Point Requirements for 3, 4, and 5 Star Ratings 3, 4, and 5 star ratings will be determined by your center/school‐wide average score on the ERS/CLASS assessments conducted by the NJ Center for Quality Ratings, evidence of implementing a selected research‐based curriculum and the number of points you earn from meeting standards across all five categories. Requirements for Star Level Ratings by NJ Center for Quality Ratings
Star Rating ERS (ECERS‐3/ITERS‐R) ERS (ECERS‐3/ITERS‐R) CLASS: Emotional Support and Classroom Organization CLASS: Instructional Support/Engaged Support for Learning CLASS: EMOTIONAL SUPPORT AND CLASSROOM ORGANIZATION CLASS:Instructional
Support/Engaged
SupportforLearning
(Preschool or I/T) Center/school‐wide average of random (Toddler Classrooms Only) selection by NJ Center for Quality Center/school‐wide average of Ratings of 50% of all classrooms by each random selection by NJ Center age group for Quality Ratings of 50% of all *For programs with 15+ classrooms – appropriate classrooms 1/3 of each age group *For programs with 15+ classrooms – 1/3 of each age group ECERS‐3: Average of 3.75
ITERS‐R: Average of 3.75 No subscale below a 3 (ECERS‐3) No subscale below a 3.5 (ITERS‐R) ECERS‐3: Average of 4.5
ITERS‐R: Average of 5 No subscale below a 4 (ECERS‐3) No subscale below a 4 (ITERS‐R) ECERS‐3: Average of 5
ITERS‐R: Average of 6 No subscale below a 4.25 (ECERS‐
3) No subscale below a 5 (ITERS‐R)
(ToddlerClassroomsOnly)
Center/school‐wide average of random selection by NJ Center for Quality Ratings of 50% of all appropriate classrooms *For programs with 15+ classrooms – 1/3 of each age group
Implementation of Curriculum (GNJK Standard: 2.4.1) Range of Points for required documentation Implementation of Curriculum (GNJK Standard: 2.4.1) Range of Points for required documentation N/A
N/A
Staff have attended minimum of 5 hours of training on selected research based curriculum. 30‐59 Preschool Classroom –N/A Toddler: Score of 5 Preschool Classroom –
N/A Toddler: Score of 3
Staff have attended minimum of 10 hours of training on selected research based curriculum.
60‐85 Preschool Classroom –N/A Toddler: Score of 5.5
Preschool Classroom –
N/A Toddler: Score of 3.3
Selected research‐based curriculum is fully implemented. 86‐100 1 Your center/school will be awarded points by meeting standards from each of the five categories. The following pages list the Grow NJ Kids standards from Levels 3, 4, and 5 of each category and the amount of points each standard is worth. Your center/school can acquire points by meeting standards during the onsite review of documentation by the NJ Center for Quality Ratings and/or by electronically submitting documentation. If your center/school is seeking a 4 or 5‐star rating, points will be awarded for documentation requirements first met in the 3 and 4 star ratings. The box below describes the information in each box and how it is coded: GNJK Criteria # Criteria # Level 3 StandardDescription
Required
Documentation/Evidence
SpecialNotes Level 4 Pt.
Value
Max. Pts. Level 5 Max. # of points available My Pts. Additionally, some items are qualitative and measured across more than one level. These items are listed horizontally and depending on documentation requirements, point values may be added together to acquire the maximum amount of points available. Your center/school can achieve up to those amount of points listed on those items by meeting the requirements for each leveled standard. The example below demonstrates this: GNJK Criteria # 4.3.8; 4.4.2; 4.5.3 Level 3 20%ofteachingstaffhavea
minimumofaCDAorequivalent,
orhigherdegrees,credentialsor
licenses Level 4 1
Max.
