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Early Childhood Formative Assessment Model Template Common document sample
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Massachusetts’
Quality Rating and
Improvement System
(QRIS)
Early Education and Care
Mixed Delivery System
2
The System: A Series of Coordinated
Activities
3
Early Education and Care System
Components
Like any “system”, the education and care system is comprised of
a set of connected components, forming a complex unit with an
overall purpose, goal, or function that is achieved only through
the actions and interactions of all the components. Below is a
visual representation of what EEC would like to build with key
partners.
Accountability
4
Standards, Assessment and Accountability
Teacher Program
Quality Quality
(QRIS)
Child
Outcomes
(formative and
summative
assessment)
5
Workforce and Professional
Development
EEC Core Competencies
Area 1: Understanding the Growth and Development
Understanding how children and youth learn, supporting
individual growth and development, early brain
development, applying research/development theories.
Creating a safe, nurturing, and challenging environment
that encompasses developmentally appropriate practices,
establishes foundations for future growth, and engages
young people in building social skills and knowledge.
Area 2: Guiding and Interacting
Using appropriate guidance techniques based on age,
development and realistic expectations for the behavior of
children and youth.
Recognizing factors that impact behavior and
implementing strategies to help foster develop self-
regulation, self-concept, coping mechanisms, self-comfort
6
skills, and positive interactions with peers and adults.
Workforce and Professional
Development (cont’d)
Area 3: Partnering with Families and Communities
Understanding diverse family structures and influences,
using culturally competent practices to support and
communicate with individual children and families.
Building respectful, reciprocal relationships with families
through shared understanding and family and community
involvement.
Connecting families to community resources; developing
collaborations with family, school, community services.
Area 4: Health, Safety, and Nutrition
Ensuring children and youth’s safety, promoting sound
health practices, recognizing and responding to child
abuse and neglect, providing nutritious meals/snacks.
Implementing appropriate prevention, preparedness, and
health and safety practices.
7 Maintaining confidentiality.
Workforce and Professional
Development (cont’d)
Area 5: Learning Environments/Implementing
Curriculum
Recognizing high quality environments and utilizing
consistent schedules and routines, transition activities,
age-appropriate materials and activities, and arranging a
classroom to enhance learning.
Understanding developmentally appropriate curriculum
models that prepare children and youth for school success.
Area 6: Observation, Assessment, and Documentation
Understanding goals, benefits and uses of observation and
assessment.
Using systematic observations, documentation, and other
appropriate assessment strategies in partnership with
families and other professionals serving the same children.
8
Workforce and Professional
Development (cont’d)
Area 7: Program Planning and Development
Understanding the importance of relationships and positive
communication among colleagues in creating a nurturing
learning environment.
Planning, organizing, and implementing best business
practices including a shared understanding with staff and
families of regulations, applicable laws, policies, staff
supervision, and quality standards.
Modeling behaviors, supporting staff through professional
development plans, building healthy relationships with
colleagues and families, providing developmentally
appropriate practices, connecting w/community resources
Area 8: Professionalism and Leadership
Adhering to ethical guidelines and professional standards.
Practicing continuous, collaborative learning that relies on
reflective practice, integrates knowledge from variety of
sources, advocates for best practices
9 Mentoring to help others develop leadership skills.
Quality Rating and Improvement
System (QRIS): Purpose
Parents have easily accessible information about the
quality of early care and education programs.
Programs and providers use one streamlined set of
standards that are connected to supports and fiscal
incentives to help them meet and maintain the
standards.
Programs receive feedback and are involved in
continuous quality improvement.
Policymakers understand where and how to invest
additional resources.
10
Overview of the Standards
Level 5: Best practice and
demonstrable child growth
Level 4: Full Integration
Level 3: Focused Development
Level 2: Emerging Practice
Level 1: Awareness
11
QRIS Standards
Massachusetts’ QRIS Standards are organized into
5 categories (many also have subcategories):
1. Curriculum and Learning: curriculum, assessment,
teacher child interactions, special education,
children with diverse language and cultures
2. Workforce Qualifications and Professional
Development: directors, teachers, teacher
assistants, consultants
3. Environment: indoor, outdoor, health and safety
4. Leadership, Management and Administration:
supervision, management, community
involvement, supervision and leadership
Family Involvement
12
5.
