Accreditation Assessment Item Number
Accreditation Assessment Item
Source of Evidence
1D.4
Teachers anticipate problematic behavior and take steps to prevent it.
CO
1D.5
Teachers use narration and description of ongoing interactions to identify prosocial behaviors.
CO
1D.6
Show two objects, materials or visual images in your classroom that depict men and/or women in work, family, and/or personal roles.
CP
1D.7
Show or describe one example of how children have opportunities to participate in decision making about class plans.
CP
1D.8
Show or describe one example of how you have anticipated problematic behavior and taken steps to prevent it.
CP
Show that your program’s written guidance and discipline policy addresses the use of suspension, expulsion and other exclusionary measures, and includes ALL of the features listed below. ›› Policy is communicated to families and staff. ›› Stated goal of policy is to limit or eliminate the use of suspension, expulsion and other exclusionary measures. ›› Policy states the circumstances under which types of exclusion may occur. 1E.1
›› Policy states what steps are taken before a decision to exclude is considered.
PP
›› Exclusionary measures are not considered until all other possible interventions have been exhausted, and there is agreement that exclusion is in the best interest of the child. ›› If exclusionary measures must be taken, the program offers assistance to the family in accessing services and an alternative placement. ›› Policy acknowledges that it complies with federal and state civil rights laws. 1F.1
Teachers help children learn emotional regulation skills.
CO
1F.2
Teachers guide and support children to use language to communicate needs.
CO
1F.3
Teachers guide and support children to gain control of physical impulses.
CO
NAEYC Early Learning Program Accreditation Standards and Assessment Item 18