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["Quality Improvement Action Plan"]
["Goals ","Quality improvement planning supports program leaders to:\n*Offer high quality child care consistent with the program's philosophy statement\n *Become aware of and utilize the benefits and resources of STARS to Quality  \n*Develop and increase the use of on-going quality improvement skills, which empower thoughtful, independent leadership program-wide\n*Set goals, to achieve STARS standards and increase assessment scores\n*Create attainable actions steps to maintain or advance through the STAR levels\n*Fully understand STARS criteria and provide convincing evidence of implementation  \n*Thoughtfully use STARS incentive dollars to implement continuous quality improvement "]
["Steps for completion "]
["Steps ","Directions "]
["Using the QIP Worksheet Tabs "]
[1,"Enter the subscale and overall score for the your most recent STARS assessments in the STARS Assessment Scores tab.  You may wish to enter previous scores.  "]
[2,"Assessments which fall below the required thresholds, must be addressed in the QIP Action Plan.  To do so, move required assessment subscales or item/s to the QIP Action Plan and briefly explain the approach towards addressing the subscale score.  "]
[3,"Select the STARS standard/s of most importance to your program's quality improvement, from the STARS Standards tab, as a possible annual goal/s.  You can focus on any standards from the worksheet and may select a goal not found on the STARS Standard Worksheet.  "]
[4,"Move standards to the QIP Action Plan tab.  Add or remove rows as needed.  "]
[5,"Prioritize and rank the goals (first, second, third, and so on)."]
["Completing QIP Action Plan"]
[6,"Select your first goal/s of focus from either the Required Assessment or Annual goals sections.  Copy the cell and paste next to the heading Goal, in the QIP Action plan.  "]
[7,"Think carefully or discuss the steps needed to achieve the goal.  "]
[8,"Make a note to describe what it will look like when the goal is met.    "]
[9,"Indicate the materials or resources which might be needed to complete the step"]
[10,"Estimate when the step will be completed. "]
[11,"Identify the responsible person who will ensure the completion of the goal"]
[12,"Lastly, record the date the action step is completed and celebrate your progress.  "]
["Set up on-going improvement"]
[null,"To keep the improvement cycle moving, revisit the action plan each month to document the completion of action steps and add new action steps.  Your STARS consultant will regularly ask to see and discuss your action plan.  They will be a great resource to support the QIP process and help build your skills to facilitate continuous improvement in your program.   "]
["Build a team"]
[null,"Where it is possible, it is helpful to have a team to work through the quality improvement planning.  The team members could include leadership, teachers, parents, community members, etc..  CCR&R agency staff (consultant, coach, family engagement coordinator) can initially support the QIP process, but are not considered on-going or active team members.   "]

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[]
["STARS to Quality\nAssessments ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ",null,null,null,null,null,null,"STARS to Quality\nAssessments ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment "]
[]
[null,"Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level",null,null,null,null,null,null,null,"Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level","Current\nSTAR Level"]
[]
[null,"Self-Assessment Scores","Baseline Scores ","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores",null,null,null,null,null,null,null,"Self-Assessment Scores","Baseline Scores ","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores","Annual Scores"]
["FCCERS-R Subscale: ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"FCCERS-3 Subscale: ",{"$f":"_xlfn.IFS(AC5=3,3.5,AC5=4,4.5,AC5=5,5.5,AC5=2,2.5,AC5=1,1.5)","v":{"$error":"#N/A"}},{"$f":"_xlfn.IFS(AD5=3,3.5,AD5=4,4.5,AD5=5,5.5,AD5=2,2.5,AD5=1,1.5)","v":{"$error":"#N/A"}},{"$error":"#N/A"},{"$error":"#N/A"},{"$error":"#N/A"},{"$error":"#N/A"},{"$error":"#N/A"},{"$error":"#N/A"},{"$error":"#N/A"},{"$error":"#N/A"},{"$error":"#N/A"},{"$error":"#N/A"},{"$error":"#N/A"},{"$error":"#N/A"},{"$error":"#N/A"},{"$error":"#N/A"},{"$error":"#N/A"}]
["FCCERS-R Subscale: Space and Furnishings 1-6",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"FCCERS Subscale: Space and Furnishings 1-4"]
["FCCERS-R Subscale: Personal Care Routines 7-12",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null," ","FCCERS Subscale: Personal Care Routines 5-8"]