QRIS Standards –Program Types
There are Standards for the following three
program types:
1. Standards for Center and School Based Programs
(also for use by license-exempt preschool programs (i.e.
public school preschools, Montessori schools, or religiously
affiliated schools)
1. Standards for Family Child Care Programs
2. Standards for After School and Out of School Time
Programs (to be used by all After School and Out of
School Time programs, in all settings, including schools)
13
QRIS Standards – Block System
Massachusetts Standards are now a Building Blocks
System – Must do everything at Level 1 before
progressing to Level 2, etc.
Is this common nationally?*
Building blocks - All standards in a level must be met to
move to the next level: 13 states - DC, DE, IN, KY, MD, ME,
MT, NH, NM, OH, OK, PA, TN
Points systems - Standards are assigned a point value,
which are calculated to determine ratings: 3 states - CO,
NC, VT
Combination - A combination of building blocks and points
used to determine ratings: 2 states - IA, LA
14
* From NCCIC presentation at the 2009 Smart Start conference http://www.smartstartnc.org/conference/2009/Handouts09/528.ppt
National Accreditation and Head
Start Performance Standards
Debate about how best to recognize value of national accreditation and
the Head Start Performance Standards and temper any possible
weakness in each system
Nationally other states include NAEYC in the following ways to reach
the top level:
Must be NAEYC accredited: 2 states
NAEYC + Additional Criteria: 8 states
NAEYC + Additional Criteria OR Separate Set of Criteria: 3 states
NAEYC in points scheme: 4 states
No recognition of NAEYC: 2 states
Recommendation is:
At Level 4, Programs may provide evidence of meeting the criteria
detailed at Level 4 in the QRIS Standards, OR
Programs may provide evidence of being currently nationally
accredited AND providing evidence of meeting a set of MA specific
criteria from the previous levels
• Programs may substitute being currently accredited with
15 meeting the Head Start Performance Standards (having no
deficiencies during their PRISM review)
Highlights: Measurement
Programs can meet the standards via: license in good standing,
document submission, use of tools, use of workforce registry, onsite
monitoring using the ERS tools (ECERS, ITERS, FCCERS, and SACCRS)
Move to use of common tools. Many of these tools are available free of
charge and EEC will work to make them available on its website. Tools
now in the standards include:
Curriculum: Materials Checklist for Early Childhood Program Standards or
NAFCC (Level 2); Optional: CLASS (Center/School, Level 4)
Teacher Child Relationships: Self-assessment tool to monitor classroom
climate such as Arnett (Level 2); Arnett Scale completed by outside
reviewer (Level 4)
Children with Diverse Languages: Self-assessment via ECERS or ELLCO
(Center/School, Level 3); Use of the Pre-Las or other valid instruments to
determine child’s primary language (Level 4)
Outdoor: Use certified playground inspector (Center/School, Level 3)
Health and Safety: Use of the California Health Scale as a self-assessment
(Center/School, Level 3)
Family Involvement: Strengthening Families self-assessment tool (Level 2)
Leadership, Management and Administration: Optional: Program
Administration Scale by outside validator or NAEYC validation visit
16
Highlights: ERS tools
Many states have a strong role for the ERS tools in their QRIS
standards – 14 of 18 states include. Variations in way included*:
ERS Scores are used to determine rating levels: 7 states
Program can earn rating points for ERS scores: 4 states
Program must be assessed with ERS, but does not tie particular scores to
ratings: 2 states
Self-assessment tool: 1 state
MA Standards have a strong role for the ERS tools
Level 2 – use the tools for self assessment
Level 3 – score of 4.0 or higher, with no sub-score below 3.0, by outside
reliable administrator
Level 4 – score of 5.0 or higher in all areas by outside reliable
administrator
ERS vs. CLASS
ERS is more broadly focused on the environment, whereas CLASS focuses
on instructional practice, teacher child interactions and the content of the
teacher's instruction in the classroom
Decided to use ERS tools as foundational building blocks and self-
assessment tools, and introduce CLASS at higher levels and through
professional development
17
* From NCCIC presentation at the 2009 Smart Start conference http://www.smartstartnc.org/conference/2009/Handouts09/528.ppt
Resources Available on EEC Website
EEC has provided links and resources for each program type at each QRIS level
on our website at (to be updated as materials become available):
http://www.mass.gov/?pageID=eoeterminal&L=4&L0=Home&L1=Early+Education+an
d+Care&L2=Workforce+and+Professional+Development&L3=Quality+Rating+and+Imp
rovement+System+(QRIS)&sid=Eeoe&b=terminalcontent&f=EEC_qris_qris_standards&
csid=Eeoe
18
Current QRIS Initiatives
Intent to Participate Survey
Available at http://www.surveymonkey.com/s/W8CB9HY
Allows EEC to understand the types of programs and level of
interest in both the Pilot and the Grant in order to better plan
for the implementation of these initiatives.
