BEST FOR ALL KIDS Infusing Inclusion into TQRIS (Quality Rating & Improvement Systems) Edna Collins,...
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BEST FOR ALL KIDS Infusing Inclusion into TQRIS (Quality Rating & Improvement Systems) Edna Collins, Ph. D., Program Specialist, NC DHHS Division of Child Development & Early Education Jani Kozlowski, Senior TA Specialist Zero to Three Mary F. Sonnenberg, M.Ed., Deputy Director, Delaware Stars for Early Success, Delaware Institute for Excellence in Early Childhood Verna Thompson, 619 Coordinator Delaware Department of Education Moderator: Pam Winton FPG Child Development Institute
BEST FOR ALL KIDS Infusing Inclusion into TQRIS (Quality Rating & Improvement Systems) Edna Collins, Ph. D., Program Specialist, NC DHHS Division of Child
BEST FOR ALL KIDS Infusing Inclusion into TQRIS (Quality Rating
& Improvement Systems) Edna Collins, Ph. D., Program
Specialist, NC DHHS Division of Child Development & Early
Education Jani Kozlowski, Senior TA Specialist Zero to Three Mary
F. Sonnenberg, M.Ed., Deputy Director, Delaware Stars for Early
Success, Delaware Institute for Excellence in Early Childhood Verna
Thompson, 619 Coordinator Delaware Department of Education
Moderator: Pam Winton FPG Child Development Institute
Slide 2
AGENDA National Context and Overview Issues Related to an
Inclusive Approach to QRIS Structures & incentives Measurement
Professional development Examples & Perspectives from Two
States (DE and NC) State context (DE and NC) Strategies for
addressing issues Vexing Questions for Small Group Discussion
Slide 3
NATIONAL CONTEXT Focus on High Needs Children
Slide 4
NATIONAL CONTEXT Focus on Cross Sector Systems Building
Slide 5
NATIONAL CONTEXT Accountability & Quality
Slide 6
Quality Movement = Multiple Quality Initiatives Accreditation
Criteria OSEP Monitoring and Accountability Head Start Performance
Framework
Slide 7
Two Different Quality Initiatives Quality Inclusion QRIS US DOE
OSEP State Performance Plan Annual Report (SPP APR) Early Childhood
Early Childhood Special Education/ Early Intervention
Slide 8
8 What Is QRIS? Varies from state to state with all states
participating at some level Common elements include Quality
standards Process for assessing standards Outreach and support to
programs to raise quality Financial incentives Consumer
awareness
Slide 9
What Is QRIS (CONT.) ? A method to assess, improve, and
communicate the level of quality in early and school-age care
settings May also be called a Tiered Quality Rating and Improvement
System (TQRIS) 9
Slide 10
What Does QRIS Look Like? Builds on foundation of licensing and
adds multiple steps between licensing standards and higher quality
standards Offers supports/incentives for reaching higher levels
Provides easily recognized symbols for higher levels 10
Slide 11
Why Develop A QRIS? The overall goal of QRIS is to improve the
quality of programs through system-wide improvements Opportunity to
do the following Increase quality of care for children Increase
parents understanding and demand for higher quality care Increase
professional development of child care providers 11
Slide 12
Why Develop A QRIS (Cont.) ? Create alignment between
licensing, subsidy, and quality and across early childhood sectors
(e.g., child care, prekindergarten, Head Start, and others) Link
support and initiatives to a quality framework Provide an
accountability measure for funding 12
Slide 13
What Is OSEP SPP APR? State data on children with disabilities
and their families collected and reported to congress Includes % of
preschool children with disabilities receiving services in regular
early childhood programs (Least Restrictive Environment) States
must identify targets for increases in % in LRE, identify
improvement activities, and explain state progress 13
Slide 14
Three Issues Related to an Inclusive Approach to Quality Within
QRIS Structures & incentives Measurement Professional
development
Slide 15
STATE CONTEXT QRIS Development Delaware North Carolina
Slide 16
QRIS Development in Delaware Initiated in 2007 Children with
Special Needs was a component 619 Coordinator on the Advisory
Committee Intention to provide quality environments for children at
risk including children with disabilities 2008Depart. of Education
designated lead agency for QRIS Managerial implementation of Stars
given to the Delaware Institute for Excellence in Early Childhood
located at the University of Delaware 2009Programs not moving up;
little fiscal oversight; poor reputation of program 2010State &
federal funding for QRIS; Placed moratorium on new programs while