Pts. Level 5 35%ofteachingstaffhaveaminimum
ofaCDAorequivalent,orhigher
degrees,credentialsorlicenses
1
My Pts. 50%ofteachingstaffhavea
minimumofaCDAorequivalent,or
higherdegrees,credentialsor
licenses
1
3 2 Table of Contents Maximum Points for Each Category .............................................................................................................................................................................. 4 Category 1: Safe, Healthy Learning Environment .......................................................................................................................................................... 5 Category 2: Curriculum and Learning Environment ...................................................................................................................................................... 7 Category 3: Family and Community Engagement ....................................................................................................................................................... 10 Category 4: Workforce/Professional Development ..................................................................................................................................................... 13 PINJ Professional Development & Training Staff Credentials ......................................................................................................................... 15 Category 5: Administration and Management ............................................................................................................................................................ 17 3 Maximum Points for Each Category Category 1: Safe, Healthy Learning Environment Category 2: Curriculum and Learning Environment Category 3: Family and Community Engagement Category 4: Workforce/Professional Development PINJ Professional Development & Training/Staff Credentials Category 5: Administration and Management Grand Total 10 points 15 points 18 points 14 points 18 points 25 points 100 Points 4 Category 1: Safe, Healthy Learning Environment GNJK Criteria # 1.3.1 1.3.2 Level 3 Programhashealthandsafety
checksforoutdoorsareasandhasa
systemtoidentify/addresshealth
andsafetyconcerns.
OutdoorPlayAreaInspectionLogs
Programsservinginfantsand
toddlersmusthaveapolicythat
supportsbreastfeedingfriendly
principles,includingacceptingand
storingbreastmilkandprovidinga
comfortableplaceforbreastfeeding.
Max.
Pts. My Pts. 1
1 1
1 Breastfeedingpolicy&Documentationof
StaffOrientationtotheBreastfeeding
Policy.
(I/TProgramsOnly)
1.3.3 1.3.4 Nutritiousmealsandsnacksare
encouragedand/orprovidedand
arerespectfulofreligiousand
dietaryrestrictions.
Samplemenus
Familiesareprovidedhealthand
safetyworkshopsannuallyintopics
thatinclude:preventativehealth
care,mental/behavioralissues,
nutritionandobesity,medication
administrationpoliciesand
procedures,oralhealthpractices,
communicablediseaseprevention.
1
1 2
2 Flyers/Sign‐Insheetsfromhealthand
safetyworkshops;signedreceiptsforthe
parenthandbook.
OnSiteReview/Children’sIntake
Folders(Signedreceiptsonly)
5 Category 1: Safe, Healthy Learning Environment
GNJK Criteria # 1.3.6 Level 3 Aresearch‐baseddevelopmental
screeningtoolisusedtoidentify
childrenwhomayneedadditional
evaluationand/orintervention
strategies.
Max.
Pts. 1 My Pts. 1 Copyofdevelopmentalscreeningtool;
protocol/policy.
Level 4
Theprogramhasasystemfordaily
age‐appropriateoralhealthcareforall
children.
1.4.2 Ahealthtrackingsystemofchildren’sfiles
fororal,visionandhearingscreenings;
parentconsent.
Playareasareinspectedannuallyto
assurethatplayequipmentissafeand
accommodatesabilities,needsand
interestofeachagegroupserved.
CompletedOutdoorPlayInspectionForms
1.4.4 1 1 1
Level 5
Parentlogofsignaturesconfirmingvisual,
hearinganddentalscreeningresultshave
beenreviewed
1 Withparentalconsent,vision,hearing,
anddentalscreeningsarecompleted
andresultsaresharedwithfamilies.
1.5.1 2 2 10 0 6 Category 2: Curriculum and Learning Environment
GNJK Criteria # 2.3.1 Level 3 Children’sindividualdifferencesare
supportedwhendeveloping
individualactivitiesand/orlesson
plansandarereflectiveoftheNJ
BirthtoThreeStandardsand/orthe
NJPreschoolTeachingandLearning
Standards
Max.
Pts. My Pts. 1
1 Signedreceiptteachersandteacher
assistantsreceivedacopyoftheNJBirth‐
ThreeStandardsand/ortheNJPreschool
TeachingandLearningStandards
On‐SiteReview/StaffFolders
Level 4
2.3.2; 2.4.2 2.3.3 StructuredClassroomobservations
toolsareusedtofocusoncurricular
areassuchasliteracy,math,science
anddiversity
Copyofpoliciesforcompletedstructured
classroomobservation/assessment
tool(s)
(e.g.ECERS,SELA,PCMI,PRISM,QBCC)
Aperformance‐basedassessment
alignedtothecurriculumisusedto
addressalldevelopmentaldomains
Evidenceofperformance‐based
assessment:sampleportfolios,
observationforms,completedrubrics
On‐Site/Children’sClassroomFolders
1
Additionalstructured
observation/assessmentinstruments
areusedtofocusonspecific
instructionalsupportsandinteractions
tofurtherinformqualityimprovement
andinforminstructionanddetermine
overalltrendsinchildren’s
developmentandlearning.
