TE_CYS-40_MDTI_Training_CY15_Checklist_v1_20140224.xls
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Instructions
| CY15 CHILD, YOUTH & SCHOOL (CYS) SERVICES GARRISON MULTI-DISCIPLINARY TEAM INSPECTION (MDTI) CHECKLIST INSTRUCTIONS |
| 1. The instructions below are intended to briefly explain the checklists found on the Excel spreadsheets for this MDTI Checklist for Training. These checklists should be used by the inspector to ensure all criteria are inspected as Met or Not Met. Use of N/A or Not Observed should only be used in extenuating circumstances for that facility or program. |
| 2. The following is an explanation of the structure of the CY15 inspection criteria |
A. Section level – The highest level of the criteria are the “Sections”. Child Development Centers (CDC), Family Child Care (FCC), School Age Centers (SAC) and Youth Program (YP) criteria are divided into three sections, 1) General Management (Section A), 2) Facilities, Health, Safety and Risk Management (Section B) and 3) Programming (Section C).
B. Subsection level – The sections are further categorized into “Subsections.” Example: A.1 Resource Management and Administration is a Subsection under General Management Section A.
C. Criteria level – Each subsection has multiple “Criteria.” The number varies from one subsection to the next. The criteria represent the overall program standards which have been determined by Office of the Secretary of Defense (OSD) to demonstrate “quality” across programs.
Example A.1.a. The program has implemented the fee policy in accordance with current DoD guidance.
There is at least one criteria under each sub-section and as many as 8. Each criteria is followed by the intent statement.
D. Component level – The “Component” level is new for CY15 and is the new term for the compliance item being inspected. The component level compliance items show how the program meets the criteria. The following is an example of one component under Criteria A.1.a. shown above:
Example A.1.a.1 Fees are determined by total family income (TFI).
There is at least one component under each criteria and up to twenty-six, depending on the number of components needed to demonstrate compliance with the criteria. Each component is followed by Guidance, which explains what is observed, reviewed or done by the inspector in order to determine if the program is in compliance with that component. There will also be some Components which have a Notes section that explain the percentage of files, or additional information needed to be consistent in determining compliance with the Component.
| 3. The MDTI Checklist for the inspector is divided into four checklists -- Family Child Care (FCC), Child Development Center (CDC), School Age Center (SAC) and Youth Program (YP). Each component should be evaluated as to whether it is met or not met. If not met, it will go on the Corrective Action Report (CAR) as a finding. The Guidance section will assist the inspector to know what to look for in determining compliance. The Notes section will also assist if there are records to review. |
| 4. Until an electronic version of the CAR is developed based on the new criteria, a CAR form is found on AKO at https://www.us.army.mil/suite/files/44298680 and can be filled in by the inspector until one is developed which will be more automatic. |
| 5. Items identified with a red background in the number cell are the immediate fix deficiencies that must be corrected as soon as identified. The remaining items are a 45 day fix time. Items which are repeats from previous inspections should be designated as repeats. |
| 6. The other inspector checklists are uploaded onto the AKO site under 01 Inspections folder/MDTI folder: https://www.us.army.mil/suite/files/44298680 |
| NOTE: The term "personnel" refers to staff, FCC providers, contractors, volunteers and others identified in the Secretary of the Army Directive. |
FCC Training
| CY15 TRAINING FAMILY CHILD CARE (FCC) CHILD, YOUTH & SCHOOL (CYS) SERVICES MULTI-DISCIPLINARY TEAM (MDTI) CRITERIA | |||||||
| CRITERIA NUMBER | FCC CRITERIA HOME INSPECTED_______________________ DATE INSPECTED_________ INSPECTOR________________ | MET | NOT MET | N/A | NOT OBS. | ||
| A. | GENERAL MANAGEMENT | PUBLIC LAW 104–106—FEB. 10, 1996, § 1792. Child care employees | |||||
| A.2 | PUBLIC LAW 104–106—FEB. 10, 1996, § 1792. Child care employees | (a) REQUIRED TRAINING.—(1) The Secretary of Defense shall prescribe regulations implementing, a training program for child care employees. Those regulations shall apply uniformly among the military departments. Subject to paragraph (2), satisfactory completion of the training program shall be a condition of employment of any person as a child care employee. |
(2) Under those regulations, the Secretary shall require that each child care employee complete the training program not later than six months after the date on which the employee is employed as a child care employee.
(3) The training program established under this subsection shall cover, at a minimum, training in the following:
(A) Early childhood development.
(B) Activities and disciplinary techniques appropriate to children of different ages.
(C) Child abuse prevention and detection.
(D) Cardiopulmonary resuscitation and other emergency medical procedures.
(b) TRAINING AND CURRICULUM SPECIALISTS.—(1) The Secretary of Defense shall require that at least one employee at each military child development center be a specialist in training and curriculum development. The Secretary shall ensure that such employees have appropriate credentials and experience.
(2) The duties of such employees shall include the following:
(A) Special teaching activities at the center.
(B) Daily oversight and instruction of other child care employees at the center.
(C) Daily assistance in the preparation of lesson plans.
(D) Assistance in the center’s child abuse prevention and detection program.
(E) Advising the director of the center on the performance of other child care employees.