["FCCERS-R Subscale: Listening and Talking 13-15",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"FCCERS Subscale: Language and Books 9-14"]
["FCCERS-R Subscale: Activities 16-26",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"FCCERS Subscale:  Activities 15-24"]
["FCCERS-R Subscale: Interaction 27-30",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"FCCERS Subscale: Interaction 25-30"]
["FCCERS-R Subscale: Program Structure 31-34",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"FCCERS Subscale: Program Structure 31-33"]
["FCCERS-R Overall Score ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"FCCERS Overall Score "]
[null,"Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ",null,null,null,null,null,null,null,"Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment ","Date of Assessment "]
["Business Administration Scale Scores\n(by item)",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Business Administration Scale Scores (by item)"]
["BAS Item - Qualifications and Professional Development",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"BAS Item - Qualifications and Professional Development"]
["BAS Item - Income and Benefits",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"BAS Item - Income and Benefits"]
["BAS Item - Work Environment ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"BAS Item - Work Environment "]
["BAS Item - Fiscal Management ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"BAS Item - Fiscal Management "]
["BAS Item - Recordkeeping ",null,null,null," ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"BAS Item - Recordkeeping "]
["BAS Item - Risk Management",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"BAS Item - Risk Management"]
["BAS Item - Provider-Family Communication ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"BAS Item - Provider-Family Communication "]
["BAS Item - Family Support and Engagement",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"BAS Item - Family Support and Engagement "]
["BAS Item - Marketing and Community Relations ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"BAS Item - Marketing and Community Relations "]
["BAS Item - Provider as Employer",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"BAS Item - Provider as Employer"]
["Total BAS Score - ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"Total BAS Score - "]
[]
["Notes:"]
["STAR Level 3 - (FCCERS-R/BAS) Programs are required to move any subcale with a score below a 3.0 to the QIP Action plan.   If it is not within the program's power to improve the score, they must write a brief explanation.   ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"STAR Level 3 - (FCCERS-3) Programs are required to move any subcale with a score below a 3.5 to the QIP Action plan.   If it is not within the program's power to improve the score, they must write a brief explanation.   "]
["STAR Level 4 - (FCCERS-R/BAS) Programs are required to move any subcale with a score below a 4.0 to the QIP Action plan.   If it is not within the program's power to improve the score, they must write a brief explanation.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"STAR Level 4 - (FCCERS-3) Programs are required to move any subcale with a score below a 4.5 to the QIP Action plan.   If it is not within the program's power to improve the score, they must write a brief explanation."]
["STAR Level 5 - (FCCERS-R/BAS) Programs are required to move any subcale with a score below a 5.0 to the QIP Action plan.   If it is not within the program's power to improve the score, they must write a brief explanation.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"STAR Level 5 - (FCCERS-3) Programs are required to move any subcale with a score below a 5.0 to the QIP Action plan.   If it is not within the program's power to improve the score, they must write a brief explanation."]
["STAR Level 3 - (BAS) Programs are required to move any subcale with a score below a 3.0 to the QIP Action plan.   If it is not within the program's power to improve the score, they must write a brief explanation.   ",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"STAR Level 3 - (BAS) Programs are required to move any subcale with a score below a 3.0 to the QIP Action plan.   If it is not within the program's power to improve the score, they must write a brief explanation.   "]
["STAR Level 4 - (BAS) Programs are required to move any subcale with a score below a 4.0 to the QIP Action plan.   If it is not within the program's power to improve the score, they must write a brief explanation.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"STAR Level 4 - (BAS) Programs are required to move any subcale with a score below a 4.0 to the QIP Action plan.   If it is not within the program's power to improve the score, they must write a brief explanation."]