1
2 Copyofpoliciesforadditionalcompleted
structuredclassroom
observation/assessmenttool(s)
(e.g.ECERS,SELA,PCMI,PRISM,QBCC)
1
1 7 Category 2: Curriculum and Learning Environment
GNJK Criteria # 2.3.4 Level 3 Appropriateteachingandlearning
modificationsand/or
accommodationsaremadebasedon
findingsfromperformance‐based
assessments,andinformation
gatheredfromobservationsto
addresschildren’sspecificneeds
andstrengths
Max.
Pts. My Pts. 2 2
Evidenceofhowscreeningresultsare
usedtomodify/accommodatechildren’s
specificneedsandabilities(e.g.lesson
plans)
2.3.5 Performance‐basedassessment
resultsaresharedwith
parents/families
Documentationofresultsfrom
performance‐basedassessmentshared
withparents(2xin10monthprogram)
OnSite/Children’sClassroomFolders
1
1 Level 4
2.4.3 DatafromPerformance‐based
assessmentsareusedtoinform
programpracticesandindividualized
childsupports
2 2 Evidenceofdatasummariesinforming
programpractices/studentgrowth
8 Category 2: Curriculum and Learning Environment
GNJK Criteria # 2.4.4 Level 4 Asystemisinplacetolinkfamiliesto
servicesneededtoaddressthe
developmentalandbehavioral
concernsofchildrenidentifiedthrough
developmentalscreeningand
performance‐basedassessments
Documentationofscreeningandreferral
policy;formalagreements;copiesofreferrals
OnSiteReview/Children’sClassroom
Folders(Formalagreements;copiesof
referrals)
2.4.5 Transitionplanningforallchildren
goingtopreschoolorkindergarten
includingsuccessfulinterventions
strategiesforchildrenwhoexhibit
challengingbehaviorsisdocumented
andsharedwiththechild’s
parent/family,aswellasnext
placement(2)
Max.
Pts. My Pts. 2 2 2
2 Child’sTransitionFolders
OnSiteReview/Children’sClassroom
(Transition)Folders
2.5.2 Level 5
Programshowsevidenceofimproving
childoutcomes
Aggregatedclassroomdataofcomparative
progressacrosstheschoolyear
2
2 15 0 9 Category 3: Family and Community Engagement GNJK Criteria # 3.3.1; 3.4.1; 3.5.1 3.3.2; 3.4.2 Level 3 Level 4 Allnewlyenrolledfamiliesare
offeredtheStrengtheningFamilies
(SF)ProtectiveFactorSurveyto
complete.
DocumentationofStrengthening
FamiliesProtectiveFactor(SFPF)
Frameworkusedinprogram
HeadStartprogramsusePFCE
FrameworkinyourProgram:
MarkersofProgress
Aparent/familygroupis
establishedtoengageenrolled
familiesandsupporttheir
participationintheeducationof
theirchildrenandincludes
activitiestopromotemulticultural
learning.
1 3.3.3 DocumentationofStrengtheningFamilies
ProtectiveFactor(SFPF)
Frameworkusedinprogram;surveys
HeadStartprogramsusePFCE
FrameworkinyourProgram:Markersof
Progress
Aparent/familygroupisestablished
toengageenrolledfamiliesand
supporttheirparticipationinthe
educationoftheirchildren,provide
inputandadviseontheprogram’s
policies,proceduresandpractices
2 My Pts. DocumentationofStrengtheningFamilies
ProtectiveFactor(SFPF)
Frameworkusedinprogram;surveys;
QualityImprovementPlan
HeadStartprogramsusePFCE
FrameworkinyourProgram:Markers
ofProgress
2 5 1 2 Parent/FamilyGroupMeetingagendas;
sign‐insheets;minutes(3xayear)
Parent/FamilyGroupMeetingagendas;
sign‐insheets;minutes(2xayear)
Educationworkshopsareheldat
leasttwo(2)timesperyearon
topicssuchas:earlyliteracy,
adult/familyliteracy,positive
parent‐childinteractions,cultural
awareness,developmentalissues,
and/orothertopicsthataddress
theidentifiedneedsandinterests
ofenrolledparent/families
StrengtheningFamiliesprinciples
andsevencorestrategiesarefully
integratedintotheworkofthe
center/program
TheStrengtheningFamiliesProtective
FactorFrameworkisusedtoassess
engagementofandinteractionswith
parentsandfamilies.
