san diego county quality rating and … · san diego county quality rating and improvement system...

SAN DIEGO COUNTY

QUALITY RATING AND IMPROVEMENT SYSTEM (QRIS)

Implementation Guide

August 2017

San Diego County QRIS Implementation Guide

Page 1 Updated: August 11, 2017

Contents

I. Introduction to QRIS ............................................................................................... 2

II. San Diego’s Approach to QRIS .............................................................................. 3

III. Eligible Early Care and Education Facilities ............................................................ 7

IV. Rating Guidelines .................................................................................................... 8

V. Assessing Classrooms ............................................................................................ 9

VI. Details on Rating Elements by Points ................................................................... 11

Core 1: Child Development and School Readiness ................................................ 11

Element 1. Child Observation ............................................................................. 11

Element 2. Developmental and Health Screenings ............................................. 14

Core 2: Teachers and Teaching .......................................................................... 17

Element 3. Early Childhood Educator Qualifications: Minimum Qualifications for Lead Teacher/Family Child Care Home (FCCH) ................................................. 17

Element 4. Effective Teacher-Child Interactions: Using CLASS® Assessments . 20

Core 3: Program and Environment – Administration and Leadership .................. 22

Element 5. Ratios and Group Size (Centers Only beyond licensing regulations) 22

Element 6. Program Environment Rating Scale(s) – ECERS-R, ITERS-R, FCCERS-R ......................................................................................................... 23

Element 7. Director Qualifications (Centers Only) ............................................... 24



I. Introduction to QRIS

Research shows that high-quality early childhood education can yield significant short-term and long-term benefits for children. For example, children who attend high-quality early childhood education programs are more ready to learn by the time they enter Kindergarten are better socially and emotionally prepared to adjust to classroom settings, demonstrate greater cognitive abilities, and are more likely to succeed in school further down the road. Research has not shown the same benefits for low-quality early childhood education, therefore attention to the quality of early learning is vital to the success of our youngest children.

A Quality Rating and Improvement System (QRIS) is a “method to assess, improve and communicate the level of quality in early care and education settings.” (Mitchell, 2005, p. 4). A QRIS typically utilizes rating tiers, which indicate levels of quality. Methods for determining rating tiers vary and the types of approaches include: 1) building block, in which criteria at a particular tier level must be met before moving onto the next level; 2) points, in which sites accumulate points based on their level of implementation of each quality element rather than having to meet all criteria at a particular tier level; and 3) hybrid, in which the building block approach is used at some levels and the points approach is used at other levels.

A QRIS can vary significantly in terms of what is measured and how and whether the system operates statewide or in a local area. However, a fully functioning QRIS includes the following components: (1) quality standards for programs and practitioners; (2) infrastructure to meet such standards; (3) monitoring and accountability systems to ensure compliance with quality standards; (4) ongoing financial assistance that is linked to meeting quality standards; and (5) engagement and outreach strategies.1

As of May 2016, every state is implementing, piloting, or planning a QRIS. California is one of three states in which the QRIS is led by counties, localities, or regions.2 In California, a hybrid rating approach is utilized in all counties.

1 http://qrisnetwork.org/glossary

2 http://qrisnetwork.org/sites/all/files/maps/QRISMap.pdf



II. San Diego’s Approach to QRIS

Over the last 12 years, the San Diego QRIS has been primarily funded by First 5 San Diego and implemented by the San Diego County Office of Education (SDCOE). Significant input from providers and community stakeholders contributed to the development of the QRIS, which took shape through the Preschool for All program and then through the First 5 San Diego-funded Quality Preschool Initiative (QPI). These programs served as opportunities to develop, implement, and validate the local QRIS model. San Diego County’s participation in the federal Race to the Top Early Learning Challenge grant also influenced the design of the QRIS, bringing a focus on seven rated elements of quality and eight additional Continuous Quality Improvement Pathways. Community engagement with preschool and child care providers and local stakeholders supports the continuous refinement of the QRIS.

