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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