1 Max.
Pts. Level 5 2 2 FamilyEducationworkshopagendas;
sign‐insheets
10 Category 3: Family and Community Engagement GNJK Criteria # 3.4.3 Level 4 Avarietyofmethodsareusedto
communicatewithparents/families
aboutcurriculumobjectives,early
careeducationalgoals,otherissues
andeffectivestrategiestosupport
learningathome
Max.
Pts. Level 5 My Pts. 2 2 Examplesofcommunicationstrategies;e.g.
newsletters,letters,workshops,flyers
Level 3 3.3.4; 3.4.4 3.3.5; 3.4.5 Homevisitsareofferedtoall
enrolledfamiliesusingstandard
guidelines
Documentationofofferedhomevisits
Participationofparentsonalocal
orregionalcommunityadvisory
councilisencouraged(i.e.,this
couldbetheDistrictorCounty
CouncilforYoungChildren)
1 Homevisitsareofferedtoallenrolled
familiesatleasttwo(2)timesperyear
usingstandardguidelines
1 Representationandparticipationofat
leastone(1)parentonalocalor
regionalcommunityadvisorycouncil
(i.e.,thiscouldbetheDistrictor
CountyCouncilforYoungChildren)
3.3.6 1 Documentationofofferedhomevisits(2xa
year)
2 1 2 Listofcommunityorganizationswith
parentrepresentatives;meeting
minutes/agendas
Listofcommunityorganizationswith
parentrepresentatives
Theprogramtracksandmonitors
absencesofindividualchildrenand
contactsfamilieswhenchildrenare
absentmorethanthree(3)
consecutivedays.
DocumentationofAbsenteeismPolicy
1 1 11 Category 3: Family and Community Engagement GNJK Criteria # 3.5.2 Max.
Pts. Level 5 Programfullycollaborateswith
communitypartnerstocreatea
supportivesystemthatresponds
appropriatelytotheneedsof
parents/familiesandisinclusiveand
respectfulofculturalandlinguistic
differencesforallenrolled
parents/families
My Pts. 2 2 Listofethnicdemographicsofstudent
population;Annualcurrentcalendarof
culturallyrelevantdatesandactivities
reflectingstudentdemographics
18 0 12 Category 4: Workforce/Professional Development
GNJK Criteria # Level 3 Allteachingstaffreceivesan
annualwrittenperformance
evaluation,conductedbytheir
supervisor
4.3.4 Descriptionoftheannualperformance
evaluationprocessandcopyof
evaluation,self‐assessment,family
surveysandIndividualProfessional
DevelopmentPlan
OnSiteReview/StaffFiles(Individual
ProfessionalDevelopmentPlans)
Max.
Pts. 2 2 Level 4 TheProfessionalDevelopmentPlan
includestheuseofacurriculum
implementationorfidelity
checklist/instrumenttoensure
implementationofthecurriculum
4.4.5 My Pts. 2 2 Copyofcompletedcurriculum
implementation/Fidelityinstrument
Teachershaveplannedopportunities
tosharecollectedchildanecdotesand
worksampleswitheachotherto
improveandmaintaintheirreliable
usetotheperformance‐based
assessment.
4.4.6 2 2 Copyofstaffmeetingscheduleand/or
agendas
Directors/supervisorsprovide
aggregatedclassroomandchilddata
toteacherstocollaborativelydevelop
aplantoimproveprogramqualityin
specificareas.
