Program works with families means that:

• Families are engaged in the screening process.
• Results are shared with the family in a confidential and supportive manner.
• Program staff use screening results to refer families to the appropriate agencies for further assessment, such as the local Regional Center, school district, and/or other resources.

Minimum CLASS Scores

The minimum scores are recommended by Teachstone, LLC, and based on research on the CLASS and on the design of CA-QRIS.

Domain: Responsive Caregiving

There are four dimensions in this domain:

• Relational Climate: Reflects the connections, emotions, and respect conveys by teacher’s as well as infants’ responses to these interactions.
• Teacher Sensitivity: Encompasses teacher’s awareness of and responsiveness to infants’ verbal and nonverbal cues, including availability to provide comfort, skill in resolving distress, and timeliness and contingency of responses.
• Facilitated Exploration: Considers teachers’ facilitation of experiences and interactions in routine and playtime to support infants’ engagement and development.
• Early Language Support: Captures the amount and effectiveness of teachers’ use of language-stimulation and language-facilitation techniques to encourage infants’ early language development.

(Pianta, Hamre, La Paro, & LoCasale-Crouch, 2014, p. 18-30)

Domain: Engaged Support for Learning

There are three dimensions in this domain:

• Facilitation of Learning and Development: This dimension considers how well the teacher facilitates activities to support children’s learning and development opportunities. How the teacher connects and integrates learning into activities and tasks should be included in this rating.
• Quality of Feedback: This dimension assesses the degree to which the teacher provides feedback (in response to what children say and/or do) that promotes learning and understanding and expands children’s participation.
• Language Modeling: This dimension captures the quality and amount of the teacher’s use of language-stimulation and language-facilitation techniques to encourage children’s language development.

(Hamre, La Paro, Pianta, & LoCasale-Crouch, 2012, p. 20)

Domain: Emotional & Support Behavioral Support

There are five dimensions in this domain:

• Positive Climate: This dimension reflects the connection between the teacher and children and the warmth, respect, and enjoyment communicated by verbal and nonverbal interactions.
• Negative Climate: This dimension reflects the overall level of expressed negativity in the classroom. The frequency, quality, and intensity of teacher and child negatively are the key to this scale.
• Teacher Sensitivity: This dimension encompasses the teacher’s responsiveness to and awareness of children’s individual needs and emotional functioning. The extent to which the teacher is available as a secure base (being there to provide comfort, reassurance, and encouragement) is included in this rating.
• Regard for Student Perspectives: This dimension captures the degree to which the teacher’s interactions with children and classroom activities emphasize children’s interests, motivations, and points of view and encourage children’s responsibility and independence.
• Behavior Guidance: This dimension encompasses the teacher’s ability to promote behavioral self-regulation in children by using proactive approaches, supporting positive behavior, and guiding and minimizing problem behavior.

(Hamre, La Paro, Pianta, & LoCasale-Crouch, 2012, p. 46)

Domain: Instructional Support

There are three dimensions in this domain:

• Concept Development: Measures the teacher’s use of instructional discussions and activities to promote students’ higher-order thinking skills and cognition and the teacher’s focus on understanding rather than on rote instruction.
• Quality of Feedback: Assesses the degree to which the teacher provides feedback that expands learning and understanding and encourages continued participation.
• Language Modeling: Captures the quality and amount of the teacher’s use of language-stimulation and language-facilitation techniques.

(Pianta, La Paro, & Hamre, 2009, p. 61)

Domain: Classroom Organization

There are three dimensions in this domain:

• Behavior Management: Encompasses the teacher’s ability to provide clear behavioral expectations and use effective methods to prevent and redirect misbehavior.
• Productivity: Considers how well the teacher manages instructional time and routines and provides activities for students so that they have the opportunity to be involved in learning activities.
• Instructional Learning Formats: Focuses on the ways in which the teacher maximizes students’ interest, engagement, and ability to learn from lessons and activities.

(Pianta, La Paro, & Hamre, 2009, p. 43)

Domain: Emotional Support

There are four dimensions in this domain:

• Positive Climate: Reflects the emotional connection between the teacher and students and among students and the warmth, respect, and enjoyment communicated by verbal and nonverbal interactions.
• Negative Climate: Reflects the overall level of expressed negativity in the classroom; the frequency, quality, and intensity of teacher and peer negativity are key to this scale.
• Teacher Sensitivity: Encompasses the teacher’s awareness of and responsivity to students’ academic and emotional needs; high levels of sensitivity facilitate students’ ability to actively explore and learn because the teacher consistently provides comfort, reassurance, and encouragement.
• Regard for Student Perspectives: Captures the degree to which the teacher’s interactions with students and classroom activities place an emphasis on students’ interests, motivations, and points of view and encourage student responsibility and autonomy.

(Pianta, La Paro, & Hamre, 2009, p. 22)

Instructional Learning Formats

The degree to which teachers maximize students’ engagement and ability to learn by providing interesting, activities, instructions, centers, and materials. Considers the manner in which the teacher facilitates activities so that students have opportunities to experience, perceive, explore, and utilize materials.

Productivity

Considers how well teachers manage instructional time and routines so that students have the maximum number of opportunities to learn. Not related to the quality of instruction, but rather teachers efficiency.

Behavior Management

Encompasses teachers’ ability to use effective methods to prevent and redirect misbehavior, by presenting clear behavioral expectations and minimizing time spent on behavioral issues.

Language Modeling

This dimension captures the quality and amount of the teacher’s use of language – stimulation and language-facilitation techniques to encourage children’s language development.

Quality of Feedback

This dimension assesses the degree to which the teacher provides feedback (in response to what children say and/or do) that promotes learning and understanding and expands children’s participation.

Facilitation of Learning and Development

This dimension considers how well the teacher facilitates activities to support children’s learning and developmental opportunities. How the teacher connects and integrates learning into activities and tasks should be included in this rating.

Behavior Guidance

This dimension encompasses the teacher’s ability to promote behavioral self-regulation in children by using proactive approaches, supporting positive behavior, and guiding and minimizing problem behavior.

Regard for Child Perspectives

This dimension captures the degree to which the teacher’s interactions with children and classroom activities emphasize children’s interests, motivations, and points o f view and encourage children’s responsibly and independence.

