at the end
Ask participants to write down questions on their handouts for you to discuss upon completion of the orientation.
Key Points:
The purpose of this presentation is to help participants understand the expectations of the MSDE Accreditation process.
Participants will learn what a program needs to do to go through the process; and learn what MSDE/Validators do as the program goes through the process.
After completing the Orientation, programs will be able to make an informed decision about when to begin the MSDE Accreditation process.
Accreditation Project Orientation

5. What is MSDE Accreditation?
A measurement of quality research-based program standards for early childhood programs managed by the MSDE Division of Early Childhood Development
A process of demonstrating and verifying program effectiveness and continuous improvement
Requires program participation
Requires staff and parent participation
Requires MSDE-Approved Validator participation
Provides Maryland’s early care and education providers a way to demonstrate commitment to high-quality early childhood programs.
Trainer Notes:
Ask participants to share any experiences with accreditation (state, national, non-educational, etc.)
Ask participants to think about what it means to be accredited, and why a program might choose to seek accreditation.
Ask participants to list ways in which accreditation can help a program be more successful.
Key Points:
Maryland wants to engage all programs in the academic and social preparation for a child’s kindergarten readiness
National Accreditation protocols can be cost-prohibitive
Maryland wanted to find a way to support programs in their evaluation and improvement efforts
Maryland wanted to increase the number of accredited early childhood programs in the state in two ways:
Providing funding to help off-set costs
Creating a statewide means for measuring and demonstrating high-quality in alignment with national standards
MSDE wants to recognize programs that exceed minimum standards
Accreditation Project Orientation

6. The Accreditation Project
Vision & Mission
Vision: to provide the highest quality learning environments and practices in early childhood settings. Mission: to prepare and support early care and education programs through the self study and accreditation/validation process. MSDE accredited programs will provide services so that children have the opportunity to reach their potential during their early developmental years.
Trainer Notes:
Point out that the Accreditation Project is one of many programs that are part of the MSDE Division of Early Childhood Development, all designed to increase both the quality of care children receive in programs, and also the information that parents get to make decisions about child care and education.
Key Points:
Early childhood program quality has a direct impact on a child’s school readiness skills.
Accreditation leads to benefits for children, families, providers, schools.
Accreditation Project Orientation

7. What Does the Accreditation Project Team do?
Validate birth to kindergarten programs / centers
Train and approve Project Validators
Provide regional orientations
Develop resource materials
Coach/mentor programs/centers as needed
Schedule visits
Convene Decision Committees
Refer to local Resource and Referral Agencies
Trainer Notes:
Point out that as programs move through the process of MSDE Accreditation, they will have the opportunity to interact with a variety of early childhood specialists that can provide technical assistance and support throughout the process
Key Points:
MSDE, in collaboration with the Johns Hopkins University Center for Technology in Education, trains Validators to present Orientations, and conduct Program Improvement Visits and Accreditation/Validation visits
MSDE can provide programs with a list of early childhood educators who are able to provide technical assistance through independent agreements with programs
Local Resource and Referral personnel are always available to provide technical assistance during the process
Accreditation Project Orientation

8. Accredited Programs in MD
Trainer Notes:
Point out that this chart includes state and nationally accredited programs.
The MSDE Accreditation Project began in Since that time, the number of programs participating in the accreditation process has continued to increase.
Key Points:
MSDE is encouraging programs to seek the appropriate accreditation for their program.
Accreditation Project Orientation

9. What is Accreditation Readiness?
A time in which all program participants are knowledgeable about the process and are prepared to undertake it
Programs have different definitions of readiness
Readiness indicates that you have the commitment of your staff and the resources to begin the process
Programs should use the Readiness Checklist as a guide in decision-making

10. Readiness Checklist Stable staff (especially leadership)
Internal and external resources (parents on board)
Approved curriculum
Process for implementing change in a program (evaluations, meetings, communication)
Consistency between classrooms

11. Accreditation Timeline
Register Your Program in OARS
Review Guide and Instrument
Attend Orientation and Deliver Orientation to Staff
Indicate Beginning of Process in OARS
(2 years starts)
Trainer Notes:
Point out that programs have two years to complete the accreditation process (Judy Centers have 18 months)
Explain that the time clock starts not at Orientation, but when the program indicates to MSDE that they are ready to begin the process by submitting their application.
Key Points:
Programs should review documents and familiarize themselves with the process prior to attending an Orientation
Programs should use the Orientation information to help them make decisions about when to start the process
Program leadership should deliver Orientation materials to staff members
Timeline begins once a program decides they are ready to begin and notifies MSDE by submitting a program application.
Accreditation Project Orientation

