Self-Study: School-Age Only Programs

The self-study process offers an opportunity to reflect, grow, and enhance program quality through collaboration and reflection. It supports a deeper understanding of best practices and helps tailor planning to meet the unique needs of each group of children.

This page outlines the self-study process for School-age only programs, as well as the purpose, tools to support progress, and resources; all of which align with NC Child Care Rule 10A NCAC 09 .3203. As of July 1, 2026, School-age only programs can elect to use either the SACERS-U or the School-Age Program Quality Assessment with Supplemental Scales (SAPQA) for rated license assessments.

If your program enrolls younger children, click here to see information about the self-study process for Child Care Centers.

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Self-study gives school-age only programs the opportunity to reflect on their environment, strengthen what is working, and make thoughtful improvements so every child has a safe, engaging place to learn, play, and belong.

What is Required?

For Pathway 1, a self-study process must be conducted over at least three consecutive months prior to requesting assessments for license renewal. However, a self-study process may be helpful for programs in Pathways 2 or 3 too, even though it is not required; the information and resources on this page can be used by everyone. The process begins with self-assessment using the appropriate program assessment tool, along with additional steps that promote growth, shared learning, and meaningful changes that benefit children, families, and educators. It encourages programs to examine daily practices, identify strengths and areas for growth, and promote collaboration among staff. Including perspectives from regular team discussions that include administrators, group leaders, and staff, as well as inviting feedback from families and community partners, helps build a broad understanding of the program.

Reflection Tips:

Think about how your team communicates daily. Where can it improve to support reflection and growth?
What roles does each team member play in shaping children's daily experiences and family engagement?

Resources:

Key Steps for the Self-Study Process

Use this resource to understand the major steps involved in completing self-study.

Understanding Self-Study

Review this resource for additional guidance on the purpose and process of self-study.

Getting Started

A strong self-study begins with a shared understanding of the purpose, preparation, and the roles everyone plays along the way. Set the foundation first by making space for shared goals, useful resources, and meaningful staff involvement.

Start here

Understand the purpose

Clarify with everyone involved why you are doing the self-study, as this will help guide the focus and ensure that the process is meaningful for all involved.

Group leaders should collaborate with administrators; all staff have valuable perspectives to contribute to the process.

Prepare

Gather tools and resources

Review the available resources and use them to explain each step, guide preparation, and help develop thoughtful goals and plans.

Whether your focus is program improvement, accreditation, or readiness for an official assessment, review the relevant assessment tools, either the SACERS-U or the SAPQA, and highlight key items or areas that require clarification.

Helpful resources

Resources

Video

An Introduction to Self-Study

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Document

Getting Started with Self-Study for School-Age Only Programs

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Document

Guidance for Administrators

Step 1: Self-Assessment

Self-study follows a clear order, but some steps may overlap. You may begin reflecting while gathering information, and that is okay. What matters most is staying thoughtful and focused as you move through the process. Consider the values and priorities of the program, as well as the experiences you want to create for the children each day.

Think it through

Ask yourself

What is important to me as I think about my program, values, and priorities?
Where and how do I spend most of my time during program hours, and is this in line with my priorities?
Where do staff spend most of their time during program hours and does that align with our priorities?
What option will I use to document my self-assessment?

Work together

Roles in practice

Administration

After deciding on which tool best fits your program, choose a self-assessment document. Introduce the process to staff and set expectations for collaboration during the 3-month cycle. Provide staff with tools, resources, and initial information to get started.

Staff

Think about current group priorities, practices, and experiences that children encounter at the program. What would your group specifically like to focus on during this cycle? Jot down your thoughts and share with your administration.

Helpful resources

Resources and self-assessment options

Video

Preparing for a Self-Study

Video

Self-Assessment Document Options

Option 1

Complete a “Thinking More” worksheet

Choose Language or Activities as your focus.

Option 2

Use a past Outreach Assessment report

Complete a guided self-assessment using your program’s report.

Self-Assessment Using an Outreach Assessment Report (SACERS-U)

Self-Assessment Using an Outreach Assessment Report (SAPQA)

Step 2: Reflection

Now that you have gathered data on current program practices, it is time to reflect on the findings. Identify what is working well and areas where you would like to focus on changes or improvements. Consider where you or other staff might benefit from additional training or support and explore ways to access those resources. Reflection helps turn self-assessment findings into meaningful next steps for the program.

Think it through

Ask yourself

What successes can we celebrate?
What specific areas would the team like to focus on during this self-study cycle?
How will working on this make an impact for the children?
Where is additional training or support needed?

Work together

Roles in practice

Administration

Check in with staff about what they are choosing to focus on and compare their findings with the program’s Continuous Quality Improvement Plan, or CQIP.

Staff

Using the self-assessment tool, reflect on findings. Think about an area to focus on that will have an impact on the program or your group.

Helpful resources

Resources

Video

Reflecting During a Self-Study

PDF

Document

Reflection Form · (en Español)

Step 3: Planning and Setting a S.M.A.R.T. Goal

During this step, focus on developing a plan of action based on the area(s) identified for improvement. This is a time for brainstorming and determining practical ways to implement meaningful changes. At the same time, be realistic about the number of tasks to plan for because some may be smaller and easier, while others may take more time.

Think it through

Ask yourself

Does the SMART goal connect to what I noticed during the reflection step?
What support, materials, or information are needed to get started?
Is the plan realistic, considering my current time, resources, and support?

Work together

Roles in practice

Administration

Offer feedback and support as staff begin to set goals and establish their plans.

Staff

Draft 1–2 SMART goals and gather necessary resources to prepare to implement the plan.

Helpful resources

Resources

Video

Planning for Action

PDF

Document

Planning Form · (en Español)

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Document

Creating a SMART Goal · (en Español)

Step 4: Action

After identifying areas for improvement and developing a plan, it's time to take action. Implementation is the next critical step in driving meaningful change. Challenge group leaders to also implement plans based on the goals and document outcomes for each group.

Think it through

Ask yourself

What specific steps will I take to move forward, and how much time will each one require?
What part of the plan worked, and what needs adjusting?
What evidence shows growth or improvement?

Work together

Roles in practice

Administration

Work with group leaders to talk about their plans and ways to document and evaluate successes and challenges. Hold check-in meetings to discuss outcomes.

Staff

Carry out the plan and document observations. When complete, collectively evaluate the plan of action for its effectiveness and success.

Helpful resources

Resources

Video

Action and Restarting the Cycle

PDF

Document

Action Form · (en Español)

When this step is complete, go back to Self-Assessment and select a new area to focus on. Remember, self-study is a cycle, so keep the momentum going!

Wrapping It All Up

Administrators, when you have completed the action step and one self-study cycle, ensure that you document all of the required information on the verification form linked below. Your DCDEE Child Care Consultant will need this form.

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Document

Verification Form for School-Age Only Program Administrators

Frequently Asked Questions

NCRLAP is often asked about self-study requirements for group leaders, as compared to lead teachers. While the self-study is not required for each group leader, to create sustainable change, administrators should work closely with staff including group leaders who are responsible for the children's daily experiences, collaborating through each step of the cycle. For more FAQs related to self-study, see the document below.

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Document:

Frequently Asked Questions

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