(c) COMPETITIVE RATES OF PAY—For the purpose of providing military child development centers with a qualified and stable civilian workforce, employees at a military installation who are directly involved in providing child care and are paid from no appropriated funds—
(1) in the case of entry-level employees, shall be paid at rates of pay competitive with the rates of pay paid to other entry-level employees at that installation who are drawn from the same labor pool; and
| (2) in the case of other employees, shall be paid at rates of pay substantially equivalent to the rates of pay paid to other employees at that installation with similar training, seniority, and experience. | PERSONNEL MANAGEMENT | ||||||
| A.2.a | MDTI/HQ | Collective Bargaining Agreement (See Antilles Consolid. Educ. Ass’n, 22 FLRA 235 (1986) | |||||
| Standard IDPs | Program establishes management policies for staff, contractors, and volunteers | PUBLIC LAW 104–106—FEB. 10, 1996, § 1792. Child care employees | |||||
| Intent: To ensure a qualified, well-informed, and stable workforce. | |||||||
| A.2.a.5 | 6.A.01- 6.A.12 | The program provides written information to personnel on professional development opportunities and encourages professional development. | |||||
| Guidance: Review annual training plan, quarterly reviews by trainer, other written documentation to ensure information is available to staff about professional development opportunities. Look for IMCOM Academy courses, credential classes and other professional development opportunities. | AR 215-3, Chapter 12 Employee Development |
DoDI 6060.2 E4.3. Staff Requirements DoDI 6060.4 E4.4.2. Staffing DoDI 6060.4 E4.5.7. Training A.2.b MDTI/HQ The program meets the requirements of Public Law 104-106 and DoD guidance for training all personnel (staff, FCC Providers, contractors and specified volunteers). DoDI 6060.02 (Draft), Enclosure 3, Procedures, Section 4, PERSONNEL. PUBLIC LAW 104–106—FEB. 10, 1996, § 1792. Child Care Employees.
| Intent: To provide initial and ongoing training to ensure a trained workforce. | |||
| A.2.b.1 | 6.A.03 | A Training & Curriculum/Program Specialist implements and tracks the training program. This includes being in the home/classroom/activity area 60-75% of their time. | |
| Guidance: Check IDPs and quarterly reviews for staff. Check CYMS to ensure training not delinquent. A plan for ensuring required training takes place on Annual training plan. Verify trainer in programs 60-75% of their time. | PUBLIC LAW 104–106—FEB. 10, 1996, § 1792. Child care employees |
DoDI 6060.02 (Draft), Enclosure 3, Procedures, Section 4, PERSONNEL. Section III Training, page 37, Figure 3–2 page 43, 3–18. Individual Education Plan (IDP)
| A.2.b.2 | (1) Training requirements for direct care personnel (excluding FCC providers) shall be linked to the DoD CDP Employee Wage Plan implemented in response to Reference (f), to include completion of the DoD-approved competency based training modules within DoD Component specified time frames. | 6.B.01 | A written training plan (IDP) is implemented to ensure management staff and specialists receive the required annual training related to the latest techniques and procedures in child care/youth, to include family advocacy programs, child abuse reporting procedures, program administration, conducting oversight of personnel, observation, and interviewing of potential staff. | |
| (2) All newly hired CDP direct care personnel and FCC providers shall complete 40 hours of orientation. Orientation shall begin prior to working with children, with the full 40 hours completed within the first 90 days of employment. Orientation completion shall be documented for each direct care personnel or FCC provider. Orientation includes: | Guidance: Review documentation to validate that the training was completed within the last 12 months. Minimum of 24 training hours annually. Must have Basic Management Course within first year of employment and General Supervisory Course for supervisors. | AR 608-10, Chapter 3 Program Management, Section III |
Training, 3–19.
DoDI 6060.3 E3.4.4. Staffing DoDI 6060.4 E4.5.6. Training
| Notes: Check 10% management/ specialist staff files. Minimum of 3 files in each program/facility | ||
| A.2.b.3 | N/A | A written training plan (IDP) is in place to ensure support staff (Admin Assistants, cooks, maintenance worker, etc.) receive the required annual training - i.e. family advocacy programs, child abuse identification, prevention and reporting procedures, center administration and/or management, parent involvement, |
and curriculum development (if applicable).
| Guidance: Review documentation to validate that the support staff training was completed within the last 12 months. Minimum of 24 hours annually. Run CYMS reports for training. | AR 608-10 3–18 - Individual Education Plan (IDP) e. Pg (38) Training will be recorded | ||
| Notes: May have only one support staff file in FCC. | |||
| A.2.b.4 | 6.A.03 | A written orientation plan is in place to ensure newly hired direct care staff complete position orientation, applicable regulations and installation policy, child abuse identification, reporting, and prevention, age-appropriate guidance and discipline, parent and family relations, and child health and safety prior to provision of care. | |
| Guidance: Review documentation to validate that the required training was completed within the first six months of employment or prior to direct care of children. Use CYMS training report for IDP. | AR 608-10, , 3–17 |
DoDI 6060.2 E4.4.5.
DoDI 6060.4 E4.5.1.
DoDI 6060.3 E3.4.4.
| Notes: Check 10% of providers onboard less than one year (minimum 3 maximum 10) | |||
| A.2.b.5 | 10.E.11 | A written training plan (IDP) is in place to ensure direct care staff/providers receive 24 hours, annually, of ongoing professional development. | |
| Guidance: Review documentation to validate that the training was completed within the last 12 months for employees/providers after 18 months of employment/providing care. | AR 608-10, 3–18; 5–8. |
DoDI 6060.2 E4.4.3.
| Notes: Check 10% of provider files onboard over 18 months. | |||
| A.2.b.6 | N/A | A written training plan (IDP) is in place which outlines the requirements and timelines for the completion of the DoD-approved competency based training modules by direct care staff/FCC Provider during the first 18 months of employment. | |
| Guidance: Review files of direct care personnel who have been employed/providing care in the first 18 months. | AR 608-10, 3–18; 5–8. |
DoDI 6060.2 E4.4.
| Notes: Check 10% of provider files for providers certified less than 18 months. (minimum of 3, maximum of 15) | |||
| A.2.b.7 | 6.A.04 | A written training plan (IDP) is in place to ensure specified volunteers receive required orientation training prior to beginning volunteer services. | |
| Guidance: Review documentation to validate that the training was completed. | AR 608-10, 3–18; 5–8. |
DoDI 6060.2 E4.4.4.