12. Steps to Accreditation
Step 1: Orientation
Step 2: Conduct a Self-Appraisal & Complete a Program Improvement Plan
Step 3: Program Improvement Visit
Step 4: Accreditation/Validation Visit- (MSDE will arrange for an approved Validator to visit)
Step 5: MSDE will determine Accreditation status through a Accreditation- Decision Committee
Trainer Notes:
MSDE is currently conducting a pilot of the Online Accreditation Registration System. (OARS) The pilot will be concluded by December Once the pilot is completed, all programs who wish to start the Accreditation process will be required to set up an account on the OARS. This will allow programs to start the process by requesting an Orientation with a MSDE/CTE trained Validator.
After programs complete Step 1, we recommend that program leaders reflect on how best to implement accreditation/validation at their location, and determine when they are ready to formally begin the Accreditation process.
Program Directors/leaders are encouraged to orient all participating staff to the process of MSDE Accreditation one they have attended an Orientation.
Key Points:
Once an Orientation has been conducted programs decide when to sign on to their OARS account to initiate the beginning stages of the Accreditation process.
Accreditation Project Orientation

13. The Self-Appraisal Instrument
Standards
They define what a quality program has and does at a broad level (Program Administration, Program Operations, Home and Community Partnerships)
Indicators
They define what a quality program has and does at specific levels
Best Practices/Rationale
Examples and explanations behind quality practices
Trainer Notes: This page is self-explanatory. Since these sections are key to the process, it might be helpful to print this page. For programs that are completely new to this process, the language meaning may be helpful.
Accreditation Project Orientation

14. Instrument Sample Page
II. PROGRAM OPERATION
2.2 STANDARD: The early childhood program utilizes a curriculum that supports each child’s development.
The curriculum is aligned with the MMSR
Framework and Standards for Prekindergarten and Kindergarten/State curriculum and/or Guidelines for Healthy Child Development and Care for Young Children.
INDICATOR
BEST PRACTICES/RATIONALE
REQUIRED EVIDENCE
RATING
2.2.3(a) Listening / Speaking
Children are provided with learning experiences that develop effective listening and speaking skills, enabling them to increase the development of oral language in a variety of contexts.
Expressive and receptive language is the basis of communication. Research demonstrates that engaging children in conversation about their learning strengthens children’s ability to communicate, express themselves, understand, reason, and solve problems. Children need multiple opportunities to hear language, to develop, and expand vocabulary. English language learners are supported in speaking their home language while learning English. Through a variety of activities in large and small groups, students develop confidence in their abilities to express their needs, choices, feelings, and points of view.*
* NAEYC. Developmentally Appropriate Practices in Early Childhood Programs. (1997)
Daily schedules and plans identifying listening/speaking experiences
Modeling and eliciting standard English and complete thoughts
Participating in individual and small group discussions
Participating in teacher-directed and child initiated listening and speaking experiences N P F
Program
Validator
Validator Comments
REPRESENTATIVE EXAMPLES
Participating and attending dramatic and musical presentations
Participating in dramatic play
PROGRAM EXAMPLES
Trainer Notes:
This is an image of the revised version of the instrument
The revisions take place in the Required Evidence section.
Key Points:
Everything in the “Required Evidence” section must be documented and/or observed during the Validation visit.
“Representative Examples” are additional program elements that support the indicator. They may or may not be present.
Programs can write in additional examples that they think support the indicator.
Accreditation Project Orientation

15. Using the Instrument II. PROGRAM OPERATION
2.2 STANDARD: The early childhood program utilizes a curriculum that supports each child’s development.
The curriculum is aligned with the MMSR
Framework and Standards for Prekindergarten and Kindergarten/State curriculum and/or Guidelines for Healthy Child Development and Care for Young Children.
INDICATOR
BEST PRACTICES/RATIONALE
REQUIRED EVIDENCE
RATING
2.2.3(a) Listening / Speaking
Children are provided with learning experiences that develop effective listening and speaking skills, enabling them to increase the development of oral language in a variety of contexts.
Expressive and receptive language is the basis of communication. Research demonstrates that engaging children in conversation about their learning strengthens children’s ability to communicate, express themselves, understand, reason, and solve problems. Children need multiple opportunities to hear language, to develop, and expand vocabulary. English language learners are supported in speaking their home language while learning English. Through a variety of activities in large and small groups, students develop confidence in their abilities to express their needs, choices, feelings, and points of view.*
* NAEYC. Developmentally Appropriate Practices in Early Childhood Programs. (1997)
Daily schedules and plans identifying listening/speaking experiences
Modeling and eliciting standard English and complete thoughts
Participating in individual and small group discussions
Participating in teacher-directed and child initiated listening and speaking experiences N P F
Program
Validator
Validator Comments
REPRESENTATIVE EXAMPLES
Participating and attending dramatic and musical presentations
Participating in dramatic play
PROGRAM EXAMPLES
Trainer Notes:
Have participants turn to Standard (s) Listening/Speaking
Give them 2 minutes to read through the standard, indicator, best practices, and evidence
Key Points:
Programs have to rate the program as either fully meeting that indicator (all required evidence is there), partially meeting the indicator (some of the required evidence is there, but not all), or not meeting the indicator (insufficient or no required evidence is there).
Any indicator marked as “Partially Met” or “Not Met” must be documented on the Program Improvement Plan
Accreditation Project Orientation

