Transcript Grant Proposal for Project Name

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“Commitment
to Quality Education for All”
Early Learning Quality Initiatives
2000
CARES & AB212 Stipend Projects
2004
Preschool for All (PfA) Planning
2005
PfA Implementation begins in 9 counties
with funding from First 5
2006
PfA Implementation begins in Hueneme
School District
2008
Quality Rating Improvement System (QRIS)
Planning begins
Blending of CARES/AB212 Stipend Project
2010
QRIS delivered to Governor
PfA Expands to Ocean View School District
Countywide Environment Rating Scale (ERS)
2011
Race to the Top (RTT) funding awarded to CA
F5 CA extends PfA funding for 3 years as
Child Signature Program (CSP)
QRIS Pilot begins in Ventura County
CARES Plus expanded
20122015
State & Local QRIS Implementation
All Children will thrive in early learning
programs, be ready for kindergarten, and
be proficient in third grade.
1.
2.
3.
4.
Building a high-quality early learning system
Connecting early learning work with K-12
Increasing access to quality programs
Providing comprehensive support for the
development of the whole child
FIRST 5
VENTURA COUNTY
Because The First 5 Years Impact A Lifetime!
“Commitment to Quality
Education for All”
QRIS
Quality Rating Improvement System
RATED ELEMENTS IN MATRIX
Core I: Child Development and
School Readiness
1 Child Observation Assessments (DRDP)
2 Developmental and Health Screenings (ASQ)
Core II: Teachers and Teaching
3 EC Educator Qualifications
4 Effective Teacher/Child Interactions (CLASS)
Core III: Program and Environment
5 Environment Rating Scales (ERS)
6 Ratios and Group Size
7 Director Qualifications
Improvement
Tools and
Resources
Improved
Quality
Programs for
Children
• Informed
Parents and
• Children 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
2. Developmental and
 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
Health Screenings
 Program uses valid and
reliable child assessment/
observation tool aligned with CA
Foundations & Frameworks
twice a year
 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
 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
 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
 Associate's degree (AA) in
ECE/CD OR 60 degreeapplicable 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
 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
 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
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
4. Effective Teacher-
 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
Child Interactions:
CLASS
Assessments (*Use
tool for appropriate age
group as available)
 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
CORE I: CHILD DEVELOPMENT & SCHOOL READINESS
School Readiness
All children receive individualized instruction and support for optimal learning and development
Goal (Pathway)
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
Children receive support to develop healthy social and emotional concepts, skills, and
strategies.
CORE I.2 Developmental and Health Screenings
Goal (Pathway)
Related Element(s)
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)
Related Element(s)



Required Common Tool(s) 
& Resources 

Children receive support for optimal physical development, including health, nutrition, and
physical activity.
CORE I.1 Child Observation and Assessment and Core 1.2 Developmental and Health
Screenings
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)
Related Element(s)
Required Common Tool(s)
& Resources
Teachers are prepared to implement effective interactions in the classroom.
CORE II.4 Effective Teacher-Child Interactions


Classroom Assessment and Scoring System (CLASS) for relevant age grouping
Program Assessment Rating Scale (PARS), as applicable and available
Professional Development
Goal (Pathway)
Related Element(s)
Required Common Tool(s)
& Resources
Teachers are life-long learners.
Core II.3 Minimum Qualifications and Core II.4 Effective Teacher-Child Interactions