QPI is the largest component of San Diego’s QRIS. The program assesses, enhances, and sustains quality in preschools serving approximately 15,000 children annually. QPI is primarily funded by First 5 San Diego and in the past it has also incorporated funding and program elements from the federal Race to the Top Early Learning Challenge Grant, and the First 5 California Power of Preschool and Child Signature Programs. Currently, the California State Preschool Program QRIS Block Grant supports the effort. Additional investment from the United Way of San Diego County expanded the QRIS beyond QPI to 40 family child care homes, and the California Department of Education’s Infant/Toddler QRIS Block Grant expanded the QRIS to some center-based programs and family child care homes serving infants and toddlers.

The rated elements in San Diego’s QRIS are:

• Child Observation

• Developmental and Health Screenings

• Minimum Qualifications for Lead Teachers and Family Child Care Home Providers

• Effective Teacher-Child Interactions (measured by the Classroom Assessment Scoring System)

• Ratios and Group Size (centers only, beyond licensing regulations),

• Program Environment Rating Scale(s)

• Director Qualifications (centers only)

In addition, the San Diego QRIS supports California’s Continuous Quality Improvement Pathways as key focus areas for program improvement. Those Continuous Quality Improvement Pathways include:

• School Readiness

• Social-Emotional Development

• Health, Nutrition, and Physical Activity

• Effective Teacher-Child Interactions beyond items measured by the Classroom Assessment Scoring System



• Professional Development

• Environment

• Program Administration

• Family Engagement

Each rated element is scored on a scale of 1-5, with 1 being the lowest and 5 being the highest score. The points for each element are added together, and the sum of those points determines the site’s tier rating, which is also on a scale of 1-5. Each element includes specific protocols on how this is done. For example, for elements one and two, the points are awarded based on a review of all children in all sessions at the site. For elements four and six, there are specific methods for averaging scores across sessions. The protocols for each element are described in detail in Section VI.

Centers can earn up to 35 points for the seven elements; and family child care homes can earn up to 25 points for five elements.

The San Diego QRIS Matrix is below.

ELEMENT 1 POINT 2 POINTS 3 POINTS 4 POINTS 5 POINTS

CORE I: CHILD DEVELOPMENT AND SCHOOL READINESS

1. Child Observation

Not required

Program uses evidence-based child assessment/ observation tool annually that covers all five domains of development

Program uses valid and reliable child assessment/ observation tool aligned with CA Foundations & Frameworks (minimum twice a year)

Program uses DRDP 2015 (minimum twice a year) AND results used to inform curriculum planning

Program uses DRDP 2015 (minimum twice a year) AND Uploads results into DRDP Tech AND results used to inform curriculum planning

2. Developmental and Health Screenings

Meets Title 22 Regulations

Health Screening Form (Community Care Licensing form LIC 701 "Physician's Report - Child Care Centers" or equivalent) used at entry for every child, and then ▪ annually for

every child OR

▪ Ensures vision and hearing

Program works with families to ensure screening of all children using a valid and reliable developmental screening tool at entry and as indicated by results thereafter AND Meets all Criteria from point level 2

Program works with families to ensure screening of all children using the ASQ-3 at entry and as indicated by results thereafter AND Meets all Criteria from point level 2

Program works with families to ensure screening of all children using the ASQ-3 & ASQ:SE, if indicated, at entry, then as indicated by results thereafter AND Program staff uses children’s screening results to make




screening are conducted annually

referrals and implement intervention strategies and adaptations as appropriate AND Meets all Criteria from point level 2

CORE II: TEACHERS AND TEACHING

3. Minimum Qualifications for Lead Teacher/ Family Child Care Home (FCCH)

Meets Title 22 Regulations Center: 12 units of Early Childhood Education (ECE)/Child Development (CD) FCCH: 15 hours of training on preventive health practices

