Program Guide

Since its inception in 2015, the Butte Quality Early Learning Initiative has been identifying effective strategies and providing supports to meet the unique needs of our communities’ early childhood educators and providers to ensure quality experiences for young learners. It is with gratitude that we recognize the many collaborative partners whose support and continued guidance shape Butte County’s Quality Improvement System.

• Butte Community College • Butte County Office of Education • Butte Local Child Care Planning Council • California State University, Chico • E-Center Head Start • First 5 Butte County Children & Families Commission • Thermalito Learning Center • Valley Oak Children’s Services

ACKNOWLEDGEMENTS

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On behalf of the Butte Quality Early Learning Initiative we congratulate and welcome you to Steps to Quality, Butte County’s Quality Rating Improvement System (QRIS). We thank you for joining and demonstrating your commitment to providing quality early learning and care to Butte County’s youngest learners. Quality Counts California, the state’s Quality Rating Improvement System, is working toward ensuring positive outcomes for infants, toddlers and preschoolers through quality early learning experiences. Steps to Quality is Butte County’s effort to align with Quality Counts California and offer continuous quality improvement pathways for local early childhood educators and providers. We are committed to providing programs that serve children from birth to five with information, resources, technical assistance, and professional development opportunities to enhance the quality of early learning and care programs across Butte County. Steps to Quality is not a typical rating system – it’s a pathway. Whether you’re just starting at Step 1 (initiating quality improvement), Step 2 (joining a quality improvement system), or Step 3 (becoming a fully rated program), you are making a statement… you want your program to be the best it can be. We are excited to work with you and appreciate your commitment to providing quality care and education to Butte County’s youngest learners.

WELCOME TO STEPS TO QUALITY

Early child care and education is crucial to a child’s future success, with 90% of brain development occurring before age five. Quality Early Learning Matters Children who receive quality early care and education are more likely to:

• Show improvement in reading and math skills

• Graduate from high school • Attend college • Secure employment • Earn higher wages

STEPS TO QUALITY ASPIRATIONS

Our goal is to help programs reach their full potential so they can better serve children and families.

VISION: ALL children in Butte County deserve the opportunity to engage in high quality early learning experiences that will set them on the path for success. MISSION: To support programs and providers in offering high quality early learning services across the early learning delivery continuum through incentives, professional development, coaching and technical assistance opportunities.

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QRIS Nationwide The first statewide QRIS was created in 1998 in Oklahoma. Since then, there has been growing momentum at the state and local levels to use QRIS as a systematic approach for benchmarking quality, as well as identifying and rewarding early childhood programs that provide high quality services. There are now 49 quality rating and improvement systems across the nation. All of the statewide QRIS allow child care centers and Head Start programs to participate. Some allow school-age programs and family child care homes to participate in their QRIS.

QRIS in California The state of California has joined the national movement to quantify and support the improvement of early childhood programs. In 2011, 16 counties were awarded the federal Race to the Top Early Learning Challenge Grant (RTT-ELC) which allowed them to bring QRIS to California. In 2013, 14 more counties were awarded the RTT-ELC grant. The California State

Preschool Program Block Grant (CSPP) was then awarded to 45 counties in 2015, which allowed more counties to participate. Finally, in 2015, all 58 counties were awarded the First 5 IMPACT grant, which allowed for every county in California to participate in some type of locally designed Quality Improvement System. In 2017, the two state systems joined together into one statewide brand referred to as Quality Counts California. You can visit www.qualitycountsca.net to learn more.

HISTORY OF Quality Rating Improvement Systems

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All Butte County licensed child care centers, licensed family care homes, and alternative settings serving children birth through age five are eligible to participate in the Steps to Quality Initiative. (Alternative settings are community-based and home-based settings that provide early learning and school readiness focused services for parents and their young children.) Steps To Quality is a part of a larger state-wide system (Quality Counts California), focused on recognizing the need for and establishing a common definition of quality in the early care and education field. The quality improvement system focuses on three core areas of early learning support.

