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Let’s TalkHost - Debi Mathias

Director, QRIS National Learning Networkdmathias@buildinitiative.org

www.buildinitiative.orgwww.qrisnetwork.org

INFUSING INCLUSION INTOTQRIS

BUILD Webinar – May 29, 2013

Vivan James, 619 CoordinatorNC Office of Early Learning (Pre-K - Grade 3)

Jani Kozlowski, Senior TA SpecialistZero to Three

Mary F. Sonnenberg, M.Ed., Deputy Director,Delaware Stars for Early Success, Delaware Institute for Excellence in Early Childhood

Verna Thompson, 619 CoordinatorDelaware Department of Education Moderator: Pam Winton

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

Examples & Perspectives from Two States (DE and NC) State context (DE and NC) Strategies & challenges for addressing issues

Vexing Questions for Group Discussion

NATIONALCONTEXT

FocusonHighNeedsChildren

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NATIONALCONTEXT

Focus onCross

SectorSystemsBuilding

NATIONAL CONTEXT

Accountability & Quality

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Quality Movement =Multiple Quality Initiatives

programstandards Accreditation

Criteria

OSEP Monitoring andAccountability

Head StartPerformance

Framework

Two Different Quality InitiativesQuality Inclusion

QRIS US DOE OSEPState Performance

PlanAnnual Report

(SPP APR)

Early Childhood

Early ChildhoodSpecial Education/Early Intervention

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What Is QRIS?

Varies from state to state with all statesparticipating at some levelCommon elements include Quality standards Process for assessing standards Outreach and support to programs to raise quality Financial incentives Consumer awareness

What Is QRIS (CONT.)?

A method to assess, improve, andcommunicate the level of quality in earlyand school-age care settings

May also be called a Tiered Quality Ratingand Improvement System (TQRIS)

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What Is OSEP SPP APR?State data on children with disabilitiesand their families collected and reported to congress

Includes % of preschool children withdisabilities receiving services inregular early childhood programs(Least Restrictive Environment)

States must identify targets for increases in% in LRE, identify improvement activities,and explain state progress

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Three Issues Related to an Inclusive Approach toQuality Within QRIS

Structures & incentives

Measurement

Professional development

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STATECONTEXT

QRIS Development

Delaware North Carolina

Initiated in 2007. In 2012 January 2012: 178 programs participating New Points/Hybrid System launched New programs began to be admitted January 2012 December 2012: 322 programs were participating Increased numbers of programs at Star Level 3, 4, & 5 Cross-Sector expansion as Stars began to serve public school programs

(619, Title I) New Technical Assistance Model

Emphasis on relationship-based TA Focus on classroom-based assistance to programs More effort to better prepare TAs Lower caseloads (40:1) leading to increased TA time with programs

(twice a month on average) Stars Plus Cohorts – More intensive TA model

QRIS Development in Delaware

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QRIS - NC Implemented in 1999

Embedded in licensure & star rating linked to subsidy rate Developmental day (all) and public school sites (many) required to be licensed

Revisions proposed by QRIS Advisory Committee who met September2009 – June 2012

Recommended change to a hybrid system Blocks at Levels 1, 3, 5 Points at Levels 2, 4 Specializations leading to Program of Distinction Raise the floor and raise the ceiling Many specific recommendations about inclusion

New quality indicators for all programs Inclusion Specialization

Process recommendations Map specific recommendations onto conceptual framework Collect feedback from providers Test new levels using existing and new data

TQRIS Validation Study(Funded By RttT-ELC)

Purpose: To validate revised TQRIS before recommending changesto Child Care Commission and NC Legislature

Study the impact of recommended changes

Gather feedback from the field

Use results to develop blocks, points, weighting, and standards foreach level

Identify quality features that distinguish betweenprograms at higher levels

Relate program features and quality ratings to children’s progress

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Structures & IncentivesIssues

What are strategies & structures for bringingsectors together in active and meaningful waysaround program quality within a QRIS framework?

What are incentives for ensuring buy-inacross sectors and ensuring a fair and equitableQRIS for all?

How do you address the“What’s In it For Me?” question?