| A.2.b.8 | 6.A.04 | A written training plan is in place to ensure regularly scheduled volunteers receive required annual training. | |
| Guidance: Review documentation to validate that the training was completed. CYMS report is run. | AR 608-10,, 3–15. |
DoDI 6060.2 E4.5.5. Training DoDI 6060.3 E3.1.7. General Policy
| B | FACILITY, HEALTH, SAFETY AND RISK MANAGEMENT | ||||
| B.6 | NUTRITION AND FOOD SERVICE | ||||
| B.6.b | 5.A.14 | Meals and snacks promote interaction and minimize disease. | PUBLIC LAW 104-106 Section 1797 | ||
| Intent: To ensure safe and caring feeding practices for children/youth. | |||||
| B.6.b.2 | DoDI 6060.02 (DRAFT), | ||||
| 10. CDC AND SAC STANDARDS OF OPERATION, FCC STANDARDS OF OPERATION, AND THE ERIS | G. Nutrition and Food Service | ||||
| Meals and snacks are conducted using family-style dining. In SAC programs, snacks may be served buffet style. | Infants are held for bottle feeding. | ||||
| Guidance: Bottles are not propped. Infants are never put to sleep with a bottle. Babies who are developmentally able to hold their own bottles without assistance may use do so in a high chair. Bottles may not be propped. | DoDI 6060.2 Encl 8 HS11 |
AR 608-10 C-220 a(6)
| B,6.b.3 | 3.D.12 | Meals and snack are served family style. | |
| Guidance: Providers/staff sit and eat with children and engage them in conversation, model good manners, and encourage children to try new foods. Food is placed on the table and passed to each child according to abilities. | DoDI 6060.2 Encl 8 HS10 |
AR 608-10 C-221 a(4)
| B.6.b.4 | 3.D.12 | Children are encouraged to serve and feed themselves based on their abilities. Children assist with table setting and clean up as they are able. | |
| Guidance: Age-appropriate utensils are used to encourage self-service. Observe during mealtime to observe encouragement of self-help skills. Indicators might be helpers assisting with table setting and clearing off own dishes and utensils after meal. | DoDI 6060.2 Encl 8 HS9 |
AR 608-10 C-221 a(1)
| B.6.b.5 | 3.D.12 | Meals and snacks are a pleasant, social learning experience for children/youth. | |||
| Guidance: Providers/staff engage children in conversation and encourage social interaction. | AR 608-10 C-221b | ||||
| C. | PROGRAMMING | ||||
| C.1 | PUBLIC LAW 104–106—FEB. 10, 1996, | ||||
| § 1795. Parent partnerships with child development centers | (a) PARENT BOARDS.—The Secretary of Defense shall require that there be established at each military child development center a board of parents, to be composed of parents of children attending the center. The board shall meet periodically with staff of the center and the commander of the installation served by the center for the purpose of discussing problems and concerns. The board, together with the staff of the center, shall be responsible for coordinating the parent participation program described in subsection (b). |
(b) PARENT PARTICIPATION PROGRAMS.—The Secretary of Defense shall require the establishment of a parent participation program at each military child development center. As part of such program, the Secretary of Defense may establish fees for attendance of children at such a center, in the case of parents
| who participate in the parent participation program at that center, at rates lower than the rates that otherwise apply. | PARENT INVOLVEMENT, PARTICIPATION AND COMMUNICATION | |
| C.1.a | DoDI 6060.02 (DRAFT), ENCLOSURE 3, PROCEDURES. | |
| Section 3. ADMINISTRATION, FUNDING, AND OVERSIGHT OF MILITARY-OPERATED CDPs. | e. Parent Board. In accordance with sections 1783 and 1795 of Reference (f), each CDP shall establish a Parent Board to discuss problems and concerns and to provide recommendations for improving CDPs. The Board, with the staff of the program, is responsible for coordinating a parent participation program. |
(1) The Board shall be composed only of parents of children enrolled in the installation CDP facilities that are Military Service members, retired Military Service members, or spouses or same-sex domestic partners of Military Service members or retired Military Service members, and chaired by such a parent.
(2) The Board shall meet periodically with the staff of the program and the installation commander, Defense Agency Director, or DoD Field Activity Director to discuss problems and concerns. Board recommendations shall be forwarded to the installation commander Defense Agency Director, or DoD Field Activity Director review and disposition. These recommendations are reviewed during the DoD certification inspection.
(3) The Board shall coordinate a parent participation program with CDP staff to ensure parents are involved in CDP planning and evaluation. In accordance with Reference (f), parents participating in such program may be eligible for child care fees at a rate lower than the rate that otherwise applies. The program provides information to include operating policies and procedures, program philosophy, educational materials, and opportunities for parent participation. DoDI 6060.2 4.5 -CDC DoDI 6060.4 E3.1.2.9 ECE/SAC: MCCA Sec 1795 (a) & (b)
| Intent: To ensure parents are informed about program operations and are encouraged to be active participants in the programs. | |||
| C.1.a.9 | DoDI 6060.02 (DRAFT), ENCLOSURE 3, PROCEDURES. | ||
| Section 3. ADMINISTRATION, FUNDING, AND OVERSIGHT OF MILITARY-OPERATED CDPs. | e. Parent Board. In accordance with sections 1783 and 1795 of Reference (f), each CDP shall establish a Parent Board to discuss problems and concerns and to provide recommendations for improving CDPs. The Board, with the staff of the program, is responsible for coordinating a parent participation program. |
(1) The Board shall be composed only of parents of children enrolled in the installation CDP facilities that are Military Service members, retired Military Service members, or spouses or same-sex domestic partners of Military Service members or retired Military Service members, and chaired by such a parent.