Encouraged, but not mandatory.
Submitting a survey is not an application for the Pilot or Grant.
QRIS Pilot
Programs only interested in the Pilot (not grant) or if not eligible
for the grant, have until June 30, 2010 to submit materials that
will be used by EEC to rate the program.
QRIS Program Quality Improvement Grant
Eligible programs may submit an application (requirements
outlined in RFP) to EEC by April 12th which includes a self
assessment of QRIS level, and funding request that should
support their advancement at least one level on the QRIS.
One grant requirement is participation in the Pilot – materials
19 due by April 12th with all grant materials.
EEC WEB SITE SCREEN SHOT
www.mass.gov/eec
To learn more about the QRIS Intent Survey, Pilot and Grant:
20
Intent to Participate
Brief Survey
21
Intent to Participate On-line Survey:
due April 1, 2010
22
QRIS Pilot
23
QRIS Pilot
QRIS Pilot will provide opportunity to
continue refining standards, asking
questions about equivalencies and efforts
needed to implement, and validity.
As part of this pilot, EEC hopes to provide
program quality improvement grants to
eligible programs as an incentive to
participate in the pilot and to help them
make targeted progress on the QRIS,
directly linked to the QRIS Standards.
24
What do we want to learn in the Pilot?
Parts of the process that worked well
Items that need to be changed about the forms
and/or the process
Any criteria that need to be clarified
Effort and time required of programs to participate
Is there equivalency between the accreditation
systems and the environmental rating scales
Inform us about the question of separating licensing
from raters and technical assistance providers
Collect information to address questions of cultural
responsiveness. Are there barriers for specific
segments of the population?
Support programs need to move up to next level
25
QRIS Pilot – Spring 2010
Invite programs to participate in the pilot
• Any interested program
• Set quotas for setting type
• During review process, prioritize programs where state
already invested
Through the pilot EEC will test out the rating system and
the monitoring tools
EEC will work to develop fiscal incentives to encourage
programs to move up to the next level
FY10: program quality improvement grants, ERS tools
FY11: ARRA and other sources
Will continuously reflect on pilot, seeking ways to improve
in preparation for full implementation
Family and Consumer Engagement campaign will be part of
full implementation, not pilot, because need to have
enough programs involved
26
QRIS Pilot – Approximate Timeline
Submit Notice of Intent April 1, 2010 (non-binding)
Survey
June 30, 2010 or earlier (only if not requesting QRIS
Submission of Program Quality Improvement Grant funding)
Application/ Materials:
April 12, 2010 (if applying for QRIS Program Quality
Improvement Grant)
EEC will review Pilot rating materials submitted by
Summer of 2010
programs to determine actual rating
Verification of program ratings will occur; programs
July and October 2010 whose rating requires an on-site visit by EEC staff will
receive a visit.
December 2010 Pilot participants receive QRIS rating.
27
Model for Pilot
Self Assessment to Be Submitted to EEC
Each program participating in the QRIS Pilot will use the
Application and Worksheet document on EEC’s website
for their program type (which are directly aligned with
the QRIS Provisional Standards)
This will help programs identify which standards they
currently meet and provide documentation that will
allow EEC to assess the program’s actual QRIS level.
This document also includes a one page application.
Reminder: Programs must self-assess that they can
meet all of the criteria in all of the categories in Level 1
before they can apply for Level 2, and so on up the
levels.
28
Pilot Application
QUALITY RATING AND IMPROVEMENT SYSTEM -- PILOT APPLICATION
If interested in participating in the Massachusetts Quality Rating and Improvement System (QRIS) Pilot, please complete the attached QRIS Pilot
Application and return it with a copy of the Program Self Assessment Worksheet and appropriate documentation. Once submitted, EEC will review
rating materials submitted by programs to verify the program’s rating and programs whose rating requires an on-site visit by EEC staff will be
contacted to schedule a visit.
CONTACT INFORMATION and PROGRAM TYPE
Name of Program: EEC License Number (if applicable):
Program Address (Street /City/ State/ Zip): □ Check if License Exempt (Please note: license exempt programs
must meet EEC licensing requirements to participate in QRIS pilot)
Contact Person: Check Program Type Applying (check only one)
Title: X Center/School Based Program
Phone Number: □ Family Child Care Program
Email: □ After School and Out of School Time Program
PROGRAM SELF ASSESSMENT
Check if program uses as a method of meeting any measurement: If the required QRIS Environmental Rating Scale tools are made
available at no cost to participants of the pilot, please indicate if
□ Head Start Performance Standard
you would like to receive a free copy of the tool:
□ Accreditation; Type of accreditation ____________ (e.g. NAEYC, NAFCC, etc.)
