QRIS and Inclusion Institute - PowerPoint
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QRIS AND INCLUSION
Karen Berman
,
Jennie Couture, Inclusion
Assistant Director, Ounce of
Prevention Fund
,
Jeanette McCollum Professor
Emerita, University of Illinois
Manager, Bright From the
Start: Georgia Department of Early
Care and Learning
Pam Stevens, Quality Rated
Manager, Bright from the Start:
Georgia Department of Early Care
and learning
Pam Winton, Senior Scientist and Director of
Outreach, FPG Child Development Institute
AGENDA
National Context and Overview
Issues Related to an Inclusive Approach to QRIS
Structures & incentives
Measurement
Professional development
Perspectives, Strategies and Challenges: Two State
Examples (IL and GA)
NATIONAL CONTEXT
Accountability & Quality
NATIONAL
CONTEXT
Focus on
Cross
Sector
Systems
Building
Quality Movement =
Multiple Quality Initiatives
Head Start
Performance
Framework
OSEP Monitoring and
Accountability (SSIP)
RTT-ELC
EHS/CC
Partnerships
Two Different Quality Initiatives
Quality Inclusion
QRIS
Early
Childhood
US DOE OSEP
Annual
Performance
Report (APR),
including State
Systemic
Improvement Plan
(SSIP)
Early Childhood
Special Education/
Early Intervention
What Is QRIS ?
A method to assess, improve, and
communicate the level of quality in early
and school-age care settings
Varies from state to state with all states
participating at some level
7
What are Common QRIS Elements?
Quality standards
Process for assessing standards
Outreach and support to programs to
raise quality
Financial incentives
Consumer awareness
8
PROMOTING PARTICIPATION IN
THE STATE'S TQRIS – RTT-ELC
States are implementing effective policies and practices to reach the goal of having all publicly
funded Early Learning and Development Programs participate in a statewide TQRIS system,
including -(1) State-funded preschool programs;
(2) Early Head Start and Head Start programs;
(3) Early Learning and Development Programs funded under section 619 of part B of IDEA
and part C of IDEA;
(4) Early Learning and Development Programs funded under Title I of the ESEA; and
(5) Early Learning and Development Programs receiving funds from the State’s CCDF
program;
States set targets for the numbers and percentages of Early Learning and Development
Programs that will participate in the TQRIS.
Beth Caron, (2014), RTT-ELC Inclusion Forum
TQRIS PERFORMANCE MEASURES
All States report on the number and percentage of
• Early Learning and Development Programs
participating in the statewide TQRIS
• Early Learning and Development Programs in the
top tiers of the TQRIS
• Children with High Needs who are enrolled in Early
Learning and Development Programs that are in the
top tiers of the TQRIS
Beth Caron, (2014), RTT-ELC Inclusion Forum
What Is OSEP Annual
Performance Report (APR)?
State data on children with disabilities
and their families collected and reported
to Congress
11
State Performance Plans
and APR - Inclusion
Part C – Indicator 2
Percent of infants and
toddlers with IFSPs who
primarily receive early
intervention services in the
home or community-based
settings.
Ryder, 2014, RTT-ELC Inclusion Forum
State Performance Plans
and APR - Inclusion
Part B, 619 – Indicator 6
Percent of children aged 3
through 5 with IEPs attending a
regular early childhood program
and receiving the majority of
special education and related
services in the regular early
childhood program; and
Ryder, 2014, RTT-ELC Inclusion Forum
APR - STATE SYSTEMIC IMPROVEMENT
PLAN (SSIP)
Includes a comprehensive, multi-year
SSIP focused on improving outcomes
for young children with disabilities and
their families.