DE StarsStructures & Incentives

619 Program Participation in DE Stars▶ 619 Workgroup Completed alignment document

- Stars standards and 619 federal regulations; state procedures

Will revise 619 Procedures Manual to align to DE Stars standards Will lead to clearly defined procedures for 619 programs Will lead to improved inclusive settings for 619 programs

▶ RTTT ELCG Target for participation and # children with disabilities 7 of the 16 school district 619 programs volunteered to participate 619 programs recruiting community programs to apply to DE Stars

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NC QRISStructures & Incentives

Participation of 619 and Part C stakeholders inQRIS Advisory Committee

Use of Validation Study to test recommended newsystem, decreasing chances the providers will just“opt out”

Idea: Convene expert stakeholders to develop InclusionSpecialization

Vexing Question Related toStructures & Incentives(for group discussion)

What are strategies for including the variety of programsfor children with disabilities(e.g., Part C services provided in a variety of settings, orprograms that are part-time …2.5 hrs per day…or segregated programsthat are licensed but may havevery different goals)?

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Measurement IssuesHow do you measure high quality

inclusive practices?

How do you ensure that the measurement systemin place assesses whether early educationteachers/practitioners are demonstrating that theyare meeting the needs of young children withdisabilities?

How do you ensure that young children withdisabilities have access to quality learningopportunities that will lead to increasedchild outcomes?

DE StarsMeasurement619 Programs who apply to DE Stars

May achieve Star Level 3 If they have less than 50% typically developing peers in classrooms If they have required documentation listed in 619 Procedures Manual Score at least a 3 on Early Childhood Environment Rating Scale

(ECERS)

May achieve Star Level 4 or 5 If they have at least 50% typically developing peers in all classrooms If they have required documentation listed in 619 Procedures Manual Score at least a 4 or 5 on Early Childhood Environment Rating Scale

(ECERS)

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FS1Maximum4 points

Program makesaccommodations for families ofchildren with identifieddisabilities or who are duallanguage learners. Accommodations for

families of children withidentified disabilities

Accommodations forfamilies of children who aredual language learners

Regulation:IDEA Regulations - #300.324 Development, reviewand implementation of IEP24.1 Development of IEP, General: In developing eachchild's IEP, the IEP Team shall consider:24.2.2 In the case of a child with limited Englishproficiency, consider the language needs of the childas those needs relate to the child's IEP;

REQUIRED619 Procedures Manual Home Language Survey must be completed at

registration Evaluation must be in primary language Interpreters must be present at all meetingsDocumentation – IEP for children with disabilities - use of evaluation

in primary language IEP -Interpreter/translator for families, Home Language Survey given at registration

FS2Maximum2 points

Program systematically gathersinformation from families anduses data to inform programplanning annually.

IDEA Regulations – 925 Development, review andimplementation of IEP5.1 Review of existing evaluation data: As part of aninitial evaluation (if appropriate) and as part of anyreevaluation under these regulations, the IEP Teamand other qualified professionals, as appropriate, shallreview existing evaluation data on the child, including:5.1.1 Evaluations and information provided by theparents of the child;5.1.2 Current classroom based, local, or Stateassessments, and classroom based observations; and5.1.3 Observations by teachers and related servicesproviders; and5.1.4 On the basis of that review, and input from thechild's parents, identify what additional data, if any,are needed to determine:5.1.4.1 Whether the child is a child with a disability, asdefined in 14 DE Admin. Code 922.3.0, and theeducational needs of the child; or5.1.4.2 In case of a reevaluation of a child, whetherthe child continues to have such a disability, and theeducational needs of the child; the present levels ofacademic achievement and related developmentalneeds of the child; whether the child needs specialeducation and related services; or5.1.4.3 In the case of a reevaluation of a child,whether the child continues to need special education

REQUIRED619 Procedures Manual IEP includes family input that informs program for

child Survey given to all families in program annually Districts can place survey on website to share kind

comments and concerns Survey Data must be reviewed, analyzed and any

needed corrections are made to programDocumentation Copy of family survey given to families annually IEP Documentation that leadership team reviews

survey results, analyzed and make any neededcorrections

Code Stars Standards Regulations 619 Program Standards

Domain: Family and Community Partnerships Maximum 20 pointsRationale: Family involvement and reciprocal family-provider relationships are fundamental to high quality early care andeducation services. This dimension of practice emphasizes ongoing, bi-directional communication between families andprograms. Meaningful family engagement in early care and education programs requires attention and sensitivity to the needsof all families. Further, collaboration between child care programs and schools/other agencies assists programs in accessingresources to meet the needs of young children and their families.Categories: Communication (FC), Involvement & Support (FS), Community Partnerships (FP)