□ Program is interested in ECERS tool
If using the above as a method for meeting any measurement, attach □ Program is interested in ITERS tool
documentation that indicates your program meets Head Start Performance □ Program is interested in FDCRS tool
Standard and/or is accredited. □ Attached; Indicate document title: □ Program is interested in SACERS tool
___________________________ __________________________________ □ Program is not interested in receiving a free copy of a tool
Check Program’s Self Assessed QRIS Level (check one): □ Level 1 □ Level 2 □ Level 3 □ Level 4
ENROLLMENT
Enter program enrollment Enter financial assistance program enrollment on March 1, 2010:
on March 1, 2010 (include EEC financial assistance, Head Start funded and private scholarships for families with household
incomes below 85% SMI)
# of Infants: # enrolled: # receiving financial assistance:
# of Toddlers: # enrolled: # receiving financial assistance:
# of Preschoolers: # enrolled: # receiving financial assistance:
(Public Schools): # of preschool children in your school (not district) qualifying for free/reduced
lunch:_______
# of School-Age # enrolled: # receiving financial assistance:
Children:
Signature of Authorized Program Title Date
Representative
29
Example of Application and
Worksheet for QRIS Pilot
Curriculum and Learning: TEACHER CHILD RELATIONSHIP AND INTERACTIONS
Standard Measurement
Level Meets licensing regulations or license exempt Measurement:
1 and meets licensing requirements License in good standing or program meets EEC Licensing Standards (for non-licensable
and license exempt programs)
Self Assessment:
Does Program Meet Measurement? (Circle One): Yes No
For EEC licensed programs: EEC will confirm whether the program license is in good
standing.
For non-licensable programs and license exempt programs: license exempt programs must
submit documentation of a self- assessment that indicates the program meets EEC
licensing requirements.
Level Meets Requirements of Level 1 Measurement:
2 PLUS Review of policy and professional development
Program has a written policy that addresses Self Assessment: Does Program Meet This Measurement? (Circle One): Yes No
the importance of positive teacher child
Method of meeting measurement (Check One):
relationships and interactions that is shared
with all staff and parents. Accreditation □
All staff receive orientation and ongoing
Head Performance Standard □
professional development and supervision in Other means; documentation attached □
how to support positive relationships and If documentation is attached, please clearly label and provide title here:
interactions _________________________________________________________________________
Measurement:
Program uses a self assessment tool to monitor the climate of the classroom and develop
improvement plans
Self Assessment: Does Program Meet This Measurement? (Circle One): Yes No
Method of meeting measurement (Check One):
Accreditation □
Head Performance Standard □
Other means; documentation attached □
If documentation is attached, please clearly label and provide title here:
30 _________________________________________________________________________
QRIS Program Quality Improvement Grants
31
Model for QRIS Program Quality
Improvement Grants
Self Assessment
Each program applying for the grant will use the Program
Self Assessment and Program Improvement Template (for
their program type and self-assessed level) to complete a
program self-assessment and identify which standards
they currently meet.
Program Improvement Plan
Using the same template programs will use their self-
assessment to complete the program improvement plan
column which will address how they would use grant funds
to make targeted advancements of at least one level on
the QRIS.
Applicants will be required to demonstrate the ability to
receive/implement resources between May 1, 2010 and
June 30, 2010.
32
Eligibility for QRIS Program Quality
Improvement Grants
All programs must be at a self-assessed QRIS level 1, 2 or
3 to be eligible to apply (not level 4), as they must use
these funds to advance one level on the QRIS system.
Any EEC licensed educator/program that was serving at
least one child receiving financial assistance on March 1,
2010;
or
Any EEC license-exempt educator/program that meets EEC
licensing requirements and submits a document which
attests to meeting those requirements and agrees to a
future EEC licensing visit and that was serving at least one
child receiving financial assistance on March 1, 2010.
33
Programs that are not currently vendors with MA will
submit a set of required forms to become a vendor, in order
to receive grant funds (as outlined in the RFP).
34
Grant Funding Levels
EEC is making up to $4,000,000 of CCDF quality funds
available for the program quality improvement grants.
Programs may apply individually for grants, or lead
agencies, school districts and family child care systems
may apply for grants on behalf of multiple sites/providers
within their agency/system
• Educators / Programs within the mixed delivery system
will be eligible for individual grants up to $10,000 each.