Teacher Sensitivity

This dimension encompasses the teacher’s responsiveness to and awareness of children’s individual needs and emotional functioning. The extent to which the teacher is available as a secure base (being there to provide comfort, reassurance, and encouragement) is included in this rating.

Negative Climate

This dimension reflects the overall level of expressed negativity in the classroom. The frequency, quality, and intensity of teacher and child negativity are the key to this scale.

Positive Climate

This dimension reflects the connection between the teacher and children and the warmth, respect, and enjoyment communicated by verbal and nonverbal interactions.

Early Language Support

Captures the amount and effectiveness of teachers’ use of langauge-stimulation and language-facilitation techniques to encourage infants’ early language development.

Facilitated Exploration

Considers teachers’ facilitation of experiences and interactions in routine and playtime to support infants’ engagement and development.

Teacher Sensitivity

Encompasses teacher’s awareness of and responsiveness to infants’ verbal and nonverbal cues, including availability to provide comfort, skill in resolving distress, and timeliness and contingency of responses.

Relational Climate

Reflects the connections, emotions, and respect conveyed by teacher’s as well as infants’ responses to these interactions.

Domain: Responsive Caregiving

There are four dimensions in this domain:

• Relational Climate: Reflects the connections, emotions, and respect conveys by teacher’s as well as infants’ responses to these interactions.
• Teacher Sensitivity: Encompasses teacher’s awareness of and responsiveness to infants’ verbal and nonverbal cues, including availability to provide comfort, skill in resolving distress, and timeliness and contingency of responses.
• Facilitated Exploration: Considers teachers’ facilitation of experiences and interactions in routine and playtime to support infants’ engagement and development.
• Early Language Support: Captures the amount and effectiveness of teachers’ use of language-stimulation and language-facilitation techniques to encourage infants’ early language development.

(Pianta, Hamre, La Paro, & LoCasale-Crouch, 2014, p. 18-30)

Domain: Engaged Support for Learning

There are three dimensions in this domain:

• Facilitation of Learning and Development: This dimension considers how well the teacher facilitates activities to support children’s learning and development opportunities. How the teacher connects and integrates learning into activities and tasks should be included in this rating.
• Quality of Feedback: This dimension assesses the degree to which the teacher provides feedback (in response to what children say and/or do) that promotes learning and understanding and expands children’s participation.
• Language Modeling: This dimension captures the quality and amount of the teacher’s use of language-stimulation and language-facilitation techniques to encourage children’s language development.

(Hamre, La Paro, Pianta, & LoCasale-Crouch, 2012, p. 20)

Domain: Emotional & Behavioral Support

There are five dimensions in this domain:

• Positive Climate: This dimension reflects the connection between the teacher and children and the warmth, respect, and enjoyment communicated by verbal and nonverbal interactions.
• Negative Climate: This dimension reflects the overall level of expressed negativity in the classroom. The frequency, quality, and intensity of teacher and child negatively are the key to this scale.
• Teacher Sensitivity: This dimension encompasses the teacher’s responsiveness to and awareness of children’s individual needs and emotional functioning. The extent to which the teacher is available as a secure base (being there to provide comfort, reassurance, and encouragement) is included in this rating.
• Regard for Student Perspectives: This dimension captures the degree to which the teacher’s interactions with children and classroom activities emphasize children’s interests, motivations, and points of view and encourage children’s responsibility and independence.
• Behavior Guidance: This dimension encompasses the teacher’s ability to promote behavioral self-regulation in children by using proactive approaches, supporting positive behavior, and guiding and minimizing problem behavior.

(Hamre, La Paro, Pianta, & LoCasale-Crouch, 2012, p. 46)

Instructional Learning Formats

Need

Productivity

Need

Behavioral Management

Need

Domain: Classroom Organization

There are three dimensions in this domain:

• Behavior Management: Encompasses the teacher’s ability to provide clear behavioral expectations and use effective methods to prevent and redirect misbehavior.
• Productivity: Considers how well the teacher manages instructional time and routines and provides activities for students so that they have the opportunity to be involved in learning activities.
• Instructional Learning Formats: Focuses on the ways in which the teacher maximizes students’ interest, engagement, and ability to learn from lessons and activities.

(Pianta, La Paro, & Hamre, 2009, p. 43)

Language Modeling

The quality and amount of teachers’ use of language-stimulation and language-facilitation techniques during individual, small-group, and large group interactions with children. Components of high-quality language modeling include self and parallel talk, open-ended questions, repetition, expansion/extension, and use of advanced language.

Quality of Feedback

Considers teachers’ provision of feedback focused on expanding learning and understanding (formative evaluation) and not correctness or the end product (summative evaluation).

Domain: Instructional Support

There are three dimensions in this domain:

• Concept Development: Measures the teacher’s use of instructional discussions and activities to promote students’ higher-order thinking skills and cognition and the teacher’s focus on understanding rather than on rote instruction.
• Quality of Feedback: Assesses the degree to which the teacher provides feedback that expands learning and understanding and encourages continued participation.
• Language Modeling: Captures the quality and amount of the teacher’s use of language-stimulation and language-facilitation techniques.

(Pianta, La Paro, & Hamre, 2009, p. 61)

Concept Development

The degree to which instructional discussions and activities promote students’ higher-order thinking skills versus a focus on rote and fact-based learning.

Reliable Observer

An Independent CLASS Observer/Assessor is a person who has attended a CLASS Observation Training and who has passed a CLASS Reliability Test within the past year. A Certified CLASS Observer has demonstrated a solid understanding of the CLASS tool and is qualified to code classrooms using the CLASS observation tool.

For more information: https://teachstone.com/faq/

Minimum CLASS Scores

The minimum scores are recommended by Teachstone, LLC, and based on research on the CLASS and on the design of CA-QRIS.

Reliable Observer

An Independent CLASS Observer/Assessor is a person who has attended a CLASS Observation Training and who has passed a CLASS Reliability Test within the past year. A Certified CLASS Observer has demonstrated a solid understanding of the CLASS tool and is qualified to code classrooms using the CLASS observation tool.

For more information: https://teachstone.com/faq/

CLASS

An independent assessment is conducted by a trained and reliable person or entity who is not 
part of the program being assessed.