The framework is separated into 15 elements of quality including seven rated elements and eight elements of the Continuous Quality Improvement Pathways (CQI). Steps to Quality recognizes a continuum of quality in early learning and care utilizing a “Step” system, otherwise referred to as the Framework.

Rating Matrix Elements 7 Elements

Continuous Quality Improvement Pathways 8 Elements

CORE I: Child Development and School Readiness 1. Child Observational Assessments 2. Developmental and Health Screenings

1. School Readiness 2. Social and Emotional Development 3. Health, Nutrition, and Physical Activity

CORE II: Teachers and Teaching 3. Qualifications for Lead Teacher/FCCH Owner

(Education and Professional Development) 4. Classroom Assessment Scoring System®

(CLASS®)

4. Effective Teacher-Child Interactions 5. Professional Development

CORE III: Program and Environment 5. Ratios and Group Size (Centers only) 6. Environment Rating Scales (ERS) 7. Director Qualifications (Centers only)

6. Environment 7. Program Administration 8. Family Engagement

ABOUT STEPS TO QUALITY

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We recognize that programs are unique and vary by design and philosophy. Therefore, Steps to Quality has designed a system that is responsive to the needs of programs. There are three different implementation Steps to support the variety of early learning settings. Participating providers can begin at a Step 1, Step 2, or Step 3, dependent on readiness. Each implementation of a given Step builds upon the previous Step and focuses on key elements of quality. When participating in Step 3, a program will be assessed and receive a formal QRIS rating. Step Focus Areas

Step 1: Quality Improvement (QI): One or two quality elements in the areas of School Readiness, Social and Emotional Development, and Family Engagement are demonstrated. Step 2: Quality Improvement System (QIS): School Readiness, Social and Emotional Development, Teacher-Child Interactions, and Family Engagement are incorporated. Step 3: Quality Rating Improvement System (QRIS): All 15 elements of the Framework are a central part of an early learning and care program. Programs participating at this Step level will receive a formal QRIS rating using the Tiered Rating Matrix. Step 3 programs must be licensed through CCL.

EVERY STEP COUNTS!

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Inspiring and Supporting Vision Driving the process Programs will guide the process for change and determine the type of support needed from the Specialist to align with the elements of quality from the Steps Framework. The process is based on the values, culture, vision, and goals that are determined to be of highest value to the program. A Specialist will assist in determining what the priorities are and how programs can actualize those quality elements using best practices. All of a programs goals and strategies should align with what the staff/teachers are comfortable with implementing and confident in trying with support. Initiating the Launch Programs participating in Steps to Quality are required to participate in a Director Launch. This meeting is designed as an orientation to participation in the Steps to Quality program. Program Directors/Owners will receive a more in-depth overview to the program, requirements, timelines, and what it takes to be successful.

“If your actions inspire others to dream more, learn more,

do more, and become more, you are a leader.” John Quincy Adams

PROGRAM NOTE

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What Steps To Quality Does Coaching and Technical Assistance You won’t be alone in this journey. Steps to Quality has a team of Early Learning Specialists (Specialist) ready to assist your program in achieving its goals. They help programs create individualized goals and action plans to improve quality. Your assigned Specialist will help you identify and maximize your strengths and support you on your path to elevate program quality. Professional Development & Training You will be able to access a variety of professional development and networking opportunities. Most trainings are offered at no cost to participants. Professional Growth Advising The Steps to Quality team wants each individual teacher to achieve their goals and advance their career in the early care and education field. Every attempt will be made to support individuals in accessing required classes, navigate the financial support systems, and issue incentives for completing coursework.

Incentives Incentives are available at the program level to support quality improvement. Your assigned Specialist can provide recommendations for incentive opportunities that will support your specific program goals and action plans.

