Section 1. Introduction Orientation to Virginia’s QRIS

Section 1. Introduction

Orientation to Virginia’s QRIS




Quality Levels

Learning Objectives & ExpectationsSection 1: Introduction and Overview

• Understand what a Quality Rating & Improvement System (QRIS) is and why high quality child care and preschool is critical

• Explain the goals and standards of Virginia’s QRIS

• Learn about the criteria and required improvement activities included at each Quality Level


Defining QRISSection 1: Introduction and Overview

A QRIS is a method used nationally to define,

measure, and improve the level of quality of child care and preschool programs.

Virginia’s QRIS is voluntary


Quality MattersSection 1: Introduction and Overview

• Birth to 5 years old is a critical time for growth and development

• 700 new brain connections are formed every second

• Early experiences and environments have a lasting impact on later success in school and life


Virginia’s QRISSection 1: Introduction and Overview


SECTION 2: Goals and Standards


GoalsSection 2: Goals and Standards

Virginia’s QRIS was designed with two primary goals:

Helping families identify high quality child care and preschool options for their young children

Assisting child care and preschool programs in providing high quality early care and education and

recognizing them for the services they provide


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QRIS PartnershipSection 2: Goals and Standards


Introduction to the Self-Study Process

Quality Standards

Education & Qualifications

Curriculum & Assessment Environment Interactions

A teacher’s participation in formal education in child development or early childhood education has an impact on children’s school readiness. When teachers have some formal education, such as a Child Development Associate (CDA), professional certificate, or child-related college credits, they are more prepared to intentionally support children’s learning through high quality interactions. This standard measures the education and qualifications of program staff.

Section 2: Goals and Standards



Quality Standards





Intentional teaching has an impact on children’s school readiness. This standard does not require programs to use a purchased curriculum. Instead, this standard measures how programs intentionally promote children’s learning and development. Programs using a “home grown” curriculum or using an educational philosophy like Reggio Emilia or Montessori will be able meet this standard, as long as they are developmentally appropriate and aligned with best practices. Virginia has developed the Milestones of Child Development and the Foundation Blocks for Early Learning to guide early childhood educators in promoting school readiness, and this standard considers how the program aligns with Virginia’s early learning guidelines.


Quality Standards





Children engaged in meaningful learning and play, guided by qualified caregivers in an enriched educational environment has an impact on school readiness. This standard measures the types of materials available to the children and the types of activities they are involved in throughout the day.


Quality Standards





Interactions between teachers and children form the foundation for all learning – both social and cognitive – with a significant impact on school readiness. While it is very important to have high quality materials and intentional teaching practices, children benefit most when they also experience high quality interactions. How do the teachers interact with children at your program? Do they support children’s social and emotional growth? Do they have a positive attitude towards the children? What types of behavior management techniques are used? Do they encourage children to learn and be creative? These are the types of questions this standard measures.

SECTION 3: Quality Levels


Criteria and Required Improvement ActivitiesSection 3: Quality Levels


CriteriaCriteria are specific quality standards that must be met to achieve a particular Level within Virginia’s QRIS

Required Improvement ActivitiesRequired Improvement Activities are specific quality improvement activities that must be completed to progress to the next Level within Virginia’s QRIS

Criteria define the quality levels

Activities build the foundation for success

Level 1 Criteria & ActivitiesSection 3: Quality Levels


Criteria• In good standing with regulating

authority requirements (e.g., Virginia Department of Social Services Licensing Standards, Virginia Board of Education Regulations, Head Start Performance Standards, Local Ordinance, or Licensed Family Day System)

Required Improvement Activities• Complete a Quality Profile• Review the Orientation to

Virginia’s QRIS training module• Submit documentation indicating

compliance with regulating authority requirements

Level 2 CriteriaSection 3: Quality Levels


Classroom or Center-based Programs One (1) Administrator/Director has an

Associate degree in a relevant field with 15 child-related credit OR has earned 24 child-related credits from an accredited college

50% of Lead Teachers have a CDA OR 12 child-related credits OR another approved credential, such as an American Montessori Society Credential

Alternative Pathways are available

Family Child Care Homes• Provider responsible for the children

has a CDA OR 12 child-related credits OR another approved credential, such as an American Montessori Society Credential

Level 2 Required ActivitiesSection 3: Quality Levels


Online Professional Development Series• Including Children with Disabilities• Supporting Kindergarten Transition• Resources for Working with Families• Building Cultural Competence• Resources for School Readiness• Intentional Teaching• Play-Based Learning Environments• High Quality Interactions• Professional Development



• Complete Curriculum Checklist demonstrating your program’s curriculum or teaching approach addresses the domains of early learning and development , aligns with developmentally appropriate practices, and teachers have been trained on implementation

• Validation Visit by a Curriculum Specialist to review the checklist and provide technical assistance as needed

Assessment Tools

Focused on safe and organized play-based environments

Focused on interactions between early learning professionals and

young children


Section 3: Quality Levels

Level 3 Required ActivitiesSection 3: Quality Levels


• Complete an Environment Rating Scale self-study

• Complete Classroom Assessment Scoring System (CLASS) self-study

• Develop a Quality Improvement Plan



• Achieve an average ERS score of 4+ across four subscales (Language-Reasoning/Listening and Talking, Activities, Interaction, and Program Structure)

• Achieve an average CLASS score of 5+ in Emotional Support and Classroom Organization

• Achieve an average CLASS score of 3.25 + in Instructional Support



• Achieve an average ERS score of 5+ across four subscales (Language-Reasoning/Listening and Talking, Activities, Interaction, and Program Structure)

• Achieve an average CLASS score of 6 + in Emotional Support and Classroom Organization

• Achieve an average CLASS score of 4.25+ in Instructional Support

Levels 4 and 5 Required ActivitiesSection 3: Quality Levels


The required improvement activities at levels 4 and 5 are the same. • Develop a quality improvement plan based on feedback from the

ERS and CLASS on-site observation

Fast TrackSection 3: Quality Levels


Accreditation organizations interested in the Fast Track should email [email protected]

Programs that participate in other quality improvement efforts will be able to get credit for the quality they’re currently demonstrating to another organization through a “Fast Track” process.

SECTION 4: Quality Improvement


Continuous Quality ImprovementSection 4: Quality Improvement


Improvement SupportsSection 4: Quality Improvement


Technical Assistance (TA) is the provision of targeted and customized supports by a professional with subject matter and adult learning knowledge and skills to develop or strengthen processes, knowledge application, or implementation of services by recipients.

Improvement supports may include:• Access to TA Specialists• Training• Learning Communities• Grants

Source: NAEYC, & NACCRRA. (2011). Early Childhood Education Professional Development: Training and Technical Assistance Glossary. Washington, DC: National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA)..

Conclusion


Understand what a QRIS is and why high quality child care and preschool is critical

Explain the goals and standards of Virginia’s QRIS

Learn about the criteria and required improvement activities included at each Quality Level

Section 3: Star Quality Levels

Section 3: Program Strategies

Thank You


Documents

Section 1. Introduction Orientation to Virginia’s QRIS