Center: 24 units of ECE/CD3 OR Associate Teacher Permit + 12 units of ECE/CD FCCH: 12 units of ECE/CD OR Associate Teacher Permit

24 units of ECE/CD + 16 units of General Education OR Teacher Permit AND 21 hours professional development (PD) annually

Associate's degree (AA/AS) in ECE/CD (or closely related field) OR AA/AS in any field + 24 units of ECE/CD OR Site Supervisor Permit AND 21 hours PD annually

Bachelor’s degree OR Master’s Degree in ECE/CD (or closely related field) OR BA/BS in any field plus/with 24 units of ECE/CD OR Program Director Permit OR BA/BS or Master’s degree plus

• Teacher Permit OR

• Site Supervisor Permit

AND 21 hours PD annually

4. Effective Teacher-Child Interactions: Using CLASS Assessments (*Use tool for appropriate age group as available)

Not Required

Familiarity with CLASS assessment for appropriate age group as available, by a minimum of one representative from the site

Independent CLASS assessment by reliable observer to inform the program’s professional development/ improvement plan

Independent CLASS assessment by reliable observer with minimum CLASS scores of: Preschool ▪ Emotional

Support - 5 ▪ Instructional

Independent CLASS assessment by a reliable observer with minimum CLASS scores of: Preschool ▪ Emotional

Support – 5.5

3 For all ECE/CD units, the core 8 are desired but not required.




Support –3 ▪ Classroom

Organization – 5

Toddler ▪ Emotional &

Behavior Support: 5

▪ Engaged Support for Learning: 3.5

▪ Infant ▪ Responsive

Caregiving: 5

▪ Instructional Support – 3.5

▪ Classroom Organization – 5.5

Toddler ▪ Emotional

& Behavior Support: 5.5

▪ Engaged Support for Learning: 4

Infant ▪ Responsiv

e Caregiving: 5.5

CORE III: PROGRAM AND ENVIRONMENT - Administration and Leadership

5. Ratios and Group Size (Centers Only beyond licensing regulations)

Center: Title 22 Regulations Infant Ratio of 1:4 Toddler Option Ratio of 1:6 Preschool Ratio of 1:12 FCCH: Title 22 Regulations (excluded from point values in ratio and group size)

Center Infant/Toddler Ratio of 4:16 Toddler Ratio of 3:18 Preschool Ratio of 3:36

Center Infant/Toddler Ratio of 3:12 Toddler Ratio of 2:12 Preschool Ratio of 2:24

Center Infant/Toddler Ratio of 3:12 or 2:8 Toddler Ratio of 2:10 Preschool Ratio of 3:24 or 2:20

Center Infant/Toddler Ratio of 3:9 or better Toddler Ratio of 3:12 or better Preschool Ratio of 1:8 or better and group size of no more than 20

6. Program Environment Rating Scale(s) (Use tool for appropriate setting: ECERS-R, ITERS-R, FCCERS-R)

Not Required

Independent ERS assessment using scale for the appropriate setting. All subscales completed and averaged to meet overall score level of 3.0



Independent ERS assessment using scale for the appropriate setting. All subscales completed and averaged to meet overall score level of 5.5 OR Current National Accreditation




approved by the California Department of Education

7. Director Qualifications (Centers Only)

12 units core ECE/CD and 3 units of Management/ Administration

24 units ECE/CD + 16 units General Education +/with 3 units Management/ Administration OR Master Teacher Permit

Associate’s degree with 24 units ECE/CD +/with 6 units Management/ Administration and 2 units of supervision OR Site Supervisor Permit AND 21 hours PD annually

Bachelor’s degree with 24 units ECE/CD +/with 8 units of Management/ Administration OR Program Director Permit AND 21 hours PD annually

Master’s degree with 30 units ECE/CD including specialized courses +/with 8 units of Management/ Administration, OR Administrative Credential AND 21 hours PD annually

