PROGRAM SELF-ASSESSMENT TOOL –SCHOOL AGE PROGRAMS

  • PROGRAM SELF-ASSESSMENT TOOL – SCHOOL AGE PROGRAMS

  • Step 1: Look at Your Program

    Think about how your child care program helps children learn and grow. Look at the questions below. Check where you are doing well and where you can improve.

    You can use the self-assessment in different ways:
    Complete one per classroom/group or together as a staff
    Work with a coach or mentor to complete it
    Ask your coach for a paper copy if you prefer
    Teamwork is important! All classrooms/groups and staff are encouraged to take part. Once finished, the site supervisor or a team member will gather results to find areas for improvement. At least 75% of Lead Staff must participate.

    Step 2: Make a Plan

    Use what you learn from this checklist to make your program even better! You can note which questions might inspire goals for your Quality Improvement Plan.

    This self-assessment is intended to supplement, not replace, licensing standards. Items in the self-assessment represent high-quality standards that are above and beyond what is included in the licensing standards.

  • Which best describes your role?*

  • Site Supervisor or Strategic Planner

  • How to Complete the Self-Assessment

    1. Read Each Question – Go through each question in the checklist carefully.

    2. Give a Score – Think about how well your program is doing in each area. Choose a response:
    No or never
    Somewhat
    Yes or Always


    3. Finding Areas to Improve
    Note Your Goals – If there is a question you might want to learn more about or create a quality improvement goal around, check the box that says "This could be a goal!"
    Focus on Low Scores – Look at the areas where you scored lower. These are good places to set goals for your Quality Improvement Plan (QIP).
    Be Honest & Learn – Choose a score that truly reflects your program. This isn’t a test—it's a tool to help your team grow and improve!
    This process helps you see what’s working well and where you can make things even better.

  • Section 1: Staff Training & Education

  • 1. Do group leaders have education in early childhood or school-age education?*
  • 2. Do all staff get regular training on child development and teaching strategies?*
  • 3. Are group leaders given support, coaching, and opportunities to grow?*
  • 4. Is your Registry Program Profile up to date and maintained?*
  • 5. Does leadership have training in early childhood or school-age education?*
  • 6. Do staff have training on how children develop social and emotional skills?*
  • 7. Have group leaders received training on how to protect children and families from risks and keep them safe?*

  • Section 2: Learning Environment & Curriculum 

  • 1. Are the child care spaces safe, welcoming, and organized for children of different ages?*
  • 2. Do group leaders focus on how they interact with the children? Are these interactions positive and warm?*
  • 3. Do staff understand which behaviors are appropriate for each child’s age and stage of development? Do they set age-appropriate rules and help children learn how to behave in a kind and respectful way?*
  • 4. Do group leaders stay close to children to support learning and positive interactions?*
  • 5. Do group leaders use language activities like storytelling, reading books, singing nursery rhymes, back and forth conversations, and using sign language to help children develop communication skills?*
  • 6. Do group leaders have conversations with children, take turns talking, ask follow-up questions, and use a warm, friendly tone?*
  • 7. Do group leaders create opportunities for children to play and interact with each other?*
  • 8. Do group leaders give clear and specific feedback to encourage children?*
  • 9. Are there a variety of books, toys, and hands-on learning materials in the classrooms or group spaces?*
  • 10. Do children get to explore, make choices, and play every day?*
  • 11. Are the child care spaces set up with different play areas or centers?*
  • 12. Are all the child materials easy for children to reach and use during free play time, so they can make choices and play without interruptions?*
  • 13. Do the daily schedules balance quiet and active activities?*
  • 14. Do group leaders plan and use transitions for the children?*
  • 15. Do group leaders use meal or snack time and other routine care time to build strong relationships between the children and teachers?*
  • 16. Do group leaders use lesson plans? Do lesson plans support language, social, emotional, physical, and thinking skills?*
  • 17. Are group leaders using assessment tools to track children’s progress?*
  • 18. Do group leaders set developmental goals for children?*
  • 19. Do staff use developmental screening tools to help families understand their child’s growth and development?*
  • 20.  Have group leaders and site supervisors considered the School-Age Curricular Framework when planning activities and designing group spaces?*

  • Section 3: Business & Professional Practices 

  • 1. Does the program have a working budget that informs spending?*
  • 2. Does the program track income and expenses?*
  • 3. Does the program have clear policies for families and staff?*
  • 4. Are families involved and kept informed about their child’s progress?*
  • 5. Does the program communicate with families in a variety of ways that best meet the families' needs?*
  • 6. Do you offer families the opportunity to connect with the program and the community?*
  • 7. Are records, licensing documents, and staff training logs kept up to date?*
  • 8. Is there a plan that includes the whole team to improve and grow the program?*
  • 9. Does the program support staff retention in a meaningful way?*
  • 10. Is there a plan for professional development and staff improvement?*

