Quality Rating Systems

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Quality Rating Systems

• How States Are Including Children of all Ages in
  the QRS/QRIS

Smart Start National Technical Assistance Center
Conference May 2009 Greensboro, NC
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QRS (quality rating system) is

• a method to assess, improve, and communicate the
  level of quality in early and school-age care
  settings
• Builds on foundation of licensing and adds
  multiple steps between licensing standards and
  higher quality standards
• Supports/incentives for reaching higher levels
• Easily recognized symbols for higher levels

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Connecting Existing Initiatives
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(No Transcript)
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Scope of Statewide QRS/QRIS

• All 18 QRS/QRIS include child care centers and
  Head Start programs
• 17 include family child care homes
• 17 include school-age programs
• 7 include prekindergarten
• Prekindergarten may or may not be licensed
• Done at the local level
• None include unregulated family, friend, and
  neighbor care

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Administrative Agencies for QRS/QRIS

• Licensing agency/subsidy agency
• IN, LA, ME, NC, NH, NM, OH, OK, TN
• Subsidy agency
• IA, KY, MD, MT
• Private entity
• CO, VT
• State department of education
• DC
• Contract with child care resource and referral
  agencies
• PA

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Common Elements of QRS/QRIS

• Standards
• Accountability
• Program and practitioner outreach and support
• Financing incentives specifically linked to
  compliance with quality standards
• Parent/Consumer education

Source Mitchell, 2005
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Determining Quality Standards

• States choose standards that research has shown
  to have significant impact on quality
• Classroom structure child-staff ratios and group
  size
• Staff qualifications caregivers and
  administrators education, training, and
  experience
• Program dynamics curriculum, learning
  environment, and parent engagement

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Standards
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Common Categories of Standards
Source Data compiled by NCCIC as of March 2009.
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Challenge Including Accreditation

• Accreditation is included in 16 of the 18
  statewide QRS/QRIS
• How accreditation is used varies
• As the highest rating (or level) of the QRS/QRIS
• One of the criteria for reaching the highest
  step within the standards
• Criterion for which points are awarded

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Classroom Assessments

• 14 of the 18 statewide QRS/QRIS are using an
  environment rating scale (ERS)
• Variations in using ERS with QRS/QRIS
• Frequency of assessment
• Percent/Number of classrooms observed
• How scores are used
• Averaged
• Required score for a particular level within the
  quality standards

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Including I/Ts in QRIS Standards

• General considerations
• Aspects of quality related to infants and
  toddlers are
• Indicators are evidence-base
• Intentionally and specifically addressed
• All legally operating systems are included
  (including Family, Friend Neighbor care)

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I/Ts in QRIS Current Examples

• 18 State QRIS reviewed March 2009
• 8 states require I/T specific training (such as
  PITC, ELG)
• 6 states define program standards specific to
  I/Ts
• 6 state (PA) requires daily written communication
  with parents
• 4 states require program policies specifically
  addressing I/T issues
• Safe sleep routines primary caregiver
  assignment, individualized needs of family

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I/Ts in QRIS Current Examples

• 17 states require use of ITERS-R in program
  evaluation
• 8 states require infants served in smaller groups
  than toddlers
• 7 states require lower ratios through 2 years of
  age
• 7 states require the planning and use of I/T
  specific curriculum that includes references of
  the IT ELGs

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Including I/Ts in QRIS Standards

• Professional Development
• Infant/toddler-specific training/ coursework
  required
• Core Knowledge Competencies for infant/ toddler
  caregivers specifically identified
• Infant/Toddler Credential included in the
  appropriate tier of QRIS
• IT specific Health Safety training

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Including I/Ts in QRIS Standards

• Learning Environment/Curriculum
• Standards include aspects of quality for
  infant/toddler environments
• Approved curricula or learning approaches are
  specific to infants and toddlers
• Caregiving routines reflect the culture, family
  life-style, and language of infants and
  toddlers

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Including I/Ts in QRIS Standards

• Infants Toddlers with Disabilities
• Programs partner with State Part-C system.
• Child Care is identified as a natural
  environment on IFSP, staff are on IFSP team.
• Support services are in place for the inclusion
  of infants and toddlers with special needs.
• Staff receive training related to infants and
  toddlers with special needs.

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Including I/Ts in QRIS Standards

• Ratios/Group Size
• Standards meet recommendations for high quality
  care for infants and toddlers.
• Infants are served in smaller group sizes than
  toddlers
• Low caregiver/child ratios are in place for
  children ages birth through two years of age.