4.4.7 2 2 Evidenceofaggregated
classroom/program/childleveldata
reports
13 Category 4: Workforce/Professional Development
GNJK Criteria # Level 4 Non‐instructionalstaffreceive
informationon:developmentally
appropriatepractices,diversity,an
overviewofage‐appropriate
standards,andappropriateadult‐child
interactions
4.4.8 Max.
Pts. My Pts. 1 1 Signedreceiptsfromnon‐instructionalstaff
receivingdocumentationofschoolpractices
OnSiteReview/StaffFiles
Level 5 Ongoingprofessionaldevelopment
andsupervisionarereceivedbystaff
tosupportpositiveandresponsive
relationshipsandinteractionsthat
arewarmandnurturing
4.5.1 2 2 AgencyTrainingPlans
4.5.2 Programhasfullyimplementeda
research‐basedsystemthatprovides
teachingstaff,inparticular,with
strategiesthatpromotesocial‐
emotionalcompetenceand
effectivelychallengingbehaviors.
3 3 Scoresheetsfromcompletedassessments:
PyramidModelTPOTand/orTPITOS
14 0 14 PINJ Professional Development & Training Staff Credentials
Documentation: PINJ REGISTRY GNJK Criteria # 1.4.3; 1.5.2 Level 4 Level 5 50%ofallteachingstaffhavea
PediatricFirstAid&CPRCertificate.
4.3.2; 4.3.7 4.3.3 4.3.5 4.3.6 Allteachingstaff,
administrators/directorshave
receivedformaltraininginthe
curriculum
Allteachingstaffhavereceived
professionaldevelopmentinthe
selectedperformance‐based
assessment.
Directors/supervisorshave
receivedtraininginevaluatingand
observingteachersbothformally
andinformally(withwalkthrough
instruments),(e.g.;using
structuredobservation
instruments)
Staffistrainedtoworkwith
childrenwithspecialdiets,
allergiesandspecializedfeeding
issues.
Allteachershavereceivedtraining
intheadministrationofthe
adopteddevelopmentalscreening.
Alladultsidentifiedasstaffhavea
PediatricFirstAid&CPRCertificate.
1 My Pts. 2 Level 3 4.3.1 1 Max.
Pts. 2 2 2 2 2 2 1 1 1 1 Allteachingstaffhaveprofessional
developmentorcollegelevelcourse
workthatpreparesthemtoworkwith
youngchildrenwhohavespecial
needs.Theseshouldincludestrategies
forsupportinginclusion.
Level 4 4.4.1 1 1 15 PINJ Professional Development & Training Staff Credentials
Documentation: PINJ REGISTRY GNJK Criteria # 4.4.3 4.4.4 4.3.8; 4.4.2; 4.5.3 4.3.9 Level 4 Professionaldevelopmentisofferedto
programstaffthatincludesthe
followingtopics:PyramidModel,
SocialandEmotionalDevelopment,
andInfantEarlyChildhoodMental
Health.
Professionaldevelopmentisoffered
toprogramstaffthatincludes:special
needs,supportingteacher‐child
interactions,supportingEnglish
LanguageLearners(ELL),cultural
competence,transition,andthe
StrengtheningFamiliesProtective
Factors.