CLASS Age Levels used for 0-5 are:

• Infant (Birth to 18 months)
• Toddler (15 to 36 months)
• Pre-K (3 to 5 years)

CLASS

An independent assessment is conducted by a trained and reliable person or entity who is not 
part of the program being assessed.

CLASS Age Levels used for 0-5 are:

• Infant (Birth to 18 months)
• Toddler (15 to 36 months)
• Pre-K (3 to 5 years)

National Accreditation

National Accreditation may be used to satisfy the 5-point criteria as an alternative to achieving a minimum ERS scale score of 5.5.

Currently, National Accreditation at the 5-point level refers to National Association for the Education of Young Children (NAEYC). This applies to centers only.

Independent ERS Assessment

An independent assessment is conducted by a trained and reliable person or entity who is not 
part of the program being assessed.

The Environment Rating Scales are divided into age groups and type of care as follows:

• Infant/Toddler Environment Rating Scale-Revised (ITERS-R)
  Used for group child care classrooms that serve children birth to 30 months of age
• Early Childhood Environment Rating Scale-Revised (ECERS-R)
  Used for group child care classrooms that serve children 2 1/2 years through 5 years of age
• Family Child Care Environment Rating Scale (FCCERS-R)
  Used for all children of all ages in family child care settings

ERS Assessment

Use self-assessments completed within the last 13 months

The Environment Rating Scales are divided into age groups and type of care as follows:

• Infant/Toddler Environment Rating Scale-Revised (ITERS-R)
  Used for group child care classrooms that serve children birth to 30 months of age
• Early Childhood Environment Rating Scale-Revised (ECERS-R)
  Used for group child care classrooms that serve children 2 1/2 years through 5 years of age

ERS Assessment

Use self-assessments completed within the last 13 months

The Environment Rating Scales are divided into age groups and type of care as follows:

• Infant/Toddler Environment Rating Scale-Revised (ITERS-R)
  Used for group child care classrooms that serve children birth to 30 months of age
• Early Childhood Environment Rating Scale-Revised (ECERS-R)
  Used for group child care classrooms that serve children 2 1/2 years through 5 years of age

Environment Rating Scale (ERS)

The Environment Rating Scales are divided into age groups and type of care as follows:

• Infant/Toddler Environment Rating Scale-Revised (ITERS-R)
  Used for group child care classrooms that serve children birth to 30 months of age
• Early Childhood Environment Rating Scale-Revised (ECERS-R)
  Used for group child care classrooms that serve children 2 1/2 years through 5 years of age

What are Program Environment Rating Scale(s)?

The Environment Rating Scales/Tools (ERS) are designed to assess process quality in an early childhood care group. Process quality consists of the various interactions that occur in a classroom between staff and children, staff, parents, and other adults, among the children themselves, and the interactions children have with the many materials and activities in the environment. Additionally, ERS assesses features such as space, schedule, and materials that support these interactions.

The Environment Rating Scales are divided into age groups and type of care as follows:

• Infant/Toddler Environment Rating Scale-Revised (ITERS-R)
  Used for group child care classrooms that serve children birth to 30 months of age
• Early Childhood Environment Rating Scale-Revised (ECERS-R)
  Used for group child care classrooms that serve children 2 1/2 years through 5 years of age
• Family Child Care Environment Rating Scale (FCCERS-R)
  Used for all children of all ages in family child care settings

What are the benefits of using the ERS?

• Providing a Common Language When Trying to Clarify and Quantify Quality
• Identifying Program Strengths and Areas of Improvement
• Assessment Results Assist in the Development of Quality Improvement Plans
• Identifying Training and Professional Develoment Needs
• Identifying and Selecting Materials and Resources
• Utilizing Assessment Report Data to Identify Trends
• Improving Program Quality

How is this element rated in Santa Clara County?

In Santa Clara County, an independent, certified ERS assessor (specific to the tool being used – FCCERS, ITERS, or ECERS) will conduct the appropriate ERS assessment(s). The program will automatically receive the minimum of 3 points by agreeing to this ERS assessment. A higher point value of a 4 or 5 would be awarded if the assessment(s) achieves the overall score levels as indicated on the matrix.

Note: The term “program” refers to an individual site location.

21 hours PD annually

In Santa Clara County, annually is defined as within 12 months prior to the date of rating (For example, if the site rating visit date is held on 02/26/19, all approved professional development hours must be completed between 02/27/18 and 02/26/19).

Approved Training List

Management/administration

Coursework includes management, administration and/or supervision.

Some examples of an accepted course:

• CHD 006 Supervision and Administration (Mission College)
• CHD 022 Adult Supervision in Early Childhood Programs (Mission College)
• CD 67 Supervision and Administration of Child Development Programs, Adult Supervision (De Anza College)
• CHLD 90C Administration and Supervision of Children’s Programs Part II (Foothill College)
• CD 11C Adult Supervision and Mentoring in Early Childhood Programs (Gavilan College)
• ECE 106 Administration and Supervision of Early Childhood Programs (San Jose City College)

Master's degree with 30 units ECE/CD

A master’s degree normally requires previous study at the bachelor’s level, either as a separate degree or as part of an integrated course. 30 units must be in ECE/CD.

The following college offers aa master’s degree in Santa Clara County:

21 hours PD annually

In Santa Clara County, annually is defined as within 12 months prior to the date of rating (For example, if the site rating visit date is held on 02/26/19, all approved professional development hours must be completed between 02/27/18 and 02/26/19).

Approved Training List

Program Director Permit

California offers six levels of Child Development Permits, each with its own set of issuance requirements and each authorizing the holder to perform different levels of service in child development programs. The State Permits are issued by the California Department of Education. Permits are required if you work for a school that is funded by the Department of Education or Head Start.

To learn more about each Child Development Permit level and the requirements of each, refer to the Permit Matrix.

English (PDF)
Spanish (PDF)

Management/administration

Coursework includes management, administration and/or supervision.