Common Core 8
Early Childhood Educator (ECE) Competencies
ECE Competencies Self-Assessment Tool
Professional Growth Plan
CORE III: PROGRAM AND ENVIRONMENT
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
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.
CSP 1
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 Matrix
Supports
• On-Site TA
• Targeted Training
• Action Plans
• Countywide Training
• ECE Stipend Project
• Resources
• Early Education
• Effectiveness Exchange
(E4)
CSP 2
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)
RTT
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
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
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
Element
1 Child Observation/Assessment
2 Developmental and Health Screening
3 Lead Teacher Qualifications and
Professional Development
1
2
3
4
5
file review at all levels
file review at all levels
self-report at all levels
4 CLASS Assessment
5 Ratios and Group Size
self-report
external assessment
self-report
verify by assessor
6 Environmental Rating Scale
7 Director Qualifications
self-report
external assessment
self-report at all levels
VCOE 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)
Early Childhood Programs
Professional Development Plan
2013 - 2014
Month
July
August
Workshop
Date/Time
Hrs
Audience
Location
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 Room
CLASS: Overview
8/22/13 6:00-9:00 pm
3hrs
Teachers
Camarillo Room
CLASS Overview
8/27/13 7:00-9:00 pm
FCCH
CDR
Teachers
Hueneme Room
Teachers
Salon A
CSEFEL TOT/Coaches Training
9/6/13 8:30am-3:00 pm
Teaching Pyramid: Family Engagement (Saturday)
9/7/13 8:30 am-3:30 pm
2hrs
5.5hr
s
6hrs
9/14/13 8:30 am-12:30 pm
4hrs
Teachers
Salon A
9/17/13 4:30-6:30 pm
2hrs
Teachers
Conejo Room
6hrs
Teachers
Math & Science for PreK Teachers (Saturday )
September
Skill Builders: Creating Parent Involv. Pgms
CSEFEL TOT/Coaches Training
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 Room
CLASS 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
10/9/13 6:00 -9:00 pm
3hrs
Teachers
Camarillo Room
10/12/13 8:30 am-3:30 pm
6hrs
Teachers
CDR
10/15/13 4:30-6:30 pm
2hrs
Teachers
Little Explorers
10/26/13 8:30 am-12:30 pm
4hrs
Teachers
Salon A
10/29/2013 7:00-9:00pm
2hrs
FCCH
CDR
CLASS: Quality of Feedback
October
9/19/2013 8:30am-3:30pm
Teaching Pyramid: Top of the Pyramid (Saturday)
Skill Builders
Math & Science for PreK Teachers (Saturday )
CLASS Concept Development
CLASS Quality of Feedback
11/6/13 7:00-9:00 pm
2hrs
FCCH
CDR
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 & B
1/9/14 6:00-9:00 pm
3hrs
Teachers
Camarillo Room
6hrs
Teachers
CDR
Math & Science for PreK Teachers (Saturday )
November
December
CLASS: Regard for Students Perspectives
CSEFEL Training Module 3 (Saturday )
January
February
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
2/22/14 8:30 am-12:30 pm
4hrs
Teachers
Salon B
3/8/14 8:00-4:00 pm
6hrs
Teachers
All Rooms, except Hueneme
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 A
CPIN- Physical Development
3/29/14 8:30 am-12:00 pm
3.5hrs
Teachers
Camarillo Room
3hrs
Teachers
Camarillo Room
CPIN-Visual Arts (Saturday )
Provider Forum
CSEFEL Training Module 4 (Saturday )
March
CLASS: Language Modeling
April
May
1/11/2014 8:30am-3:30pm
4/3/14 6:00-9:00pm
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
Director's Tool Kit
5/1/14 8:30 am-12:00 pm
3.5hrs
Admin
Oxnard Room
Family Engagement & Family Strengthening
Five Protective Factors
Supported
By
Triple P & Teaching Pyramid
Levers
Community and
multi-system
leaders act to build
sustainable
infrastructure
through key levers
for change:
•
Parent
Partnerships
•
Policy/Systems
•
Professional
Development
Protective
Factors
Strategies
Community
programs and
worker practice
consistently:
Results
Families and
communities
build protective
factors that also
promote positive
outcomes:
•
Facilitate friendships
and mutual support
•
Strengthen parenting
•
Parent resilience
•
•
Respond to family
crises
•
Social
connections
Strengthened
families
•
•
Link families to
services and
opportunities
•
Optimal child
development
•
Reduced child
abuse & neglect
•
Value and support
parents
•
Further children’s
social and emotional
development
•
Observe and
respond to early
warning signs of
abuse and neglect
Knowledge of
parenting and
child
development
•
Concrete support
in times of need
•
Social and
emotional
competence of
children
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.
The Alignment of the California Preschool
Learning Foundations with Key Early
Education Resources
• California Infant/Toddler
Learning & Development
Foundations
• California Content
Standards
• Common Core State
Standards
• Head Start Child
Development and Early
Learning Framework
“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