Level 3 20%ofteachingstaffhavea
minimumofaCDAorequivalent,
orhigherdegrees,credentialsor
licenses
Supervisorofteachingstaffmust
have,ataminimum,aCDAor
equivalentninecreditsinECEin
theagegroupthattheprogram
serves
1 Max.
Pts. 35%ofteachingstaffhaveaminimum
ofaCDAorequivalentorequivalent,
orhigherdegrees,credentialsor
licenses
1 1 2 1 2 Level 5 50%ofteachingstaffhavea
minimumofaCDAorequivalentor
equivalent,orhigherdegrees,
credentialsorlicenses
1 3 1 My Pts. 1 18 0 16 Category 5: Administration and Management
GNJK Criteria # 5.3.1; 5.4.1; 5.5.1 5.3.2 Level 3 ProgramAdministrationScale
(minimumself‐assessedscoreof3)
Self‐AssessedPAS(scoresheet)
N/A‐District&HeadStartPrograms
Programsledorgovernedbya
BoardofDirectors,Boardof
Education,advisorycouncilother
similargroup,havewrittenpolicies
definingtheirrolesand
responsibilities
Level 4 1 Max. My Pts. Pts. Level 5 ProgramAdministrationScale
(minimumself‐assessedscoreof4)
Self‐AssessedPAS(scoresheet)
N/A‐District&HeadStartPrograms
1 ProgramAdministrationScale
(minimumself‐assessedscoreof5)
1 Self‐AssessedPAS(scoresheet)
N/A‐District&HeadStartPrograms
1 1 1 Writtendefinitionofrolesand
responsibilitiesofthegoverningbody(if
non‐profit/public)
5.3.3 5.3.4 5.3.5 Financialpoliciesandprocedures
areestablishedbasedon
professionalaccountingstandards
Writtenpolicy/manualthatincludes
financialoperatingprocedures
Theprogramhasa
marketing/recruitmentplanto
maximizefullenrollment.
MarketingPlanaddressingincreasing
enrollment
Aprojectedone‐yearoperating
budget,includingastatementof
incomeandexpendituresis
developed.
1 1 1 1 1 1 Currentoperatingbudgetincluding
statementofincomeandexpenditures
5.4.2 Theadvisorycouncilisestablished
whichincludesdiversecommunity
representativeswhomeetregularlyto
assistwiththeprogramimprovement.
1
1 Advisorycouncilmeetingminutes/sign‐in
sheets
17 Category 5: Administration and Management
GNJK Criteria # 5.4.3 Level 4 Theprogramhasastrategicor
businessplanthatisreviewedand
updated,ataminimum,everythree
(3)years.
Max. My Pts. Pts. 2 2 2 Business/StrategicPlan
5.4.4 5.4.5 Teacherturnoverisdocumentedand
tracked.
Writtendescriptionofsystemfortracking
teacherturnover
Theprogram’sfinancialsystem
includesanannualbudgetand/or
annualreport.
Annualreportwithfinancialsystem
information
5.3.6 1 1 Level 3 Annually,inputissolicitedfrom
staffandfamiliestoevaluatethe
program.Resultsareusedto
develop/informacomprehensive
writtenprogramimprovement
plan.
2 2 2 Comprehensivewrittenprogram
improvementplan
5.3.7 Atleastthree(3)typesofinternal
communicationtoinformstaffof
programactivities,policies,etc.is
used
1 1 Evidenceofinternalcommunication
strategies
5.3.8; 5.5.2 Atleastonebenefit(paidvacation
time,sicktime,healthinsurance,
tuition/professionaldevelopment
reimbursementorretirementplan
option)isprovidedtostaff
1 Theprogramofferstwobenefitsthat
includevacation,sicktime,and
healthinsurance.
Benefitpolicydescribingthebenefit(s)
employeesreceive(Employee
Handbook)
Level 5
Benefitpolicydescribingthebenefit(s)
employeesreceive(EmployeeHandbook)
2
3 18 Category 5: Administration and Management
GNJK Criteria # 5.3.9; 5.5.4 Level 3 Basedonthecareerlattice,thereis
asystemtosupportstaffcareer
development
Documentationofindividual
professionaldevelopmentplans
OnSiteReview/StaffFiles(Individual
ProfessionalDevelopmentPlans)
Level 4 1 Theprogramhasquarterlyreview
conductedoftheaccountingrecords
byanindependentpartywhohas
accountingorbookkeepingexpertise.
5.4.6 Max. My Pts. Pts. Level 5 Programshaveincentiveprocesses
thatrewardeducatorsthatachieve
thenextstepsontheNJRegistry
CareerLattice.
Documentationofincentiveprograms
2 3 2 2 Quarterlyaccountingreviewreport
Aninsideandoutsideauditis
conductedannuallybyaCertified
PublicAccountant(CPA)
5.4.7 SignedcontractwithCPAandmostrecent
audit
1 5.5.3 1 Systematicopportunitiesareoffered
forteacherstoengageinreflective
teachingpracticesthroughtheuseof
peergroups,coaches,and/or
mentors.
Documentationofongoingreflective
practiceopportunities/HeadStart
Programs:Practice‐BasedCoaching
document
2 2 25 0 Last Updated 6‐15‐16 19