Title: ?Quality and Inclusion:
Best for All KidsInfusing 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 SpecialistZero to Three
Mary F. Sonnenberg, M.Ed., Deputy Director, Delaware Stars for
Early Success, Delaware Institute for Excellence in Early
Childhood
Verna Thompson, 619 CoordinatorDelaware Department of
Education
Moderator: Pam WintonFPG Child Development
InstituteAgendaNational Context and OverviewIssues Related to an
Inclusive Approach to QRISStructures & incentives
MeasurementProfessional developmentExamples & Perspectives from
Two States (DE and NC)State context (DE and NC)Strategies for
addressing issuesVexing Questions for Small Group Discussion
National ContextFocus onHigh Needs ChildrenNational ContextFocus
on Cross Sector Systems Building
National ContextAccountability & Quality
For whole or small group discussion.Participants or presenters
may wish to record responses on posters or dry erase boards.
5Quality Movement = Multiple Quality
InitiativesQRISlicensingprogram standardsAccreditation
CriteriaELGOSEP Monitoring and AccountabilityHead Start
PerformanceFrameworkPersonnel Standards
Two Different Quality Initiatives Quality Inclusion QRISUS DOE
OSEP State Performance Plan Annual Report (SPP APR)Early
ChildhoodEarly Childhood Special Education/Early InterventionStates
will be asked to provide status of QRIS using Benchmarks of Quality
Improvements78What Is QRIS?Varies from state to state with all
states participating at some levelCommon elements includeQuality
standardsProcess for assessing standardsOutreach and support to
programs to raise qualityFinancial incentivesConsumer awarenessWhat
Is QRIS (cont.)?A method to assess, improve, and communicate the
level of quality in early and school-age care settingsMay also be
called a Tiered Quality Rating and Improvement System (TQRIS)9What
Does QRIS Look Like?Builds on foundation of licensing and adds
multiple steps between licensing standards and higher quality
standardsOffers supports/incentives for reaching higher
levelsProvides easily recognized symbols for higher levels10Why
Develop A QRIS?The overall goal of QRIS is to improve the quality
of programs through system-wide improvementsOpportunity to do the
followingIncrease quality of care for childrenIncrease parents
understanding and demand for higher quality careIncrease
professional development of child care providers11Why 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 frameworkProvide an accountability measure
for funding12What 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
13Verna - OSEP SPP APR does not indicators of quality.13
Three Issues Related to an Inclusive Approach to Quality Within
QRIS
Structures & incentivesMeasurementProfessional
developmentState ContextQRIS DevelopmentDelaware
North Carolina
QRIS Development in DelawareInitiated in 2007 Children with
Special Needs was a component619 Coordinator on the Advisory
Committee Intention to provide quality environments for children at
risk including children with disabilities2008Depart. of Education
designated lead agency for QRISManagerial implementation of Stars
given to the Delaware Institute for Excellence in Early Childhood
located at the University of Delaware2009Programs not moving up;
little fiscal oversight; poor reputation of program2010State &
federal funding for QRIS; Placed moratorium on new programs while
developed strategic plan to revise the states QRIS
Emphasize 619 and Part C at table from beginning2007: Family and
Workplace Connection (R & R), United Way of DelawareOver a 4
Year period $1.2 million dollars raisedProgram operated through a
non-profit organizationBuilding Block systemState partners were at
the table for planning2008: responsibility for the QRIS was
designated to the Department of EducationDDOE designated
responsibility for managerial implementation of Stars to the
Delaware Institute for Excellence in Early Childhood located at the
University of Delaware through RFP ProcessIn 2009 it was becoming
evident that the system was not working as intendedPrograms were
not movingThere was little fiscal oversight on expendituresThe
program was getting a bad reputation in the communityIn 2010 two
elements collidedFirst the state began to fund a small component of
the QRIS, along with some CCDF funding from the state child care
administrators officeAfter a comprehensive organizational and
managerial review of the system a decision was made to place a
moratorium on new programs and to establish a strategic plan to
revise the states QRISAt the same time funding to operate the QRIS
was about to run out. The small state and federal contributions
were not enough to sustain the initiative.
162011 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 awardedAs part of
the Early Learning Challenge, public schools could now participate
in Delaware StarsEstablished Stars Management Team619 Coordinator
on Management CommitteeEstablished a strategic plan to revise the
QRISRevision of Stars Standards Practice Principles: Continuity,
Inclusion, IntentionalityStakeholder input & review State level
groups and providersReviewed by national experts
QRIS Development in Delaware
PRACTICE PRINCIPLES Delaware Stars has identified three practice
principles that have been integrated into the newly developed
Quality Standards. These principles are embedded within each of the
four dimensions of quality that organize the QRIS
standards.Continuity of Care Decades of developmental research have
identified the essential importance of the caregiving relationship
between the child and his/her primary caregivers (Goldberg, 2000).
