Ventura County Quality Rating and Improvement System

QRIS

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“Commitment to Quality Education for All”

Early Learning Quality Initiatives

2000

2004

2005

CARES & AB212 Stipend Projects

Preschool for All (PfA) Planning

PfA Implementation begins in 9 counties with funding from First 5

2006

2008

PfA Implementation begins in Hueneme School District

Quality Rating Improvement System (QRIS) Planning beginsBlending of CARES/AB212 Stipend Project

2010 QRIS delivered to GovernorPfA Expands to Ocean View School DistrictCountywide Environment Rating Scale (ERS)

2011 Race to the Top (RTT) funding awarded to CAF5 CA extends PfA funding for 3 years as Child Signature Program (CSP)QRIS Pilot begins in Ventura CountyCARES Plus expanded

2012-2015

State & Local QRIS Implementation

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All Children will thrive in early learning programs, be ready for kindergarten, and

be proficient in third grade.

California Race to the Top Vision

1. Building a high-quality early learning system2. Connecting early learning work with K-123. Increasing access to quality programs4. Providing comprehensive support for the

development of the whole child

F IR S T 5

Bec au se

VENTURA C O U N T Y The First 5 Years Impact A Life tim e!

Q R IS Q uality Rating Im provem ent System

“C o m m itm e n t to Q ua lity E du ca tion fo r A ll”

RATED ELEMENTS IN MATRIX

Core I: Child Development and School Readiness

1 Child O bservation Assessm ents (DRDP)

2 Developm ental and Health Screenings (ASQ)

Core II: Teachers and Teaching

3 EC Educa tor Qualifications

4 Effective Teacher/C hild In teractions (CLASS)

Core III: Program and Environment

5 E nvironm ent R ating S cales (E R S)

6 R atios and Group Size

7 Director Qualifications

Im provem ent Tools and Resources

Improved Quality P rogram s for Children

• Informed Parents and

• C hild ren ready to succeed in Kindergarten

ELEMENT BLOCK

(Common Tier 1) Licensed In-Good Standing

2 POINTS

3 POINTS

4 POINTS

5 POINTS

CORE I: CHILD DEVELOPMENT AND SCHOOL READINESS

1. Child Observation Not required

Program uses evidence-based child assessment/observation tool annually that covers all five domains of development

Program uses valid and reliable child assessment/ observation tool aligned with CA Foundations & Frameworks twice a year

DRDP 2010 (minimum twice a year) and results used to inform curriculum planning

Program uses DRDP 2010 twice a year and uploads into DRDP Tech and results used to inform curriculum planning

2. Developmental and Health Screenings

Meets Title 22 Regulations

Health Screening Form (Community Care Licensing form LIC 701 "Physician's Report - Child Care Centers" or equivalent) used at entry, then:

1. Annually OR

2. Ensures vision and hearing screenings are conducted annually

Program works with families to ensure screening of all children using a valid and reliable developmental screening tool at entry and as indicated by results thereafter AND Meets Criteria from point level 2

Program works with families to ensure screening of all children using the ASQ at entry and as indicated by results thereafter AND Meets Criteria from point level 2

Program works with families to ensure screening of all children using the ASQ & ASQ-SE, if indicated, at entry, then as indicated by results thereafter AND Program staff uses children’s screening results to make referrals and implement intervention strategies and adaptations as appropriate AND Meets Criteria from point level 2

CORE II: TEACHERS AND TEACHING

3. Minimum Qualifications for Lead Teacher/ Family Child Care Home (FCCH)

Meets Title 22 Regulations [Center: 12 units of Early Childhood Education (ECE)/Child Development (CD) FCCH: 15 hours of training on preventive health practices]

Center: 24 units of ECE/CD1 OR Associate Permit + 12 units of ECE/CD FCCH: 12 units of ECE/CD OR Associate Permit

24 units of ECE/CD + 16 units of General Education OR Teacher Permit AND 21 hours professional development (PD) annually

Associate's degree (AA) in ECE/CD OR 60 degree-applicable units, including 24 units of ECE OR AA in any field plus 24 units of ECE/CD OR Site Supervisor Permit AND 21 hours PD annually

Bachelor’s degree in ECE/CD (or closely related field) with 48+ units of ECE/CD OR Master’s degree in ECE/CD OR Program Director Permit AND 21 hours PD annually

4. Effective Teacher-Child Interactions: CLASS Assessments (*Use tool for appropriate age group as available)

Not Required Familiarity with CLASS for appropriate age group as available by one representative from the site