Some examples of an accepted course:

• CHD 006 Supervision and Administration (Mission College)
• CHD 022 Adult Supervision in Early Childhood Programs (Mission College)
• CD 67 Supervision and Administration of Child Development Programs, Adult Supervision (De Anza College)
• CHLD 90C Administration and Supervision of Children’s Programs Part II (Foothill College)
• CD 11C Adult Supervision and Mentoring in Early Childhood Programs (Gavilan College)
• ECE 106 Administration and Supervision of Early Childhood Programs (San Jose City College)

Bachelor's degree with 24 units ECE/CD

A Bachelor’s degree (BA/BS) is an undergraduate academic degree awarded by colleges and universities upon completion of a course of study that typically includes 120 semester units.

In Santa Clara County, the following college offers a Bachelor’s degree with an emphasis in ECE/CD.

21 hours PD annually

In Santa Clara County, annually is defined as within 12 months prior to the date of rating (For example, if the site rating visit date is held on 02/26/19, all approved professional development hours must be completed between 02/27/18 and 02/26/19).

Approved Training List

Site Supervisor Permit

California offers six levels of Child Development Permits, each with its own set of issuance requirements and each authorizing the holder to perform different levels of service in child development programs. The State Permits are issued by the California Department of Education. Permits are required if you work for a school that is funded by the Department of Education or Head Start.

To learn more about each Child Development Permit level and the requirements of each, refer to the Permit Matrix.

English (PDF)
Spanish (PDF)

Supervision

Supervision of staff/personnel

Management/administration

Coursework includes management, administration and/or supervision.

Some examples of an accepted course:

• CHD 006 Supervision and Administration (Mission College)
• CHD 022 Adult Supervision in Early Childhood Programs (Mission College)
• CD 67 Supervision and Administration of Child Development Programs, Adult Supervision (De Anza College)
• CHLD 90C Administration and Supervision of Children’s Programs Part II (Foothill College)
• CD 11C Adult Supervision and Mentoring in Early Childhood Programs (Gavilan College)
• ECE 106 Administration and Supervision of Early Childhood Programs (San Jose City College)

Associate’s degree with 24 units ECE/CD

An Associate’s degree (AA/AS) is an undergraduate academic degree awarded by colleges upon completion of a course of study that typically includes 60 semester units.

In Santa Clara County, these colleges offer an Associate’s degree with an emphasis in ECE/CD.

Master Teacher Permit

California offers six levels of Child Development Permits, each with its own set of issuance requirements and each authorizing the holder to perform different levels of service in child development programs. The State Permits are issued by the California Department of Education. Permits are required if you work for a school that is funded by the Department of Education or Head Start.

To learn more about each Child Development Permit level and the requirements of each, refer to the Permit Matrix.

English (PDF)
Spanish (PDF)

Management/administration

Coursework includes management, administration and/or supervision.

Some examples of an accepted course:

• CHD 006 Supervision and Administration (Mission College)
• CHD 022 Adult Supervision in Early Childhood Programs (Mission College)
• CD 67 Supervision and Administration of Child Development Programs, Adult Supervision (De Anza College)
• CHLD 90C Administration and Supervision of Children’s Programs Part II (Foothill College)
• CD 11C Adult Supervision and Mentoring in Early Childhood Programs (Gavilan College)
• ECE 106 Administration and Supervision of Early Childhood Programs (San Jose City College)

16 units of General Education

General Education (GE) involves study in breadth — for acquiring knowledge and skills for a range of future experiences throughout life, for providing the intellectual agility for moving from one career to another, and for making future contributions in a number of possible communities.

Must include at least one course in each of the following areas:

• Humanities and/or Fine Arts
• Social Sciences
• Math and/or Science
• English and/or Language Arts

24 units ECE/CD

The California Curriculum Alignment Project (CAP) identified a lower division program of study that includes 8 courses, including the three core courses necessary to become a fully qualified teacher.

For all ECE/CD units, the core eight courses are desired but not required.

Management/administration

Coursework includes management, administration and/or supervision.

Some examples of an accepted course:

• CHD 006 Supervision and Administration (Mission College)
• CHD 022 Adult Supervision in Early Childhood Programs (Mission College)
• CD 67 Supervision and Administration of Child Development Programs, Adult Supervision (De Anza College)
• CHLD 90C Administration and Supervision of Children’s Programs Part II (Foothill College)
• CD 11C Adult Supervision and Mentoring in Early Childhood Programs (Gavilan College)
• ECE 106 Administration and Supervision of Early Childhood Programs (San Jose City College)

12 units of ECE/CD

Complete a minimum of 12 semester units of course work in early childhood education or child development, with an emphasis on the following three core areas, including an ECE elective course:

• Child Development

• Child Family and Community

• Curriculum

For a list of colleges offering ECE/CD in Santa Clara County, click here.

What are Director Qualifications?

This element measures the educational qualifications and professional development of the director as indicated in the matrix.

Why is this important?

A significant body of research shows that higher levels of teacher education and professional development are related to other measures of child care quality, and to better child outcomes. (Elicker, 2007)

How is this element rated in Santa Clara County?

On the day of the site visit, a rater will review designated director files for the following:

• educational degree;
• California Child Development Permit;
• 21 hours of professional development annually. In Santa Clara County, annually is defined as within 12 months prior to the date of rating (For example, if the site rating visit date is held on 02/26/19, all approved professional development hours must be completed between 02/27/18 and 02/26/19).

CLASS

An independent assessment is conducted by a trained and reliable person or entity who is not 
part of the program being assessed.

CLASS Age Levels used for 0-5 are:

• Infant (Birth to 18 months)
• Toddler (15 to 36 months)
• Pre-K (3 to 5 years)

CLASS for appropriate age group

CLASS Age Levels used for 0-5 are:

• Infant (Birth to 18 months)
• Toddler (15 to 36 months)
• Pre-K (3 to 5 years)

Effective Teacher-Child Interactions: CLASS Assessments

What is CLASS^TM?

CLASS^TM is a research-based observational tool used to assess the effectiveness of early childhood educator-child interactions in classrooms. It measures the emotional, organizational, and instructional supports provided by early childhood educators that contribute to children’s social, developmental and academic achievement.

Why is it important?

CLASS^TM assists administrators and early educators to view classroom interactions through a common lens and discuss them using a common language, providing support for improving the quality of early childhood educator-child interactions and, ultimately, child outcomes.

To learn more about CLASS^TM: visit Teachstone.com

How is this element rated in Santa Clara County?

