Private Organization Accreditation

Sweetser, a Maine non-profit agency operating since 1828, provides comprehensive mental and behavioral health and substance abuse treatment services. Statewide, it serves around 15,000 consumers a year, including children, adults, and families in outpatient, office-based, and residential settings.


Harry Hunter, MSW, MBA, Ph.D.

Volunteer Roles: Peer Reviewer; Team Leader

Peer Reviewer for the month of January 2013, Dr. Hunter has been volunteering for COA since 2005, conducting five site reviews.
read more>>


Early Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.

CYD-ECE 11: Transition

Teaching staff work with parents and children to plan for orderly transitions.

Rating Indicators
The program’s practices fully meet the standard, as indicated by full implementation of the practices outlined in the Practice Standards.
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards.
Practice requires significant improvement, as noted in the ratings for the Practice Standards.
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards.

Table of Evidence

Self-Study Evidence On-Site Evidence On-Site Activities
    • Procedures for transitioning to another classroom or age group (CYD-ECE 11.03)
    • Procedures for transitioning to another school or program (CYD-ECE 11.04)
    • Policy for removing a child from care provided to parents upon enrollment (CYD-ECE 11.06)
    • Community resource and referral list
    • Interview:
      1. Program director
      2. Teaching staff
      3. Parents
    • Review child files

  • CYD-ECE 11.01

    Parents and children receive assistance with managing transitions between the home and the child care setting.

    Interpretation: This can include helping the parent or child cope with daily drop-offs and/or departures or being sensitive to parents or children who are struggling with the idea of using out-of-home care for the first time.

  • CYD-ECE 11.02

    Teaching staff promote smooth transitions throughout the day by ensuring:

    1. transitions are well-planned;
    2. children receive advance notice; and
    3. activities are long enough to promote sustained play.

  • CYD-ECE 11.03

    When the child needs to transition to another classroom or age group within the program, the current teacher:

    1. engages parents in a discussion of the child’s developmental needs and the reason for the transition;
    2. provides parents with general information on the transition process;
    3. arranges opportunities for the child to visit the new classroom and meet teaching staff and peers prior to the transition; and
    4. shares information with the new teacher to facilitate an orderly transition.

  • CYD-ECE 11.04

    When the child needs to transition to school or another program, teaching staff:

    1. engage parents in a discussion of the child’s developmental needs and most suitable options;
    2. provide parents with general information on transitioning from the program;
    3. share information with other providers to facilitate an orderly transition; and
    4. notify collaborating service providers that the child has transitioned from the program.

  • CYD-ECE 11.05

    When the program can no longer meet a family’s need for care, it refers families to local resources such as child care resource and referral.

    Interpretation: Reasons why a program may no longer be able to meet the needs of the family include non-payment, when special needs arise that the program can’t meet with reasonable accommodation, or a change in work schedules that the program cannot accommodate.

  • CYD-ECE 11.06

    The program has a systematic process for removing children from care that is communicated with families upon enrollment.

Copyright © 2019 Council on Accreditation. All Rights Reserved.  Privacy Policy and Terms of Use