Implementation interview: Additional center staff

ECE-ICHQ IMPLEMENTATION RUBRICS
CENTER RESOURCES

MATHEMATICA POLICY RESEARCH

A. CENTER RESOURCES
VOLUNTEERS AND SPACE

1. How often does
your center make
use of volunteers?
Select one
Never

Rarely (less than
monthly)

Sometimes (a few
times a month, but
not every week)

2. Why do you
make use of
volunteers?
Select all that apply
Write in other
To help us enhance
things we already
do
To help us do things
we could not do
otherwise

To meet
requirements for
specific programs or
funders

3. Would you hire additional
staff if you did not have
volunteer support?
Select one
No, without volunteers we
could still provide services
similar to those we currently
offer
No, we do not have the
resources to hire more staff
but without volunteers it
would be difficult to provide
similar services
Yes, we would have to hire
staff to provide services
similar to those we currently
offer

SOURCES OF FINANCIAL SUPPORT
4. Does the center operate
in space that is donated,
subsidized, or not directly
paid for by the center?
Select one
Write in source
No, the center pays for all
its space

Yes, some of the space is
donated

5a. Confirm center
is supported with
funds from:
CCDF
(Child Care
Development
Fund)
Head Start/Early
Head Start

WRITE IN source:
Yes, all of the space is
donated

State prekindergarten
program

5b.Does your center receive
funds from any of the other
following sources?
Select all that apply
Write in 2 largest sources
Private tuition

6. Does your center use
accounting software to
track expenditures and
manage finances?
Write in name
No

Local government (such as preK
funding from local school board
or other local agency, grants
from city or county government)

Yes

Child care subsidy programs
other than CCDF (such as TANF
or any other federal, state, or
local child care subsidies)

WRITE IN source:
WRITE IN source:
Often (at least
once a week)

To promote parent
involvement

Yes, the rent is subsidized
or we pay lower than full
market rate

Community organizations (such
as the United Way, local
charities or other service
organizations)

WRITE IN source:
Very often (more
than a couple
times per week)

WRITE IN other:

All the time (just
about every day)
5c. WRITE IN two largest sources of financial support for center:

Yes, the space is paid for by
the larger organization that
we are a part of
WRITE IN source:

ACCOUNTING

Other types of government
funded programs (such as the
Child and Adult Care Food
Program or Title I)
Donations from fundraisers or
charitable contributions

WRITE IN name:

ECE-ICHQ IMPLEMENTATION RUBRICS
STAFFING STRUCTURE

1. List the job title for each
type of staff position
(currently working in the
center at this location)
Drop down and write in

1a. How
many staff
serve in this
position?

MATHEMATICA POLICY RESEARCH

B. STAFFING STRUCTURE PART 1
1b. What are the responsibilities of this position?
Select all that apply for each position
Administration
Teacher
Direct
in
supervision classroom
Over
Over
of teachers
with
Provide
center
educational
of children
children
operations
operations
program
0-5
0-5
support
□
□
□
□
□
Lead
teacher
□ Yes
□ No
□
□
□
□
□
Lead
teacher
□ Yes
□ No
□
□
□
□
□
Lead
teacher
□ Yes
□ No
□
□
□
□
□
Lead
teacher
□ Yes
□ No
□
□
□
□
□
Lead
teacher
□ Yes
□ No
□
□
□
□
□
Lead
teacher
□ Yes
□ No
□
□
□
□
□
Lead
teacher
□ Yes
□ No

Provide
special
services
□

□

□

□

□

□

□

1c. WRITE IN brief description, if necessary

ECE-ICHQ IMPLEMENTATION RUBRICS
STAFFING STRUCTURE

1. List the job title for each
type of staff position
(currently working in the
center at this location)

1a. How
many staff
serve in this
position?

MATHEMATICA POLICY RESEARCH

B. STAFFING STRUCTURE PART 1
1b. What are the responsibilities of this position?
Select all that apply for each position
Administration
Teacher
Direct
in
supervision classroom
Over
Over
of teachers
with
Provide
center
educational
of children
children
operations
operations
program
0-5
0-5
support
□
□
□
□
□
Lead
teacher
□ Yes
□ No
□
□
□
□
□
Lead
teacher
□ Yes
□ No
□
□
□
□
□
Lead
teacher
□ Yes
□ No
□
□
□
□
□
Lead
teacher
□ Yes
□ No
□
□
□
□
□
Lead
teacher
□ Yes
□ No
□
□
□
□
□
Lead
teacher
□ Yes
□ No
□
□
□
□
□
Lead
teacher
□ Yes
□ No

Provide
special
services
□

□

□

□

□

□

□

1c. WRITE IN brief description, if necessary

ECE-ICHQ IMPLEMENTATION RUBRICS
STAFFING STRUCTURE

MATHEMATICA POLICY RESEARCH

C. STAFFING STRUCTURE PART 2
Please confirm the roles among the staff who are primarily teachers or caregivers for children ages 0-5 at your center.
2a. Lead teachers
Total number
Write in total number

Number of lead teachers by ages of children in classroom
Write in number for each age category
Toddlers
Preschoolers

Job title

Infants

Job title

Number of assistant teachers by ages of children in classroom
Write in number for each age category
Infants
Toddlers
Preschoolers

2b. Assistant teachers
Total number
Write in total number

2c. Aides
Total number

2d. Floaters or consistent substitutes
Total number

□
None
Job title

□
None
Job title

ECE-ICHQ IMPLEMENTATION RUBRICS
STAFFING STRUCTURE

MATHEMATICA POLICY RESEARCH

D. STAFFING STRUCTURE PART 3
Educational, child, and family services
Write in specific job titles or program units
Educational program or curriculum development and support
(that occurs as part of instructional planning).

Yes
No

Academic or instructional related screening, diagnostic, and assessment
services
(such as developmental screening to identify children’s special needs, or
readiness assessments to develop children’s learning needs)
Specialized services to children
(such as health screening, therapeutic services, mental health services; any nonacademic or non-instructional services provided to children)
Support services for families
(that occur outside of instruction and caregiving, such as social services, adult
education programs)

General management

Yes
No
Yes
No
Yes
No

Administration and management
Yes
No

Human resources

Yes
No

Financial management

Yes
No

Marketing and enrollment

Yes
No

Information and technology services

Yes
No

ECE-ICHQ IMPLEMENTATION RUBRICS
STAFFING STRUCTURE

MATHEMATICA POLICY RESEARCH

D. STAFFING STRUCTURE PART 3, cont.
Support services
Food
Yes
No
Transportation
Yes
No
Maintenance
Yes

No
Other (specify)

Yes
No

ECE-ICHQ IMPLEMENTATION RUBRICS
CHILD CHARACTERISTICS

MATHEMATICA POLICY RESEARCH

E. CHILD AND FAMILY SUPPORT
1. What types
of services
does the
center support
access to or
provide?
Select all that
apply
Write in other
Write in
change
Health
screening
 Medical
 Dental
 Vision
 Hearing
 Other:

4. How does the center help children and families access services?
2. For children in
the center, is
there a process
for deciding if
they need a
service?
Select one for
each type
No (skip to Q4)
Yes, informal

Yes, formal

3. Who decides
that children or
families need
access to
services?
Select all that
apply
Family
Teacher (not
trained)
Trained teacher
Trained specialist
(on staff)
Administrator
Requirement
WRITE IN Source:

4a. Does the center support access
to services?
Select one for each type
Center provides
Center makes
information to
the
families about
appointment for
service (or
child/family to
refers
receive service
child/family to
services, but
does not make
appointment)

WRITE IN substantial changes to health screening services:
Use this section if center supports access to or provides more than one type of health screening
Write in
No
Family
Center provides
Center makes
second health
information to
the
Yes, informal (no
Teacher (not
screening:
families about
appointment for
screening)
trained)
service (or
child/family to
Yes, formal (with
Trained teacher
receive service
screening)
Trained specialist refers
child/family to
(on staff)
services, but
Administrator
does not make
Requirement
WRITE IN Source: appointment)

WRITE IN substantial changes to health screening services:
Write-in
information
about a third
health
screening, if
necessary.

Outside
entity
provides
screenin
g

Outside
entity
provides
service

4b. Does the center provide services?
Select one for each type
Write in proportion of children
No cost to center
Center
Teacher
employs
(not
Center covers cost
staff
who
trained)
WRITE IN the
provide
approximate
Trained
the
proportion of
teacher
service
children who
received service in
the past year
Trained
I/T:
specialist
Preschool:

No cost to center
Center covers cost
WRITE IN the
approximate
proportion of
children who
received service in
the past year
I/T:
Preschool:

Center
employ
s staff
who
provide
the
service

Teacher
(not trained)
Trained
teacher

Trained
specialist

5. How often
does the center
track receipt of
services?
Select one for
each type
Not at all

6. How does the
center track if
the service was
(partially or
fully) received?
Select all that
apply
Write in tracking
system
Not tracked

Varies across
children and
families
Once or twice
Multiple times
Until the
services are fully
received

Paper-based
tracking system
Electronic
tracking system
WRITE IN below

Not at all
Varies across
children and
families

Not tracked

Once or twice
Multiple times

Electronic
tracking system
WRITE IN below

Until the
services are fully
received

Paper-based
tracking system

ECE-ICHQ IMPLEMENTATION RUBRICS
CHILD CHARACTERISTICS

MATHEMATICA POLICY RESEARCH

E. CHILD AND FAMILY SUPPORT
1. What types
of services
does the
4. How does the center help children and families access services?
center support 2. For children in
access to or
the center, is
3. Who decides
provide?
there a process
that children or
Select all that
for deciding if
families need
apply
they need a
access to
Write in other
service?
services?
4a. Does the center support access
4b. Does the center provide services?
Write in
Select one for
Select all that
to services?
Select one for each type
change
each type
apply
Select one for each type
Write in proportion of children
Therapeutic
Center provides
Center refers
Outside
No cost to center
Center
No
Family
Teacher
services
information to
children and
entity
employ
Yes, informal (no
Teacher (not
Center covers cost
(not trained)
families about
families to
provides
s staff
 Speech &
screening)
trained)
WRITE IN the
services (or
services and
service
who
language or
approximate
Trained teacher
makes the
provide Trained
auditory
proportion of
Trained specialist refers children
teacher
and
families
to
appointment
the
therapy
children
who
(on staff)
services, but
service
 Occupation
received service in
Administrator
does
not
make
al therapy
the
past
year
Requirement
 Physical
I/T:
Yes, formal (with
WRITE IN Source: appointment)
therapy
Preschool:
screening)
Trained
 Cognitive/
specialist
behavioral
therapy
 Nutrition
 Other:
WRITE IN substantial changes to therapeutic services:
Use this section if center supports access to or provides more than one type of therapeutic service:
Write in a
No
Family
Center provides
Center refers
Outside
No cost to center
Center
Teacher
second
information to
children and
entity
employ
Yes, informal (no
Teacher (not
Center covers cost
(not trained)
therapeutic
families about
families to
provides
s staff
screening)
trained)
WRITE IN the
service
services (or
services and
service
who
approximate
Trained teacher
makes the
provide Trained
proportion of
Trained specialist refers children
teacher
and
families
to
appointment
the
children who
(on staff)
services,
but
service
received service in
Administrator
Yes, formal (with
does not make
the past year
Requirement
screening)
appointment)
I/T:
Trained
WRITE IN Source:
Preschool:
specialist