Crosswalk between Delaware Stars for Early SuccessECE Center Standards & Delaware IDEA Part B Section 619 Program Standards

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NC QRIS:Measurement

Challenge in current rated license assessment:ERS and children with disabilities

Idea for revised TQRIS:Additional quality indicators related to child assessment(would help to ensure positive child outcomes).

Challenge:Measuring additional quality indicators reliably and efficiently.

Challenge:Would implementing an Inclusion Specialization suggest that allprograms need not focus on high quality inclusive practices?

EXAMPLE TOOL: INCLUSIVECLASSROOM PROFILE* (ICP)

Structured Observation

For use in preschool classes (3 – 5

years old)

1-7 point Rating Scale

12 Inclusive Practices *Soukakou, 2012

NATI O NAL PRO FESSIONALDEVELO PMENT CENTER O N I NCLUSION

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PILOT STUDIES ON THE ICP

1st pilot study in the UK showedpromising results on reliability & validity(Soukakou, 2012)

2nd pilot study in the US in collaborationwith:

NC Department ofInstruction,Exceptional Children

NATI O NAL PRO FESSIONAL DEVELOPMENTCENTER O N I NCLUSION

SUMMARY OF PILOTFINDINGS

Assessors established adequate administrationand reliability proficiency upon training.

Evidence for reliability and construct validity. Assessors found the ICP easy to use and useful

for program evaluation

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IMPLICATIONSICP possibilities: research, program

evaluation, and professional development. Some next steps related to emerging interests Training program for users. Online overview

materials at http://npdci.fpg.unc.edu/measuring-quality-inclusion-inclusive-classroom-profile Professional development curriculum for PD

providers/consultants

NATI O NAL PRO FESSIONAL DEVELOPMENTCENTER O N I NCLUSION

How can QRIS measurement system be keptas simple, practical, feasible and affordable aspossible to ensure “buy-in” from practitionersand administrators,at the same time that indicators

are meaningful within thecontext of inclusion?

Vexing QuestionRelated to Measurement(for group discussion)

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Professional DevelopmentIssuesHow do you ensure that PD is available to support

improvements within an inclusiveQRIS system?

How do you ensure that teachers/practitionershave access to ongoing support that will lead tochanges in their practice that will lead to moreintentional teaching, and learning opportunities foryoung children with special needs.

DE StarsProfessional Development Inclusion Credential developed by

Interagency Workgroup

EIEIO (Expanding Inclusive Early Intervention Opportunities)

Early Literacy/Math Training offered to Stars TA’s,619 programs, Head Start

Specific Technical Assistants assigned toSchool District programs

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NC QRIS:Professional Development

Challenge in current system:Availability of high quality in-service PD;any training hours meet requirement.

Idea for revised TQRIS:Additional criteria for in-service professional developmentfocused on inclusion.

Challenge:Strengthening the TA and PD systemrelated to inclusion.

How do you strengthen the PD/TA systemrelated to inclusion at the same time that youkeep the costs of PD in line with fundingavailable?

What is role of higher ed?

Vexing QuestionsRelated toProfessional Development(for group discussion)

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LESSONS LEARNED: ALL

References & Resources

North Carolina QRIS Advisory Committee Executive Summaryhttp://ncchildcare.dhhs.state.nc.us/PDF_forms/QRIS-Advisory-Committee-Executive-Summary.pdf

Why Program Quality Matters for Early Childhood Inclusion.Recommendations for Professional Development (2009). ChapelHill, NC: FPG/NPDCIhttp://npdci.fpg.unc.edu/resources/articles/npdci-quality-paper

Inclusive Classroom Profile Onling Training Moduleshttp://npdci.fpg.unc.edu/measuring-quality-inclusion-inclusive-classroom-profile

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Questions, Reflections, Comments?

Thank You

Follow-Up Contacts:

Debi Mathias dmathias@buildinitiative.orgPam Jackson Winton pam_winton@unc.edu