16. Completing the Rating
Members of the self-appraisal team complete their own ratings
Members of the self-appraisal team meet to come to consensus on their ratings
One “Master Copy” will be used based on all of the individual ratings
“Master”
Copy
Submission
Self-appraisal Member #1
Self-appraisal Member #2
Self-appraisal Member #3
Trainer Notes:
Some programs may choose to move through the ratings process differently.
All programs should have Self-Appraisal team members complete individual ratings using the entire instrument.
At the completion of the individual ratings, the Self-Appraisal team should come together to develop one “Master Copy.”
Key Points:
If any individual on the Self-Appraisal team rates an indicator as “Not Met” or “Fully Met” during the process, than the Master Copy must indicate the lowest rating.
The ratings on the Master Copy should be used to identify areas of need for the Program Improvement Plan.
Accreditation Project Orientation

17. Documented & Observed
Some evidence must be supported with documentation
Some evidence must be observed in the classroom, general center/school and the playground
Programs should organize supporting documentation as required and explained in the Guide
Trainer Notes:
Point out the squares and circles in the Required Evidence column.
Squares are evidence that must be supported with documentation.
Circles are things that must be observable by the Validator.
Key Points:
All Required Evidence with a square must be placed in the appropriate place in the binders.
Validators will be looking for observable required evidence on the day of the Validation Visit.
Accreditation Project Orientation

18. Compiling the Binders Programs maintain three binders
Program Operations
Program Administration
Home and Community Partnerships
Evidence in binders should be arranged in the order stated in the Appendix of the Guide
Divider Tabs can be downloaded from the MSDE website
Trainer Notes:
Point out that documented evidence must be available in the binders
It is acceptable to have evidence that is not immediately current, but should span from the length of time that the program has been in the accreditation process
It should be obvious that documented evidence is still part of the practice of the program (for example, newsletters are still going home monthly, lesson plans are posted weekly, etc.)
Key Points:
Validators should be able to easily located documented evidence in the binder
There may be times that you will duplicate one piece of evidence when it supports multiple indicators
Accreditation Project Orientation

19. Creating a Program Improvement Plan (PIP)
One Program Improvement Plan is created for the entire program
The Program Improvement Plan includes:
Indicators that were rated “N” or “P”
Improvement strategies
Resources
Person(s) responsible
Timeline and completion date
Trainer Notes:
Developing the Program Improvement Plan is not the culmination of the Accreditation process.
The Program Improvement Plan is where all of the areas that need improvement are identified, and a plan is put in place to make the needed improvements.
Program improvements could be simple. For example, creating an inventory of teacher supplies to improve the ordering process, and to make sure that materials are refreshed frequently. Or, program improvements could be ongoing. For example, to get all teachers through the credentialing process so that they have achieved the appropriate credential level. This would be a longer range plan, involving different steps and multiple resources.
Key Points:
Any indicator rated “N” or “P” on the Master Copy of the Self-Study must be represented on the Program Improvement Plan.
Some programs may choose to group needed improvements into broader categories (environment, personnel, outreach, etc.). The purpose is to make sure that all program weaknesses are addressed.
Accreditation Project Orientation

20. Program Improvement Plan
Maryland State Department of Education
Early Childhood Accreditation Project
Standards for Implementing Quality Early Childhood Programs
Appendix E
Program Improvement Plan
Program Improvement Plan
Date: ______________________
Program ________________________________________________________________________ ’s Program Improvement Plan
 This form is to be used to develop a program improvement plan for indicators rated Partially Met (P) and Not Met (N)
Standards/
Indicators
Self-Appraisal
Rating
IMPROVEMENTS STRATEGIES
RESOURCES
Per. Resp
Timeline
Trainer Notes:
This is the Program Improvement Plan form provided by MSDE.
Programs may choose to use this form (and attach additional pages) or use another form.
Key Points:
All indicators rated “N” or “P” must be represented on the Program Improvement Plan.
Programs must indicate the standard, the rating, the strategies for improvement, all resources needed, a person responsible, and a timeline for the improvement.
Accreditation Project Orientation