WRITE IN substantial changes to therapeutic services:
Use space to
write-in info
about third
service

5. How often
does the center
track receipt of
services?
Select one for
each type
Not at all

6. How does the
center track if
the service was
(partially or
fully) received?
Select all that
apply
Write in tracking
system
Not tracked

Varies across
children and
families

Paper-based
tracking system

Once or twice
Multiple times
Until the services
are fully received

Electronic
tracking system
WRITE IN below

Not at all

Not tracked

Varies across
children and
families

Paper-based
tracking system

Once or twice
Multiple times
Until the
services are
fully received

Electronic
tracking system
WRITE IN below

ECE-ICHQ IMPLEMENTATION RUBRICS
CHILD CHARACTERISTICS

MATHEMATICA POLICY RESEARCH

E. CHILD AND FAMILY SUPPORT
1. What types
of services does
the center
support access
to or provide?
Select all that
apply
Write in other
Write in change
Counseling
services
 List mental
health
and/or
psychiatric
services:

2. For children in
the center, is
there a process
for deciding if
they need access
to services?
Select one for
each type
No
Yes, informal (no
screening)

Yes, formal (with
screening)

3. Who decides
that children or
families need
access to
services?
Select all that
apply
Family
Teacher (not
trained)
Trained teacher
Trained specialist
(on staff)
Administrator
Requirement
WRITE IN Source:

WRITE IN any substantial changes to counseling services:
Social services
No
Family
 Housing
Yes, informal (no
Teacher (not
screening)
trained)
 Food
assistance
Trained teacher
 Substance
Trained specialist
abuse
(on staff)
 Domestic
Administrator
Yes, formal (with
violence
Requirement
screening)
 Other:
WRITE IN Source:

4. How does the center help children and families access services?

4a. Does the center
support access to services?
Select one for each service
Center provides
Center refers
information to
children and
families about
families to
services (or
services and
refers children
makes the
and families to
appointment
services, but
does not make
appointment)

4b. Does the center provide services?
Select one for each type
Write in proportion of children
Outside
No cost to center
Center
Teacher
entity
employs
(not
Center covers cost
provides
staff
trained)
WRITE IN the
service
who
approximate
Trained
provide
proportion of
teacher
the
children who
service
received service in
the past year
I/T:
Trained
Preschool:
specialist

Center provides
information to
families about
services (or
refers children
and families to
services, but
does not make
appointment)

Outside
entity
provides
service

Center refers
children and
families to
services and
makes the
appointment

No cost to center
Center covers cost
WRITE IN the
approximate
proportion of
children who
received service in
the past year
I/T:
Preschool:

WRITE IN substantial changes to social services:

Center
employs
staff
who
provide
the
service

Teacher
(not
trained)
Trained
teacher

Trained
specialist

5. How often
does the
center track
receipt of
services?
Select one for
each type
Not at all

6. How does the
center track if
the service was
(partially or
fully) received?
Select all that
apply
Not tracked

Varies across
children and
families
Once or twice
Multiple
times
Until the
services are
fully received

Paper-based
tracking system

Electronic
tracking system
WRITE IN below

Not at all
Not tracked
Varies across
children and
families
Once or twice
Multiple
times
Until the
services are
fully received

Paper-based
tracking system

Electronic
tracking system
WRITE IN below

ECE-ICHQ IMPLEMENTATION RUBRICS
CHILD CHARACTERISTICS

MATHEMATICA POLICY RESEARCH

E. CHILD AND FAMILY SUPPORT
1. What types
of services does
the center
support access
to or provide?
Select all that
apply
Write in other
Write in change
Adult education
programs
 Parent
education
 Fatherhood
programs
 Job training
 GED
 ESL
 Couples
relationship
programs
 Other:

2. Does the
center have a
process for
deciding if
parents or
families need
access to
services?
Select one for
each type
No
Yes, informal (no
screening)
Yes, formal (with
screening)

4. How does the center help parents or families access services?
3. Who decides
that parents or
families need
access to
services?
Select all that
apply
Families
Teacher (not
trained)
Trained teacher
Trained specialist
(on staff)
Administrator
Requirement
WRITE IN Source:

4a. Does the center
Support access to services?
Select one for each type
Center provides
Center refers
information to
parents and
families about
families to
services (or
services and
refers parents
makes the
or families to
appointment
services, but
does not make
appointment)

4b. Does the center provide services?
Select one for each type
Outside
No cost to center
Center
Teacher
entity
employs
(not
Center covers cost
provides
staff
trained)
service
who
Trained
provide
teacher
the
service

Trained
specialist

5. How often
does the
center track
receipt of
services?
Select one for
each type
Not at all

6. How does the
center track if
the service was
(partially or
fully) received?
Select all that
apply
Not tracked

Varies across
children and
families
Once or twice
Multiple
times
Until the
services are
fully received

WRITE IN substantial changes to adult education programs:
7. [If respondent confirms the center has electronic tracking systems across services, ask] Are the services tracked in separate systems or in a unified system?: (yes or no)

Paper-based
tracking system

Electronic
tracking system
WRITE IN below

ECE-ICHQ IMPLEMENTATION RUBRICS
CHILD CHARACTERISTICS

MATHEMATICA POLICY RESEARCH

F. CHILD CHARACTERISTICS
1. Approximately how many children (ages 0-5)
with special needs does your center serve?
Select one
Write in approximate number/proportion
(estimation guidelines)
Do not know
None
WRITE IN approximate number or proportion of
children with special needs:

2. Approximately how many children (ages 0-5)
enrolled in your center have an IEP/IFSP?
Select one
Write in approximate number
(estimation guidelines)
Do not know
None
WRITE IN approximate number or proportion of
children who have an IEP/IFSP:

3. Approximately how many children (ages 0-5)
enrolled in your center speak a language other
than English at home?
Select one
Write in approximate number
(estimation guidelines)
Do not know
None
WRITE IN approximate number or proportion of
children who speak a language other than English at
home:

ECE-ICHQ IMPLEMENTATION RUBRICS
INSTRUCTIONAL PLANNING, COORDINATION AND CHILD ASSESSMENT

Standards used for planning instruction
1. To what extent does the center use
standards to inform instruction and services?

1a. Child standards
(such as State early
learning guidelines)
Select one
Not used

1b. Program
standards (such as
QRIS standards)
Select one
Not used

Used as a general
guide

Used as a general
guide

Specifically follow
standards

Specifically follow
standards

MATHEMATICA POLICY RESEARCH

G. INSTRUCTIONAL PLANNING
Curriculum used to inform instruction

2. What type of
curriculum is used?
Select all that apply
Write in below
No curriculum
Commercial
WRITE IN name of
curriculum below
Center developed
WRITE IN name of
curriculum below
State developed
WRITE IN name of
curriculum below

3. How long
has curriculum
been used?
Select one for
each type
0-2 years
3-5 years
> 5 years
0-2 years
3-5 years
> 5 years
0-2 years

4. How was curriculum selected?
Select all that apply
Do not know
Selected or developed based on
alignment with center philosophy or
goals

Resources
5. What other
resources are
provided to teachers
to support
instructional
planning?
Select all that apply
Write in other
None
Resource books

Selected or developed to meet certain
program requirements or standards

Other resources,
paper or online

Selected based on evidence of
effectiveness

Center-developed
activities

3-5 years
> 5 years

Child portfolios
Information from
peers
Tools from coaches
Materials from
professional
development sessions
Other resources
WRITE IN below
WRITE IN name of the curriculum used:
WRITE IN other resources provided to teachers to support instructional planning:

12

6. How long
has resource
been used?
Select one for
each resource
0-2 years
3-5 years
> 5 years
0-2 years
3-5 years
> 5 years
0-2 years
3-5 years
> 5 years
0-2 years
3-5 years
> 5 years
0-2 years
3-5 years
> 5 years
0-2 years
3-5 years
> 5 years
0-2 years
3-5 years
> 5 years
0-2 years
3-5 years
> 5 years

ECE-ICHQ IMPLEMENTATION RUBRICS
INSTRUCTIONAL PLANNING, COORDINATION AND CHILD ASSESSMENT

MATHEMATICA POLICY RESEARCH

H. CURRICULUM TRAINING
3. Over the course of a
year, about how much
time do center directors
and/or program
administrators spend in
curriculum training?
Select one
None

4. How are teaching staff trained on the
curriculum?
Select all that apply
Write in other
No curriculum or not training is provided

5. Over the course of a
year, about how much
time do teaching staff
(lead and aide and
assistant teachers) spend
in curriculum training?
Select one
None

Online

One day or less

Online

One day or less

Train the trainer by
curriculum developer or
external certified trainer

2 – 4 days

A curriculum book (written materials) are
provided and teaching staff are expected
to review

2 – 4 days

1. Who is trained on
the curriculum?
Select all that apply
Write in proportions
Write in others
No curriculum
Center director/
assistant director
Education specialist/
Program director
Staff from larger
organization
All lead teachers

2. How are center
directors or program
administrators trained
on the curriculum?
Select all that apply
No curriculum or no
training is provided

Some lead teachers
WRITE IN approximate
proportion:
All assistant teachers

WRITE IN other ways the
center or program
administrators are
trained on the
curriculum:

Some assistant
teachers
WRITE IN approximate
proportion:
WRITE IN other
stakeholders who are
trained on the
curriculum:

5 or more days

By program director, education specialist,
or center director during staff meetings
By program director, education specialist,
or center director through one-on-one
training
By program director, education specialist,
or center director in sessions dedicated to
curriculum (e.g., during PD days or inservice training time)
By curriculum developer or external
certified trainer
WRITE IN other ways teaching staff are
trained on the curriculum:

13

5 or more days

6. How often are teaching staff
trained on the curriculum?
Select all that apply
No curriculum or not training is
provided
Upon initial curriculum
implementation
Once during new staff
orientation
Once a year
Monthly
As needed

ECE-ICHQ IMPLEMENTATION RUBRICS
INSTRUCTIONAL PLANNING, COORDINATION AND CHILD ASSESSMENT

MATHEMATICA POLICY RESEARCH

Aides

About 1/2 hour per month
About 1 hour per month

I. INSTRUCTIONAL COORDINATION
3. Which staff work
4. (When teaching staff plan
together to plan or
instruction) on what topics do
coordinate instruction?
they coordinate?
Select all that apply
Select all that apply
Write in other formations
Write in other
No planning and
No planning and coordination
coordination
Classroom teams (lead and
Planning instruction
assistant teachers)
Planning assessments

Assistant teachers

About 1/2 hour per week
About 1 hour per week

Lead teachers and center
directors

Lead teachers

About 1/2 hour per day

Lead teachers and
specialists

1. Which staff get paid
planning time?
Select all that apply
No paid time or coverage

2. How much paid
planning time do teaching
staff have?
Select one
Write in other
None

About 1 hour per day
Specialists
Center directors/
Assistant director

WRITE IN other:

Grade- and/or age-level
teams
WRITE IN other formations
below

Classroom management
(discipline, daily routines,
classroom set-up, and supplies)
Transitions between classrooms
Special events (such as parent
conferences, holiday
celebrations, field trips)
WRITE IN other below

3. WRITE IN other formations of staff who work together to plan or coordinate instruction:
4. WRITE IN other topics on which staff coordinate when planning instruction:

14

5. What is the format of meetings
that facilitate planning and
coordination?
Select all that apply
No planning and coordination
meetings
Staff meetings, in-person meetings,
or staff meetings virtual (peer
learning)
Meetings focused only on peer
learning
Virtual meetings with peers internal
or external to the center

ECE-ICHQ IMPLEMENTATION RUBRICS
INSTRUCTIONAL PLANNING, COORDINATION AND CHILD ASSESSMENT

MATHEMATICA POLICY RESEARCH

J. CHILD ASSESSMENT TO PLAN INSTRUCTION PART 1
SCREENING/DIAGNOSIS TO IDENTIFY SPECIAL NEEDS
1. Does the center
screen/diagnose children to
determine whether they
need further developmental
assessment and/or
services?
Select one
Write in the name of tool
No screening (go to 6 )
No
No cost to
screening
center
done by
center staff
but
Center pays
screening is
for
provided by
screening to
non-center
be done by
staff
non-center
staff (on- or
off-site)
Yes. Screen
Centeron site
developed

2. How long has the
screening/diagnostic tool
been used in the center?
Select one

Commercial

4. How often is the
screening/diagnostic tool
administered in the center?
Select one

5. How was the screening/
diagnostic tool selected?
Select all that apply
Write in other

Used to guide instruction,
such as individualizing
instruction

0-2 years
3-5 years
> 5 years

WRITE IN
the tool(s):

3. Who administers the
screening/diagnostic tool
in the center?
Select all that apply

6. Who uses the
information from the
screening/diagnosis to
individualize instruction in
the classroom?
Select all that apply
Not used
Paid for by
Used for
center
further
Not paid for
assessment
by center

0-2 years
3-5 years
> 5 years

Classroom teacher
(untrained)
Classroom teacher
(trained)
Administrator or specialist
on staff (untrained)
Administrator or specialist
on staff (trained)
Outside specialist (not
paid for by the center)
Outside specialist (paid
for by the center)

Once a year
2 – 4 times per year
Monthly
WRITE IN other

15

Based on ease of use/
experience with tool
Based on connection to selected
curriculum
Based on evidence of
effectiveness
Based on State or QRIS
standards
WRITE IN other

Used by a specialist not paid
for by the center

Used by a teacher

ECE-ICHQ IMPLEMENTATION RUBRICS
INSTRUCTIONAL PLANNING, COORDINATION AND CHILD ASSESSMENT

MATHEMATICA POLICY RESEARCH

K. CHILD ASSESSMENT TO PLAN INSTRUCTION PART 2
ASSESSMENTS TO DETERMINE CHILDREN’S LEARNING NEEDS
1. Does the center conduct
preliminary assessments to
determine children’s needs
and plan instruction?
(For example, reading
readiness assessments,
vocabulary)
Select one
Write in name of tool
No assessment (go to Q6 )
No
No cost to
assessment
center
done by
center staff.
Center pays for
The center
assessment to
refers
children out. be done by
non-center
staff (on- or
off-site)
Yes. Assess
on site
CenterWRITE IN
the tool(s):

developed

Commercial

2. How long has the
assessment tool
been used in the
center?
Select one

3. Who administers the assessment tool in the
center?
Select all that apply

4. How often is the
assessment tool used in
the center?
Select one

5. How was the assessment
tool selected?
Select all that apply

6. How does the
center track
children's learning
needs?
Select one
Not tracked
Paper-based
tracking system
Electronic tracking
system

0-2 years

Classroom teacher or aide

Less than quarterly

3-5 years

Administrator or on staff specialist

About quarterly

> 5 years

Outside specialist (paid for by the center)

About monthly

0-2 years

Outside specialist (not paid for by the center)

At least weekly

3-5 years
> 5 years

16

Selected based on ease of use/
experience with tool
Selected based on connection to
selected curriculum
Selected based on evidence of
effectiveness

ECE-ICHQ IMPLEMENTATION RUBRICS
INSTRUCTIONAL PLANNING, COORDINATION AND CHILD ASSESSMENT

MATHEMATICA POLICY RESEARCH

L. FORMATIVE AND SUMMATIVE CHILD ASSESSMENT
SUMMATIVE ASSESSMENT TO TRACK CHILD PROGRESS OR DEVELOPMENTAL GROWTH
FORMATIVE ASSESSMENT TO INFORM INSTRUCTION DURING CLASSROOM ACTIVITIES
OVERTIME
4. How do
1. Does the center
teachers use
9. How does
measure
measurement
6. Does the center
the center
10. How does
development and
2. How long
information on
5. How does
measure and track
7. How long
use
the center
learning
has the
development
the center
child progress or
has the
8. How was
information
track the
(performance) during
measurement
and learning to
track the
summarize
measurement
the
about
child’s
classroom activities
tool been
3. How was the
guide
child’s
developmental
tool been
measurement
children’s
development
on an ongoing basis?
used?
measurement tool
instruction?
instructional
growth overtime?
used?
tool selected?
progress?
al
Select one frequency
Select one for
selected?
Select all that
assessments?
Select one frequency
Select one for
Select all that
Select all that assessments?
Write in tool
each tool
Select all that apply
apply
Select one
Write in tool
each tool
apply
apply
Select one
No
Do not use
Not tracked
No
Does not use
Not tracked
Yes
Center0-2 years
Based on ease of
In whole class
Paper-based
Yes
Center0-2 years
Based on ease
To inform
Paper-based
< once developed
use/ experience
instruction
tracking
Once
developed
of
classroom
tracking
3-5 years
3-5 years
per
with tool
With no
system
per
use/experience instruction
system
> 5 years
> 5 years
week
supports
year
with tool
0-2 years
3-5 years
> 5 years

0-2 years
3-5 years
> 5 years

Cost
to
center

0-2 years
3-5 years
> 5 years

Based on evidence
of effectiveness
(evidence-based
practice)
Based on
requirement.
WRITE IN
requirement

Based on
conventional best
practice
(no evidence)

In whole class
instruction With
supports
(professional
development
coaching, peer
collaboration,
tracking
systems).

Electronic
tracking
system

WRITE
IN tool
below

Yes
Twice
per
year

In individual
instruction to
children
With no
supports

WRITE
IN tool
below

In individual
instruction to
children
With supports
(professional
development,
coaching, peer

Yes
> once
per
year

17

Cost
to
center
Not
cost to
center

Centerdeveloped

0-2 years
3-5 years
> 5 years

0-2 years
3-5 years
> 5 years

Cost
to
center
No
cost to
center
Centerdeveloped

0-2 years
3-5 years

Cost
to
center

0-2 years

Comm
ercial

No
cost to
center

Based on
connection to
selected curriculum
Based on the needs
of the child

Commercial

Centerdeveloped

Commercial

WRITE
IN tool
below

Cost
to
center
No
cost to
center

Commercial

Yes
≥ once
per
week

Commercial

WRITE
IN tool
below

Based on
connection to
selected
curriculum

To compare
to national
trends

Based on
evidence of
effectiveness

To set and
track center
goals

Based on
conventional
best practice
(no evidence)

To identify
training
priorities

> 5 years

0-2 years
3-5 years
> 5 years

3-5 years

Based on
requirement.
WRITE IN
requirement

Electronic
tracking
system

ECE-ICHQ IMPLEMENTATION RUBRICS
INSTRUCTIONAL PLANNING, COORDINATION AND CHILD ASSESSMENT

MATHEMATICA POLICY RESEARCH

collaboration,
tracking
systems)
WRITE IN name of the performance measurement tool(s) used to inform instruction during
classroom activities:

WRITE
No
> 5 years
IN tool
cost to
below
center
WRITE IN name of growth or progress measurement tool(s) used to track child progress or
developmental growth overtime:

18

ECE-ICHQ IMPLEMENTATION RUBRICS
INSTRUCTIONAL PLANNING, COORDINATION AND CHILD ASSESSMENT

1. Who is trained on
the assessment tool?
Select all that apply
Write in who is trained
(approximate
proportion)
No assessment tool
Center director/
Assistant director
Education specialist/
Program director
Staff from larger
organization
All lead teachers
Some lead teachers
WRITE IN approximate
proportion:
All assistant teachers
Some assistant
teachers
WRITE IN approximate
proportion:
WRITE IN other
stakeholders who are
trained on the
assessment tool:

2. How are center
directors or program
administrators trained
on the assessment tool?
Select all that apply
Write in other
No assessment tool or
no training is provided
Online
Train the trainer by
assessment tool
developer or external
certified trainer
WRITE IN other ways the
center or program
administrators are
trained on the
assessment tool:

MATHEMATICA POLICY RESEARCH

M. TRAINING ON ASSESSMENT TOOL
3. Over the course of a
year, about how much
time do center directors
and/or program
4. How are teaching staff trained on the
administrators spend in
assessment tool?
assessment tool training?
Select all that apply
Select one
Write in other
No assessment tool or not training is
provided
None
One day or less
2 – 4 days
5 or more days

Online

5. Over the course of a
year, about how much
time do teaching staff
(lead and aide and
assistant teachers) spend
in assessment training?
Select one
None
One day or less

An assessment book (written materials)
are provided and teaching staff are
expected to review
By program director, education specialist,
or center director during staff meetings
By program director, education specialist,
or center director through one-on-one
training
By program director, education specialist,
or center director in sessions dedicated to
assessment (e.g., during PD days or inservice training time)
By assessment tool developer or external
certified trainer
WRITE IN other ways teaching staff are
trained on the assessment tool:

19

2 – 4 days
5 or more days

6. How often are teaching staff
trained on the assessment
tool?
Select all that apply
No assessment tool or not
training is provided
Upon initial assessment tool
implementation
Once during new staff
orientation
Once a year
Monthly
As needed

ECE-ICHQ IMPLEMENTATION RUBRICS
INSTRUCTIONAL PLANNING, COORDINATION AND CHILD ASSESSMENT

MATHEMATICA POLICY RESEARCH

N. CHILD ASSESSMENT FOR PROVIDING INFORMATION TO FAMILIES

Descriptive
information
(such as
what the
child is able
to do)

Less than
once per
month
At least
once per
month
At least
once per
week

1. How does the center provide information to parents on developmental and instructional assessments?
Select all that apply, frequency, and formality
Less than
Informal
Informal
Less than Informal
once per
once per
Information
month
Developmental month
Formal
Formal
Formal
on how child
Diagnostic
and learning
compares to
Informal
At least
Informal
Informal
At least
information
(performance)
other
once per
(such as what once per
information
children
Formal
Formal
Formal
month
month
the child
(such as the
struggles
child’s progress
At least
Informal
Informal
Informal
with)
in learning the
once per
At least
curriculum)
week
once per
week
Formal
Formal
Formal

2. WRITE IN other occurrences of parent-teacher conferences:

20

Informal
Once a
year
More
than once
a year

2. If the center
schedules parentteacher conferences,
when and for how long
are they usually
scheduled?
Select all that apply
No parent-teacher
conferences

Formal
Informal
Formal

Monthly for 1/2 hour
Monthly for 1 hour
Quarterly for 1/2 hour
Quarterly for 1 hour
Twice a year for 1/2 hour
Twice a year for 1 hour
Once a year for 1/2 hour
Once a year for 1 hour
WRITE IN other below

ECE-ICHQ IMPLEMENTATION RUBRIC
INSTRUCTION AND CAREGIVING

Classroom Space
1. Does the center have enough space to meet
group size targets in classrooms?
Select one for each group of children
If targets lower than standards, write in
standards

MATHEMATICA POLICY RESEARCH

O. CLASSROOM AND CENTER RESOURCES
Teaching Staff
2. Does the center have enough teaching staff
to accommodate the teacher/child ratio
3. Do the
targets?
classrooms have
Select one for each group of children
adequate
If targets lower than standards, write in
equipment to
standards
support
Preschool
caregiving?
Infants
Toddlers
Children
Select one
Struggle to
Struggle to
Struggle to
meet
meet
meet
No. Need more
licensing
licensing
licensing
equipment
requirements requirements requirements
No problem
No problem
No problem
No. Staff, families,
meeting
meeting
meeting
and other entities
licensing
licensing
licensing
contribute
requirements requirements requirements
equipment

Infants
Struggle to
meet
licensing
requirements
No problem
meeting
licensing
requirements

Toddlers
Struggle to
meet
licensing
requirements
No problem
meeting
licensing
requirements

Preschool
Children
Struggle to
meet
licensing
requirements
No problem
meeting
licensing
requirements

Meet lower
targets than
licensing
based on
other
standards

Meet lower
targets than
licensing
based on
other
standards

Meet lower
targets than
licensing
based on
other
standards

Meet lower
targets than
licensing
based on
other
standards

Meet lower
targets than
licensing
based on
other
standards

Meet lower
targets than
licensing
based on
other
standards

(WRITE IN
standards
below)

(WRITE IN
standards
below)

(WRITE IN
standards
below)

(WRITE IN
standards
below)

(WRITE IN
standards
below)

(WRITE IN
standards
below)

Exceed
targets set by
other
standards

Exceed
targets set by
other
standards

Exceed
targets set by
other
standards

Exceed
Exceed
Exceed
targets set by targets set by
targets set by
other
other
other
standards
standards
standards
1a. WRITE IN standards to set group size targets:
2a. WRITE IN standards to set teacher/child ratios:

21

Materials and Equipment
4. Do the
classrooms have
adequate
materials to
support
instruction?
Select one

5. Does the
center have an
adequate
outdoor play
area?
Select one

No. Need more
materials

No access to
play area

No. Staff,
families, and
other entities
contribute
materials

No. Limited
access to nearby
play area

Yes, but could use
more equipment

Yes, but could
use more
materials

Yes. Minimal
play area

Yes. Well supplied

Yes. Well
supplied

Yes. Excellent
play area

6. Does your center
currently have facility
acquisition, construction or
renovation needs?
Select all that apply
Need to upgrade the space
or made repairs to address
health and safety concerns
(such as lead paint, mold,
electrical upgrades, etc).
Need to improve the
capacity of the facilities
(such as to improve group
size targets, create more
space to serve a waiting list
for additional children, or to
add or enlarge outdoor play
area)
Need to improve the quality
of the facilities (such as
having bathrooms adjacent
to classrooms, making
cubbies accessible, having
child-sized sinks, counters,
furnishings and fixtures)
No facility needs

ECE-ICHQ IMPLEMENTATION RUBRIC
INSTRUCTION AND CAREGIVING

MATHEMATICA POLICY RESEARCH

Licensing standards

Licensing standards

Background, training,
or staff performance
assessments

Background, training, or
staff performance
assessments

Specialized coursework

Specialized coursework

Standards set by
sponsoring organization

Standards set by
sponsoring organization

Standards set by
funding sources

Standards set by funding
sources

Standards set by QRIS

Standards set by QRIS

Standards set by local,
state, or national
accrediting entity
WRITE IN most
important:

Standards set by local,
state, or national
accrediting entity
WRITE IN most
important:

Education

None

Qualifications
Staff in Classroom
Write in approximate proportion

2. What proportion
of lead teachers are
at each qualification
level?
High school degree

3. What proportion
of other teachers
(assistants or aides)
are at each
qualification level?
High school degree

Staff Not in Classroom
Write in approximate proportion
4. What are the
qualifications of
those who
5. What are the
oversee/support the qualifications of the
educational
center director or
program?
site administrator?
High school degree
High school degree

Associate’s degree
Bachelor’s degree

Associate’s degree
Bachelor’s degree

Associate’s degree
Bachelor’s degree

Associate’s degree
Bachelor’s degree

Master’s degree or
higher
18 hours or more of
ECE coursework

Master’s degree or
higher
18 hours or more of
ECE coursework

Master’s degree or
higher
18 hours or more of
ECE coursework

Master’s degree or
higher
18 hours or more of
ECE coursework

Certification

None

Experience

1. What informs the qualifications you look for
when hiring staff?
1a. Staff in Classroom
1b. Staff not in
(teachers)
Classroom (specialists
Select all that apply
and directors)
Write in other
Select all that apply
Write in most
Write in other
important
Write in most important

Qualifications

P. STAFFING

No

No

No

No

Yes

Yes

Yes

Yes

None

None

None

None

1-2 years

1-2 years

1-2 years

1-2 years

More than 2 years

More than 2 years

More than 2 years

More than 2 years

2a. What is the
overall ability to
meet targeted staff
qualifications for
lead teachers?
Circle one

3a. What is the
overall ability to
meet targeted staff
qualifications for
other teachers?
Circle one

4a. What is the
overall ability to
meet targeted
qualifications for this
position?
Circle one

5a. What is the
overall ability to
meet targeted
qualifications for
the center director?
Circle one

Struggling

Struggling

Struggling

Struggling

Nearly meet
Meet in full
Exceeding

Nearly meet
Meet in full
Exceeding

Nearly meet
Meet in full
Exceeding

Nearly meet
Meet in full
Exceeding

22

Additional Support
6. Does
center have
access to
staff who
6a. The cost of
support
the support is
instruction?
covered by:
Select all that
Select one for
apply
each
No cost to
center
Disability
Center
specialist
Sponsoring org.
Health or
nutrition

Art, music,
dance or
physical
education

Social
emotional or
behavior
management

Literacy or
Math

WRITE IN
other experts
below

No cost to
center
Center
Sponsoring org.
No cost to
center
Center
Sponsoring org.
No cost to
center
Center
Sponsoring
organization
No cost to
center
Center
Sponsoring org.
No
cost
to
center
Center
Sponsoring org.