TOTAL POINT RANGES

Program Type QPI Tier 1 QPI Tier 2 QPI Tier 3 QPI Tier 4 QPI Tier 5

Centers 7 Elements for 35

points

Blocked – Must Meet All

Elements

Point Range

8 to 19

Point Range 20 to 25


Point Range 32 and above

FCCHs 5 Elements for 25

points

Blocked – Must Meet All

Elements

Point Range 6 to 13



Point Range 22 and above

III. Early Care and Education Sites Eligible for Rating

Any licensed child care center or family child care home (FCCH) in San Diego County serving children ages 0-5 is eligible and encouraged to participate in the San Diego QRIS by pursuing a rating from the San Diego County Office of Education.

In addition, unlicensed programs that may also participate include:

o Cal-SAFE child development programs

o Tribal-approved child care programs

o Military installation child care programs

o Adult Education preschool programs that are legally exempt from licensing

o Other programs and classrooms operated by school districts, such as IDEA Part B or Part C funded programs



All participating sites’ licenses must be current and in good standing4, which means a licensed child care center or family child care home that currently does not have any of the following: (1) a non-compliance conference; (2) an administrative action taken or in the process of being taken (includes denied application, denied exemption, temporary suspension order, expedited revocation action, revocation action, or exclusion action that is being initiated, in process, or already taken); and (3) a probationary license.

If a site license is changed to anything other than “in good standing,” the QRIS rating is suspended and the site is not eligible to receive California State Preschool Program (CSPP) QRIS incentives, or services provided with CSPP funding. However, the site may be eligible to receive other local incentives and support.

Once the “not in good standing” status is removed by California Community Care Licensing, an early care and education center may request a site rating by participating in QRIS over the course of the program year with data gathered to be rated in June.

An early learning site is operated by an administration or entity at one physical location with at least one child care license from the Department of Social Services Community Care Licensing Division. If two administrations/entities are operating on the same site and are operating separately from one another (i.e., co-located), each is counted as a separate site. In addition, child care centers serving infants and/or toddlers as well as preschool-age children will be treated as two sites – an infant/toddler site and a preschool site.

For the purpose of the San Diego QRIS, a session at a site is defined as one teaching team using the same physical classroom space and working with the same age group; the session includes a group of children under a single teaching team. A classroom may have full-day or half-day sessions.

IV. Rating Guidelines

To receive a rating, sites must upload all necessary evidence for every session into San Diego County’s online QRIS data management system, called Pinwheel, and must demonstrate 100 percent compliance with requirements. Evidence for each of the rated elements is described in Section VI of this guide. Evidence is reviewed and ratings are assigned by the San Diego County Office of Education.

Sites participating in the First 5-funded Quality Preschool Initiative (QPI) are rated annually. Sites participating in various other San Diego QRIS program ratings will be

4 See Health and Safety Code Sections 1596.773 and 1596.886.



valid for two years, unless otherwise specified by the specific grant(s). Participating sites are to develop Quality Improvement Plans (QIPs) after they receive a full rating and commit to engaging in ongoing continuous quality improvement between rating periods. SDCOE will monitor participating sites between ratings, to ensure they are continuing to meet the criteria.

Other events that may require a review or a new rating before two years have passed include:

• Significant turnover in staff

• New director

• Program changes that warrant re-assessment of an individual session

• Significant or repeated licensing violations infringing on the personal rights of children

• Changes to a site license, such as change of physical location, change in status, or other licensing changes

• Other evidence of changes related to the criteria upon which the site was rated

• Other reasons determined by the San Diego QRIS Consortium

Site rating information will be publicly posted to a QRIS website managed by the San Diego County Office of Education and will be included in information made available through the local Child Care Resource & Referral Agency, YMCA Childcare Resource Service.

V. Assessing Classrooms

The San Diego QRIS will implement all tools, measures, and documents to fidelity, adhering to the tools’ authors’ original approaches.