  • Section 4: Health & Well-Being

  • 1. Do children have time for outdoor play and movement activities?*
  • 2. Are healthy meals and snacks provided based on nutritional guidelines?*
  • 3. Do group leaders support children’s emotional well-being by offering comfort and encouragement?*
  • 4. Do group leaders make modifications to schedules, environments, or activities to ensure the fullest participation by children with special needs?*
  • 5. Do you have a policy around families bringing food from home that explains the program will supplement meals with healthy components?*

  • Group Leaders

  • How to Complete the Self-Assessment

    1. Read Each Question – Go through each question in the checklist carefully.

    2. Give a Score – Think about how well your program is doing in each area. Choose a response:
    No or never
    Somewhat
    Yes or Always

    3. Finding Areas to Improve
    Note Your Goals – If there is a question you might want to learn more about or create a quality improvement goal around, check the box that says "This could be a goal!"
    Focus on Low Scores – Look at the areas where you scored lower. These are good places to set goals for your Quality Improvement Plan (QIP).
    Be Honest & Learn – Choose a score that truly reflects your program. This isn’t a test—it's a tool to help your team grow and improve!
    This process helps you see what’s working well and where you can make things even better.

  • Section 1: Staff Training & Education

  • 1. Do you have education in early childhood or school-age education?*
  • 2. Do you get regular training on child development and teaching strategies?*
  • 3. Are you given support, coaching, and opportunities to grow?*
  • 4. Do you have an account with the Wisconsin Registry? Is your account connected to the program where you work?*
  • 5. Have you received training on how to protect children and families from risks and keep them safe?*

  • Section 2: Learning Environment & Curriculum

  • 1. Is your classroom or group space safe, welcoming, and organized for children of different ages?*
  • 2. Do you focus on how you interact with the children? Are these interactions positive and warm?*
  • 3. Do you understand which behaviors are appropriate for each child’s age and stage of development? Do you set age-appropriate rules and help children learn how to behave in a kind and respectful way?*
  • 4. Do you stay close to children to support learning and positive interactions?*
  • 5. Do you use language activities like storytelling, reading books, singing nursery rhymes, back and forth conversations, and using sign language to help children develop communication skills?*
  • 6. Do you have conversations with children, taking turns talking, asking follow-up questions, and use a warm, friendly tone?*
  • 7. Do you create opportunities for children to play and interact with each other?*
  • 8. Do you give clear and specific feedback to encourage children?*
  • 9. Are there a variety of books, toys, and hands-on learning materials in your classroom or group space?*
  • 10.  Do children get to explore, make choices, and play every day?*
  • 11. Is your classroom or group space set up with different play areas or centers?*
  • 12. Are all the child materials easy for children to reach and use during free play time, so they can make choices and play without interruptions?*
  • 13. Does your daily schedule balance quiet and active activities?*
  • 14. Do you plan and use planned transitions for the children?*
  • 15. Do you use meal or snack time and other routine care time to build strong relationships with the children?*
  • 15. Do you use meal or snack time and other routine care time to build strong relationships with the children?*
  • 16. Do you use lesson plans? Do the lesson plans support language, social, emotional, physical, and thinking skills?*
  • 17. Are you using assessment tools to track children’s progress?*
  • 18. Do you set developmental goals for children?*
  • 19. Do you use developmental screening tools to help families understand their child's growth and development?*
  • 20.  Have you considered the School-Age Curricular Framework when planning activities and designing group spaces?*

  • Section 3: Business & Professional Practices

  • 1. Are families involved and kept informed about their child’s progress?*
  • 2. Do you communicate with families in a variety of ways that best meet the families' needs?*
  • 3. Do you offer families the opportunity to connect with the program and the community?*

  • Section 4: Health & Well-Being 

  • 1. Do children have time for outdoor play and movement activities?*
  • 2. Do you support children’s emotional well-being by offering comfort and encouragement?*
  • 3. Do you make modifications to your schedule, environment, or activities to ensure the fullest participation by children with special needs?*

  • Self Reflection - How did it go?  

  • Congratulations! You have completed Step 1: Look at Your Program.

    You can take the information from this checklist to begin working on

    Step 2: Make a Plan. To get started with Step 2, answer some general questions about what you learned from completing the checklist.

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