ECE-ICHQ IMPLEMENTATION RUBRIC
INSTRUCTION AND CAREGIVING

MATHEMATICA POLICY RESEARCH

1a. WRITE IN other considerations when hiring staff in the classroom:
1b. WRITE IN other considerations when hiring other staff:
6. WRITE IN other experts the center has access to:

23

ECE-ICHQ IMPLEMENTATION RUBRICS
INSTRUCTION AND CAREGIVING

MATHEMATICA POLICY RESEARCH

Q. Barriers and Facilitators to Instruction and Caregiving
Turnover in the Center

1. In the past two
years, how many
staff have left or
been terminated?
Write in number
Lead teacher

2. In the past
two years,
which type of
teaching staff
has been more
difficult to
retain?
Select one
Write in if other
Lead teachers

Assistant teacher

Assistant
teachers

Education
specialist/program
director
Center director/
assistant director

WRITE IN Other:

WRITE IN other
staff and how many
who have left or
been terminated:

3. When turnover
occurs among
teaching staff, how
does it affect the
daily operations of
the center?
Select one or two
Other center staff
cover, but this is
stressful
Other center staff
cover, and this is
not stressful
Floaters/substitutes
cover, but this is
stressful
Floaters/substitutes
cover, and this is
not stressful

Teacher Commitment to the Center
4. What are the main factors that
influence teaching staff to stay at the
center?
b. Assistant
a. Lead teachers
teachers or aides
Select all that
Select all that
apply
apply
Write in if other
Write in if other
& most important
& most important
Center has a
Center has a
culture of
culture of
teamwork
teamwork

5. What are the main factors that
influence teaching staff to leave the
center?
b. Assistant
a. Lead teachers
teachers or aides
Select all that
Select all that
apply
apply
Write in if other
Write in if other
& most important
& most important
Better pay or
Better pay or
career opportunity career opportunity

Commitment to
children and
families
Opportunities for
professional
development
Employee benefits

Commitment to
children and
families
Opportunities for
professional
development
Employee benefits

Prefer to work for
a school district

Prefer to work for
a school district

Sometimes

Personal reasons,
such as relocating

Personal reasons,
such as relocating

Yes

Burnout

Burnout

WRITE IN other
main factors below

WRITE IN other
main factors below

WRITE IN other
main factors below

WRITE IN other
main factors below

WRITE IN Which
factor is most
important:

WRITE IN Which
factor is most
important:

WRITE IN Which
factor is most
important:

WRITE IN Which
factor is most
important:

4a. WRITE IN other factor(s) that influence lead teachers to stay at center:
4b. WRITE IN other factor(s) that influence assistant teachers or aids to stay at center:
5a. WRITE IN other factor(s) that influence lead teachers to leave the center:
5b. WRITE IN other factor(s) that influence assistant teachers or aids to leave the center:

24

6. Is the center able to retain staff
after they have increased their
qualifications, such as teachers who
have obtained a higher degree or
credential?
Select one
No

ECE-ICHQ IMPLEMENTATION RUBRICS
WORKFORCE DEVELOPMENT

MATHEMATICA POLICY RESEARCH

R. RECRUITING AND HIRING PROCESS
1. How does the center recruit
potential candidates for open
teaching (in classroom) positions?
1a. Formal
1b. Informal
Select all that
Select all that
apply
apply
Write in other
Write in other
Write in most
Write in most
used
used
Post job
Post job
description on
description on
center’s website Facebook
Post job
description on
employment
website (e.g.,
Craigslist,
Indeed)
Job fairs
Community and
state agencies

2. Who is involved
in recruiting for
open positions and
screening potential
teacher
candidates?
Select all that apply
Write in other
Center leadership

4. What activities occur during the interview
process?
3. Who is involved
in interviewing
potential teacher
candidates?
Select all that apply
Write in other
Center leadership

Post fliers
locally

Teaching staff at
the center

Teaching staff at
the center

Hiring from
within the
center
Referrals from
center staff
Referrals from
parents

Staff from larger
organization (such
as human
resources)

Staff from larger
organization (such
as human
resources)

WRITE IN other
stakeholders:

WRITE IN other
stakeholders:

Teaching degree WRITE IN
or certificate
other informal
programs
methods
below
WRITE IN other
formal methods
below
WRITE IN which method was used
most frequently in the past year:

4a. For lead teacher
candidates
Select all that apply
Write in other
Discuss what quality
education and care
means with
candidates
Discuss candidate’s
approach to
teamwork
Discuss scenarios of
classroom situations
with candidates
Have candidates
prepare a lesson or
age-appropriate
activity for discussion
during interview
Have candidates
prepare a lesson or
age-appropriate
activity for
presentation in
classroom
WRITE IN other
activities below

1a. WRITE IN other formal methods of recruiting potential candidates:
1b. WRITE IN other informal methods of recruiting potential candidates:
4a. WRITE IN other activities that occur during the interview process for lead teachers:
4b. WRITE IN other activities that occur during the interview process for assistant teachers:
7. WRITE IN anything else that the center has in place to support recruiting and hiring teaching staff:

25

4b. For assistant
teacher candidates
Select all that apply
Write in other
Discuss what quality
education and care
means with
candidates
Discuss candidate’s
approach to
teamwork
Discuss scenarios of
classroom situations
with candidates
Have candidates
prepare a lesson or
age-appropriate
activity for discussion
during interview
Have candidates
prepare a lesson or
age-appropriate
activity for
presentation in
classroom
WRITE IN other
activities below

5. Who is
involved in
making the final
hiring decision
for teacher
candidates?
Select all that
apply
Write in other
Center leadership
Teaching staff at
the center
Staff from
sponsoring org.
(such as human
resources)

Parent council

WRITE IN other
stakeholders:

6. Is the interview process standard
for all candidates?
6a. For lead
teacher
candidates?
Select all that
apply
Standard process
for all candidates

6b. For assistant
teacher
candidates?
Select all that
apply
Standard process
for all candidates

Varies based on
candidate’s
experience

Varies based on
candidate’s
experience

Varies based on
time available in
the center

Varies based on
time available in
the center

ECE-ICHQ IMPLEMENTATION RUBRICS
WORKFORCE DEVELOPMENT

MATHEMATICA POLICY RESEARCH

S. FACILITATORS AND CHALLENGES TO RECRUITING AND HIRING
1. How much of the center’s resources (staff
time) were needed in the past year to recruit
and screen candidates?
1a. Lead teachers
Select one
Write in days/month
More than center
would like

1a. Assistant teachers
Select one
Write in days/month
More than center
would like

2. How much of the center’s resources (staff
time) were needed in the past year to
interview and evaluate candidates?
2a. Assistant
2a. Lead teachers
teachers
Select one
Select one
Write in days/month
Write in days/month
More than center
More than center
would like
would like

Manageable

Manageable

Manageable

Manageable

Minimal

Minimal

Minimal

Minimal

None

None

None

None

WRITE IN the
approximate days of
staff time needed per
month, or if less than
one day per month
was needed:

WRITE IN the
approximate days of
staff time needed per
month, or if less than
one day per month was
needed:

WRITE IN the
approximate days of
staff time needed per
month, or if less than
one day per month
was needed:

WRITE IN the
approximate days of
staff time needed per
month, or if less than
one day per month
was needed:

26

3. How easy or difficult was it for the center to recruit qualified
candidates in the past year?

3a. Lead teachers
Select one
Very difficult. Center did not
receive enough qualified
applicants and did extra
outreach to recruit qualified
applicants.
Semi-difficult.
Center received some qualified
applicants, but would have
preferred more to choose from.
Manageable.
Center usually received multiple
qualified applicants.
Easy.
Center had ready access to job
candidates

3b. Assistant teachers
Select one
Very difficult. Center did not
receive enough qualified
applicants and did extra
outreach to recruit qualified
applicants.
Semi-difficult.
Center received some qualified
applicants, but would have
preferred more to choose from.
Manageable.
Center usually received multiple
qualified applicants.
Easy.
Center had ready access to job
candidates

4. What is the
biggest challenge
the center faces in
filling vacant
positions for
teaching staff?
Select one
Write in other
Recruiting
qualified
candidates

Paying staff
competitive
salaries
WRITE IN other
challenge:

ECE-ICHQ IMPLEMENTATION RUBRICS
WORKFORCE DEVELOPMENT

MATHEMATICA POLICY RESEARCH

T. SETTING PRIORITIES AND DETERMINING NEEDS FOR TRAINING AND PROFESSIONAL DEVELOPMENT FOR TEACHING STAFF
Setting priorities
Assessing needs
Maintaining individual plans
1. How does center determine priorities
3. Who determines
for training and professional
the training and
4. How do staff contribute
5. How does the center
development needs for teaching staff,
2. What are center’s priorities for
professional
to determining their
develop, maintain, and
as a whole?
training and professional
development needs
individual training and
track training and
Select all that apply
development of teaching staff?
of teaching staff?
professional development
professional development
Write in source of requirement, measure,
Select all that apply
Select one
needs?
for individual teachers?
or other criteria
Write in source of requirements
Write in source of
Select all that apply
Select all that apply
Write in highest priority
Write in highest priority
requirement
Write in other below
Write in other
No priorities
No priorities
No needs
Staff do not contribute
No individual plans
determined
Based on parent feedback or community Leadership/
Center leadership or
Direct feedback to center
Teachers use a training or
needs
supervisory training
parent company
director
professional development
(top-down)
registry (such as QRIS)
identified through informal Training on pyramid model (social- Teaching staff
Staff meetings
Center director or
mechanisms (discussions,
emotional development)
(bottom-up)
administrator uses a training
staff meetings)
registry (such as QRIS)
Based on
staff
identified through formal
Training specific to classroom
Bringing together
Staff surveys or evaluation
Center director or
needs
mechanisms (surveys,
content or achievement
leadership identified
forms
administrator reviews
performance reviews,
(curriculum, math, literacy, etc.)
needs with teaching
performance with individual
observation)
staff identified needs
teacher
and performance
Based on new initiatives or activities in
Training on
Individual staff training plans WRITE IN other ways the
(both top-down and
the classroom (e.g. curricula)
method/approach/pedagogy
established on QRIS registry
center develops and
bottom-up)
maintains training plans:
Based on assessments to determine
Training to meet the needs of
Individual staff training plans
children’s needs (such as meeting the
individual children
established by State
needs of children with disabilities or
standards or State licensing
English language learners)
requirements
Based on meeting requirements
Training to meet requirements
Committee
Individual staff training plans
WRITE IN source of requirement:
(such as Head Start or licensing
comprised of a range established as part of
requirements)
of center staff; may
performance review
WRITE IN source of requirements:
include parents or
board members
Based on scores on observational
Training that includes ECE credits
measures (e.g., CLASS, ERS)
WRITE IN measure:
WRITE IN other below
WRITE IN the highest priority:
WRITE IN other ways staff
contribute below
WRITE IN source of highest priority:
1.
4.
6.