["STAR Level 5 - (BAS) Programs are required to move any subcale with a score below a 5.0 to the QIP Action plan.   If it is not within the program's power to improve the score, they must write a brief explanation.",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"STAR Level 5 - (BAS) Programs are required to move any subcale with a score below a 5.0 to the QIP Action plan.   If it is not within the program's power to improve the score, they must write a brief explanation."]

{"sheet":"STARS Standard Worksheet","index":2,"n_rows":65,"n_cols":7,"rows_kept":65,"cut":false,"hidden":false,"merged":[[0,0,0,3]]}
["STARS to Quality Standards STAR Levels 1-5\nStandards Worksheet for QIP"]
["STAR Level 1\nStandards   ","Not a standard of focus at this time","Possible Goal    ","Notes: (not required, list possible supports or resources, identify what portion of the standard, etc.) ","Please note: This worksheet is meant to guide you in setting program goals. Goals may be set even for Standards that are met, or that are being worked towards at a higher level. For example: You may have met the Food Safety training requirement at STAR 1, but your program goal is to have backup food staff. This would be a goal based on a standard that can be indicated on the QIP Action Plan. "]
["COST OF CARE:\nThe Cost of Care tab within the Budget has been completed and either uploaded as evidence, or the monthly and annual cost of care amounts have been entered in evidence.",null,null,null,null,null," "]
["QUALITY IMPROVEMENT ACTION PLAN:\nProgram has completed the QIP Action Plan and has uploaded the QIP Action Plan into evidence."]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nSTARS to Quality Essentials training - Director has completed, or has a current training plan, All teaching staff have completed, or have current training plans"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nBusiness Administration Scale (BAS) training - Director has completed OR other individual assigned has completed and this will be noted in the evidence, or a current training plan is in place"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nEnvironment Rating Scale (ERS) training - Director has completed OR other individual assigned has completed and this will be noted in the evidence, or a current training plan is in place"]
["EDUCATION, QUALIFICATIONS, AND TRAINING: \nFood Safety Training - Direct food service staff have completed an approved training, or have a current training plan"]
["FAMILY/COMMUNITY PARTNERSHIPS:\nProgram’s enrollment includes 10% children with high needs, site updated in the Classrooms tab within past 3 months."]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nDaily health checks occur and are documented"]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nEnvironment Rating Scale(s) Self-Assessment is complete and QIP is developed from scores (enter scores in the STARS Assessment Scores tab)"]
["LEADERSHIP & PROGRAM MANAGEMENT:\nProgram profile, including Program Info and Classrooms tabs, is complete and has been updated within past 3 months."]
["LEADERSHIP & PROGRAM MANAGEMENT:\nProgram profile, including Program Info and Classrooms tabs, is complete and has been updated within past 3 months. (Family/Group programs must enter a minimun of 1 classroom)"]
["Business Administration Scale Self-Assessment is complete and QIP developed from scores"]
["STAR Level 2\nStandards",null,"Possible Goal ","Comments: "]
["BUDGET/COST OF CARE/QUALITY IMPROVEMENT ACTION PLAN:\nProgram has completed and uploaded these documents as evidence."]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nPractitioner Registry - Director is current at Level 2 or higher"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nDirector and teaching staff have written Professional Development plans linked to the Knowledge Base"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nIntroduction to the Pyramid Model training - Director has completed, or has a current training plan, All teaching staff have completed, or have current training plans"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nBlended Pyramid Model Module 1 - Director has completed, or has a current training plan, All teaching staff have completed, or have current training plans"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nOral Health Training - All Lead Teachers have completed or have current training plans",null,null,null,null,null," "]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nMT Medication Administration II training - Director has completed, or has a current training plan, All teaching staff have completed, or have current training plans (MT Medication Administration I training is a pre-requisite and must be completed prior to completing Medication Administration II training)"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nIntroduction to MT Early Learning Standards training - Director has completed, or has a current training plan, All teaching staff have completed, or have current training plans"]