21. Reassessing the PIP
Self-appraisal team reassesses the program according to the timeline established in the Program Improvement Plan.
The team re-rates each indicator previously rated “N” or “P,” recording the date and new rating.
Program N P F X
X 5/4/10
Validator
Trainer Notes:
Programs should establish check-in periods with the Director and/or the person responsible for the improvement strategy.
Once the Self-Appraisal team feels as though the rating for an indicator can be changed to Fully Met, they should “re-mark” the Program Improvement Plan and note the date of the new rating.
Key Points:
Not all improvement strategies can be completed in a month or two
Programs should still check in with person responsible to make sure the improvement strategy is on track
Accreditation Project Orientation

22. Program Improvement Visit
NEW!
Program Improvement Visit
Program Improvement Visit is Mandatory
Takes the place of the former pre-validation visit
Serves as a check-in for the program
Offers professional development and technical assistance opportunities
Recommended approximately 6 months after beginning the Self-Appraisal process
Trainer Notes:
Ask participants to think about what they would like to have happen during the PIV
Ask participants to think about when during the process they would likely request the PIV
Key Points:
The PIV is intended to provide support and guidance for the program
New programs should be at least 6 months into the self-appraisal process.
The program will have the chance to ask questions and get recommendations for next steps
The PIV Validator will not be able to look at everything, but will complete a checklist to help the program identify needs and strengths
Accreditation Project Orientation

23. MSDE Accreditation Orientation: Part 2 The Validation Visit and the Decision
Trainer Notes:
Greetings and Introductions.
Provide a brief summary of your early childhood experiences, and explain what led you to become a Validator for MSDE.
Allow participants to introduce themselves.
Key Points:
All participants should have copies of the Agenda and selected PPT handouts.
Directors, Administrators or Owners from each program/center are required to sign in.
We ask that all participants sign-in.
There should be at least 1 copy of the Instrument and Guide (either version) per table.
Clarify that for the purposes of this training, the terms “accreditation” and “validation” are often used interchangeably. Explain that “accreditation” applies to private, center-based child care programs. “Validation” applies to pre-k and K programs operating in public schools. The process of going through MSDE Accreditation and Validation are the same for either type of program.
Revised September 2010
Accreditation Project Orientation

24. Requesting a Validation Visit
After self-appraisal and re-evaluation of the program and all documents are complete
On OARS account submit request for final Accreditation visit
Submit documents with request (partial listing):
Completed Master Copy of the Program’s Self-Appraisal
Completed Program Improvement Plan
Copy of most recent OCC Licensing Inspection Report
Trainer Notes:
Validation Visit requests during March through June are usually high. As such, if programs are planning a Spring/Summer visit, it should be scheduled days before the anticipated visit date.
Programs must submit all materials to MSDE to request a Validation Visit
The MSDE will review all materials to ensure that the program is ready for a Validation Visit
Key Points:
Be sure all submitted documents are complete.
Teachers and Assistant Teachers receive certificates, Directors, Owners and other Administrators do not. However, please be sure that all Teachers and Assistant Teacher names are included with all paperwork.
Accreditation Project Orientation

25. The Validation Visit
Purpose: To verify that the information in the Self-appraisal and documentation is correct.
Trainer Notes:
The Program leadership should make a determination about when they are ready to request a Validation Visit
Validation Visit requests are usually scheduled within 30 days of the request.
NOTE: In the future the OARS site will be used to schedule all Validation visits.
Key Points: (which only apply until OARS site is functional)
The program should keep a copy of all materials sent to MSDE
The program leadership should consider monitoring staff credentialing throughout the Self-Appraisal tot he Validation process.
Licensing violations, expirations or incomplete information about the program will cause a delay in the Accreditation process.
Accreditation Project Orientation

26. During the Visit Validators will identify and introduce themselves
Observe (in pairs) a random sampling of classrooms
Review binders for documented evidence
Ask clarifying questions if needed
Complete both individual and agreement copies of the Validation Ratings
Complete required forms
Conduct a brief exit meeting and explain next steps
Trainer Notes:
Ask for participants to share any experiences that they’ve had with accreditation visits
Explain that all Validators go through training to make sure all visits are conducted appropriately
Key Points:
The number of Validators sent will depend on the size of the program
Validators will observe only in a random sampling of classrooms
Validators are only there to verify the programs’ self-ratings. They do not make the decisions about accreditation status.
Accreditation Project Orientation