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Including I/Ts in QRIS Standards

• Parent/Family Involvement
• Written, daily communication with parents
• Parents involvement in defining appropriate
  routines individualized curriculum planning
• Family culture and values are incorporated for
  individualized care

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Including I/Ts in QRIS Standards

• Administrative Policies/Program Design
• Principles related to quality for infants and
  toddlers are supported in program design and
  policy
• Primary caregiving
• Continuity of care
• Individualized needs of families
• Health Safety assessment procedures

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Including I/T in QRIS Standards

• Program Evaluation
• Infant/Toddler-specific criteria are used, such
  as the ITERS-R.
• Program evaluation includes a close look at
  caregiver/child interactions, utilizing such
  tools as the Arnett, IT CLAS (pilot), IT Devereux
• Accreditation standards are incorporated specific
  to IT.

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Considerations for QRIS Dynamics of School-Age
Care

• School-age programs are diverse
• The age span of school-age children is wide
  from 5 to 18 years old
• Private, non-profit, city sponsored, clubs (such
  as Boys and Girls), faith-based, school operated,
  day camps
• Different perspectives on the purpose of school
  age programs

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Considerations for QRIS What impacts quality in
SA care?

• Data, particularly observational data about their
  own practice, is a powerful motivator for staff
• Common language helps pave the way for change
• It is important to have standards with tangible
  supports
• Managers are a critical intervention target
• Bringing together data about participation,
  quality, and youth outcomes is ideal

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Considerations for SA QRIS Licensing

• 13 States (CA, CO, HI, IN, KS, NM, NY, ND, OK,
  RI, SD, VT, WA) have separate licensing
  regulations for school-age care.
• 47 States have requirements for school-age within
  licensing regulations for child care centers.
• A significant challenge to real inclusion and
  support of SA providers in QRIS are licensing
  issues.

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Considerations for SA QRIS Credentials

• 11 states (CO, CT, FL, IN, MI, MN, MO, NY, NC,
  PA, WI) created a school-age care or youth worker
  credential, certificate, or associate degree.
• Connecticut and Massachusetts, provide incentives
  such as scholarships or a cash bonus for
  completing the program.
• The Military School-Age Credential (MSA),
  administered by the Council for providing
  specific standards, training, and evaluation for
  military school-age staff members and family
  child care providers.

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Considerations for SA QRIS Accreditation

• At least 16 statewide afterschool initiatives
  help programs achieve accreditation
• National Association for the Education of Young
  Children (NAEYC) Accreditation System includes
  school-age children ages 5 8.
• The Council on Accreditation (formerly operated
  by The National Afterschool Association)
  developed a school-age accreditation program that
  includes standards for program activities and
  administrative policies.

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Considerations for SA QRIS State Example

• Missouri embeds SA relevant indicators in many
  standards
• Program Personnel
• Director Education and Training
• Staff Education
• Education Specialization
• Annual Training
• Program Content
• Learning Environment
• Intentional Teaching
• Program Management
• Family Involvement
• Business Administrative Practices

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Considerations for SA QRIS State Example

• Maine has stand-alone SA standards
• Compliance History/Licensing Status
• Learning Environment/DAP
• Program Evaluation
• Staffing Professional Development
• Administrative Policies and Procedures
• Parent/Family Involvement
• Family Resources
• Authentic Assessment

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Accountability
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Accountability

• Accountability of compliance with quality
  standards, through assessment and monitoring
• Creates benchmarks for measuring improvement
• Provides accountability for funding
• Provides a guide for aligning program and
  practitioner support
• Builds the case for additional funding

Source Mitchell, 2005
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Agencies That Monitor QRS
Source Data compiled by NCCIC as of March 2009.
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Including I/T in QRIS Accountability

• Assuring that monitoring, program evaluation, or
  program assessment tools include aspects of
  quality as described in standards
• Assuring that QRIS assessors have appropriate
  background, credentials, or training

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Considerations for SA QRIS Accountability

• Track the number of hours/days of participation
• Use measures that align with measures of program
  quality for younger children but
• Are applicable to settings serve older children
  and.
• Are adaptable to the range of types of setting
  where school age care might take place.

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Considerations for SA QRISMeasures of Program
Quality

• All SA tools measure
• Relationships
• Environment
• Engagement
• Social Norms
• Skill Building Opportunities
• Routine/Structure

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Considerations for SA QRIS Examples of Measures

• Most common measure
• School-Age Care Environment Rating Scale
• Measures with high predictive validity for
  positive youth outcomes
• Assessing Afterschool Program Practices Tool
• Program Quality Observation
• Youth Program Quality Assessment

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Program and Practitioner Outreach and Support
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Program and Practitioner Outreach and Support

• Outreach on participation in the QRS/QRIS
• Orientation sessions and outreach staff
• Technical assistance
• Mentors and coaches
• Help with accreditation
• Professional development and training
• College courses leading to degrees and distance
  learning
• Financial incentives
• Compensation awards, quality bonuses, and tiered
  reimbursement

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Source Mitchell, 2005
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Including I/T in QRIS Program Practitioner
Outreach Support

• Research on the importance of quality in I/T care
  is included as a part of outreach.
• Training TA specific to I/T care is available
  to support quality improvement.
• Infant/Toddler Specialist Networks are available
  for mentoring and/or coaching.