In Santa Clara County, an external, reliable, myTeachstone^TM–trained CLASS^TM assessor will conduct the appropriate assessment(s). The program will automatically receive the minimum of 3 points by agreeing to this CLASS^TM assessment. A higher point value of a 4 or 5 would be awarded if the assessment(s) achieves the CLASS^TM scores as indicated on the matrix.

Note: The term “program” refers to an individual site location.

21 hours PD annually

In Santa Clara County, annually is defined as within 12 months prior to the date of rating (For example, if the site rating visit date is held on 02/26/19, all approved professional development hours must be completed between 02/27/18 and 02/26/19).

Approved Training List

Program Director

California offers six levels of Child Development Permits, each with its own set of issuance requirements and each authorizing the holder to perform different levels of service in child development programs. The State Permits are issued by the California Department of Education. Permits are required if you work for a school that is funded by the Department of Education or Head Start.

To learn more about each Child Development Permit level and the requirements of each, refer to the Permit Matrix.

English (PDF)
Spanish (PDF)

Closely Related Field

Closely related field refers to Education, Human Development, or a similar field that may be counted as a related field IF a “substantial” amount of the coursework is focused on young children ages 0-5. “Substantial” is not defined by the California Commission on Teacher Credentialing, and therefore, is a local decision.

Bachelor’s degree in ECE/CD

A Bachelor’s degree (BA/BS) is an undergraduate academic degree awarded by colleges and universities upon completion of a course of study that typically includes 120 semester units.

In Santa Clara County, the following college offers a Bachelor’s degree with an emphasis in ECE/CD.

21 hours PD annually

In Santa Clara County, annually is defined as within 12 months prior to the date of rating (For example, if the site rating visit date is held on 02/26/19, all approved professional development hours must be completed between 02/27/18 and 02/26/19).

Approved Training List

Site Supervisor Permit

California offers six levels of Child Development Permits, each with its own set of issuance requirements and each authorizing the holder to perform different levels of service in child development programs. The State Permits are issued by the California Department of Education. Permits are required if you work for a school that is funded by the Department of Education or Head Start.

To learn more about each Child Development Permit level and the requirements of each, refer to the Permit Matrix.

English (PDF)
Spanish (PDF)

Closely Related Field

Closely related field refers to Education, Human Development, or a similar field that may be counted as a related field IF a “substantial” amount of the coursework is focused on young children ages 0-5. “Substantial” is not defined by the California Commission on Teacher Credentialing, and therefore, is a local decision.

Associate's degree

An Associate’s degree (AA/AS) is an undergraduate academic degree awarded by colleges upon completion of a course of study that typically includes 60 semester units.

In Santa Clara County, these colleges offer an Associate’s degree with an emphasis in ECE/CD.

21 hours professional development (PD) annually

In Santa Clara County, annually is defined as within 12 months prior to the date of rating (For example, if the site rating visit date is held on 02/26/19, all approved professional development hours must be completed between 02/27/18 and 02/26/19).

Approved Training List

Teacher Permit

California offers six levels of Child Development Permits, each with its own set of issuance requirements and each authorizing the holder to perform different levels of service in child development programs. The State Permits are issued by the California Department of Education. Permits are required if you work for a school that is funded by the Department of Education or Head Start.

To learn more about each Child Development Permit level and the requirements of each, refer to the Permit Matrix.

English (PDF)
Spanish (PDF)

16 units of General Education

General Education (GE) involves study in breadth — for acquiring knowledge and skills for a range of future experiences throughout life, for providing the intellectual agility for moving from one career to another, and for making future contributions in a number of possible communities.

Must include at least one course in each of the following areas:

• Humanities and/or Fine Arts
• Social Sciences
• Math and/or Science
• English and/or Language Arts

24 units of ECE/CD

The California Curriculum Alignment Project (CAP) identified a lower division program of study that includes 8 courses, including the three core courses necessary to become a fully qualified teacher.

For all ECE/CD units, the core eight courses are desired but not required.

Associate Teacher Permit

To learn more about each level of Child Development Permit and the requirements of each, refer to the Permit Matrix.

English (PDF)
Spanish (PDF)

12 units of ECE/CD

The California Curriculum Alignment Project (CAP) identified a lower division program of study that includes 8 courses, including the three core courses necessary to become a fully qualified teacher.

For all ECE/CD units, the core eight courses are desired but not required.

Associate Teacher Permit

California offers six levels of Child Development Permits, each with its own set of issuance requirements and each authorizing the holder to perform different levels of service in child development programs. The State Permits are issued by the California Department of Education. Permits are required if you work for a school that is funded by the Department of Education or Head Start.

To learn more about each Child Development Permit level and the requirements of each, refer to the Permit Matrix.

English (PDF)
Spanish (PDF)

24 units of ECE/CD

The California Curriculum Alignment Project (CAP) identified a lower division program of study that includes 8 courses, including the three core courses necessary to become a fully qualified teacher.

For all ECE/CD units, the core eight courses are desired but not required.

15 hours of training on preventive health practices

This requirement is met by qualifying for a license.

For more information: https://emsa.ca.gov/childcare_provider1/

12 units of Early Childhood Education

Complete a minimum of 12 semester units of coursework in early childhood education or child development, with an emphasis on the following three core areas, and including an ECE elective course:

• Child Development

• Child Family and Community

• Curriculum

For a list of colleges offering ECE/CD in Santa Clara County, click here.

What are Minimum Qualifications for Lead Teacher/Family Child Care Home?

This element measures the educational qualifications and professional development of the lead teacher/family child care owner, as indicated in the matrix.

Lead teacher is defined as the adult with primary responsibility for a group of children. For the purposes of rating an early childhood classroom, the lead teacher is the adult who meets the minimum licensing requirements as a teacher and any additional requirements as specified in the matrix. When there is more than one teacher working in a group, the lead teacher is considered to be the person with the highest degree.

Why are they important?

A significant body of research shows that higher levels of teacher education and professional development are related to other measures of child care quality, and to better child outcomes. (Elicker, 2007)

How is this element rated in Santa Clara County?

On the day of the site visit, a rater will review designated staff (lead teacher/family child care provider) files for the following:

• educational degree;
• California Child Development Permit;
• 21 hours of professional development annually. In Santa Clara County, annually is defined as within 12 months prior to the date of rating (e.g., If the site rating visit date is held on 02/26/19, all approved professional development hours must be completed between 02/27/18 and 02/26/19).

