Title: ?Quality and Inclusion:

QRIS and InclusionKaren 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 learningPam Winton, Senior Scientist and Director of Outreach, FPG Child Development InstituteAgendaNational Context and OverviewIssues Related to an Inclusive Approach to QRISStructures & incentives MeasurementProfessional developmentPerspectives, Strategies and Challenges: Two State Examples (IL and GA)

National ContextFocus onHigh Needs ChildrenNational ContextFocus on Cross Sector Systems Building

National ContextAccountability & Quality

For whole or small group discussion.Participants or presenters may wish to record responses on posters or dry erase boards.

5Quality Movement = Multiple Quality InitiativesQRISRTT-ELCEHS/CCPartnershipsELGOSEP Monitoring and Accountability (SSIP)Head Start PerformanceFrameworkPersonnel Standards

Two Different Quality Initiatives Quality Inclusion QRISUS DOE OSEP Annual Performance Report (APR), including State Systemic Improvement Plan (SSIP)Early ChildhoodEarly Childhood Special Education/Early InterventionStates will be asked to provide status of QRIS using Benchmarks of Quality Improvements7What Is QRIS ?A method to assess, improve, and communicate the level of quality in early and school-age care settingsVaries from state to state with all states participating at some levelCommon elements includeQuality standardsProcess for assessing standardsOutreach and support to programs to raise qualityFinancial incentivesConsumer awareness

8What Does QRIS Look Like?Offers supports/incentives for reaching higher levels of qualityProvides easily recognized symbols for higher levels9What Is OSEP Annual Performance Report?

State data on children with disabilities and their families collected and reported to Congress Includes a comprehensive, multi-year State Systemic Improvement Plan (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)

10Verna - OSEP SPP APR does not indicators of quality.10

Three Issues Related to an Inclusive Approach to Quality Within QRIS

Structures & incentivesMeasurementProfessional development

State Context

QRIS DevelopmentIllinois

Georgia

QRIS Development in ILQRIS ExceleRate IllinoisEffort began in 2011Governors Office Office of Early Childhood Development: Early Learning CouncilRace to the Top Early Learning Challenge - funded in 2012ExceleRate Illinois finalized in 2014Circles of Quality Licensing, Bronze, Silver, Gold

Circles of Quality Currently applies to Head Start, to all programs receiving funds through Preschool for All (open to and eventually required for all public pre-K)Also required for all child care programs that receive public funding and all child care programs that receive public funding (subsidies), and open to all center-based child care programsFamily child care will be added by 2016Open to private child care programs

13IL Awards of ExcellenceFive Awards of Excellence developed in 2013-2014Infant/toddlerFamily/community engagementCulturally/linguistically appropriate practicesPreschool instructionInclusion of children with special needs2014 Approved, implementation just beginningOptional an opportunity for programs in the Gold Circle to demonstrate and improve practices in one or more areasGold Circle as foundation - provides solid foundation for Awards of Excellence

14QRIS Development in GAFPG Child Care Quality StudyConducted 2008-2010Pervasive low quality child care across stateQuality Rated Launched 2011Systematic approach to increasing qualityStrong support from GovernorDesigned with input from diverse stakeholdersValidation study launched 2014

QRIS Development in GAQuality Rated StructureStructural QualityPortfolio assessment against five standardsProcess QualityERS assessment of 1/3 classroomsPortfolio and ERS scores combined to determine ratingHighest level: Three Stars

Structures & IncentivesIssuesWhat 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?17SOME Structures for inclusion already in place in Excelerate Illinois - Child ScreeningIMPORTANT LINK INTO FINDING CHILDREN WITH SPECIAL NEEDS, COORDINATING WITH OTHER SYSTEMS AND PROGRAMS THAT WORK WITH SAME CHILDREN AND FAMILIES

18Specific Language Related to Inclusion also built into excelerate illinois19Developing the Award of Excellence in inclusionEach 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, parentsConsultant Recommendations for structure and process based on evidence-based practice and policy recommendations across broad array of early childhood entities and interestsIntensive, iterative process to ensure cross-agency collaboration and buy-inCommittee as a whole and top agency staff values & practices; understandable; feasible in different programsExamples of iterative process:Vocabulary (ALL children with special needs)Approved training on inclusion (into single registry of approved training)