["FAMILY/COMMUNITY PARTNERSHIPS:\nWritten enrollment process is in place for families",null,null,null,null," "]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nProgram is participating or has applied to participate in MT CACFP - If the program was ineligible previously due to enrollment, they must reapply again prior to STAR level submission with updated information. If the program is ineligible due to space, they do not need to reapply annually."]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nProgram has at least 1 person in charge of food service/meal coordination"]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nIf the program is not eligible for CACFP, the following criteria are being met:\no Menus are posted\no Adults, including program staff and visitors, participate in family style meal service with the children that is developmentally appropriate for the children in care.\no Division of Responsibility in Feeding is being adhered to\no Special Dietary Needs Statement and Protected Health Information form is completed when necessary"]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nProgram has an appropriate plan for moving children within the program, when applicable."]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nProgram has a written staffing plan in place, if applicable, which addresses: (Continuity of care, Plan for substitute staff situations, Appropriate adult to child ratios, Appropriate group size, Children benefitting from primary caregivers)"]
["STAR Level 3\nStandards",null,"Possible Goal ","Comments: "]
["BUDGET/COST OF CARE/QUALITY IMPROVEMENT ACTION PLAN:\nProgram has completed and uploaded these documents as evidence."]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nPractitioner Registry - Director is current at Level 3 or higher, All teaching staff are current AND at least 50% are current at Level 2 or higher"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nCertified Infant Toddler Caregiver Course - Director enrolled in or has completed, or current training plan is in place, Teachers enrolled in or have completed, or have current training plans"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nCertified Preschool Teacher Course - Director enrolled in or has completed, or current training plan is in place, or Level 4 or higher on the Practitioner Registry, Teachers enrolled in or have completed, or have current training plans, or Level 4 or higher on the Practitioner Registry"]
["EDUCATION, QUALIFICATIONS, AND TRAINING: \nMT Blended Pyramid Model Module 2 training - Director has completed, or has a current training plan, Teaching staff have completed, or have current training plans"]
["EDUCATION, QUALIFICATIONS, AND TRAINING: \nDevelopmental Screening (effective 1/1/2021) - Director has completed, or has a current training plan, Teaching staff have completed, or have current training plans"]
["FAMILY/COMMUNITY PARTNERSHIPS:\nProgram provides families with community resources"]
["FAMILY/COMMUNITY PARTNERSHIPS:\nProgram supports children and families while transitioning in and out of care to other educational settings"]
["FAMILY/COMMUNITY PARTNERSHIPS:\nProgram provides opportunities for family involvement"]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nProgram has received formal ERS assessment and has met required scores. The QIPAction Plan reflects these scores. (enter scores in the STARS Assessment Scores tab)"]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nProgram has communicated with families using the Positive Solutions for Families brochure"]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nProgram has a written curriculum plan aligned with MELS and DAP"]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nProgram uses observations to inform curriculum, environment, and individualization "]
["LEADERSHIP & PROGRAM MANAGEMENT:\nProgram has received formal BAS assessment and has met required scores. The QIP Action Plan reflects these scores. (enter scores in the STARS Assessment Scores tab)"]
["STAR Level 4\nStandards",null,"Possible Goal ","Comments: "]
["BUDGET/COST OF CARE/QUALITY IMPROVEMENT ACTION PLAN:\nProgram has completed and uploaded these documents as evidence."]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nPractitioner Registry - Director is current at Level 4 or higher, All teaching staff are current AND at least 50% are current at Level 2 or higher AND at least 25% are current at Level 3 or higher"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nInclusion I course - Director is enrolled in or has completed, or current training plan is in place, or is Level 6 or higher on the Practitioner Registry, Teachers are enrolled in or have completed, or have current training plans, or are Level 6 or higher on the Practitioner Registry"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nPyramid Model Module 3 Overview training - Any staff not completing full MT Blended Pyramid Model Module 3 training have completed, or have current training plans"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nMT Blended Pyramid Model Module 3 training - Identified staff, including the Director, have completed (Identified staff must be noted in evidence of checklist), or current training plan is in place"]
["FAMILY/COMMUNITY PARTNERSHIPS:\nProgram’s enrollment includes 15% children with high needs, updated within past 3 months in the\nClassrooms tab."]