Needs to link to other state and federal
quality initiatives (e.g., QRIS, RTT,
EHS/CC)
Three Issues Related to an
Inclusive Approach to
Quality Within QRIS
Structures & incentives
Measurement
Professional development
STATE
CONTEXT
QRIS Development
Illinois
Georgia
QRIS Development in IL
QRIS – ExceleRate Illinois
Effort began in 2011
Governor’s Office – Office of Early Childhood
Development: Early Learning Council
Race to the Top – Early Learning Challenge funded in 2012
ExceleRate Illinois finalized in 2014
Circles of Quality – Licensing, Bronze, Silver,
Gold
IL AWARDS OF EXCELLENCE
Five Awards of Excellence developed in 2013-2014
Infant/toddler
Family/community engagement
Culturally/linguistically appropriate practices
Preschool instruction
Inclusion of children with special needs
2014 – Approved, implementation just beginning
Optional – an opportunity for programs in the Gold Circle to
demonstrate and improve practices in one or more areas
Gold Circle as foundation - provides solid foundation for
Awards of Excellence
QRIS DEVELOPMENT IN GA
FPG Child Care Quality Study
Conducted 2008-2010
Pervasive low quality child care across state
Quality Rated Launched 2011
Systematic approach to increasing quality
Strong support from Governor
Designed with input from diverse stakeholders
Validation study launched 2014
QRIS DEVELOPMENT IN GA
Quality Rated Structure
Structural Quality
Portfolio assessment against five standards
Process Quality
ERS assessment of 1/3 classrooms
Portfolio and ERS scores combined to determine rating
Highest level: Three Stars
Structures & Incentives
Issues
What 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
“What’s In it For Me?” question?
SOME STRUCTURES FOR INCLUSION ALREADY IN
PLACE IN EXCELERATE ILLINOIS - CHILD SCREENING
To move from licensing to Bronze
• Program administrator must complete a Gateways Registry-approved
training on screening tools
To move from Bronze to Silver
• Program must have policies and procedures ensuring children ages 0-5
are screened at least annually
To move from Silver to Gold
• Program must have policies and procedures to ensure children ages 0-5
are screened no later than 60 days after entry into the program, parents
are provided information on results, and children are referred to a CFC or
school district for further evaluation.
SPECIFIC LANGUAGE RELATED TO INCLUSION ALSO
BUILT INTO EXCELERATE ILLINOIS
To move from licensing to Bronze
• Program administrator and one teacher must have completed Gateways
Registry-approved training on inclusion of children with special needs
To move from Bronze to Silver
• Program must have policies and procedures to support inclusion
To move from Silver to Gold
• All classroom teaching staff must complete Gateways Registry-approved
training on inclusion and must submit annual data on # of children with special
needs being served.
• Program also has MOU with a CFC and implements policies and procedures
detailing how program supports IEPs or IFSPs. By 2016, the program must
have an MOU with at least one LEA regarding services for children with special
needs.
To receive an Award of Excellence
• Additional inclusion standards must be met in areas of teaching and learning,
leadership and management, and qualifications and continuing education
DEVELOPING THE AWARD OF
EXCELLENCE IN INCLUSION
Each new Award assigned to an ELC committee (Special Education
Subcommittee of Systems’ Integration and Alignment Committee of
the Early Learning Council)
Broad representation of interests assured – agencies, providers, parents
Consultant
Recommendations for structure and process based on evidence-based practice
and policy recommendations across broad array of early childhood entities and
interests
Intensive, iterative process to ensure cross-agency collaboration and
buy-in
Committee as a whole and top agency staff – values & practices; understandable;
feasible in different programs
STRUCTURE – AWARD OF
EXCELLENCE IN INCLUSION
Standard 1 – commitment to principles of full inclusion
Standard 2 – achieve 85% of items on Illinois Inclusion
Guidelines Checklist
Standard 3 – training on checklist, Portfolio development and
on Inclusive Classroom Profile
Standard 4 – recent administrator training on early childhood
systems and on inclusion
Standard 5 – recent staff training on inclusion and on Inclusive
Classroom Profile
SUPPORT FOR INCLUSION EMBEDDED
IN QUALITY RATED
Standard 1: Director/Teacher Qualifications and PD
Introductory training in inclusion for director and teachers
Standard 2: Child Health, Nutrition and Physical Activity
Annual developmental screening
Standard 3: Family Engagement
Policies and procedures
Resources for families
All staff: minimum two hours introductory training in inclusion
Standard 4: Intentional Teaching Practices
Ongoing formative assessment
Evidence of adaptations/accommodations for individual needs and peer
interactions
GEORGIA – QRI
INCLUSION DESIGNATION
Inclusion Designation: QrI (Quality Rated with an I)
Designation for programs with high quality inclusive practices
Purpose:
Promote High Quality Inclusion
Reward Programs
Inform Families
Development
Georgia Quest for Quality Inclusion
Based on evidence-based indicators of high quality inclusion
Eligibility
Programs at highest quality designation
GEORGIA – QRI
INCLUSION DESIGNATION
Built on foundation of quality
Intensive training and technical assistance
Trained inclusion specialists
Individualized TA
Mini grants to support TA plan
Items or experiences
Assistance with program marketing
Opportunities for leadership
Mentorship or model sites
Vexing Questions Related to
Structures & Incentives
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 day…
or 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?