Incentive for participation: To become known as a program that is excellent in inclusion of children with special needs (optional; no additional funding)20Structure Award of Excellence in InclusionStandard 1 commitment to principles of full inclusionStandard 2 achieve 85% of items on Illinois Inclusion Guidelines ChecklistStandard 3 training on checklist, Portfolio development and on Inclusive Classroom ProfileStandard 4 recent administrator training on early childhood systems and on inclusionStandard 5 recent staff training on inclusion and on Inclusive Classroom Profile(more on Illinois Guidelines Checklist later)21Support for Inclusion Embedded in Quality RatedStandard 1: Director/Teacher Qualifications and PDIntroductory training in inclusion for director and teachersStandard 2: Child Health, Nutrition and Physical ActivityAnnual developmental screeningStandard 3: Family EngagementPolicies and proceduresResources for familiesAll staff: minimum two hours introductory training in inclusionStandard 4: Intentional Teaching PracticesOngoing formative assessmentEvidence of adaptations/accommodations for individual needs and peer interactionsGEORGIA Qri Inclusion DesignationInclusion Designation: QrI (Quality Rated with an I)Designation for programs with high quality inclusive practicesPurpose: Promote High Quality InclusionReward Programs Inform Families DevelopmentGeorgia Quest for Quality Inclusion Based on evidence-based indicators of high quality inclusionEligibilityPrograms at highest quality designation

Georgia QRI Inclusion designationBuilt on foundation of qualityIntensive training and technical assistanceTrained inclusion specialistsIndividualized TA Mini grants to support TA planItems or experiencesAssistance with program marketingOpportunities for leadershipMentorship or model sitesVexing 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 dayor segregated programs that are licensed but may have very different goals)?

25Measurement 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?

26Illinois Measurement IssuesSome inclusion measures already in place (built into Excelerate Illinois and compliance monitoring), but ..no measures consistent across all types of programsno measures captured the full range of characteristics of high quality inclusionExisting measures in literature not comprehensive across both program and classroom elementsResponse 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 levelIIGC built into standards (Standard 2) 85% of items, meet Standard 2ICP use at classroom level for self-assessment and goal setting27IL Measurement - Built into structure of the awardWhat the process looks likeCriteria for applying must be at Gold Level, must include children with special needsMeet specific standards demonstrating commitment to inclusion (e.g., full participation, previous training) Meet standards related to previous training on inclusionIllinois Inclusion Guidelines Checklist (85% of 21 items)Program-level self-assessment, demonstrate in Program Portfolio, program improvement plan based on resultsFlexible evidence, depending on type of program, documented in PortfolioClassroom-level self-assessment using ICP (Inclusive Classroom Profile), with classroom development plan based on results

Flexible evidence programs can select the types of evidence they think best highlight their strengths; provided with a table that lists possible types, but they are free to add additional or alternative types of evidence28IL Approval processProgram Portfolio address each standard, each item on checklistPortfolio ReviewCommittee of peers review evidenceFollow-up visit to clarify any remaining questionsMaintain annually based on update program plan3-year review - more formal update, documentation of continued training on inclusion

ADD Where we are now pilotThree pilot programs Submitted portfolios of evidence, based on the standards and items in the checklistreviewed Identified types of evidence that give most information can provide additional guidanceidentified training needs for administrators and teachers, and additional ways to organize the process for them

29Georgia - MeasurementEvidence of inclusive practices required for Quality RatedStandardsERS itemsProcess to achieve QIIBaseline with Inclusive Classroom Profile (ICP)Targeted professional development: training and technical assistanceUnannounced ICP assessmentScore of 5 or higherRe-assessed yearly

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

31Professional Development IssuesHow 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.

32Illinois Professional Development Built into structureInitial training specified in standardsOngoing training required to renew; part of individual classroom and program development plansApproachesIdentify 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 systemPilot studyIdentify, recommend and/or develop additional professional development needed to accomplish self assessment and portfolio developmentCurrent new grants to support implementation of each of Awards of ExcellenceTo begin summer, 2014

Already many state-wide resources in place EXAMPLES but still trying to identify all of them and clarify what each one does for whom, and then enlist and strengthen them as supports to this processStarnet ec, ecse; inservice, technical assistance related to inclusionINCCRRA network of CCR&Rs, with offerings related to inclusion; Gateways to Opportunity registry of approved training that will eventually become the hub for all approved training, including all approved training related to inclusionEarly Intervention Training Program Part C some training that is relevant for all who work with infants and toddlers with special needs4. Also evidence-based on-line training resources

Noted earlier: some required trainings for administrators and teachers in lower circles; some specific, state-developed trainings required for bronze and silver circles

Will develop training to prepare administrators and teachers for applying for this Award of Excellence

New grants each award of excellence33Georgia Professional DevelopmentGeorgias Professional Development SystemProfessional Development RegistrySystem to ensure high quality professional developmentInclusion PD required as part of Quality RatedBeginner level for allIntermediate and advanced increased structural quality pointsQRI requires additional targeted training followed by onsite coachingWill work with Technical College System and private trainers to embed inclusive practices in pre-service and in-service instruction

How do you keep the costs of PD in line with funding available?

Vexing Question Related to Professional Development

Discussion

References & ResourcesIllinois QRIS http://www.excelerateillinois.com/overviewAwards of Excellence - http://www2.illinois.gov/gov/OECD/Pages/default.aspx

Georgia QualityRated information and resourcesqualityrated.org QualityRated application portal---qualityrated.decal.ga.gov

THANK YOU