Independent CLASS assessment by reliable observer to inform the program’s professional development/improvement plan

Independent CLASS assessment by reliable observer with minimum CLASS scores: Pre-K Emotional Support - 5 Instructional Support –3 Classroom Organization – 5 Toddler Emotional & Behavioral

Support – 5 Engaged Support for

Independent assessment with CLASS with minimum CLASS scores: Pre-K Emotional Support – 5.5 Instructional Support – 3.5 Classroom Organization – 5.5 Toddler Emotional & Behavioral

Support – 5.5 Engaged Support for

1 For all ECE/CD units, the core 8 are desired but not required.

CORE I: CHILD DEVELOPMENT & SCHOOL READINESS

School Readiness

Goal (Pathway) All children receive individualized instruction and support for optimal learning and development informed by child observation and assessment data.

Related Element(s) CORE I.1 Child Observation and Assessment

Required Common Tool(s) & Resources

CA Learning Foundations and Curriculum Frameworks (Infant/Toddler and Preschool) Preschool English Learner Guide Desired Results Developmental Profile Assessment (DRDP) for Infants/Toddlers or

Preschool age children – DRDP-IT (2010), DRDP-PS (2010) National Data Quality Campaign’s Framework

Social-Emotional Development

Goal (Pathway) Children receive support to develop healthy social and emotional concepts, skills, and strategies.

Related Element(s) CORE I.2 Developmental and Health Screenings

Required Common Tool(s) & Resources

CA CSEFEL Teaching Pyramid Overview and Tiers 1-4 (Modules 1-3) Social-emotional Foundations and Frameworks (Infant/Toddler and Preschool Volume #1)

Health, Nutrition, and Physical Activity

Goal (Pathway) Children receive support for optimal physical development, including health, nutrition, and physical activity.

Related Element(s) CORE I.1 Child Observation and Assessment and Core 1.2 Developmental and Health Screenings

Required Common Tool(s) & Resources

CA Preschool Foundations and Frameworks Volume 2 – Health Infant/Toddler Program Guidelines Infant/Toddler Learning and Development Foundations and Frameworks-Perceptual/ Motor USDA Child and Adult Care Food Program Guidelines

CORE II: Teachers and Teaching

Effective Teacher-Child Interactions

Goal (Pathway) Teachers are prepared to implement effective interactions in the classroom.

Related Element(s) CORE II.4 Effective Teacher-Child Interactions

Required Common Tool(s) & Resources

Classroom Assessment and Scoring System (CLASS) for relevant age grouping Program Assessment Rating Scale (PARS), as applicable and available

Professional Development

Goal (Pathway) Teachers are life-long learners.

Related Element(s) Core II.3 Minimum Qualifications and Core II.4 Effective Teacher-Child Interactions

Required Common Tool(s) & Resources

Common Core 8 Early Childhood Educator (ECE) Competencies ECE Competencies Self-Assessment Tool Professional Growth Plan

Early Learning System (ELS)

Classroom Assessments Classroom Assessment Scoring System (CLASS) Environment Rating Scale (ERS)

DRDP Parent Survey

Child Assessments Developmental Profile (DRDP-2010) Ages and Stages Developmental Screening

QRIS Assessments

Classroom Assessments

Child Assessments

The California Early Childhood Educator Competencies describe the knowledge, skills and dispositions that early childhood educators need in order to provide high quality early care and education to young children and their families.

What Does QRIS Implementation look like

in Ventura County . . .

First 5 Ventura, First 5 CA, US Department of Education

CSP 1

CSP 2

RTT

Location• Hueneme & Ocean View

(13 locations)

Classroom Type• PreK & Infant/Toddler• Center-based

Assessments• QRIS Matrix• ERS (annual in the fall)• CLASS (annual in the

spring)• CSP 1 MatrixSupports• On-Site TA• Targeted Training• Action Plans• Countywide Training• ECE Stipend Project• Resources• Early Education• Effectiveness Exchange

(E4)

Location• Countywide (34 locations)

Classroom Type• Pre-K & Infant/Toddler• Center-based

Assessments• QRIS Matrix• ERS (as needed)• CLASS (as needed)• Readiness Assessment

Supports• On-Site TA• Targeted Training• Action Plans• Countywide Training• ECE Stipend Project• Resources• Early Education• Effectiveness Exchange

(E4)

Location• Countywide (54 locations)

Classroom Type• Pre-K & Infant/Toddler• Center-based• Family Child Care

Assessments• QRIS Matrix• ERS (as needed)• CLASS (as needed)