WRITE IN other sources of criteria for determining and setting priorities for training and professional development for teaching staff:
WRITE IN other ways in which staff contribute to setting priorities for training and development:
WRITE IN other ways the center determines whether training meets the center’s goals and staff needs:

27

Training effectiveness

6. How does the
center determine
whether training
meets center goals
and staff needs?
Select all that apply
Not determined
Staff self-report

Observations, informal

Observations, formal

Assessments or other
outcome data

Staff annual review

Center annual plan

WRITE IN other ways
below

ECE-ICHQ IMPLEMENTATION RUBRICS
WORKFORCE DEVELOPMENT

MATHEMATICA POLICY RESEARCH

U. PROVIDING TRAINING AND PROFESSIONAL DEVELOPMENT TO TEACHING STAFF

1. Does the center provide training
for teaching staff?
Select one
No training is provided by the
center

2. How often is training provided by the
center?
Select all that apply
Write in other
Write in number of training hours
No training is provided by the center

3. Do all teaching staff
attend the training
provided by the center?
Select all that apply
No, training is provided by
the center

4. How is training
provided and paid for by
the center?
Select all that apply
No training is provided or
paid for by the center

Some training is provided to meet
licensing requirements

Staff meetings
WRITE IN frequency of meetings:

No, teachers attend PD
based on individual
teacher needs
No, only lead teachers
attend

Training resources
developed by the center
are provided to staff, but
staff are not given paid
time to review resources

All training is provided to meet
licensing requirements

During 2 to 4 in-service or professional
development days each year

No, certain teachers
receive training through
other programs (e.g., HS
or state PreK program)

Training resources
developed by the center
are provided to staff and
staff are given paid time
to review resources

No, all teaching staff are
expected to attend but
they don’t for various
reasons

In-person training is paid
for by the center (both at
the center and off-site)
but, staff time is not paid
for,
In-person, off-site training
and staff time is paid for
by the center,

WRITE IN number of hours of
training required for licensing:
Some training is provided to meet
standards beyond licensing

All training is provided to meet
other standards beyond licensing

During 5 to 10 in-service or professional
development days each year

WRITE IN other occurrences of training:

Yes, all teaching staff
attend

WRITE IN standards and the
number of hours required:
Some training is provided to assist
staff in acquiring credentials
All training is provided to assist staff
in acquiring credentials

In-person, at the center
training and staff time is
paid for by the center
WRITE IN the approximate number of
training hours provided by the center per
year:

WRITE IN type of credential and the
number of hours required:

28

5. Who conducts
the training
provided by the
center?
Select all that apply
Write in entities
that cover costs
No training is
provided by the
center
Center leadership
or staff

Staff from larger
organization
External experts or
specialists provided
at no cost to the
center
WRITE IN below the
entities that cover
the cost and the
proportion of
training covered by
each entity

External experts or
specialists paid for
by the center

6. What activities are
conducted after training?
Select all that apply
None

Post-test on knowledge
acquisition

Teacher written reports
on practice changes in the
classroom
Observations to assess
adoption of skills or
practices in the classroom

Coaching or mentoring to
support ongoing skill
development

ECE-ICHQ IMPLEMENTATION RUBRICS
WORKFORCE DEVELOPMENT

MATHEMATICA POLICY RESEARCH

5. WRITE IN below the entities that cover the cost and the proportion of training covered by each entity:
V. SUPPORT FOR TRAINING AND PROFESSIONAL DEVELOPMENT FOR TEACHING STAFF
1. How are staff informed of
2. In the past year, what assistance did
3. Does the center pay staff for
4. Does the center provide
additional training opportunities?
the center provide to support additional
time spent in training?
coverage when staff attend
Select all that apply
training or education?
Select one
training during work hours?
Write in other
Select all that apply
Write in amount of time
Select one
Staff do not pursue training on their None
No
No
own
Center staff distributes information
Center helps staff access supplemental
Yes, but very limited
Yes, but very limited
(such as center director, training
assistance (e.g., through T.E.A.C.H., QRIS,
coordinator, educational specialist,
or HS programs)
or other staff)
Yes, staff are paid for time in
Yes, but it’s a hardship to arrange
WRITE IN source of supplemental
training
that
occurs
during
work
coverage (by other staff or
assistance:
hours
substitutes)
Professional development registry
Center provides assistance on a case by
Yes, staff are paid for time in
Yes, coverage is provided by
case basis
training during or outside of work
floaters or substitutes who are on
hours
staff
Through a specific initiative or
Center provides up to a specific dollar
Staff are given a certain amount of
program
amount per staff member
time to pursue training
WRITE IN amount of time (hours
WRITE IN program (such as QRIS,
WRITE IN amount available per staff
or days):
HS, or state PreK):
member:
WRITE IN other source(s) of
information about training
opportunities

29

ECE-ICHQ IMPLEMENTATION RUBRICS
WORKFORCE DEVELOPMENT

MATHEMATICA POLICY RESEARCH

W. TEACHER/CLASSROOM OBSERVATIONS
OBSERVATIONS OF TEACHERS/CLASSROOMS
Logistics
Follow-up activities

1. What are the goals of
classroom observations?
Select all that apply
Write in other goals
Write in primary goal
No observations
conducted in center
To monitor and supervise
teaching staff
performance
To provide individualized
coaching on specific skill
or practice

To identify professional
development needs
To measure quality of
environment or teacher/
child interactions
WRITE IN other below

WRITE IN primary goal(s)
of observation(s):

2. Who conducts the
classroom
observations?
Select all that apply to
each goal identified in
Q1
No observations
conducted in center
Lead teacher
Center director/
assistant director
Education specialist

3a. How often are classroom
observations conducted for an
individual classroom/teacher?
Select all that apply
Write in goal to which frequency
applies
No observations conducted in
center
As needed
WRITE IN goal:
1-5 times per week
WRITE IN goal:
Each month
WRITE IN goal:

External consultant
paid for by the center

6 times per year
WRITE IN goal:

External consultant
paid for by a specific
program or quality
initiative

1-2 times per year
WRITE IN goal:

4. Is a tool used to
conduct
observations?
Select all that apply
Write in tool
No tool used

5. What follow-up
activities are conducted
after an observation?
Select all that apply
Write in other
None

OBSERVATIONS BY TEACHING STAFF
Logistics
Follow-up Activities
6. Do teaching
staff visit other
7. What happened after
classrooms to
teaching staff
observe practice?
observation other
If yes, where?
classrooms?
Select all that
Select all that apply
apply
Write in follow-up
Write in hours
activities
No
Nothing

Commercially
developed tool
WRITE IN name of
tool:

Feedback to teacher on
strengths and areas for
improvement

Yes, classrooms
within the same
center

Develop action plan for
improvement

Yes, classrooms in
another center
within the same
program

Follow-up observations

Yes, classrooms in
another center
outside of the
program

WRITE IN other:

WRITE IN the
approximate
number of hours
staff have spent
observing other
classrooms in the
past year:

Center-developed
tool

WRITE IN other:
WRITE IN goal:
3b. Are observations
conducted with
similar frequency
across all
classrooms/
teachers?

Yes

No.
WRITE IN
reason for
variation
below
WRITE IN the approximate number
of hours of classroom observation
per year provided by the center:

1. WRITE IN other goals of classroom observations:
3b. WRITE IN reason for variation in the frequency of observations across classrooms/teachers:

30

Discussed how to apply
what was observed in
practice with coach or
supervisor
Developed plan to apply
new knowledge and
skills (stand-alone or as
part of coaching or
performance review)
Observed in the
classroom to assess
degree of skill
application
WRITE IN other:

ECE-ICHQ IMPLEMENTATION RUBRICS
WORKFORCE DEVELOPMENT

MATHEMATICA POLICY RESEARCH

X. PROVIDING INDIVIDUALIZED COACHING TO CLASSROOM STAFF TO SUPPORT IMPROVING SKILLS IN WORKING WITH CHILDREN
1. Does the center
provide
individualized
coaching to staff?
Probe using definition
of coaching above
Select one
Write in below
No individualized
coaching is provided
Yes, individualized
coaching is provided
to some staff
WRITE IN below:
o staff who receive
coaching
o why those staff
receive coaching
o the proportion of
total staff who
receive coaching
Yes, individualized
coaching is provided
to all staff
WRITE IN below
o why all staff
receive coaching

2. What is the focus of
individualized
coaching?
Select all that apply
No individualized
coaching is provided
Varies based on staff
needs

3. Who provides the
individualized
coaching?
Select all that apply
Write in others
No individualized
coaching is provided
Peers (such as lead or
master teachers)

4. How often is
individualized coaching
provided by the
center?
Select one
Three write ins below
No individualized
coaching is provided
As needed
WRITE IN requirement:

Monitoring and
supervising staff

Center director/
assistant director

Weekly
WRITE IN requirement:

Improving instruction

Internal coach
employed by the
center, including
program director or
education specialist

Monthly
WRITE IN requirement:

The center’s training
priorities are assessed and
adjusted, if necessary

Quarterly
WRITE IN requirement:

Staff participate in
behavioral rehearsals to
practice new skills

Interacting with
children (including
meeting the needs of
children with
disabilities or English
language learners)
Meeting requirements
WRITE IN source of
requirements:

External coach paid
for by a specific
program or quality
initiative, at no cost to
the center

WRITE IN other:

Staff are observed using
new skills in the classroom
setting
Staff observe the coach
modeling new skills

External coach, paid
for by the center

WRITE IN primary
focus:

WRITE IN other:

WRITE IN the
approximate number of
hours per year provided
by the center as a
whole:

Implementing
curriculum

5. What activities occur as
part of individualized
coaching?
Select all that apply
Write in other activities
No individualized coaching
is provided
Formal meeting to discuss
feedback and develop an
action plan for
implementing new skill in
classroom

Staff are required to meet
a specific goal or
benchmark indicating skill
or knowledge acquisition
WRITE IN other:

6. How does the center
develop and maintain
coaching plans for individual
teachers?
Select all that apply
No individual plans

7. How does the center
determine whether
coaching meets center
goals and staff needs?
Select all that apply
Not determined

The plan is developed as part
of the teacher’s professional
development plan.
The plan is developed and
maintained by the coach (or
education specialist or
program director) in
consultation with the teacher

Self-report

The plan is developed and
maintained by the coach (or
education specialist or
program director)

Assessments or other
child outcome data

The plan is developed and
maintained by the center
director
The plan is aligned with the
teacher’s performance review

Observations, informal

Observations, formal

Staff performance
reviews

WRITE IN other:

WRITE IN other ways the
center develops and maintains
coaching plans:

1. If individualized coaching is provided to some staff, WRITE IN staff who receive coaching, why those staff receive coaching and the proportion of total staff who receive coaching:
1. If individualized coaching is provided to all staff, WRITE IN why all staff receive coaching:

31

ECE-ICHQ IMPLEMENTATION RUBRICS
WORKFORCE DEVELOPMENT

Job Descriptions

1. What expectations of
knowledge and skills are included
in job descriptions?
Select all that apply
Write in other expectations
Licensing and accreditation
requirements (State, City, QRIS)
WRITE IN source of requirements:

MATHEMATICA POLICY RESEARCH

Y. MONITORING AND EVALUATING STAFF PERFORMANCE
Monitoring and Evaluating Staff Performance

2. How does the
center typically set
individual
performance goals
for teaching staff?
Select all that apply
Write in other
No individual
performance goals

Program requirements (HS, Pre-K)
WRITE IN source of requirements:

Professional
development

Personnel competencies
(NAEYC/DEC). WRITE IN source of
requirements:
Implementing a curriculum
Screening and assessment
Classroom environment
Health and safety standards
Positive interactions with children
Positive interactions with families
Planning lessons and activities

Classroom
instruction or care

Areas of child development
(physical, language, cognitive,
social-emotional)

WRITE IN other:

Interpersonal (e.g.,
relating to other
staff or parents)
Varies by teacher

3. How are individual
performance goals
determined for teaching
staff?
Select all that apply
Write in other
Based on a deficiency in
performance, based on
job expectations

4. How does the center
monitor and evaluate
teaching staff
performance?
Select all that apply
Write in other
Use specific expectations
and responsibilities
outlined in job descriptions

Based on a need for
training for professional
development in a new
area or center-identified
need (not based on job
expectations)

Meet with staff annually to
set performance goals for
the year

Based on interactions
with children
Based on interactions
with peers

Based on goals identified
by the teacher

Documentation and record
keeping

Supervision (lead teachers)

Meet with staff during the
year to review progress
toward performance goals
Observe staff in the
classroom and provide
feedback
Provide informal feedback
as needed
Receive staff selfassessments
WRITE IN other:

WRITE IN other:

5. Does the center have a
standardized process for
monitoring and evaluating
the performance of
teaching staff?
Select one
Write in amount of time
No, performance
evaluation varies by
individual teacher based
on:
experience
Tenure
Position: Lead or
assistant
Identified needs or
deficiencies
WRITE IN other
below
Performance evaluation
varies throughout the year,
but the annual reviews are
standardized
WRITE IN the
approximate
amount of time for
each teacher annual
review (includes
documentation and
meeting):
Yes, performance
evaluation is standardized
for all teachers

WRITE IN other:

32

Staff Recognition
6. How are
teaching staff
recognized or
rewarded for
7. Who has input
strong
into teaching staff
performance?
performance?
Select all that
Select all that
apply
apply
Write in other
Write in other
Informally (e.g.,
Center director/
lunches, cake)
assistant director
Formally (e.g.,
Supervisor
recognition during
staff meetings or
Other teaching
in newsletter)
staff
Promotion or new
job title
Bonus or raise
WRITE IN other:

Parents
Coach (if other
than supervisor)
WRITE IN other:

ECE-ICHQ IMPLEMENTATION RUBRICS
WORKFORCE DEVELOPMENT

MATHEMATICA POLICY RESEARCH

WRITE IN
approximate
amount of time for
evaluation of each
teacher per year:

33

ECE-ICHQ IMPLEMENTATION RUBRICS
LEADERSHIP ACTIVITIES, PLANNING, AND EVALUATION

MATHEMATICA POLICY RESEARCH

Z. CENTER PLANNING AND GOAL SETTING PROCESS
1. How do you assess
center progress toward
meeting the goals of the
center?
Ask open-ended, then
select all that apply
Discuss at meetings or
informal check-ins how
the center is functioning
overall, but not with
specific goals in mind
Hold regular meetings to
reflect on center’s
progress toward meeting
goals
Make decisions about
allocating resources to
pursue broad, strategic
goals and tracking
progress toward meeting
these goals.
(Strategic planning)
Identify areas in need of
improvement and actions
for making improvements
and tracking progress
toward meeting these
improvement goals
(Quality improvement)
Includes QI plan for QRIS

2. Who is involved in developing goals
and reviewing progress toward
meeting those goals?
Select all that apply and planning
processes, if applicable
No formal process

Leadership
from larger
organization

Goals or evaluation plan
are documented

Program evaluation
Strategic planning
Quality improvement

Training and staff development
Changing the curriculum or
improving its use
Changing the assessment tool or
improving its use

As needed

Annual review

Data collected from staff through
surveys or during performance
assessment

Providing support to or
engaging families
Increasing (or decreasing)
enrollment
Upgrading facilities

Bi-annual review (twice
a year)
Quarterly review

Anecdotal information collected
from parents
Data collected from parents
through surveys or a parent
committee that meets at least
monthly
Data collection by the center to
track goals (checklist or
documentation)
Center’s administrative records
(finances, enrollment, staff
retention)

Progress toward
goals is
communicated to
parents and families

Data collected for licensing,
accreditation, or program
requirements (State or District,
ECERS, QRIS)

Action plans are
created or revised
to ensure goals are
met

Program evaluation
Strategic planning

Board of
directors

Quality improvement
Program evaluation

Program
leadership
(such as HS
director)
Teaching
staff

Strategic planning

Student performance

Quality improvement

Parent satisfaction

Program evaluation
Strategic planning

Licensing or accreditation
requirements
WRITE IN source of
requirements:
WRITE IN other:

Quality improvement
Program evaluation
Strategic planning

Parents/
Families
Overall evaluation of the
center and the services it
provides to children
(Program evaluation)

Quality improvement

Quality improvement
Program evaluation

Strategic planning
Community
Quality improvement
partners
Program evaluation
WRITE IN other:

6. After reviewing
progress toward
goals, what
happens next?
Select all that apply
Q7 below
No change
(business as usual)

4. About how often
does the center review
progress toward
meeting its goals?
Select one
Do not review progress
toward goals

Strategic planning
Center
leadership

5a. What information or data do
you review to determine if the
center is making progress toward
meeting the goals?
Select all that apply
Write in below
Do not review information or data
Anecdotal information collected
from staff (ad hoc conversations
and meetings)

3. What types of goals are
established?
Select all that apply
Write in other goals
Write in priority goal(s)
Recruiting or retaining staff

WRITE IN priority goal(s):

Monthly review

Student assessment data
(diagnostic, progress,
performance, or growth)
WRITE IN other below
WRITE IN below additional data or
information desired

5a. WRITE IN other data or information that the center reviews to determine progress toward goals:

34

Progress toward
goals is
communicated to
teachers and staff

Goals are revised
and updated as
necessary

WRITE IN other:

ECE-ICHQ IMPLEMENTATION RUBRICS
LEADERSHIP ACTIVITIES, PLANNING, AND EVALUATION

MATHEMATICA POLICY RESEARCH

5b. WRITE IN Is there any additional data or information that the center would like access to? Why would this data or information be beneficial:
7. WRITE IN how the center promotes a shared understanding of the center’s goals and expectations:

35

ECE-ICHQ IMPLEMENTATION RUBRICS
LEADERSHIP ACTIVITIES, PLANNING, AND EVALUATION

CENTER’S MISSION

1. Does the center have
a mission? If yes, how
does the center engage
teaching staff in the
mission?
Select all that apply
Write in other
No mission statement
The mission is posted in
the center
The mission is discussed
with teaching staff
during hiring and/or
orientation
Center leadership
maintain consistent
messaging about the
mission on a regular
basis (e.g., staff
meetings, training)
Center leadership
convey the mission
through communication
related to accreditation
and licensing standards
Center leadership
involve teaching staff in
the development of the
mission statement
WRITE IN other:

2. What
concepts
does the
mission
emphasize?
Select all that
apply
Write in other
No mission
statement
Child
development
(includes
school
readiness)
Childcentered care
Quality of
care
Meeting the
needs of
families

Monthly meetings between
classroom teaching teams
and center leadership
Bi-weekly meetings
between classroom
teaching teams and center
leadership

Family
engagement
Community
engagement
School
readiness
WRITE IN
other:

MATHEMATICA POLICY RESEARCH

AA. CENTER PROCESSES TO PROMOTE THE GOALS AND MISSION (i.e., QUALITY)
CENTER’S COMMUNICATION PROCESSES
3. How does
communication occur in
6. What is
the center (between
the typical
leadership and teaching
4. What topics are on a
length of a
staff) to promote the
typical staff meeting
staff
center’s goals and
agenda?
5. When do staff
meeting?
mission?
Select all that apply
meetings occur?
Select one
Select all that apply
Write in other topics
Select all that apply
Write in
Write in other
Write in priority topics
Write in other
other
Infrequent, ad-hoc
Center-wide activities
As needed
As needed
communication between
and upcoming events
teaching staff and center
(e.g., field trips)
During the day, during
15 minutes
director
naptime
Frequent, ad-hoc
Highlights in the center
During the day, Unpaid
30 minutes
communication between
or individual classrooms before children
teaching staff and center
arrive or after
Paid
45 minutes
director
they leave
Annual performance
Challenges in the center
Unpaid
1 hour
review for teaching staff
or individual classrooms
Evenings

Curriculum and lesson
planning

7. What
proportion of
teaching staff
typically attend
staff meetings?
Select one
Write in why
Less than 25%
Between 25%
and 50%
Between 50%
and 75%

More than 75%
of teaching staff,
but not all

Teaching staff raise
issues with the center
director, during staff
meetings

Unpaid

All teaching staff

Teaching staff raise
issues during in-service
days

Paid

WRITE IN why
less than 75% of
teaching staff
attend staff
meetings, if
applicable:

Paid

WRITE IN
other:

Saturdays
Enrollment

Weekly meetings between
classroom teaching teams
and center leadership

The center’s mission
and goals

During the day, during
planning time

Monthly staff meetings
Biweekly staff meetings
Weekly staff meetings
WRITE IN other below

WRITE IN other below
WRITE IN priority
topic(s) or topics most
often on the agenda:

WRITE IN other:

3. WRITE IN other ways in which communication occurs in the center to promote the center’s goals and mission:
4. WRITE IN other topics that are on a typical staff meeting agenda:

36

8. How are teaching
staff involved in
resolving day-to-day
issues that have effects
on the center and the
care it provides to
children?
Select all that apply
Write in other
Teaching staff are
expected to resolve
issues as they arise in
their classroom
Teaching staff raise
issues with the center
director, as needed

Teaching staff are on
committees that meet
and debrief throughout
the year
WRITE IN other:

ECE-ICHQ IMPLEMENTATION RUBRICS
LEADERSHIP ACTIVITIES, PLANNING, AND EVALUATION

MATHEMATICA POLICY RESEARCH

AB. FACILITATORS AND BARRIERS TO CENTER PLANNING AND GOAL SETTING
2. What types of challenges does the center face in changing
policies and procedures or making improvements? (What makes
1. How flexible is the center in changing policies and procedures
the center inflexible to change?)
or making improvements?
Select all that apply
Select one
Write in other challenges
Not flexible
Difficult to get staff buy-in
Generally not flexible
Limited resources
Somewhat not flexible
Limited space
Somewhat flexible
Limited time
Generally flexible
The center is part of a larger organization that must approve change
Very flexible
WRITE IN other below
2. WRITE IN other challenges to change:
3. WRITE IN other facilitators of change:

37

3. What types of facilitators make it possible for the
center to change policies and procedures or make
improvements?
Select all that apply
Write in other facilitators
The quality of the staff
Center leadership listen to staff
Available resources
Good management of change
The center director has independence to lead change
WRITE IN other below

ECE-ICHQ IMPLEMENTATION RUBRICS
LEADERSHIP ACTIVITIES, PLANNING, AND EVALUATION

MATHEMATICA POLICY RESEARCH

AC. CENTER OVERSIGHT AND COMMUNITY INVOLVEMENT
Center Oversight
1. Does the
center have
an oversight
board? If yes,
how often
does the
board meet?
Select one
Write in other
No oversight
board
As needed
Less than
annually
Annually

2. What is the focus of the
board’s oversight of the
center?
Select all that apply
Select community involvement
Write in other topics
No oversight board
Fulfilling the mission or the
larger organization
Strategic planning
Staffing

Quarterly

Training

Bi-monthly

Enrollment

Monthly

Licensing and compliance

WRITE IN
other:

Policies and procedures
School readiness
Financials
Grants and fundraising

Community
involvement

Community
partners are
not members
of the board

3. How involved is
the oversight
board in the
operation of the
center?
Select one
No oversight
board
Board provides
oversight with
little involvement
in the operations
of the center
Board is involved
as necessary,
depending on
current issues
Board is active in
the center’s
operations and
makes concrete
contributions to
the operations of
the center

Community Involvement

4. If part of a larger
organization, does
the center director
have a role within
that larger
organization?
Select one
No larger
organization
No, the center
director is not
involved in the
larger organization
The center director
attends meetings,
sponsored by the
larger organization
The center director
is a member of a
board sponsored by
a larger
organization

5. Does the
center have a
parent policy
council? If yes,
how often does
the council
meet?
Select one
Write in other
No parent council

Less than
annually
Annually

6. What is the focus of
the parent council’s
oversight of the center?
Select all
Write in other
Write in cross-members
No parent council
Same as oversight board
Strategic planning
Staffing
Training
Enrollment
Licensing and compliance

Quarterly

School readiness

Bi-monthly

Financials

Monthly

Grants and fundraising

WRITE IN other
occurrences of
meetings:

Teacher appreciation

As needed

Parent education
Community involvement
Health and safety
WRITE IN other:

WRITE IN crossmemberships with the
oversight board and the
topics on which oversight
is coordinated:

Community
partners are
members of
the board

WRITE IN other:

38

7. How involved is the
parent council in the
operation of the
center?
Select one
No parent council
Council provides
oversight with little
involvement in the
operations of the
center
Council is involved as
necessary, depending
on current issues
Council is active in the
center’s operations
and makes concrete
contributions to the
operations of the
center

8. Does the center
director have a role
on community
boards/councils?
Select all that apply
No, the center
director is not
involved on
community boards
The center director
attends community
meetings, sponsored
by private or
government entities
The center director is
a member of a board
sponsored by a local
or state entity that is
focused on early care
and education
Center director is on
the board of other
community service
agencies or early care
and education
programs.

ECE-ICHQ IMPLEMENTATION RUBRICS
CENTER ADMINISTRATION

MATHEMATICA POLICY RESEARCH

AD. POLICIES AND PROCEDURES
Documented Human Resources Policies
Employee Handbook
1. Does your center have an
employee handbook, or a
document that includes
3. How is information in the
human resources policies?
[employee handbook]
(such as benefits or
communicated to teaching
performance appraisal) If yes,
2. What information
staff?
how often is this information
does the [employee
Select all that apply
updated?
handbook] include?
Write in other
Select one, or
Select all that apply
Write in method of
Write in other
Write in other
communication
No [employee handbook]
No [employee
No [employee handbook]
handbook]
3a. WRITE IN below how this
information is communicated
to staff
Yes, updated as needed

Yes, updated annually

Yes, WRITE IN other:

Documented Human Resources Procedures
Procedures Manual

4. Does your center have an
operating procedures
manual, separate from the
employee handbook? If yes,
how often is this document
updated?
Select one, or
Write in other
No [operating procedures
manual]

5. What information does the
[operating procedures manual]
include?
Select all that apply
Write in other
No [operating procedures
manual]

Yes, updated as needed

Hours of operation

Yes, updated annually

Child to staff ratios and group
size limits

Yes, WRITE IN other:

Health and safety procedures

Expectations for staff
(e.g., hours, conduct,
supervision policies)
Benefits for staff (e.g.,
health insurance, paid
time off)
Policies or procedures
for staff development
and performance
appraisal
Purpose or mission
statement

The [employee handbook] is
given to staff at the time of
hire.
The [employee handbook] is
reviewed with staff at the time
of hire.
Updates to the [employee
handbook] are distributed to
staff as they are made.
Updates to the [employee
handbook] are reviewed with
staff as they are made.

Licensing requirements

WRITE IN other:

The [employee handbook] is
distributed to staff annually.

Other standards that the center
must meet or follow

The [employee handbook] is
reviewed with staff annually.

WRITE IN other information
included in the manual:

3b. WRITE IN other below
3a. WRITE IN how information about center policies is communicated to staff, in the absence of an [employee handbook]:
3b. WRITE IN other ways in which the information in the [employee handbook] is communicated to staff:
6a. WRITE IN how information about center policies is communicated to staff, in the absence of an [operating procedures manual]:
3b. WRITE IN other ways in which the information in the [operating procedures manual] is communicated to staff:

39

6. How is information in the
[operating procedures manual]
communicated to teaching
staff?
Select all that apply
Write in other
Write in method of
communication
No [operating procedures
manual]
6a. WRITE IN below how this
information is communicated
to staff
The [operating procedures
manual] is given to staff at the
time of hire.
The [operating procedures
manual] is reviewed with staff
at the time of hire.
Updates to the [operating
procedures manual] are
distributed to staff as they are
made.
Updates to the [operating
procedures manual] are
reviewed with staff as they are
made.
The [operating procedures
manual] is distributed to staff
annually.
The [operating procedures
manual] is reviewed with staff
annually.
6b. WRITE IN other below

ECE-ICHQ IMPLEMENTATION RUBRICS
CENTER ADMINISTRATION

MATHEMATICA POLICY RESEARCH

AE. COMPLIANCE WITH REGULATIONS AND STANDARDS
(including licensing, accreditation, Head Start, Pre-K funding, and QRIS, among others)

1. How are teaching staff made
aware of requirements or
standards that the center must
follow?
Select all that apply
Write in other
Requirements or standards are not
reviewed with teaching staff
The center is exempt from licensing
requirements (such as faith-based
institutions or university programs)
Requirements or standards are
detailed in the center’s operating
procedures manual which is given
to or accessible to staff for
reference
Requirements or standards are
reviewed with teaching staff as
needed
Requirements or standards are
reviewed with staff at the time of
hire (during orientation)
Requirements or standards are
reviewed with staff annually
Requirements or standards are
reviewed with staff about quarterly
Requirements or standards are
regularly reviewed with staff during
staff meetings
WRITE IN other below

2. How does the center
monitor compliance
with regulations and
standards?
Select all that apply
Write in other
Teaching staff report
concerns to center
leadership
Center leadership
monitors informally
(e.g., in the course of
regular activities)
Center leadership
monitors formally (e.g.,
using specified
observations or
checklists)
Administrator from
larger organization
conducts regular
compliance checks

WRITE IN other:

3. How much of a concern is
compliance with
regulations and standards
in the center?
Select one
A major concern; it is
difficult to meet many of the
requirements and standards
Somewhat of a concern; we
struggle with meeting some
requirements and standards

4. How is monitoring
compliance helpful to
the center?
Select one
Write in least and most
helpful reqs
Monitoring compliance
is not helpful
Monitoring compliance
is somewhat helpful

5. How much of the
center’s resources (staff
time) were needed in the
past year to monitor and
maintain compliance
with regulations and
standards?
Select one
Write in number of days
A lot of time and more
than the center would
like
Manageable

Not much of a concern; we
are able to meet all
requirements and standards

Monitoring compliance
is very helpful

Minimal

Not a concern at all; we can
readily meet all
requirements and standards
3a. WRITE IN below the
requirements/ standards
that are the hardest to meet
and why.

4a. WRITE IN below the
requirements/
standards that are least
helpful to the center
and why.

None

4b. WRITE IN below
the requirements/
standards that are
most helpful to the
center and why.

WRITE IN the
approximate days of staff
time needed per month,
or if less than one day per
month was needed:

3b. WRITE IN below the
requirements/standards
that are the easiest to meet
and why.

1. WRITE IN other ways in which teaching staff are made aware of requirements or standards:
3a. WRITE IN the requirements/ standards that are the hardest to meet and why:

40

6. What types of
technical
assistance or
support does the
center director or
leadership team
receive?
Select all that
apply
Write in other
Support with
compliance and
regulations
Support with
managing
enrollment or
finances
Support with
managing center
operations

Support with
leadership or
board
management

WRITE IN other:

7. If technical
assistance is
received, what
entities provide
program-level
support?
Select all that
apply
Write in other
Write in number
of hours
Licensing entity
Accrediting body
State QRIS
Other State or
Federal QI
initiative
WRITE IN QI
initiative:
Local child care
resource and
referral agency
(CCR&R)
Local child care
association or
network
WRITE IN other:

7a. WRITE IN the approximate number
of hours of program-level TA the center
received in the past year:

ECE-ICHQ IMPLEMENTATION RUBRICS
CENTER ADMINISTRATION

MATHEMATICA POLICY RESEARCH

3b. WRITE IN the requirements/standards that are the easiest to meet and why:
4a. WRITE IN the requirements/ standards that are least helpful to the center and why:
4b. WRITE IN below the requirements/ standards that are most helpful to the center and why:

41