Questions a Specialist might ask? • What do you want to accomplish? • What have you tried so far? How has it worked? • What options do you see to move forward? • What kind of support do you want from me? • How can I best support you?

PARTICIPATION BENEFITS

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Program Incentive Types Participation and Materials Allocation All participating sites will be required to complete a goal setting quality action plan as defined by the participation step selected. All sites are eligible to receive incentives to support implementation of their quality action plan. Support in selection of materials will be provided by your Specialist. Step 1 sites can receive $400, Step 2 programs can receive $650, and Step 3 sites can receive $1,150 for materials to promote learning. Sites serving infants and toddlers are eligible to receive an additional stipend of $250. Site Portfolio At Step 3, sites are required to complete a portfolio that documents each element of the Tiered Rating Matrix, every two years. Each site will receive a $200 program stipend for completion of the Site Portfolio. Individual Incentives Individual early learning professionals have the opportunity to receive professional development and education incentives while participating in Steps to Quality. Professional Development Dependent on the program’s participation Step level, and completion of requirements, individuals can receive an annual incentive. Please note: It is highly encouraged that staff complete the professional development hours in order to receive an incentive, but it is not required. Steps to Quality staff will provide guidance on acceptable forms of professional development training. Title 5 funded program (CSPP and CCTR) teachers will need to enroll in the Step Up Program in order to receive a Professional Development Stipend.

INCENTIVE STRUCTURE

Annual Incentives for Completing Professional Development

Participation Step Step 1 Step 2 Step 3

Total Hours 10 hours 16

hours 21

hours

Incentive Amount $200 $320 $420

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Education Individuals are encouraged to pursue or continue their education in the Early Care and Education/Child Development (EDE/CD) field. A Specialist can support providers navigate coursework opportunities. Partial reimbursement for the cost of coursework may also be available. Professional Portfolio At Steps 2 and 3, teaching staff and providers are required to complete a Professional Portfolio. Individual teaching staff and providers can receive a $50 stipend for completion of their Professional Portfolio. This is a one-time stipend. SAMPLE FORMS

Annual Incentives for Completing Coursework

Participation Steps Amount

6 units ECE/CD AA level coursework

$500

6 units ECE/CD BA/Masters level coursework

$1000

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Quality Action Plans All programs are required to complete a Quality Action Plan as part of the quality improvement process. Step 1 participating sites will identify at least one goal related to the quality elements identified on page four of this guidebook. Step 2 and Step 3 participating sites will identify at least three goals. Action Plans are reviewed in three and six month increments to ensure progress is being made to achieve the identified goals. Individual Participation Application Each teacher or staff member is required to complete an Individual application. This application collects basic data to better understand who is working at each site and if they intend to participate in the professional development or education stipend incentives. Aggregate information is shared with the Quality Counts California as part of the funding terms and reporting requirements. Technical Assistance (Step 1-3) Technical assistance is provided for early learning and care programs in concise, efficient, and focused sessions (less than 30 minutes) with a Specialist based on a specific site’s needs. Technical assistance might include information distribution, referrals, mentoring, and consultation. Coaching (Step 3) Coaching is a collaborative process designed to support programs in achieving their quality improvement goals aligned with the Quality Rating Matrix. Your assigned Specialist will support your program in…

• Guidance through the QRIS process. • Support in planning and writing a Quality Action Plan (QAP). • Collaboratively creating goals that align with the QAP. • Creating and designing a vision of what quality looks like for your program. • Setting professional development goals for individual teachers through varied level of support. • Increasing familiarity with the CLASS assessment tool. • Specialized focus on ways to enhance teacher-child interactions. • Interpreting and understanding ECERS scores and setting goals based on results.

Coaching Frequency The frequency and duration of support will be based on each program’s needs. Program visits can range from one to two site visits each month, to assist you work towards meeting your QAP goals. During the site visits each lead teacher/teacher will have a dedicated ½ hour to meet with your Specialist. Support will also be provided through MyTeachstone.com.