Supports• On-Site TA• Targeted Training• Action Plans• Countywide Training• ECE Stipend Project• Resources

QRIS Implementation

2011-2012• 51 pre-k classrooms were assessed

o overall average score was 5.54

2012-2013• 56 pre-k and toddler classrooms were assessed

o overall average score 6.19 for pre-k classrooms o overall average score 5.69 for toddler classrooms

Environmental Rating Scale (ERS)

2011-2012• 19 pre-k classrooms were assessed

o overall average scores: Emotional Support 6.32 Classroom Organization 5.82 Instructional Support 3.02

2012-2013 • 49 pre-k and toddler classrooms were assessed

o overall average scores for pre-k classrooms in three domains: Emotional Support 6.55 Classroom Organization 5.88 Instructional support 4.41

o overall average for toddler classrooms in two domains: Emotional and Behavioral Support was 6.60 Engaged Support for learning 4.46

Classroom Assessment Scoring System(CLASS)

Element 1 2 3 4 5 1 Child Observation/Assessment file review at all levels

2 Developmental and Health Screening file review at all levels

3 Lead Teacher Qualifications and Professional Development

self-report at all levels

4 CLASS Assessment self-report external assessment

5 Ratios and Group Size self-report verify by assessor

6 Environmental Rating Scale self-report external assessment

7 Director Qualifications self-report at all levels

VCOE Technical Assistance Specialist Protocol

VCOE Professional DevelopmentVCOE and our implementation partners offer trainings by highly qualified facilitators:• Program for Infant Toddler Care

(PITC)• California Preschool Instructional

Network (CPIN)• Teaching Pyramid, DRDP, Inclusion

(WestEd)• Ventura College • California State University Channel

Islands (CSUCI)• Early Education Effectiveness

Exchange (E4)

Month Workshop Date/Time Hrs Audience Location

July ECE Stipend Orientation 7/17/2013 6:00-8:00 pm 2hrs Applicants Camarillo Room

DRDP: Activity Planning 8/5/13 8:00 am-5:00pm 8hrs Teachers Salon C

DRDP: Intro to DRDPtech 8/6/13 8:00 am-5:00pm 8hrs Teachers CESC: Computer Lab

ECE Stipend Orientation 8/7/2013 6:00-8:00 pm 2hrs Applicants Camarillo RoomCLASS: Overview 8/22/13 6:00-9:00 pm 3hrs Teachers Camarillo Room

CLASS Overview 8/27/13 7:00-9:00 pm 2hrs FCCH CDR

CSEFEL TOT/Coaches Training 9/6/13 8:30am-3:00 pm 5.5hrs

Teachers Hueneme Room

Teaching Pyramid: Family Engagement (Saturday) 9/7/13 8:30 am-3:30 pm 6hrs Teachers Salon A

Math & Science for PreK Teachers (Saturday ) 9/14/13 8:30 am-12:30 pm 4hrs Teachers Salon A

Skill Builders: Creating Parent Involv. Pgms 9/17/13 4:30-6:30 pm 2hrs Teachers Conejo Room

CSEFEL TOT/Coaches Training 9/19/2013 8:30am-3:30pm 6hrs Teachers HECP Conference Room

CLASS: Concept Development 9/23/13 6:00-9:00 pm 3hrs Teachers Oxnard Room

Isela Garcia Training 9/26/13 5:00-7:30 pm 3hrs Teachers Simi RoomCLASS Social/Emotional & Classroom Org. 9/28/13 9:00am- 4:00pm 6hrs FCCH CDR

Teaching Pyramid Module I (Saturday) 10/5/13 8:30 am-3:30 pm 6hrs Teachers Salons A & B

CLASS: Quality of Feedback 10/9/13 6:00 -9:00 pm 3hrs Teachers Camarillo Room

Teaching Pyramid: Top of the Pyramid (Saturday) 10/12/13 8:30 am-3:30 pm 6hrs Teachers CDR

Skill Builders 10/15/13 4:30-6:30 pm 2hrs Teachers Little Explorers

Math & Science for PreK Teachers (Saturday ) 10/26/13 8:30 am-12:30 pm 4hrs Teachers Salon A

CLASS Concept Development 10/29/2013 7:00-9:00pm 2hrs FCCH CDR

Early Childhood ProgramsProfessional Development Plan

2013 - 2014

October

September

August

CLASS Quality of Feedback 11/6/13 7:00-9:00 pm 2hrs FCCH CDR

Math & Science for PreK Teachers (Saturday ) 11/16/13 8:30 am-12:30 pm 4hrs Teachers Conejo Room