(2) The Board shall meet periodically with the staff of the program and the installation commander, Defense Agency Director, or DoD Field Activity Director to discuss problems and concerns. Board recommendations shall be forwarded to the installation commander Defense Agency Director, or DoD Field Activity Director review and disposition. These recommendations are reviewed during the DoD certification inspection.
| (3) The Board shall coordinate a parent participation program with CDP staff to ensure parents are involved in CDP planning and evaluation. In accordance with Reference (f), parents participating in such program may be eligible for child care fees at a rate lower than the rate that otherwise applies. | Staff members solicit and incorporate parent's knowledge about their children into ongoing assessment and planning. | ||
| Guidance: Check child portfolios for information received from parents. See if there is evidence on parent conference forms. DA Form 5224-R or similar form is used to solicit information about the child. | AR 608-10, , 5–4. |
DoDI 6060.2, E3.1.7. General Policy DoDI 6060.4, E4.11.
| C.1.a.10 | 8.A.07 | Parent conferences are held at least once per year and at other times, as needed, to discuss children's progress, accomplishments, and difficulties at home and at the program. | ||||
| Guidance: Army regulation requires two parent conferences. Documentation must be provided if parents refuse an annual conference. The primary caregiver/provider conducts the parent conferences. | AR 608-10, Chapter 5, 5–4. | |||||
| C.2 | P.L. 104 - 106—FEB. 10, 1996, | |||||
| Section 1797. Early childhood education program | The Secretary of Defense shall require that all military child development centers meet standards of operation necessary for accreditation by an appropriate national early childhood programs accrediting body. | LEARNING ACTIVITIES AND INTERACTIONS WITH CHILDREN | ||||
| C.2.a | DoDI 6060.02 (DRAFT), 4. POLICY. | e. Promote the cognitive, social, emotional, cultural, language and physical development of children through programs and services that recognize differences in children and encourage self-confidence, curiosity, creativity, self-discipline, and resiliency. | The program establishes guidance to govern staff and child/youth interactions | AR 608-10, 3–13. | ||
| Intent: To foster positive relationships between staff and children. | ||||||
| C.2.a.2 | Staff/Providers are engaged with children/youth, model appropriate behavior and frequently interact with them in a friendly, positive, and courteous manner. | |||||
| Guidance: Observe staff/providers. Staff speak to children in a friendly, positive, and courteous manner. Staff model professional behavior in regards to appearance, communication, actions. Interactions between staff and children/youth are frequent and promote children’s/youth's self esteem, self confidence, and positive feelings towards learning. | DoDI 6060.4 E4.2.2 |
AR 608-10, , 3–12; , 3–13.b.
| C.2.a.3 | 1.B.01 | Staff/Providers recognize and respond to individual differences to enhance children’s/youth's learning and development using a variety of methods/techniques. | |
| Guidance: Observe staff interactions responding to individual differences in children and youth. Various methods/techniques include small group, large group, individual. | DoDI 6060.2 4.6.2 |
DoDI 6060.4 E4.10.1.5
| C.2.a.4 | Staff in conjunction with children/youth set appropriate limits to guide the behavior of children/youth. | ||
| Guidance: Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom rules, plans, and activities. Practices for meeting this criterion could include labeling and discussing classroom rules and schedules or offering children choices in selecting areas or materials in which to play. Applies to preschool children and older. | DoDI 6060.4 E4.10.1.3 | ||
| C.2.b | 3.E.04 | There is a DoD Component approved curriculum/program that is based on knowledge of child and youth development and learning. The Army's approved curriculum for CDC and FCC is Teaching Strategies Gold. | AR 608-10, C–124. Compliance item 1. (b) AR 608-10, C–6. Compliance item 5. |
| Intent: To ensure activities are age appropriate and meet children's/youth's developmental, social, physical and educational needs. | |||
| C.2.b.1 | Children have varied opportunities to develop emotional competence. | ||
| Guidance: During observation, look for ways teachers recognize and name the children's own and other's feelings. For infants, evidence includes teachers who recognize and name babies’ feelings. Look for ways children learn the skills needed to regulate their emotions, behavior and attention. Evidence includes children who are not “in trouble” when they get upset, break rules or are unfocused. Rather, children who are given help to calm down, talk about the rules and become more focused. For infants, consider emotion only, for example, if children are helped to calm down. | DoDI 6060.2 E2.1.8 | ||
| C.2.b.2 | Children have varied opportunities to develop social competence. | ||
| Guidance: Look for opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery. For infants, evidence includes signs of engagement and curiosity. Also for toddlers and older, look for opportunities to develop skills for entering into social groups, developing friendships, learning to help, and other pro-social behavior. Evidence includes schedules that include multiple groupings and clean up times, and for environments that provide for small (2 children) and larger groupings. | DoDI 6060.2 E2.1.10 | ||
| C.2.b.3 | Children have the opportunities to have multiple opportunities to develop fine-motor skills. | ||
| Guidance: For infants/toddlers look for evidence of children acting on their environments using their hands and fingers in a variety of age-appropriate ways. | DoDI 6060.2 E2.1.8 |
AR 608-10 C-135; C-238
| C.2.b.4 | 2.A.10 | Children are provided moderate to vigorous physical activity each day to include outdoors when weather permits. | |
| Guidance: Large motor experiences may include indoor and outdoor opportunities. For toddlers and preschoolers, look for opportunities which stimulate a variety of skills; enhance sensory-motor integration; develop controlled movement (balance, strength, coordination); enable children with varying abilities to have large-motor experiences similar to those of their peers; range from familiar to new and challenging. Look for evidence of movable or temporary large motor opportunities (e.g., traffic cone bike courses, impromptu obstacle courses, sprinklers to run through in the summer) in addition to regular (e.g., bikes) and/or stationary (e.g., climbers) equipment. | DoDI 6060.2 4.6 |
