Accreditation

Maryland Accreditation is a way for licensed child care centers and public prekindergarten programs to demonstrate their commitment to providing high-quality learning environments through the process of demonstrating and verifying program effectiveness and continuous improvement using a research-based measurement tool.

Blueprint requires that prekindergarten programs achieve Maryland Accreditation and participate in the Maryland EXCELS program.

Overview

Your Assigned Early Childhood Resource Teacher Links to an external site. will provide more detailed information and guide your team throughout the Accreditation process.

tHE STANDARDS

There are 3 Accreditation Standard Sections, each made up of a series of indicators.

• The Program Administration (1.) and Home and Community Partnership (3.) sections identify best practices for program policies and practices in areas such as philosophy, personnel, and community partnerships. Documentation for each indicator in these sections is required.
• The Program Operation section (2.) focuses on high-quality practices observed in the program. This section includes the learning environment, curriculum implementation, and teacher-child interactions.  This section is observable.

*Please note that Section 2.2 has been removed from this document, as it applies to infants and toddlers only.

Accreditation is an 18-month process.  This allows time to develop a self-appraisal team, conduct an initial program evaluation, collect documentation, make program improvements, and welcome a Validation Visit from MSDE.  Your ECP Resource Teacher will create a more detailed timeline for your program, and provide monthly guidance.

There are 3 Accreditation Standard Sections that require evaluation by MSDE:

Your ECP Resource Teacher will provide checklists, templates, and timelines for artifact submission, as well as documentation requirements such as:

• Indicator coding for document uploads (example: 1.4.1 BBES Program Improvement Plan)
• PDF uploads
• Redacted names and faces on student work and photos
• Notations or brief narratives for photos

A set of artifact examples will also be provided to help you produce exemplary pieces of evidence for submission.

To support your program in meeting Accreditation standards and best practices, each classroom and school will receive a one-time distribution of the following items:

Your team will also receive funds to purchase additional materials that support the Program Improvement Plan you develop with your ECP Resource Teacher.  These funds are great for purchasing sturdy bins, label pockets, and additional learning materials that support the curriculum.

Things to consider as a team:

• Storage space can be a challenge- what outdated materials are taking up space on shelves and in closets that can be removed?
• How will you store and make new materials available to students in your classroom?
• How will your team store outdoor learning materials?  Your administrator may need to contact Grounds about getting a storage shed properly placed.  

There are many things to consider when setting up a high-quality classroom environment, like the placement of furniture, and the types of materials made available to students.  The Maryland Accreditation Standards exemplify best practices for indoor and outdoor environments, materials, and curriculum implementation in Section II.  Some indicators include:

• Materials made available outside for drawing, painting, dancing, marching, and creating sounds
• Books, text, and writing materials made available in all learning centers
• Tubs, trays, bins, baskets, shelves, boxes, and other items labeled and accessible to students
• and many others...

Here are some photos of environmental indicators:

During the accreditation cycle, your team will work together to produce artifacts for each accreditation standard that exemplify your program and commitment to providing a high-quality, early childhood learning environment.  These artifacts might include teaching certificates, transcripts, photos with narratives, lesson plans, copies of assessments, newsletters, and more.  Here are a few sample artifacts:

Section 1: Program Administration

1.3.3 Lesson Plan with Transition Links to an external site.

1.3.4 Intentional Planning: Weekly Plan Links to an external site.

1.3.4 Intentional Planning: Daily Plan Links to an external site.

1.3.4 Lesson Plan: Pattern Fish Links to an external site.

1.3.5 Differentiation Based on Assessment Links to an external site.

1.3.6 Instructional Strategies: Solution Suitcase Links to an external site.

Section 2: Program Operation

This section is evaluated during your scheduled Accreditation Visit.  While artifacts are not required to be submitted for this section, you may be asked to provide clarification or supporting evidence for indicators the validators mark as 'partially met' or 'not met' during your Accreditation Visit.  You will have 3 business days to produce documents and artifacts in response to validator ratings. 

2.1.1 Outdoor Materials Links to an external site.

Section 3: Home and Community Partnerships

3.1.1 C4L Museum Brochure Links to an external site.

3.1.2 Family Connection Resource Links to an external site.

3.1.3 Supporting Child Development Links to an external site.

3.1.5 Evidence of Community Partnerships Links to an external site.

3.1.6 Completed Parent Survey Links to an external site.

Achieving Accreditation is a collaborative effort; your Assigned Early Childhood Resource Teacher Links to an external site. will support your Pre-K team throughout the Accreditation Process.  

**Teachers are eligible for wages (up to 10 hours per year) to produce and collect artifacts for Accreditation outside of contract hours.**

How long is Maryland Accreditation Valid?

Maryland Accreditation is valid for 5 years.  Your ECP Resource Teacher will notify your team when it is time for your program to begin or renew your Accreditation.

Who should we include on our self-appraisal team?

Self appraisal teams should include:

• All Pre-K Teachers
• 1 Special Educator
• Administrator
• 1 Parent/Caregiver
• ECP Resource Teacher

You may also choose to include any pertinent community stakeholders (Judy Center Staff, PPW, Hispanic Liaison, etc.)

What is a program improvement plan (pip)?

Part of the Accreditation process is working together with your self-appraisal team to evaluate your own program.  You will complete an initial self-evaluation when you begin the process, and a final self-evaluation just prior to your Validation Visit from MSDE.  After your initial self-evaluation, you will develop a Program Improvement Plan that includes any Maryland Accreditation indicators that you have rated as 'partially met' or 'not met.'  This Program Improvement Plan will serve as your goals for improvement during the Accreditation process. 

What is a digital binder?

The digital binder is where your program's documentation and artifacts will be uploaded for review by MSDE Validators and the Maryland Accreditation Decision Committee.  Your ECP Resource Teacher will help you gather and organize your evidence into a Google folder so it can be carefully uploaded to your digital binder by the ECP Technical Assistant. 

What happens during the VALIDATION visit?

During the Validation Visit, two validators from MSDE will visit your school and Pre-K program to evaluate Accreditation Standard Section 2: Program Operations.  During the visit, validators will conduct observations in every classroom to evaluate instruction and classroom environments.  They will also spend time in your program's outdoor environment.  Within 3 business days the validators will provide feedback for any indicators that require attention or additional evidence.  Your team will then have 3 additional business days to reply and produce any artifacts needed for the Maryland Accreditation Decision Committee to make a final decision.  You should receive notification about your Accreditation decision 2-3 weeks (timeframe may vary) after your completed visit.