In addition to relationships with parents and other home
caregivers, children need to develop trusting emotional
relationships with their caregivers and teachers in child care
contexts (Tran & Winsler, 2011). These secure relationships
serve as the basis for childrens ability to regulate their emotions
and social relationships, skills which serve as the foundation for
success in school. These relationships in child care are often
jeopardized due to high rates of staff turn-over, programmatic
structures that force children to transition too frequently and
poorly qualified staff (Miller, 2003; Whitebook, Sakai, Gerber,
& Howes, 2001). In the revision of the quality standards for
Delaware Stars, standards have been designed to address these
issues across multiple levels including classroom practice, staff
hiring and scheduling, and family engagement. Specifically, new
standards have been created to address staff retention,
transitions, and staffing practices that promote extended
relationships between children and their caregivers and
teachers.Inclusive Practice - The inclusion of children with
disabilities and dual language learners is an important aspect of
child care quality that is often not addressed in quality rating
and improvement systems (Bruner, n.d.). Inclusive high quality
child care embraces the notion of diversity and strives to provide
early education and care that is both responsive and
individualized. Past research on child care quality has noted that
programs that serve children with disabilities are typically of
higher quality (Grisham-Brown, Cox, Gravil, & Missall, 2010).
Culturally responsive care promotes family engagement and
continuity among home and child care settings (Bruner, n.d.).
Delaware Stars standards have emphasized the importance of
inclusive practice both in classroom practice as well as the
development of partnerships with families.Intentionality - The
increased focus on school readiness and the growing research base
in early education highlights the need for more intentional
classroom practice in early childhood classrooms. Current research
has resulted in improved curriculum across content areas, such as
early math and literacy (Fantuzzo, Gadsden, & McDermott, 2011).
Further, the value of collecting and utilizing appropriate child
assessment data to inform instruction has proved an essential
practice for improving quality in early learning settings (Hallam,
Grisham-Brown, & Brookshire, 2007). The revised Delaware Stars
standards include more emphasis on curriculum, instruction, and
appropriate child assessment linked to Delawares Early Learning
Foundations (ELFs).
17In 2012January 2012: 178 programs participating New
Points/Hybrid System launchedNew programs began to be admitted
January 2012December 2012: 322 programs were participatingIncreased
numbers of programs at Star Level 3, 4, & 5Cross-Sector
expansion as Stars began to serve public school programs (619,
Title I)New Technical Assistance ModelEmphasis on
relationship-based TA Focus on classroom-based assistance to
programsMore effort to better prepare TAsLower 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
SLDs at SL3, 4, & 5 more than doubled as did
participation
As part of Cross-sector expansion, DOE tasked a 619 workgroup to
do a crosswalk with Stars Standards which has developed into a
framework for School District participation in Stars. 18QRIS
(Star-rated License) in NCImplemented in 1999Embedded in
licensureMinimum licensing requirements = 1 star5-star
systemPrimarily points-based2-component rated licenseProgram
quality (ERS, ratio & group size, quality points)Staff
educationStar rating linked to subsidy ratesDevelopmental Day (all)
and Public School (many) sites are required to be licensed
QRIS Advisory Committee RecommendationsMet September 2009 June
2012Recommended change to a hybrid systemBlocks at Levels 1, 3,
5Points at Levels 2, 4Specializations leading to Program of
DistinctionRaise the floor and raise the ceilingMany specific
recommendations about inclusionNew quality indicators for all
programsInclusion SpecializationProcess recommendationsMap specific
recommendations onto conceptual frameworkCollect feedback from
providersTest new levels using existing and new data
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 changesGather
feedback from the fieldUse results to develop blocks, points,
weighting, and standards for each levelIdentify quality features
that distinguish between programs at higher levelsRelate program
features and quality ratings to childrens progress
Structures & IncentivesIssuesWhat 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?
DE Stars Structures & Incentives619 Program Participation in
DE Stars619 Workgroup Completed alignment document Stars standards
and 619 federal regulations; state procedures Will revise 619
Procedures Manual to align to DE Stars standardsWill 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
disabilities7 of the 16 school district 619 programs volunteered to
participate 619 programs recruiting community programs to apply to
DE Stars
NC QRISStructures & Incentives Participation of 619 and Part
C stakeholders in QRIS Advisory CommitteeUse of Validation Study to
test recommended new system, decreasing chances the providers will
just opt outIdea: Convene expert stakeholders to develop Inclusion
Specialization
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
dayor segregated programs that are licensed but may have very
different goals)?
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?
DE Stars Measurement619 Programs who apply to DE Stars May
achieve Star Level 3If they have less than 50% typically developing
peers in classroomsIf they have required documentation listed in
619 Procedures ManualScore at least a 3 on Early Childhood
Environment Rating Scale (ECERS)May achieve Star Level 4 or 5If
they have at least 50% typically developing peers in all
classroomsIf they have required documentation listed in 619
Procedures ManualScore at least a 4 or 5 on Early Childhood
Environment Rating Scale (ECERS)
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
SuccessECE Center Standards & Delaware IDEA Part B Section 619
Program StandardsNC QRIS: Measurement
Challenge in current rated license assessment: ERS and children
with disabilitiesIdea 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?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)
Professional Development IssuesHow 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.
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
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.
How do you keep the costs of PD in line with funding
available?
Vexing Question Related to Professional Development(for small
group discussion)
ReflectionsI am interested in
I want to know more about
36Vexing QuestionsSmall Group Discussion
Questions For DiscussionIncentives/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?
References & ResourcesNorth Carolina QRIS Advisory Committee
Executive Summary
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/NPDCIhttp://npdci.fpg.unc.edu/resources/articles/npdci-quality-paper
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