DoDI 6060.3 4.2.2 DoDI 6060.4 E2.1.32
| C.2.b.5 | Children are provided with opportunities to develop competence in verbal and non-verbal communication and develop vocabulary. | |
| Guidance: For infants and toddlers, the development of competence includes adults’ narration of things and events. Look for evidence of children responding to questions (toddlers and older), communicating needs, thoughts and experiences, describing things and events. Evidence includes children’s access to age-appropriate books and field trips or other experiences with follow-up activities that explore what was seen, for example, exploring leaves collected or worms observed in the play yard or on a neighborhood walk, trips to see (or visits from) farm and zoo animals, or visits with community service workers such as police or fire fighters. Other evidence might include dictated stories and documentation boards about children’s experiences. | DoDI 6060.2 E2.1.10 |
AR 608-10 5-19
| C.2.b.6 | Children have varied opportunities to experience literacy through songs, rhymes, routine games, books and for toddlers and older experience with print. For preschool and older, children have multiple and varied opportunities to write. | |
| Guidance: For infants and toddlers, evidence must be of each type of book listed (picture books, wordless books and books with rhymes) must be seen. “Wordless” books include books with few words in which information or narrative is conveyed primarily through imagery. Evidence could also include individualized play that includes simple rhymes, songs and interactive games as well as access to durable books that enable children’s independent exploration. For toddlers and older books, songs, etc. should be linked to concrete objects and direct experiences in the home or learning environment. For toddlers and older, They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom/home. | DoDI 6060.2 4.6 |
AR 608-10 4-23
| C.2.b.7 | Children have the opportunity to learn math, and science concepts. | |
| Guidance: Infants and toddlers have opportunity to use language, gestures, and materials to convey mathematical concepts such as more and less and big and small, see and touch different shapes, sizes, colors, and patterns, build number awareness, using objects in the environment, and read books that include counting and shapes. For toddlers and older, look for opportunities and materials to build an understanding of numbers, number names, and their relationship to object quantities and to symbols; and to categorize by one or two attributes such as shape, size, and color (e.g. manipulative materials such as counting bears, sea shells lesson plans, curriculum webs, photographs, sorting bins, and classroom graphs or charts). For infants and toddlers, look for opportunities to use their senses to learn about objects in the environment, discover that they can make things happen and solve simple problems. For preschoolers and older, opportunities to encourage them to use the five senses to observe, explore, and experiment with scientific phenomena (3 of 5 senses should be observed). | DoDI 6060.2 4.6 |
AR 608-10 4-23
| C.2.b.8 | Children are offered opportunities that foster positive identity and an emerging sense of self and others; and to become a part of the classroom/home community so that each child feels accepted and gains a sense of belonging. | |
| Guidance: Evidence may include self portraits, family pictures, “all about me” books/activities, dramatic play props that reflect the cultural backgrounds of the children, displays/posters celebrating differences, etc. For infants look for mirrors and opportunities for self exploration. It could also include team/group activities, job/responsibility charts, books and props that are reflective of the community, i.e.: post office, grocery store, fire department, etc. For toddlers and older, evidence includes such things as lesson plans, job/responsibility charts, names on displays/artwork, activities that provide opportunities for all children to participate fully. Children have opportunities to provide input to determine materials, themes, and/or activities in the classroom/home. | DoDI 6060.2 4.6.2 |
AR 608-10 4-22
| C.2.b.9 | Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society. | ||
| Guidance: Gender diversity evidence may include men and women in nontraditional roles. For example, men and women are equally capable. Non-stereotypical evidence may include, but is not limited to, conversations and materials that demonstrate older and younger people doing the same jobs and/or a variety of jobs (e.g., not all old people are grandparents), photographs, stories about younger/older siblings or class books that describe events/ projects that the class has attended at local elementary or high schools. Language diversity can include bilingual labels in the classroom, bilingual communication, multilingual music selections, and use of sign language. Diversity in ability refers to range of ability, including but not limited to disability. Met if at least one example of each type of diversity (gender, age, language, abilities) is seen during observation or in written evidence. | AR 608-10 4-23 | ||
| C.2.b.10 | DoDI 6060.02 (DRAFT), ENCLOSURE 3, |
Section 3. ADMINISTRATION, FUNDING, AND OVERSIGHT OF MILITARY-OPERATED CDPs;
Table 1 i. Programming and Standards of Operation. All CDPs shall establish a planned program of developmentally appropriate activities, and adhere to the standards of operation outlined in Tables 1 and 2 of Enclosure 3.
Table 1, Section F. Learning Activities and Interaction with Children
| There is a DoD Component-approved curriculum that supports school readiness. It is based on knowledge of child and youth development and learning, and assessment of individual needs and interests. | Screen time and passive media is developmentally appropriate and available for time appropriate to the age of children/youth. | |
| Guidance: Media viewing and computer use is not appropriate for children younger than 2 years. |
Television is limited to developmentally appropriate programs. Children always given alternative to watching television. For CDC/FCC: Television viewing not exceed one hour for each five hours children are in care. For FCC homes, ensure infants and toddlers have alternative to television viewing.