CLASS: Instructional Learning Formats 11/18/13 6:00-9:00 pm 3hrs Teachers Oxnard Room

Skill Builders 11/19/13 4:30-6:30 pm 2hrs Teachers Hueneme Head Start

CSEFEL: Teaching Pyramid Module 2 (Saturday) 11/2313 8:30 am-3:30 pm 6hrs Teachers Salons A & BDecember

CLASS: Regard for Students Perspectives 1/9/14 6:00-9:00 pm 3hrs Teachers Camarillo Room

CSEFEL Training Module 3 (Saturday ) 1/11/2014 8:30am-3:30pm 6hrs Teachers CDR

CLASS: Language Modeling 1/15/14 7:00-9:00 pm 2hrs FCCH CDR

Skill Builders 1/21/14 4:30-6:30 pm 2hrs Teachers To be determined

Math & Science for PreK Teachers (Saturday ) 2/1/14 8:30 am-12:30 pm 4hrs Teachers Salon A

Director's Tool Kit 2/6/14 8:30 am-12:00 pm 3.5hrs Admin Oxnard Room

CLASS: Behavior Management 2/11/14 6:00-9:00 pm 3hrs Teachers Camarillo Room

Skill Builders: Working w/Special Needs 2/18/14 4:30-6:30 pm 2hrs Teachers Comm. Pres Church

CPIN-Visual Arts (Saturday ) 2/22/14 8:30 am-12:30 pm 4hrs Teachers Salon B

Provider Forum 3/8/14 8:00-4:00 pm 6hrs Teachers All Rooms, except Hueneme

CSEFEL Training Module 4 (Saturday ) 3/15/14 8:30am-3:30pm 6hrs Teachers Salons A & B

CLASS: Productivity 3/18/14 6:00-9:00 pm 3hrs Teachers Ventura Room

Director's Tool Kit 3/20/14 8:30 am-12:00 pm 3.5hrs Admin Oxnard Room

Math & Science for PreK Teachers (Saturday ) 3/22/14 8:30 am-12:30 pm 4hrs Teachers Salon ACPIN- Physical Development 3/29/14 8:30 am-12:00 pm 3.5hrs Teachers Camarillo Room

CLASS: Language Modeling 4/3/14 6:00-9:00pm 3hrs Teachers Camarillo Room

CPIN- Admin (tentative) 4/25/14 1:00-4:00 pm 4hrs Admin Camarillo Room

CPIN- Health (tentative) 4/26/14 8:30 am-12:00 pm 3.5hrs Teachers Conejo Room

May Director's Tool Kit 5/1/14 8:30 am-12:00 pm 3.5hrs Admin Oxnard Room

March

April

February

January

November

Core III: Program & Environment

Five Protective Factors

SupportedBy

Triple P & Teaching Pyramid

Family Engagement & Family Strengthening

Five Protective Factors

Community and multi-system leaders act to build sustainable infrastructure through key levers for change:

Community programs and worker practice consistently:

Families and communities build protective factors that also promote positive outcomes:

• Parent Partnerships

• Policy/Systems• Professional

Development

• Facilitate friendships and mutual support

• Strengthen parenting

• Respond to family crises

• Link families to services and opportunities

• Value and support parents

• Further children’s social and emotional development

• Observe and respond to early warning signs of abuse and neglect

• Parent resilience• Social

connections• Knowledge of

parenting and child development

• Concrete support in times of need

• Social and emotional competence of children

• Strengthened families

• Optimal child development

• Reduced child abuse & neglect

Levers Strategies Protective Factors

Results

The Teaching Pyramid

Positive Parenting Program

WHY IT MATTERS During a child’s first three years of life, their brains

are being wired for future success. Brain development is more rapid during this period

than at any other, with more than 700 neural connections created each second.

Children are born with an innate love of learning and learn everything from smiling, walking and speaking, to making choices, exploring and developing relationships.

Why Birth to 3rd Grade?

• California Infant/Toddler Learning & Development Foundations

• California Content Standards

• Common Core State Standards

• Head Start Child Development and Early Learning Framework

The Alignment of the California PreschoolLearning Foundations with Key EarlyEducation Resources

Thank You

“Children in strong early education programs are better prepared for school and reap some real benefits that last them their whole lives”

Tom Torlakson, State Superintendent of Public Instruction

August 23, 2013