PROGRAM COMPONENTS

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Coaching Cycle

Rating and Assessment (Step 3) Ratings are used to measure a program’s development towards their proposed quality goals. These are conducted every two years and assessed through a two-part process. A site portfolio system is used to collect the necessary evidence to evaluate point values for each element of the Rating Matrix. This combined with scores from two external assessments (CLASS and ERS) make up a Tier Rating. See Rating and Assessment Guide for specific information pertaining to the rating process.

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Timeline QRIS Activity Persons Involved September Director/Owner* Launch Meeting (S1-S3)

• Overview • Driving the Process • Timeline, Incentives, Supports • Program Reporting

*FCCH will consolidate meeting efforts

Directors Site Supervisors Early Learning Specialist Program Manager

September to October Individual Team Meetings (S1-S3)

Early Learning Specialist Site Teams

September to December PHASE I COACHING AND TA: Observation and Quality Action Plan Support (S1-S3)

Early Learning Specialist Site Teams Individual Teachers

November to February Formal ERS/CLASS Observations (S3) Observer Early Learning Specialist

November Quality Action Plans Due (S1-S3) Site Teams

December Site Incentives Process • Site Portfolio Incentive (S3) • Materials Incentive (S1-S3)

Early Learning Specialist Program Manager Administrative Support

By Request Road Map to Rating Meeting (S3)

Program Manager Early Learning Specialist

January to May PHASE II COACHING AND TA: Formal Coaching Sessions Begin (S3), TA is ongoing

Early Learning Specialist Site Teams

March 3 Month Check-In Progress Form Due via Survey Monkey (S1-S3)

Director Site Supervisor

June 6-Month Check In Program Form Due via Survey Monkey (S1-S3)

Director Site Supervisor

May to August Final Rating Visits (S3)

Director Site Supervisor Program Manager

PHASE I COACHING: Observation and QAP Development

PHASE II COACHING: QAP Implementation

Director Launch and Team Meetings

Look to the Future Site Visit and Rating

PROGRAM TIMELINE

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Participation Participation in Steps to Quality is continuous. Ongoing participating programs do not need to re-apply each year. A member of the Steps to Quality team will check in at the end of each year and request a program complete an “Intent to Return” Form. This form is designed to let a program elect any changes in participation Step for the upcoming year. California State Preschool Programs do not have flexibility in participation Step and therefore do not need to complete the form annually. Changes in Staffing When there are changes to staffing at a program it is important to notify the Steps to Quality team of the changes in a timely manner. This notification can be completed via email. Include in the correspondence the staff persons no longer working at the program as well as the name of the new staff, also include their email address, position title, and if there is a specific classroom they are assigned to. Program Withdrawal Programs that decide they are not able to follow through with Steps to Quality requirements can voluntarily withdraw by completing the Site Withdraw Form. The Steps to Quality Program Manager will return the signed form to the site electronically, confirming the withdrawal. Sites that voluntarily withdraw may have the opportunity to reapply based on current priority and availability of funding. Annual Data Collection As part of funding requirement from Quality Counts California, programs will be asked annually to update numbers of children served including demographics and language counts, program funding types (i.e. private, voucher, state), and counts for children served with special needs. Disenrollment A significant investment is being made to support the achievement of program goals and improved quality experiences for young children in your care. The expectation is that programs make progress and overcome barriers to increase quality throughout their participation in Steps to Quality. Programs that are not making adequate quality improvement progress or are not cooperative with the Steps to Quality team and/or Assessors, may be disenrolled from the program. Licensed Centers and Family Child Care Homes All licensed sites participating in Steps to Quality must be in “good standing” with Community Care Licensing to participate in the program.