Implement intervention strategies and adaptations as appropriate

Below are some examples that demonstrate how intervention strategies and adaptations have been implemented:

Example 1: If the ASQ-3 results indicate that one or more children have not yet reached their age appropriate fine motor developmental milestones some strategies may include:
• Planning small group activities that require the use of fine motor skills. For example, making a necklace by stringing a variety of small beads with narrow holes.
• Ensuring that classroom activities contain a wide variety of materials that engage all modalities, and allow children to explore, play, and create in ways that encourage the use of fine motor skills.
• Providing parents with the ASQ-3 age-appropriate intervention activities that target fine motor skills.

Example 2: If the ASQ-3 results indicate that one or more children have not yet reached their age appropriate gross motor developmental milestones some strategies may include:
• Planning small group activities that require the use of gross motor skills.
• Ensuring that classroom activities contain a wide variety of materials that engage all modalities, and allow children to explore, play and create in ways that encourage the use of gross motor skills.
• Providing parents with the ASQ-3 age-appropriate intervention activities that target gross motor skills.

Screening results to make referrals

Program staff use screening results to refer families to the appropriate agencies for further assessment, such as the local Regional Center, school district, and/or other resources.

Most utilized agencies in Santa Clara County

KidConnections
Based on the results of the ASQ-3 and ASQ-SE, as well as the concerns of parents/caregivers, teachers, and/or service providers, children may be referred to the KidConnections Network of Providers for further assessment and early prevention and intervention services as needed at NO COST.

Inclusion Collaborative Warm Line
Inclusion Support Warm Line offers free support, information and referrals for including children with special needs or disabilities in Santa Clara County. Inclusion Support Warm Line Resources may include: E-packets of information, Developmental Screening, Inclusion Coach Referral, On-site inclusion Coach Support.

California Inclusion and Behavior Consultation (CIBC) Network
The CIBC Network is designed to deliver technical support to early care and education programs.

CA Foundations & Frameworks

Infant/Toddler

Foundations – The Infant/Toddler Learning and Development Foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development.

• California Infant/Toddler Learning & Development Foundations

Available in Spanish

• Fundamentos del aprendizaje y el desarrollo infantil de California

Frameworks – Created as a companion publication to the California Infant/Toddler Learning and Development Foundations, this framework supports early childhood educators as they strive to make teaching responsive and meaningful for infants and toddlers.

• California Infant/Toddler Curriculum Framework

Preschool

Foundations – The  Preschool Learning Foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development.

• California Preschool Learning Foundations, Vol 1
• California Preschool Learning Foundations, Vol 2
• California Preschool Learning Foundations, Vol 3

Volumes available in Spanish

• Los Fundamentos del Aprendizaje Preescolar de California, Vol 1

Frameworks – Created as companion volumes to the California Preschool Learning Foundations, the California Preschool Curriculum Frameworks present strategies for early childhood educators that enrich learning and development opportunities for all of California’s preschool children.

• California Preschool Curriculum Framework, Vol 1
• California Preschool Curriculum Framework, Vol 2
• California Preschool Curriculum Framework, Vol 3

Volumes available in Spanish

• Marco de currículo preescolar de California, Vol 1

Ages and Stages Questionnaire - Social Emotional Development (ASQ-SE)

ASQ-SE may be used if indicated by the results from the ASQ-3. It is a series of parent-completed questionnaires designed to screen the social-emotional development of children in the areas of self-regulation, compliance, communication, adaptive functioning, autonomy, affect, and interaction with people. The age-appropriate questionnaire is completed by the parent/guardian and/or early educator.

For more information: https://agesandstages.com/


Ages and Stages Questionnaire (ASQ-3)

ASQ-3 is a series of questionnaires designed to screen the development of children in the areas of communication, gross motor skills, fine motor skills, problem solving, personal-social skills, and overall development across time. The age-appropriate questionnaire is completed by the parent/guardian and/or early childhood educator.

For more information: https://agesandstages.com/

Program works with families means that:

• Families are engaged in the screening process.
• Results are shared with the family in a confidential and supportive manner.
• Program staff use screening results to refer families to the appropriate agencies for further assessment, such as the local Regional Center, school district, and/or other resources.

Ages and Stages Questionnaire (ASQ-3)

ASQ-3 is a series of questionnaires designed to screen the developmental performance of children in the areas of communication, gross motor skills, fine motor skills, problem solving, personal-social skills, and overall development across time. The age-appropriate scale is completed by the parent/guardian and/or early childhood educator.

For more information: https://agesandstages.com/

Program works with families means that:

• Families are engaged in the screening process.
• Results are shared with the family in a confidential and supportive manner.
• Program staff use screening results to refer families to the appropriate agencies for further assessment, such as the local Regional Center, school district, and/or other resources.

Valid and reliable developmental screening tool

What is valid and reliable?

To be valid, an assessment must measure what it claims or intends to measure.

To be reliable, an assessment must produce results that are consistent over a range of conditions and circumstances.

A partial list of valid and reliable child screening tools is below. Other tools are acceptable at the discretion of the consortium with documentation of validity and reliability.

Partial List:

• Mullen Scales of Early Learning
• DIAL 3
• Ages and Stages Questionnaire (ASQ)
• ESP: Early Screening Profiles
• ESI-R (Early Screening Inventory)
• Denver II
• Parents’ Evaluation of Developmental Status
• Parents’ Evaluation of Developmental Status – Developmental Milestones
• Battelle Developmental Inventory Screening Test
• Learning Accomplishment Profile-Diagnostic Screens

• IFSP/IEP
• Evidence of screening at another venue (must have actual screen or documented results)

See page 25 of the Implementation Guide

Health Screening

In Santa Clara County, Healthier Kids Foundation will offer health screening to children at any program annually as long as the program has more than 20 children enrolled.

To schedule an on-site vision and hearing screening, contact Mark Lopez at (408) 564-5114 ext. 210 or markl@hkidsf.org

Licensing Forms

For Santa Clara County’s Quality Matters rated sites, only Part A and Part B (excluding Immunization and TB information) need to be completed to receive credit.