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Considerations for SA QRIS Program Outreach

• Promising Strategies
• Reduce barriers, i.e licensing
• Provide technical assistance and incentives for
  participation and persistence
• Include coaches, advisors or mentors or
  coordinators with SA experience
• Strongly link QRIS to the school age professional
  development system

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Considerations for SA QRIS Provider Support

• SA specific professional development and
  training
• 11 States (AR, CA, DC, FL, GA, IL, NC, OR, PA,
  SC, SD) address specific school-age issues
• SA Specialists or Coordinators NC, OH, PA for
  example
• T.E.A.C.H. adapted for SA in PA, VT, IL, for
  example

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Considerations for SA QRIS County Example

• Palm Beach County, Prime Time Initiative, SA QIS
  Pilot
• 38 afterschool programs school and community
  based, serving elementary, middle and high school
  students
• 3 FT Quality Advisors 5 PT Peer Coaches
• In addition to training required for licensing,
  10 hours specific to youth are required
• Training scholarships for community college
• Forums for providers to provide input on
  professional development and QIS

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Financing Incentives
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Financing Incentives Linked to Compliance with
Quality Standards

• Tiered reimbursement rates
• Quality bonus payments and incentives
• Contracts
• Quality grants
• Scholarships
• Wage supplements

Source Mitchell, 2005
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Including I/Ts in QRIS Financial Incentives

• IT credential scholarships /wage/bonus
• IT specific wage supplements effort
• Tiered reimbursement systems
• Use of CCDF IT Targeted Funds
• Quality enhancement grants

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Considerations for SA QRIS Financing Strategies

• All of the above, plus
• Incentives may not all need to be monetary but
  could also include resources, better working
  conditions or time off.
• For school age, other funding sources for youth,
  prevention, career and work prep

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Parent and Consumer Education
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Parent/Consumer Education

• Development of a quality rating indicator (or
  symbol) that families can use as a consumer
  guide
• Posted quality rating symbols
• Child care resource and referral agencies
• Public awareness campaigns
• Press releases
• Informational brochures, Web sites, etc.
• Publicize ratings
• Partnerships

Source Mitchell, 2005
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Including I/T in QRIS Parent/Consumer Education

• Inclusion of information specific to infant and
  toddler quality care
• Educating parents and families on quality
  indicators for infants and toddlers
• Family resource centers, PTFA, United Way,
  Physicians/Hospitals, Parents As Teachers, Coop
  Extension

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Considerations for SA QRIS Parent Education

• Informing parents about the research linking
  quality SA programs to
• Impact on brain development
• Impact on academic achievement
• Impact on personal/social skills
• Impact on 21st Century skills
• Use multi-media strategies to get parents info
  where they are

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QRS/QRIS Resources

• For more information about QRS/QRIS, visit
  NCCICs Web site at http//nccic.acf.hhs.gov/topic
  s/topic/index.cfm?topicId44.
• For more information about I/T and quality
  initiatives, visit the National Infant Toddler
  Child Care Initiative (NITCCI) Web site at
  athttp//nccic.acf.hhs.gov/itcc/publications/inde
  x.htm.
• For additional information about QRS/QRIS and
  school-age care, see Using a State Child Care
  Quality Rating System to Promote Quality in
  Afterschool Programs, by the Afterschool
  Investments Project, at http//nccic.acf.hhs.gov/a
  fterschool/qrs_afterschool.html.

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Sources

• Mitchell, A. (2005, July). Stair steps to
  quality A guide for states and communities
  developing quality rating systems for early care
  and education. Retrieved March 25, 2008, from
  www.unitedway.org/_cs_upload/sb6/3145_1.pdf
• Data compiled by NCCIC as of July 2008 from State
  documents and Web sites.
• I/T Data compiled by NITCCI April 2008
• NITCCI.(2007, May). Designing Quality Rating
  Systems Inclusive of Infants and Toddlers
• AIP (2007). Using a State Child Care Quality
  Rating System to Promote Quality in Afterschool
  Programs.

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Thank You
Prepared by NCCIC 10530 Rosehaven Street, Suite
400 ? Fairfax, VA 22030 Phone [phone] ?
Fax [phone] ? TTY 800-516-2242 Email
info_at_nccic.org ? Web http//nccic.acf.hhs.gov
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• National Infant Toddler
• Child Care Initiative
• _at_ ZERO TO THREE
• 2000 M St. NW Suite 200
• Washington DC
• Voice202-638-1144
• Fax [phone]
• kboling_at_zerotothree.org
• http//nccic.acf.hhs.gov/itcc

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• Lori Connors-Tadros
• lctadros_at_financeproject.org
• http//nccic.acf.hhs.gov/
• afterschool/