27. Exit Meeting Acknowledgements Forms and Signatures
Validation Visit Verification form
Discrepancy of Ratings form
Explanation of Next Steps
The process is not designed to discuss the program visit or any difference(s) in ratings. (Appendix O)
This is a signatory and professional exit event.
Trainer Notes:
Inform participants that the Validator shares moderate feedback with the Director/Administrator about the visit.
All parties complete signing necessary papers.
The Validator will not inform the program about whether or not the program has been accredited.
Documents are returned to MSDE for decision.
Accreditation Project Orientation

28. Receiving the Decision
Final decisions on accreditation/validation are made by the MSDE Accreditation Decision Committee.
Once a decision is made, the program is notified and will receive a copy of the report.
Trainer Notes:
Inform participants that once the validation visit is completed, the Validator sends all of the documents used during the visit to MSDE. The master copy of the programs instrument, master copy of Program Improvement Plan, and all other forms required by MSDE of the Validator.
When these documents are received, it is entered into the review cycle.
A Decision Committee will determine the program’s accreditation/validation status.
Key Points:
The Decision Committee is made up of MSDE employees. The Accreditation Specialist will review the documents for completeness, and convene a committee of reviewers.
All MSDE reviewers are thoroughly knowledgeable about the standards and expectations of early child care and education.
Once a decision is made, the program is notified of the decision and receives a copy of the report.
MSDE has 90 days to make decision and inform participants.
Accreditation Project Orientation

29. Decision Result Options
Meaning
Decision 1
Approved as accredited/validated.
Decision 2
Program/center is neither approved or denied.
There are relatively minor things that need to be completed in order for the rating to become a Decision 1.
The program/center has 1 year to provide evidence that recommended changes have been made.
Please note that MSDE does not have a “conditional” status.
Decision 3
Program/center has been denied.
The program/center will need to start the process over.
Trainer Notes:
Although this page is self-explanatory, it is worth spending time here since the outcome is in many ways critical to each program for various reasons.
Key Points:
Be reassuring and supportive, but realistic in the amount of time and commitment required to become a Decision 1.
Accreditation Project Orientation

30. Reminders
Let me grow, play, feel safe, find friends. Allow me to learn about you and them and about me.
Provide me opportunities to explore the world through my eyes, and their senses then your wisdom.
Accreditation Project Orientation

31. Must be aligned with state approved curricula (2004, 2010).
Programs must provide evidence of use of a state recommended curriculum or intention to identify a one for use (2007, 2010).
Must be aligned with state approved curricula (2004, 2010).
Effective June 30, 2009, approved curriculum implemented.
Effective April 2010, curriculum is no longer “voluntary” for any programs seeking MSDE Accreditation. Curriculum fund is available by application.
Trainer Notes:
As of April 2010, curriculum is no longer “voluntary” for any program seeking MSDE Accreditation.
Accreditation Project Orientation

32. Reminders (continued)
Education
Degrees
Lead Teacher must have:
Bachelor’s degree in Early Childcare; or a
Associates degree with minimum of 15 semester hours in Early Childcare;
Level 5 Maryland credential program (Level 6 is preferred)
MD credentialing program
Lead Teachers must be at Level 5
Assistant Teachers must be at Level 2
Trainer Notes:
Level 5 for Lead Teachers was added in 2007 as a requirement.
While it was suggested that Assistant Teachers must be at Level 2 in 2004, it became mandatory in 2007.
Accreditation Project Orientation

33. Reminders (continued)
Licensing (regulatory)
A copy of the program’s current OCC license must be submitted to MSDE with the application.
When requesting an Accreditation visit, the program must have a copy of the most recent inspection report.
Accreditation/ inspection report would only pertain to licensed programs. Public school programs are Validated because a public school program is already operated in an accredited public school.
Accreditation Project Orientation

34. Getting Started in OARS
Contact Information
Maryland State Department of Education Division of Early Childhood Development 200 West Baltimore Street, 10th Floor Baltimore, Maryland 21201
Vanessa Jones
Bonita Winchester
Getting Started in OARS
Thank you for your time, attention, and commitment to quality care and education for children.
Accreditation Project Orientation

35. Thank you for your commitment to providing quality child care and education!
Start Early!
© Maryland State Department of Education 2010
Accreditation Project Orientation