Steps to Quality is designed to support programs in delivering the highest quality experiences for its youngest learners. Our purpose is to build capacity and provide technical assistance as needed. Although Steps to Quality does not monitor for compliance, we do feel it is important to notify you of any possible Community Care Licensing Division (CCLD) compliance issues that were observed during a visit. Please note, concerns where children’s safety is considered to be at risk would be reported to the required agencies as required by the California Child Abuse Reporting Law (Penal Code Sections 11165-11174.3).

ADDITIONAL INFORMATION

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It is the responsibility of the administration to discuss and address issues promptly with staff to ensure that children are safe while in care. Re-Rating (Step 3) A re-rating for a Step 3 site is required when there are changes to a site license, such as change in physical location of a site. Re-rating may be required if there is significant staff turnover, new director, or additional classrooms are added. Additional criteria may be identified at the discretion of the consortium.

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Kathy Dailey works for the Butte County Office of Education as an Early Learning Quality Specialist. Kathy received her BA in Liberal Studies and her California Multiple Subject Teaching Credential from California State University, Chico. Kathy has worked in the field of education for 22 years. Besides being an elementary classroom teacher for much of her career, Kathy has also worked as a Preschool Director and Parent Educator. She has a passion for teaching music, mindfulness and supporting students with trauma informed practices. Kathy lives in Chico with her husband and three sons. Kathy is an outdoor person and likes to spend her spare time hiking, camping and backpacking. Kimberly Nelms works for the Butte County Office of Education as an Early Learning Quality Specialist. Kimberly attended California State University, Chico where she received her BA in Child Development and a MA in Education. Kimberly has worked for the past twenty years to promote quality early childhood programs. Kimberly is passionate about promoting family strengthening work and supporting the implementation of effective approaches to parent, family, and community engagement. Kimberly has extensive experience in training and professional development. Kimberly lives in Chico California and has four children. In any spare time that she has, she is in the kitchen baking and trying new recipes or traveling to see her children play a variety of sports including basketball, volleyball, football, softball and track. Michelle Lucero works for the Butte County Office of Education as a Program Manager in the Child Development Programs and Services Department. She earned her Bachelor of Science Degree in Recreation Administration with an emphasis in Community Programming. Her experience working with and developing programs for young children during her time with the YMCA and the Chico Area Recreation District led her to her career at the County Office of Education. Working with children both directly and indirectly has always been Michelle’s passion. She believes that all children deserve rich learning experiences and strong relationships with caring adults. In her free time she loves spending time with her husband and child going on adventures and exploring the community in which they live. Tess Manley works for the Butte County Office of Education as a Program Specialist. She earned a Bachelor of Arts Degree from the University of California, Santa Barbara in Sociology and her Masters of Education Degree from Trinity College of Vermont, Southern New Hampshire University. She currently has over twenty-five years of experience working in the child development field; and, has taught at California State University, Chico in the Department of Child Development since 2006. Tess is passionate about encouraging children’s overall development; especially in the socio-emotional domain. She values supporting and teaming with families, teachers and other professionals to create positive educational experiences for children. She lives in Chico with her partner Tony and their black lab Cozy. Tess rides her bicycle everywhere she can; and, enjoys cooking, hiking, camping, volleyball, basketball and open water or lap swimming.

STEPS TO QUALITY TEAM

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Website: www.stepstoquality.org

E-mail: butteqi@bcoe.org

Steps To Quality Team Roles & Responsibilities Michelle Lucero Program Manager 530-532-5635 mlucero@bcoe.org

Program Coordination Rating Reviewer Incentives

Kimberly Nelms Quality Early Learning Specialist 530-532-5658 knelms@bcoe.org

Coaching/Technical Assistance Assessment Professional Development

Kathy Dailey Quality Early Learning Specialist 530-712-2239 Kdailey@bcoe.org

Coaching/Technical Assistance Assessment Professional Development

Tess Manley Program Specialist III 530-532-5707 tmanley@bcoe.org

Technical Assistance Assessment Professional Development

CONTACT INFORMATION