LIC 701 Physician’s Report (English form)
LIC 701 Physician’s Report (Spanish form)

What are Developmental and Health Screenings?

What is a Developmental Screening?

A Developmental Screening is a brief questionnaire completed by a parent/guardian and/or early childhood educator to quickly identify a child’s progress through early childhood developmental milestones.  A child’s development can be measured by speech and language development, problem-solving skills, fine and gross motor skills and social emotional skills.

Why is a Developmental Screening important?
Developmental screenings are an important way for parents and early childhood educators to understand a child’s strengths, areas for improvement and areas of concern with regard to reaching key milestones in the following areas (with examples):

• Communication – understanding words and expressing thoughts and feelings using words and sentences
• Fine motor — grasping a crayon
• Gross motor – bouncing a ball
• Problem solving – completing a puzzle
• Personal-social – using a spoon to serve and feed themselves
• Social-emotional – interacting with others and expressing their own feelings

Developmental screenings encourage parental involvement and strengthen the partnership between parents and early childhood educators.

The assessment results assist and guide early childhood educators with the development of curriculum and classroom activities designed to ensure that all students receive the support and classroom experiences necessary to reach their key developmental milestones.

In some instances, the assessment results may indicate that a child will need a referral for additional evaluation and/or Early Intervention Services.

What is a Health Screening?

Early Childhood Health Screening involves testing children between the ages of birth and 5 in basic health and developmental areas including hearing, vision, dental, language/speech and physical and cognitive development.

Why is a Health Screening important?

The screening’s purpose is to identify health, developmental and/or other factors that may interfere with a child’s learning, growth, and development.

How is this element rated in Santa Clara County?

On the day of the site visit, a rater will:

• randomly select two children’s files from each classroom/family child care home and look for documentation that the Physician’s Report Form 701, or equivalent, was collected when the child entered the program and to ensure screening of all children using a valid and reliable developmental screening tool;
• review documentation that vision and hearing screenings have been conducted annually.

Higher point values are awarded if a program:

• works with families to ensure screening of all children using the ASQ-3 & ASQ-SE
• when appropriate, the screening results are used to make referrals and implement intervention strategies.

Note: The term “program” refers to an individual site location.

What are Ratios and Group Size?

The number of adults who are present to teach and care for children who are playing, eating, and sleeping together in a group is known as the child-to-adult ratio. The group size is the number of children present in the classroom.

Why are they important?

Ratio and group size are two factors that are critical to a child’s health, safety, and development.

Low child-to-adult ratios and small group sizes help ensure that children get enough one-on-one attention from an adult who is available to take care of each child’s unique needs. This responsive caregiving is extremely important to a child’s social and emotional development, physical well-being, and overall learning.

This one-on-one attention helps children feel safe and secure and reduces feelings of being overwhelmed—for both children and adults. A smaller group size with enough trained adults present is easier to manage. Because adults are better able to watch and respond to a smaller group, children will be less likely to get injured or sick.

For more information:
https://childcare.gov/consumer-education/ratios-and-group-sizes

How is this element rated in Santa Clara County?

On the day of the site visit, a rater will:

• review session rosters to verify staff/child ratios;
• observe and document the number of staff/child ratios in each classroom.

Note: The term “program” refers to an individual site location.

DRDP Online (formerly known as DRDP Tech)

The DRDP Online data system provides a number of valuable reports that early childhood educators can use to plan lessons and activities based on DRDP data.

The reports present information about a child’s progress and a unique view of developmental sequences in key areas. These reports help early childhood educators and families better understand a child’s development in relation to his or her own progress as well as progress in relation to a sample of other children the same age. DRDP Online reports are helpful with planning instruction and interventions for both individual children and groups of children.

Fee Structure

DRDP Online is available free of charge for agencies funded by CDE’s Early Learning and Care Division (ELCD), California Head Start programs, California tribal CCDF and Head Start programs, California K-12 school districts, California Community Colleges, California State Universities, University of California campuses and for any family child care home or agency, public or private, involved in the QRIS Quality Counts California.

Tutorials and to learn more

https://www.desiredresults.us/drdp-online-resources

Results used to inform curriculum planning

Here are some examples:

Example 1: If PD-HLTH 4: Fine Motor Manipulative Skills observation results indicate that one or more children have not yet reached their age appropriate fine motor developmental milestones, some strategies may include:

• If a small group activity includes making a necklace by stringing a variety of small beads with narrow holes, early childhood educators must be able to provide scaffolding, support, and motivation to those children.
• 
Ensure that classroom activities as well as inside and outside interest areas contain a wide variety of materials that engage all modalities, and allow children to explore, play and create in ways that will encourage the use of fine motor skills.

Example 2: If LLD 5: Interest in Literacy observation results indicate that one or more children have not yet reached their age appropriate fine motor developmental milestones, some strategies may include:

• In small group activities, provide opportunities for exploration of a wide variety of books with early childhood educators while offering scaffolding, support, and motivation to those children.
• 
Ensure that classroom activities as well as inside and outside interest areas contain a wide variety of materials that engage all modalities, and allow children to explore, play and create in ways that will encourage the use of language and literacy.

Desired Results Developmental Profile (DRDP)

The Desired Results Developmental Profile (DRDP) assessment instrument is designed for early childhood educators to observe, document, and reflect on the learning, development, and progress of children, birth through 5 years of age, who are enrolled in early care and education programs. The assessment results are intended to be used by the early childhood educator to plan curriculum for individual children and groups of children and to guide continuous program improvement.

The DRDP (2015) is made up of eight domains:

• Approaches to learning–self regulation
• Social and emotional development
• Language and literacy development
• English language development
• Cognition, including math and science
• Physical development–health
• History and social science
• Visual and performing arts

The focus of each domain is on the acquisition of knowledge, skills, and/or behaviors that reflect each domain’s developmental constructs. It aligns with the CDE’s Early Learning and Development Foundations and Frameworks.

For more information: Desired Results website

Results used to inform curriculum planning

Here are some examples:

Example 1: If PD-HLTH 4: Fine Motor Manipulative Skills observation results indicate that one or more children have not yet reached their age appropriate fine motor developmental milestones, some strategies may include:

• If a small group activity includes making a necklace by stringing a variety of small beads with narrow holes, early childhood educators must be able to provide scaffolding, support, and motivation to those children.
• 
Ensure that classroom activities as well as inside and outside interest areas contain a wide variety of materials that engage all modalities, and allow children to explore, play and create in ways that will encourage the use of fine motor skills.