Ensure program provided media sources are following national ESRB ratings (i.e. General audience, PG 13, etc.) AR 608-10 C-139; C-240 DoDI 6060.4 E3.1.2.14
| C.2.b.11 | 2.H.01 | There are developmentally appropriate activities that promote healthy eating. | |
| Guidance: Cooking and gardening, for example. Does not have to be seen on a daily basis. Looking for evidence of promoting healthy eating. Should see a balance. Could be evident in activity areas in dramatic play/drama, science, and computer programs. Interview trainer for activities that promote healthy eating in last quarter. | DoDI 6060.2 4.6.1 |
DoDI 6060.3 E2.1.25 DoDI 6060.4 E4.13.1
| C.2.b.12 | 2.C.03-2.c.04 | The schedule provides children learning opportunities, experiences, and projects that extend over the course of several days and incorporates time for play, creative expression, large group, small group, child-initiated activity. Infants follow individual schedule. | |||
| Guidance: The schedule includes indoor/outdoor time, quiet and active, child/youth selected/adult initiated, routines/transitions, use of learning areas. Children who are awake are provided alternative activities during rest time. Play is characterized by children's active engagement and enjoyment and their ability to determine how the activity is carried out. Providers are expected to encourage and facilitate active play involving physical movement as well as pretend or dramatic play. Children are expected to have opportunities to play individually and with peers. Evidence could include a written schedule or, if these things occur during an observation credit is given. | AR 608-10 C-238; C-134 | ||||
| C.2.b.13 | Planned activities are implemented/executed as outlined on the daily activity plan. | ||||
| Guidance: Staff are following daily activity plan. Activities are planned, prepared and implemented as shown on the daily activity plan. Observe implementation. | DoDI 6060.2, E8 DoD FCC, VI. AR 608-10, C–135. Compliance item 12 | ||||
| C.2.b.14 | 2.K.01 | CDC/FCC: Staff/providers conduct smooth and unregimented transitions between activities. SAC: Program routines facilitate smooth transitions when it is necessary for children to move as a group. | |||
| Guidance: Staff are flexible to adjust in changing planned or routine activities. Infants and toddlers are not expected to function as a large group. | AR 608-10 C-25; C-125; C-126, C-135; C-136; C-242 | ||||
| C.2.b.15 | 2.A.03 | Staff/providers regularly observe children and record children's individual strengths, interests and needs. | |||
| Guidance: Observe written observations of children in portfolios. Can be hard copy portfolios in program or on-line with Creative Curriculum Gold. | AR 608-10 3-12 | ||||
| C.2.b.16 | 3.F.01 | Staff/providers set goals for each child and plan appropriate learning activities. Goals are set for each individual child based on the child's needs/interests. | |||
| Guidance: Goals are set for each child based on children's need and/or interests, parental observations/requests, or areas of development not yet observed. Observe in activity plans and portfolios. Look for at least one activity per child enrolled during the week which can be seen with the child's initials on the activity plan or on a separate sheet behind the activity plan. Hourly care is except from individualized planning requirement. | AR 608-10 5-19 | ||||
| C.2.b.17 | DoDI 6060.02 (DRAFT), Table 1 | ||||
| 10. CDC AND SAC STANDARDS OF OPERATION, FCC STANDARDS OF OPERATION, AND THE ERIS | F. Learning Activities and Interaction with Children | ||||
| Program materials are in good condition, sufficient for the number of children in the program, developmentally appropriate for the age of the children, and appropriate to the activities offered. | The indoor space is designed and arranged to accommodate children/youth individually, in small groups, and in large groups and divided into interest areas/activity spaces. | ||||
| Guidance: Observe activity areas to ensure there is space for an individual child, small group areas and for large groups. | AR 608-10 5-24 | ||||
| C.2.c | 9.B.01 | There are a variety of developmentally appropriate materials and equipment. | DoDI 6060.2, E8 |
AR 608-10, 6–31.
AR 608-10, 6–6.
AR 608-10, C–225. Compliance item 2
| Intent: To ensure programs provide sufficient and varied age appropriate materials, software and supplies to support changes in children's/youth's growth and development. | |||
| C.2.c.1 | A variety of age- and developmentally appropriate materials and equipment are available indoors and outdoors for children throughout the day. | ||
| 9.A.03 | Guidance: Equipment may include dramatic play equipment, sensory materials (such as sand, water, play dough, paint and blocks), materials that support curriculum goals and objectives in literacy, math science and social studies and other content areas and gross motor equipment. There is a variety of equipment for running, climbing, balancing, riding, jumping, or swinging and individual play. For infants and toddlers, look for books, photos, baby dolls, toy animals, sorting/stacking toys. Review the indoor and outdoor environments and look for a schedule that identifies when children have access to materials. Some combinations of each type of equipment are needed indoors and outdoors, but not all are needed both indoors and outdoors. For infants and toddlers, look for an environment that allows them to move freely and achieve mastery of their bodies through self-initiated movement. For preschool and older, have access to books and writing materials throughout the classroom/home. | DoDI 6060.2 E3.3.1 |
DoDI 6060.4 E3.1.3.1
AR 608-10 3-13
| C.2.c.2 | Materials and equipment are safe and in good repair. | ||
| 9.A.07 | Guidance: Flat balls, broken equipment, no storage for materials. Look for missing game pieces, torn books, inoperable materials etc. | DoDI 6060.2 Encl 8 SS1 |
DoDI 6060.4 E4.7.5
AR 608-10 4-21
| C.2.c.3 | There are sufficient accessible toys/equipment and materials for the number of children/youth in the program and stored appropriately (i.e. open shelves or easily reached by children) unless demonstrated need to have inaccessible. Program materials and equipment are well organized. | |||||
| DoDI 6060.02 (DRAFT), Table 1 | ||||||
| 10. CDC AND SAC STANDARDS OF OPERATION, FCC STANDARDS OF OPERATION, AND THE ERIS | F. Learning Activities and Interaction with Children | |||||
| The daily schedule provides a balance of activities in consideration of the child’s daily routine and experience. | Guidance: Observe activity/interest areas and ensure sufficient toys and materials for number of children in classroom. In toddler rooms, for example, ensure duplicates of popular toys. The manipulative, puzzles, and other materials needed by children should be on open shelves/easily accessible to the children. Providers rotate and adapt materials and equipment to promote learning and children's play. | AR 608-10 4-21 | ||||