• Lead Agencies may apply for up to $100,000 ($10,000
cap per site applying for)
Whether applying as a lead agency or individual
application -- all sites must complete an application and
required RFP materials, as grants will be site specific
(not classroom specific or lead agency specific) based
on the program types provided in QRIS Standards
(Center/School Based Programs, Family Child Care Programs
35
and After School and Out of School Time Programs)
Eligible Grant Fund Use
Eligible fund use will be tied to QRIS Standards; allowable
expenses for CCDF Quality Funds and may include:
Professional development for educators and/or
parents/families linked to QRIS.
Substitutes to allow for staff/educator planning time to
build collaborative agreements, engage more deeply
with health consultants, to develop policies named in
the QRIS standards etc.
Costs associated with Certified Playground Inspection
Accreditation facilitation support or accreditation fees
Appropriate materials that support QRIS progress (for
staff or parent resource centers, portable sink with
running water for hand washing etc.)
Purchase of screening or assessment tools
Annual financial review conducted by a CPA
36
Eligible Grant Fund Use (continued)
Eligible fund use will be directly tied to QRIS Standards
and allowable expenses for CCDF Quality Funds and
may include:
Consultantregarding environmental design of space to
meet requirements in the “Environment” section of the
QRIS
costs for Child Development
Application/renewal
Associate (CDA) credential
Annual consultations by a Health Consultant to monitor
records, update health care policies and practices,
identify program issues, assist programs in complying
with health and safety requirements and provides a
written report to the program
costs (not to exceed 5% of total grant
Administrative
award or any subcontract)
37
Priorities for Awarding Grant Funds
EEC will ensure funding is allocated in a manner
which ensures diversity in terms of geographic and
program/provider type representation to the extent
possible based on applications received.
Once geographic and mixed system representation
are ensured, if EEC receives applications for
funding beyond $4M, EEC will next prioritize
programs where 50% or more of the children are
receiving financial assistance (definition used
ensures public schools would also be eligible).
38
Example of QRIS Self Assessment
and Improvement Plan: Grant
Curriculum and Learning: CURRICULUM
Level Standard Measurement Program Improvement Plan:
Resources Proposed
Level Meets Requirements of Level 1 Curriculum from an approved list or
2 PLUS submission of the curriculum for review
Program uses a written comprehensive curriculum Teacher uses Materials Checklist in Early
that reflects diversity in its approach, is Childhood Program Standards for 3 and
developmentally appropriate for the children 4 year olds.
served, and is aligned with the "MA Guidelines for
Preschool Learning Experiences" and the Infant / Use of the ITERS (if appropriate) and
Toddler Learning Guidelines (when they are ECERS as a self assessment tool with a
available) written program improvement plan
Materials reflect the language and culture of the
children in the classroom
Level Meets Requirements of Level 2 Documentation of the staff professional Do you have internal resources to meet
3 PLUS development in the MA Guidelines for this measurement (circle one). Yes No
Preschool Learning and the Infant /
Staff has received formal professional development Toddler Learning Guidelines (when they If no, are you applying for EEC QRIS
in the curriculum and uses the MA Guidelines for are available) Program Quality Improvement grant
Preschool Learning Standards and the Infant / funds to meet this measurement? (circle
Toddler Learning Guidelines (when they are Documentation of the staff professional one) Yes No
available) to guide their planning of the written development in the curriculum and a
weekly lesson plans review of the lesson plans If yes, what are you proposing to
purchase?
An outside reliable rater administers the
ITERS (if appropriate) and the ECERS What are your plans for implementation?
with a total score of 4.0 or better with a
sub-score of at least 3.0 in all areas If yes, please describe the program’s
ability to implement the funds by June
30, 2010 (have you contacted vendor to
assure delivery is feasible by this date
etc.).
List costs to purchase proposed
resources, please itemize (also include
on budget form).
39
Grant – Estimated Timeline
March 22, 2010 Grantees Submission of Written Inquiries
March 29, 2010 EEC Will Post Responses to Written Inquiries (Estimated)
April 1, 2010 Interested Applicants Submit Intent Form/Survey
April 12, 2010 QRIS Pilot Application and Materials Deadline for Grant
April 21, 2010 EEC Selects Grantees (estimated; to be posted)
~May 1 Grantees receive payment
June 30, 2010 All goods and services purchased by grantees with these
funds must be received on or before June 30, 2010
July EEC will review Pilot rating materials submitted by
programs to determine rating
Aug-Oct EEC will visit programs whose rating requires
on-site visit
40
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