Example 2: If LLD 5: Interest in Literacy observation results indicate that one or more children have not yet reached their age appropriate fine motor developmental milestones, some strategies may include:

• In small group activities, provide opportunities for exploration of a wide variety of books with early childhood educators while offering scaffolding, support, and motivation to those children.
• 
Ensure that classroom activities as well as inside and outside interest areas contain a wide variety of materials that engage all modalities, and allow children to explore, play and create in ways that will encourage the use of language and literacy.

Desired Results Developmental Profile (DRDP)

The Desired Results Developmental Profile (DRDP) assessment instrument is designed for early childhood educators to observe, document, and reflect on the learning, development, and progress of children, birth through 5 years of age, who are enrolled in early care and education programs. The assessment results are intended to be used by the early childhood educator  to plan curriculum for individual children and groups of children and to guide continuous program improvement.

The DRDP (2015) is made up of eight domains:

• Approaches to learning–self regulation
• Social and emotional development
• Language and literacy development
• English language development
• Cognition, including math and science
• Physical development–health
• History and social science
• Visual and performing arts

The focus of each domain is on the acquisition of knowledge, skills, and/or behaviors that reflect each domain’s developmental constructs. It aligns with the CDE’s Early Learning and Development Foundations and Frameworks.

For more information: Desired Results website

Domain: Emotional Support

There are four dimensions in this domain:

• Positive Climate: Reflects the emotional connection between the teacher and students and among students and the warmth, respect, and enjoyment communicated by verbal and nonverbal interactions.
• Negative Climate: Reflects the overall level of expressed negativity in the classroom; the frequency, quality, and intensity of teacher and peer negativity are key to this scale.
• Teacher Sensitivity: Encompasses the teacher’s awareness of and responsivity to students’ academic and emotional needs; high levels of sensitivity facilitate students’ ability to actively explore and learn because the teacher consistently provides comfort, reassurance, and encouragement.
• Regard for Student Perspectives: Captures the degree to which the teacher’s interactions with students and classroom activities place an emphasis on students’ interests, motivations, and points of view and encourage student responsibility and autonomy.

(Pianta, La Paro, & Hamre, 2009, p. 22)

Regard for Student Perspectives

Captures the degree to which the teacher’s interactions with students and classroom activities place an emphasis on students’ interests, motivations, and points of view and encourage student responsibility and autonomy.

(CLASS manual, Pre-K)

Teacher Sensitivity

Encompasses the teacher’s awareness of and responsivity to students’ academic and emotional needs; high levels of sensitivity facilitate students’ ability to actively explore and learn because the teacher consistently provides comfort, reassurance, and encouragement.

(CLASS manual, Pre-K)

Negative Climate

Reflects the overall level of expressed negativity in the classroom; the frequency, quality, and intensity of the teacher and peer negativity are key to this scale.

(CLASS manual, Pre-K)

Positive Climate

Reflects the emotional connection between the teacher and students and among students and the warmth, respect, and enjoyment communicated by verbal and nonverbal interactions.

(CLASS manual, Pre-K)

Valid and reliable child assessment/observation tool

What is valid?  An assessment must measure what it claims or intends to measure.

What is reliable? An assessment must produce results that are consistent over a range of conditions and circumstances.

Valid and reliable child observation tools must be approved by the California Department of Education prior to awarding the site 3 points for this element. Currently approved tools are:

• Teaching Strategies GOLD (Creative Curriculum) assessment
• Early Learning Scale by National Institute of Early Education Research (NIEER) available from Lakeshore Learning School Supply
• Brigance Inventory of Early Development III

Additional information is available in the CA-QRIS Consortium Implementation Guide on page 22.

Title 22 Regulations

To be a fully qualified teacher, a teacher shall have one of the following:

(1) Twelve postsecondary semester or equivalent quarter units in early childhood education or child development completed, with passing grades, at an accredited or approved college or university; and at least six months of work experience in a licensed child care center or comparable group child care program.

• (A) The units specified in (1) above shall include courses that cover the general areas of child growth and development, or human growth and development; child, family and community, or child and family; and program/curriculum.
• (B) Experience shall be verified as having been performed satisfactorily, at least three hours per day for a minimum of 50 days in a six-month period, as a paid or volunteer staff member under the supervision of a person who would qualify as a teacher or director under this chapter.

Online California Code of Regulations, Title 22

Evidence-based child assessment/observation tools

Local consortium may use the list of evidence-based child assessment/observation tools from the list below, create local guidelines, or both. Local criteria must include evidence that the tool is observational, conducted annually, and, at minimum, assesses the following developmental domains:

• Physical (gross and fine motor)
• Social-emotional
• Cognitive
• Communication

Optional, partial list of evidence-based tools:

• HighScope Child Observation Record (COR) for Infants and Toddlers
• HighScope Preschool Child Observation Record (COR), Second Edition
• Work Sampling, Developmental Guidelines, Preschool 3
• Work Sampling, Developmental Guidelines, Preschool 4
• Learning Accomplishment Profile-3rd Edition (preschool)
• The Ounce Scale (infant/toddler)
• NIEER Early Learning Scale

The term “use” refers to any assessment, instrument or tool that yields individual and group information. This term requires that the program accesses and analyzes results and those results are used to inform practice.

What is Child Observation?

Child Observation is the method of watching, listening, asking questions, documenting, and analyzing the observed words and actions of children as they interact with their surroundings and other people.

Why is it important?

Child Observation helps early childhood educators work more effectively with individual children, plan activities that will best meet the needs of the particular group and communicate with families about their children’s development.

How is this element rated in Santa Clara County?

On the day of the site visit, a rater will randomly select two children’s files from each classroom/family child care home and look for documentation that observational assessments are conducted at least annually.

Higher point values are awarded if a site:

• Uses DRDP a minimum of twice a year
• Shows evidence that their DRDP information is recorded in, or uploaded to, the DRDP Online data system
• Uses the results from the DRDP assessments to inform curriculum

Note: The term “program” refers to an individual site location.

Title 22 Regulations