| C.2.c.4 | Furnishings and equipment are sized appropriately for children/youth. | |||||
| 2.A.07 | Guidance: Observe children using tables and chairs and ensure feet touch floor and elbows reach the table. For FCC, home furniture may be adapted for younger children to meet standard. | DoDI 6060.3 4.2 |
AR 608-10 5-22
| C.2.c.5 | The facility includes soft elements that help create a home-like environment. | ||
| 3.D.09 | Guidance: Items should include large pillows and comfortable home like couches and chairs. Due to suffocation possibility, infant areas do not have pillows. | AR 608-10 5-20d |
&LCY15 Training FCC MDTI Checklist&CPage &P of &N&RVersion 1 2/24/14
CDC Training
| CY15 TRAINING CHILD DEVELOPMENT CENTER (CDC) CHILD, YOUTH & SCHOOL (CYS) SERVICES MULTI-DISCIPLINARY TEAM (MDTI) CRITERIA | |||||||
| CRITERIA NUMBER | CDC CRITERIA CDC NAME/BLDG #________________________ DATE INSPECTED_____________ INSPECTOR________________ | MET | NOT MET | N/A | NOT OBS. | ||
| A. | GENERAL MANAGEMENT | PUBLIC LAW 104–106—FEB. 10, 1996, § 1792. Child care employees | |||||
| A.2 | PUBLIC LAW 104–106—FEB. 10, 1996, § 1792. Child care employees | (a) REQUIRED TRAINING.—(1) The Secretary of Defense shall prescribe regulations implementing, a training program for child care employees. Those regulations shall apply uniformly among the military departments. Subject to paragraph (2), satisfactory completion of the training program shall be a condition of employment of any person as a child care employee. |
(2) Under those regulations, the Secretary shall require that each child care employee complete the training program not later than six months after the date on which the employee is employed as a child care employee.
(3) The training program established under this subsection shall cover, at a minimum, training in the following:
(A) Early childhood development.
(B) Activities and disciplinary techniques appropriate to children of different ages.
(C) Child abuse prevention and detection.
(D) Cardiopulmonary resuscitation and other emergency medical procedures.
(b) TRAINING AND CURRICULUM SPECIALISTS.—(1) The Secretary of Defense shall require that at least one employee at each military child development center be a specialist in training and curriculum development. The Secretary shall ensure that such employees have appropriate credentials and experience.
(2) The duties of such employees shall include the following:
(A) Special teaching activities at the center.
(B) Daily oversight and instruction of other child care employees at the center.
(C) Daily assistance in the preparation of lesson plans.
(D) Assistance in the center’s child abuse prevention and detection program.
(E) Advising the director of the center on the performance of other child care employees.
(c) COMPETITIVE RATES OF PAY—For the purpose of providing military child development centers with a qualified and stable civilian workforce, employees at a military installation who are directly involved in providing child care and are paid from no appropriated funds—
(1) in the case of entry-level employees, shall be paid at rates of pay competitive with the rates of pay paid to other entry-level employees at that installation who are drawn from the same labor pool; and
| (2) in the case of other employees, shall be paid at rates of pay substantially equivalent to the rates of pay paid to other employees at that installation with similar training, seniority, and experience. | PERSONNEL MANAGEMENT | ||||||
| A.2.a | MDTI/HQ | Collective Bargaining Agreement (See Antilles Consolid. Educ. Ass’n, 22 FLRA 235 (1986) | |||||
| Standard IDPs | Program establishes management policies for staff, contractors, and volunteers | PUBLIC LAW 104–106—FEB. 10, 1996, § 1792. Child care employees | |||||
| Intent: To ensure a qualified, well-informed, and stable workforce. | |||||||
| A.2.a.5 | 6.A.01- 6.A.12 | The program provides written information to personnel on professional development opportunities and encourages professional development. | |||||
| Guidance: Review annual training plan, quarterly reviews by trainer, other written documentation to ensure information is available to staff about professional development opportunities. Look for IMCOM Academy courses, credential classes and other professional development opportunities. | AR 215-3, Chapter 12 Employee Development |
DoDI 6060.2 E4.3. Staff Requirements DoDI 6060.4 E4.4.2. Staffing DoDI 6060.4 E4.5.7. Training A.2.b MDTI/HQ The program meets the requirements of Public Law 104-106 and DoD guidance for training all personnel (staff, FCC Providers, contractors and specified volunteers). DoDI 6060.02 (Draft), Enclosure 3, Procedures, Section 4, PERSONNEL. PUBLIC LAW 104–106—FEB. 10, 1996, § 1792. Child Care Employees.
| Intent: To provide initial and ongoing training to ensure a trained workforce. | |||
| A.2.b.1 | 6.A.03 | A Training & Curriculum/Program Specialist implements and tracks the training program. This includes being in the home/classroom/activity area 60-75% of their time. | |
| Guidance: Check IDPs and quarterly reviews for staff. Check CYMS to ensure training not delinquent. A plan for ensuring required training takes place on Annual training plan. Verify trainer in programs 60-75% of their time. | PUBLIC LAW 104–106—FEB. 10, 1996, § 1792. Child care employees |
DoDI 6060.02 (Draft), Enclosure 3, Procedures, Section 4, PERSONNEL. Section III Training, page 37, Figure 3–2 page 43, 3–18. Individual Education Plan (IDP)
| A.2.b.2 | (1) Training requirements for direct care personnel (excluding FCC providers) shall be linked to the DoD CDP Employee Wage Plan implemented in response to Reference (f), to include completion of the DoD-approved competency based training modules within DoD Component specified time frames. | 6.B.01 | A written training plan (IDP) is implemented to ensure management staff and specialists receive the required annual training related to the latest techniques and procedures in child care/youth, to include family advocacy programs, child abuse reporting procedures, program administration, conducting oversight of personnel, observation, and interviewing of potential staff. | |
| (2) All newly hired CDP direct care personnel and FCC providers shall complete 40 hours of orientation. Orientation shall begin prior to working with children, with the full 40 hours completed within the first 90 days of employment. Orientation completion shall be documented for each direct care personnel or FCC provider. Orientation includes: | Guidance: Review documentation to validate that the training was completed within the last 12 months. Minimum of 24 training hours annually. Must have Basic Management Course within first year of employment and General Supervisory Course for supervisors. | AR 608-10, Chapter 3 Program Management, Section III |
Training, 3–19.