developed strategic plan to revise the states QRIS
Slide 17
2011 Delaware Governor Markell and General Assembly
appropriated $22 million to boost the states child care subsidy
system, fund the administration of Stars, and fund a tiered
reimbursement component December 2011 RTTT-ELC awarded As part of
the Early Learning Challenge, public schools could now participate
in Delaware Stars Established Stars Management Team 619 Coordinator
on Management Committee Established a strategic plan to revise the
QRIS Revision of Stars Standards Practice Principles: Continuity,
Inclusion, Intentionality Stakeholder input & review State
level groups and providers Reviewed by national experts QRIS
Development in Delaware
Slide 18
In 2012 January 2012: 178 programs participating New
Points/Hybrid System launched New programs began to be admitted
January 2012 December 2012: 322 programs were participating
Increased numbers of programs at Star Level 3, 4, & 5
Cross-Sector expansion as Stars began to serve public school
programs (619, Title I) New Technical Assistance Model Emphasis on
relationship-based TA Focus on classroom-based assistance to
programs More effort to better prepare TAs Lower caseloads (40:1)
leading to increased TA time with programs (twice a month on
average) Stars Plus Cohorts More intensive TA model QRIS
Development in Delaware
Slide 19
QRIS (Star-rated License) in NC Implemented in 1999 Embedded in
licensure Minimum licensing requirements = 1 star 5-star system
Primarily points-based 2-component rated license Program quality
(ERS, ratio & group size, quality points) Staff education Star
rating linked to subsidy rates Developmental Day (all) and Public
School (many) sites are required to be licensed
Slide 20
QRIS Advisory Committee Recommendations Met September 2009 June
2012 Recommended change to a hybrid system Blocks at Levels 1, 3, 5
Points at Levels 2, 4 Specializations leading to Program of
Distinction Raise the floor and raise the ceiling Many specific
recommendations about inclusion New quality indicators for all
programs Inclusion Specialization Process recommendations Map
specific recommendations onto conceptual framework Collect feedback
from providers Test new levels using existing and new data
Slide 21
TQRIS Validation Study (Funded By RttT-ELC) Purpose: To
validate revised TQRIS before recommending changes to Child Care
Commission and NC Legislature Study the impact of recommended
changes Gather feedback from the field Use results to develop
blocks, points, weighting, and standards for each level Identify
quality features that distinguish between programs at higher levels
Relate program features and quality ratings to childrens
progress
Slide 22
Structures & Incentives Issues What is a structure for
bringing sectors together around program quality within a QRIS
framework? What are incentives for ensuring buy-in across sectors
and ensuring a fair and equitable QRIS for all? How do you address
the Whats In it For Me? question?
Slide 23
DE Stars Structures & Incentives 619 Program Participation
in DE Stars 619 Workgroup Completed alignment document Stars
standards and 619 federal regulations; state procedures Will revise
619 Procedures Manual to align to DE Stars standards Will lead to
clearly defined procedures for 619 programs Will lead to improved
inclusive settings for 619 programs RTTT ELCG Target for
participation and # children with disabilities 7 of the 16 school
district 619 programs volunteered to participate 619 programs
recruiting community programs to apply to DE Stars
Slide 24
NC QRIS Structures & Incentives Participation of 619 and
Part C stakeholders in QRIS Advisory Committee Use of Validation
Study to test recommended new system, decreasing chances the
providers will just opt out Idea: Convene expert stakeholders to
develop Inclusion Specialization
Slide 25
Vexing Question Related to Structures & Incentives (for
small group discussion) How do you consider ways of including the
variety of programs for children with disabilities (e.g., Part C
services provided in a variety of settings, or programs that are
part-time 2.5 hrs per day or segregated programs that are licensed
but may have very different goals)?
Slide 26
Measurement Issues How do you measure high quality inclusive
practices? How do you ensure that the measurement system in place
assesses whether early education teachers/practitioners are
demonstrating that they are meeting the needs of young children
with disabilities? How do you ensure that young children with
disabilities have access to quality learning opportunities that
will lead to increased child outcomes?