Illinois – Measurement Issues
Some inclusion measures already in place (built into
Excelerate Illinois and compliance monitoring), but ..
no measures consistent across all types of programs
no measures captured the full range of characteristics of high
quality inclusion
Existing measures in literature not comprehensive across both
program and classroom elements
Response
created own program-level measure (“Illinois Inclusion
Guidelines Checklist”), integrating information from literature
and policy recommendations (DEC, NAEYC)
selected ICP (Inclusive Classroom Profile) to describe
practices at classroom level
IL MEASUREMENT - BUILT INTO
STRUCTURE OF THE AWARD
What the process looks like
Criteria for applying – must be at Gold Level, must include
children with special needs
Meet specific standards demonstrating commitment to inclusion
(e.g., full participation, previous training)
Meet standards related to previous training on inclusion
Illinois Inclusion Guidelines Checklist (85% of 21 items)
Program-level self-assessment, demonstrate in Program Portfolio,
program improvement plan based on results
Flexible “evidence,” depending on type of program, documented in
Portfolio
Classroom-level self-assessment using ICP (Inclusive Classroom
Profile), with classroom development plan based on results
IL APPROVAL PROCESS
Program Portfolio – address each standard, each
item on checklist
Portfolio Review
Committee of peers – review evidence
Follow-up visit to clarify any remaining
questions
Maintain annually based on update program plan
3-year review - more formal update,
documentation of continued training on inclusion
GEORGIA - MEASUREMENT
Evidence of inclusive practices required for Quality Rated
Standards
ERS items
Process to achieve QII
Baseline with Inclusive Classroom Profile (ICP)
Targeted professional development: training and technical assistance
Unannounced ICP assessment
Score of 5 or higher
Re-assessed yearly
Vexing Question
Related to 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?
Professional Development
Issues
How 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.
Illinois – Professional Development
Built into structure
Initial training specified in standards
Ongoing training required to renew; part of individual classroom and program
development plans
Approaches
Identify and make use of what is already available – across agencies, entities, for whom,
in what formats (face-to-face, on-line; on-site assistance, training)
Bring additional professional development opportunities into the system
Pilot study
Identify, recommend and/or develop additional professional development needed to
accomplish self assessment and portfolio development
Current – new grants to support implementation of each of Awards of Excellence
To begin summer, 2014
GEORGIA – PROFESSIONAL
DEVELOPMENT
Georgia’s Professional Development System
Professional Development Registry
System to ensure high quality professional development
Inclusion PD required as part of Quality Rated
Beginner level for all
Intermediate and advanced increased structural quality points
QRI requires additional targeted training followed by onsite
coaching
Will work with Technical College System and private trainers to
embed inclusive practices in pre-service and in-service
instruction
Vexing Question
Related to
Professional Development
How do you keep the costs of PD
in line with funding available?
Discussion
References & Resources
Illinois
QRIS – http://www.excelerateillinois.com/overview
Awards of Excellence http://www2.illinois.gov/gov/OECD/Pages/default.aspx
Georgia
QualityRated information and resources—qualityrated.org
QualityRated application portal---qualityrated.decal.ga.gov
THANK
YOU