DoDI 6060.3 E3.4.4. Staffing DoDI 6060.4 E4.5.6. Training
| Notes: Check 10% management/ specialist staff files. Minimum of 3 files in each program/facility | ||
| A.2.b.3 | N/A | A written training plan (IDP) is in place to ensure support staff (Admin Assistants, cooks, maintenance worker, etc.) receive the required annual training - i.e. family advocacy programs, child abuse identification, prevention and reporting procedures, center administration and/or management, parent involvement, |
and curriculum development (if applicable).
| Guidance: Review documentation to validate that the support staff training was completed within the last 12 months. Minimum of 24 hours annually. Run CYMS reports for training. | AR 608-10 3–18 - Individual Education Plan (IDP) e. Pg (38) Training will be recorded | ||
| Notes: Check 10% support staff files. Minimum of 3 files in each CDC. | |||
| A.2.b.4 | 6.A.03 | A written orientation plan is in place to ensure newly hired direct care staff complete position orientation, applicable regulations and installation policy, child abuse identification, reporting, and prevention, age-appropriate guidance and discipline, parent and family relations, and child health and safety prior to provision of care. | |
| Guidance: Review documentation to validate that the required training was completed within the first six months of employment or prior to direct care of children. Use CYMS training report for IDP. | AR 608-10, Chapter 3 Program Management, Section III Training, 3–17 |
DoDI 6060.2 E4.4.5.
DoDI 6060.4 E4.5.1. Training DoDI 6060.3 E3.4.4.
| Notes: Check 10% of staff onboard less than one year (minimum 3; maximum 15 files) | |||
| A.2.b.5 | 10.E.11 | A written training plan (IDP) is in place to ensure direct care staff/providers receive 24 hours, annually, of ongoing professional development. | |
| Guidance: Review documentation to validate that the training was completed within the last 12 months for employees/providers after 18 months of employment/providing care. | AR 608-10, 3–18; 5–8. |
DoDI 6060.2 E4.4.3.
| Notes: Check 10% of staff files for staff onboard over 18 months. | |||
| A.2.b.6 | N/A | A written training plan (IDP) is in place which outlines the requirements and timelines for the completion of the DoD-approved competency based training modules by direct care staff/FCC Provider during the first 18 months of employment. | |
| Guidance: Review files of direct care personnel who have been employed/providing care in the first 18 months. | AR 608-10, 3–18; 5–8. |
DoDI 6060.2 E4.4.
| Notes: Check 10% of staff files for direct care staff onboard less than 18 months. (minimum of 3, maximum of 15) | |||
| A.2.b.7 | 6.A.04 | A written training plan (IDP) is in place to ensure specified volunteers receive required orientation training prior to beginning volunteer services. | |
| Guidance: Review documentation to validate that the training was completed. | AR 608-10, 3–18; 5–8. |
DoDI 6060.2 E4.4.4
| A.2.b.8 | 6.A.04 | A written training plan is in place to ensure regularly scheduled volunteers receive required annual training. | |
| Guidance: Review documentation to validate that the training was completed. CYMS report is run. | AR 608-10,, 3–15. |
DoDI 6060.2 E4.5.5. Training DoDI 6060.3 E3.1.7. General Policy
| B | FACILITY, HEALTH, SAFETY AND RISK MANAGEMENT | ||||
| B.6 | NUTRITION AND FOOD SERVICE | ||||
| B.6.b | 5.A.14 | Meals and snacks promote interaction and minimize disease. | PUBLIC LAW 104-106 Section 1797 | ||
| Intent: To ensure safe and caring feeding practices for children/youth. | |||||
| B.6.b.2 | DoDI 6060.02 (DRAFT), | ||||
| 10. CDC AND SAC STANDARDS OF OPERATION, FCC STANDARDS OF OPERATION, AND THE ERIS | G. Nutrition and Food Service | ||||
| Meals and snacks are conducted using family-style dining. In SAC programs, snacks may be served buffet style. | Infants are held for bottle feeding. | ||||
| Guidance: Bottles are not propped. Infants are never put to sleep with a bottle. Babies who are developmentally able to hold their own bottles without assistance may use do so in a high chair. Bottles may not be propped. | DoDI 6060.2 Encl 8 HS11 |
AR 608-10 C-220 a(6)
| B,6.b.3 | 3.D.12 | Meals and snack are served family style. | |
| Guidance: Providers/staff sit and eat with children and engage them in conversation, model good manners, and encourage children to try new foods. Food is placed on the table and passed to each child according to abilities. | DoDI 6060.2 Encl 8 HS10 |
AR 608-10 C-221 a(4)
| B.6.b.4 | 3.D.12 | Children are encouraged to serve and feed themselves based on their abilities. Children assist with table setting and clean up as they are able. | |
| Guidance: Age-appropriate utensils are used to encourage self-service. Observe during mealtime to observe encouragement of self-help skills. Indicators might be helpers assisting with table setting and clearing off own dishes and utensils after meal. | DoDI 6060.2 Encl 8 HS9 |
AR 608-10 C-221 a(1)
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