Slide 27
DE Stars Measurement 619 Programs who apply to DE Stars May
achieve Star Level 3 If they have less than 50% typically
developing peers in classrooms If they have required documentation
listed in 619 Procedures Manual Score at least a 3 on Early
Childhood Environment Rating Scale (ECERS) May achieve Star Level 4
or 5 If they have at least 50% typically developing peers in all
classrooms If they have required documentation listed in 619
Procedures Manual Score at least a 4 or 5 on Early Childhood
Environment Rating Scale (ECERS)
Slide 28
Slide 29
Domain: Family and Community Partnerships Maximum 20 points
Rationale: Family involvement and reciprocal family-provider
relationships are fundamental to high quality early care and
education services. This dimension of practice emphasizes ongoing,
bi-directional communication between families and programs.
Meaningful family engagement in early care and education programs
requires attention and sensitivity to the needs of all families.
Further, collaboration between child care programs and
schools/other agencies assists programs in accessing resources to
meet the needs of young children and their families. Categories:
Communication (FC), Involvement & Support (FS), Community
Partnerships (FP) Crosswalk between Delaware Stars for Early
Success ECE Center Standards & Delaware IDEA Part B Section 619
Program Standards
Slide 30
NC QRIS: Measurement Challenge in current rated license
assessment: ERS and children with disabilities Idea for revised
TQRIS: Additional quality indicators related to child assessment
(would help to ensure positive child outcomes). Challenge:
Measuring additional quality indicators reliably and efficiently.
Challenge: Would implementing an Inclusion Specialization suggest
that all programs need not focus on high quality inclusive
practices?
Slide 31
How can QRIS measurement system be kept as simple, practical,
feasible and affordable as possible to ensure buy-in from
practitioners and administrators, at the same time that indicators
are meaningful within the context of inclusion? Vexing Question
Related to Measurement (for small group discussion)
Slide 32
Professional Development Issues How do you ensure that PD is
available to support improvements within an inclusive QRIS system?
How do you ensure that teachers/practitioners have access to
ongoing support that will lead to changes in their practice that
will lead to more intentional teaching, and learning opportunities
for young children with special needs.
Slide 33
DE Stars Professional Development Inclusion Credential
developed by Interagency Workgroup EIEIO (Expanding Inclusive Early
Intervention Opportunities) Early Literacy/Math Training offered to
Stars TAs, 619 programs, Head Start Specific Technical Assistants
assigned to School District programs
Slide 34
NC QRIS: Professional Development Challenge in current system:
Availability of high quality in-service PD; any training hours meet
requirement. Idea for revised TQRIS: Additional criteria for
in-service professional development focused on inclusion.
Challenge: Strengthening the TA and PD system related to
inclusion.
Slide 35
How do you keep the costs of PD in line with funding available?
Vexing Question Related to Professional Development (for small
group discussion)
Slide 36
Reflections I am interested in I want to know more about
Slide 37
Vexing Questions Small Group Discussion
Slide 38
Questions For Discussion Incentives/Structures: How do you
consider ways of including the variety of programs for children
with disabilities (e.g., Part C services provided in a variety of
settings, or programs that are part-time..2.5 hrs per dayor
segregated programs that are licensed but may have very different
goals)? Measurement: How can QRIS measurement system be kept as
simple, practical, feasible and affordable as possible to ensure
buy-in from practitioners and administrators, at the same time that
indicators are meaningful within the context of inclusion? PD: How
do you keep the costs of PD in line with funding available?
Slide 39
References & Resources North Carolina QRIS Advisory
Committee Executive Summary
http://ncchildcare.dhhs.state.nc.us/PDF_forms/QRIS-Advisory-Committee-
Executive-Summary.pdf
http://ncchildcare.dhhs.state.nc.us/PDF_forms/QRIS-Advisory-Committee-
Executive-Summary.pdf Why Program Quality Matters for Early
Childhood Inclusion. Recommendations for Professional Development
(2009). Chapel Hill, NC: FPG/NPDCI
http://npdci.fpg.unc.edu/resources/articles/npdci-quality-paper