Quality Rating 3: Daily Schedule or Lesson Plan

Requirements

Let’s look at the requirements for Developmentally Appropriate Practice: Implementation: DAP 6.3 (DAP 5.3 – School-Age Only).

Review the requirements for your program type.

Some terms may be unfamiliar to you. Select the hyperlinks for more information.

Child Care Center

DAP 6.3: Implementation

Domain-based activities are individualized to address developmental needs, informed by an IFSP or IEP (when provided), provide opportunities for whole group, small group and individual learning experiences, and include adequate time for transitions, literacy, and reading opportunities.

Documentation to submit: Daily Schedule and Lesson Plan (within the past 6 months)

Family Child Care

DAP 6.3: Implementation

Domain-based activities are individualized to address developmental needs, informed by an IFSP or IEP (when provided), provide opportunities for whole group, small group and individual learning experiences, and include adequate time for transitions, literacy, and reading opportunities.

Documentation to submit: Daily Schedule and Lesson Plan (within the past 6 months)

School-Age Only

DAP 5.3: Implementation

Daily schedule provides adequate access to a variety of activities related to the lesson plan and are individualized to address the developmental needs of each and every child and informed by the IEP, if provided.

Documentation to submit: Daily Schedule and Lesson Plan (within the past 6 months)

Key Terms

Domain-based activities

Activities that encourage development and learning in different areas including: Social Foundations, Language and Literacy, Mathematics, Science, Social Studies, Physical Well-being and Motor Development, and Fine Arts.

Individualized

Your schedule shows how you include the different interests, backgrounds, needs, culture, and language of children in your program.

IFSP

A written plan developed by a team that describes the unique strengths and needs of an infant or toddler (birth to age 2) with developmental delays.  The plan outlines specific supports the child and family need to be successful in natural environments (home, community, child care settings). The team includes: parents, care providers, educators, service coordinators, and other professionals (early intervention specialists, therapists).

IEP

A written plan developed by a team that describes the unique strengths and needs of a child with disabilities (ages 3 – 21).  The plan outlines specific supports the child needs to achieve specific goals. The team includes: parents, care providers, educators, service coordinators, and other professionals (special educators, school district representatives, therapists).

Whole group, small group, and individual learning experiences

Children benefit from opportunities to learn in a variety of group settings including working with all other children in the program, in small groups around targeted interests or concepts, and one-on-one with an adult.

Transitions

Transitions allow children time to wrap up one activity and move to the next activity. Quality programs build in routines that signal children that a transition is coming and allow children enough time to prepare for and move between activities.

Literacy and reading opportunities

Early literacy begins at birth with the first words, songs, and interactions a newborn has with others. Reading to all children builds on these early literacy skills and helps children gain important skills needed for learning to read on their own.