["FAMILY/COMMUNITY PARTNERSHIPS:\nProgram offers annual conferences to families"]
["FAMILY/COMMUNITY PARTNERSHIPS:\nProgram offers opportunities for exchange of information with families",null,null,null,null," "]
["FAMILY/COMMUNITY PARTNERSHIPS:\nProgram has a process and policies in place & is offering developmental screening at the chosen tool's recommended intervals for all children enrolled."]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nProgram has received formal ERS assessment and has met required scores. The QIP Action Plan reflects these scores.  (enter scores in the STARS Assessment Scores tab)"]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nProgram offers the 30-minute Introduction to the Pyramid Model video to families"]
["LEADERSHIP & PROGRAM MANAGEMENT:\nProgram has received formal BAS assessment and has met required scores. The QIP Action Plan reflects these scores. (enter scores in the STARS Assessment Scores tab) "]
["STAR Level 5\nStandards",null,"Possible Goal ","Comments: "]
["Program is currently NAFCC Accredited"]
["BUDGET/COST OF CARE/QUALITY IMPROVEMENT ACTION PLAN:\nProgram has completed and uploaded these documents as evidence."]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nPractitioner Registry - Director is current at Level 5 or higher"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nInclusion II course - Director is enrolled in or has completed, or current training plan is in place, or is Level 6 or higher on the Practitioner Registry, Teachers are enrolled in or have completed, or have current training plans, or are Level 6 or higher on the Practitioner Registry"]
["EDUCATION, QUALIFICATIONS, AND TRAINING:\nBuilding Skills and Safe Places Course - Director has completed, or a current training plan is in place, Teachers have completed, or have current training plans"]
["HIGH QUALITY SUPPORTIVE ENVIRONMENTS:\nProgram has received formal ERS assessment and has met required scores, The QIP Action Plan reflects these scores. (enter scores in the STARS Assessment Scores tab) "]
["LEADERSHIP & PROGRAM MANAGEMENT:\nProgram has received formal BAS assessment and has met required scores. The QIP Action Plan reflects these scores.  (enter scores in the STARS Assessment Scores tab) "]

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["Program Information:"]
["Program Name: "]
["Program Director: "]
["PV #"]
[]
["Required Assessment Subscales "]
["Subscales or Items of focus as a goal (i.e. PERSONAL CARE ROUTINES or Meals and snacks)",null,"Score","Briefly explain the approach towards addressing the subscale                                                                                                                                                                                                          (i.e. goal, already identified and corrected, not able to correct at this time, etc.)"]
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["Prioritize ","Annual STARS Standards or other goals of focus "]
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[null," "]
[null," "]
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["QIP Action Plan "]
["Goal: ",null,null,"What might it look like when the goal is met? ",null,null,"Date goal is met:"]
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["What steps will be taken to achieve the goal? ",null,null,"Materials or resources needed:","Estimated completion date:","Responsible person:","Date completed: "]
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[]
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["Goal:",null,null,"What it might look like when the goal is met? ",null,null,"Date goal is met:"]
[]
["What steps will be taken to achieve the goal? ",null,null,"Materials or resources needed:","Estimated completion date:","Responsible person:","Date completed: "]
[]
[]
[]
[]
[]
[]
[]
[]
[]
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[null,null,null,null,null,null,null,null,null," "]
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["Goal:",null,null,"What it might look like when the goal is met? ",null,null,"Date goal is met:"]
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["What steps will be taken to achieve the goal? ",null,null,"Materials or resources needed:","Estimated completion date:","Responsible person:","Date completed: "]