Transcript of QRIS AND INCLUSION Karen Berman, Assistant Director, Ounce of Prevention Fund Jeanette McCollum,...
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- QRIS AND INCLUSION Karen Berman, Assistant Director, Ounce of
Prevention Fund Jeanette McCollum, Professor Emerita, University of
Illinois Jennie Couture, Inclusion 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
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- 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)
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- NATIONAL CONTEXT Accountability & Quality
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- NATIONAL CONTEXT Focus on Cross Sector Systems Building
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- Quality Movement = Multiple Quality Initiatives EHS/CC
Partnerships OSEP Monitoring and Accountability (SSIP) Head Start
Performance Framework
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- Two Different Quality Initiatives Quality Inclusion QRIS US DOE
OSEP Annual Performance Report (APR), including State Systemic
Improvement Plan (SSIP) Early Childhood Early Childhood Special
Education/ Early Intervention
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- 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
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- What are Common QRIS Elements? Quality standards Process for
assessing standards Outreach and support to programs to raise
quality Financial incentives Consumer awareness 8
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- 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 States 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
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- 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
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- What Is OSEP Annual Performance Report (APR)? State data on
children with disabilities and their families collected and
reported to Congress 11
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- 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
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- 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
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- 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)
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- Three Issues Related to an Inclusive Approach to Quality Within
QRIS Structures & incentives Measurement Professional
development
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- STATE CONTEXT QRIS Development Illinois Georgia
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- QRIS Development in IL QRIS ExceleRate Illinois Effort began in
2011 Governors 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
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- 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
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- 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
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- 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
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- 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 Whats In it For Me? question?
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- SOME STRUCTURES FOR INCLUSION ALREADY IN PLACE IN EXCELERATE
ILLINOIS - CHILD SCREENING Program administrator must complete a
Gateways Registry-approved training on screening tools To move from
licensing to Bronze Program must have policies and procedures
ensuring children ages 0-5 are screened at least annually To move
from Bronze to Silver 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. To move from Silver to Gold
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- SPECIFIC LANGUAGE RELATED TO INCLUSION ALSO BUILT INTO
EXCELERATE ILLINOIS Program administrator and one teacher must have
completed Gateways Registry-approved training on inclusion of
children with special needs To move from licensing to Bronze
Program must have policies and procedures to support inclusion To
move from Bronze to Silver 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 move from Silver to
Gold Additional inclusion standards must be met in areas of
teaching and learning, leadership and management, and
qualifications and continuing education To receive an Award of
Excellence
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- 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
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- 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
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- 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
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- GEORGIA QR I INCLUSION DESIGNATION Inclusion Designation: Qr I
(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
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- GEORGIA QR I 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
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- 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)?
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- 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?
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- 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
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- 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
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- 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
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- GEORGIA - MEASUREMENT Evidence of inclusive practices required
for Quality Rated Standards ERS items Process to achieve QI I
Baseline with Inclusive Classroom Profile (ICP) Targeted
professional development: training and technical assistance
Unannounced ICP assessment Score of 5 or higher Re-assessed
yearly
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- 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
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- 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.
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- 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
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- GEORGIA PROFESSIONAL DEVELOPMENT Georgias 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 QR I 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
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- How do you keep the costs of PD in line with funding available?
Vexing Question Related to Professional Development
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- Discussion
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- References & Resources Illinois QRIS
http://www.excelerateillinois.com/overviewhttp://www.excelerateillinois.com/overview
Awards of Excellence -
http://www2.illinois.gov/gov/OECD/Pages/default.aspx Georgia
QualityRated information and resourcesqualityrated.org QualityRated
application portal---qualityrated.decal.ga.gov
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- THANK YOU