External Reviews

In order to earn higher points in element 4, Effective Teacher-Child Interactions Using CLASS Assessments, a site must have an external CLASS assessment conducted for each of its sessions by a certified and reliable CLASS assessor. In order to earn higher points in element 6, Program Environment Rating Scale(s) – ECERS-R, ITERS-R, FCCERS-R, a site must have an external ERS assessment conducted for each of its sessions by a certified and reliable ERS assessor. QRIS sites seeking higher scores in these elements must receive external assessments using the ERS and CLASS during the initial year of rating and every other year thereafter. Each classroom must receive an ERS and CLASS assessment in the same year, or within 13 months of a site’s rating.

QRIS grant programs may have additional assessment requirements. For instance, every participating classroom in a QPI site will receive an external assessment using the ERS and CLASS during the initial year of rating and external ERS and CLASS



assessments continue thereafter with one tool used each alternating year. Assessors will ensure that the session being assessed is staffed by the lead teacher on record.

Classrooms with an AM and a PM session may require a single CLASS and a single ERS assessment, or may require multiple assessments depending on the teaching teams and age groups served as described in the table below.

Scenario Number of Classrooms

Rationale

AM Preschool + PM Preschool Same teaching team for AM and PM

1 Ages served and teaching team are the same. A single assessment for the classroom is appropriate.

AM Toddlers + PM Preschool Same Teaching team in AM and PM

2 Teaching team is the same. Different age groups require different assessments, one assessment for each session.

AM Preschool + PM Preschool Different Teaching team in AM and PM

2 Same age group served in morning and afternoon. Different teaching teams require different assessments, one assessment for each session.

About the CLASS® Tool

When coding with the age-appropriate CLASS tool, the observer is evaluating the effectiveness of teacher-child interactions for the target age level. In any classroom or family child care setting, multiple adults may be present during the observation, requiring the observer to consider how each adult is interacting with children and how they jointly influence the overall experience.

San Diego QRIS implements the following observation guidelines:

• The CLASS observer should be able to understand 85–90 percent of the teacher’s communication with the children to consider the assessment reliable.

• The CLASS observer should also be able to consider various cultural behaviors that may take place in diverse classrooms. CLASS observers are encouraged to understand the cultures of the children present.

• The minimum number of children who must be present in the classroom is more than 50% of total children enrolled.

• For family child care homes, a CLASS observation may be conducted with at least

one child present.



About the ERS Tools

The Environmental Rating Scales (ERS) include the Early Childhood Environment Rating Scale-Revised (ECERS-R), the Infant/Toddler Environment Ratings Scale-Revised (ITERS-R), and the Family Child Care Environment Rating Scale-Revised (FCCERS-R). These tools are used to measure the quality of the indoor and outdoor environments of programs. The appropriate tool will match the ages of more than 50% of the children present in the session being assessed. Lead teachers must complete the ERS Questionnaire prior to assessment to provide additional information to the assessor for completing the assessment.

San Diego QRIS implements the following observation guidelines:

• The ERS observer should be able to understand the majority of the teacher’s communication with the children, particularly in Pre-Kindergarten classrooms, to consider the assessment reliable.

• The minimum number of children who must be present in the classroom is more than 50% of the total children enrolled.

• For family child care homes, there is no required number of children present to be observed.

VI. Details on Rating Elements by Points

The tables below provide additional details about the elements in the San Diego QRIS Rating Matrix.

Core 1: Child Development and School Readiness

Element 1. Child Observation

Points Indicator Detail

BLOCK 1 POINT

Not Required

Child Observation and Assessment is not required for one point. Sites at this tier must be licensed and in good standing with Community Care Licensing.

2 POINTS

Program uses evidence-based child assessment/ observation tool annually that covers all five domains of development

The domains of child development include physical, social/emotional, cognitive, communicative, and adaptive. Evidence for an assessment or observation tool may come from empirical evidence, through evaluation reports by an outside source or the developer, or by consensus documents published by a professional organization. Accepted tools include:

• High/Scope Child Observation Record (COR) for Infants





and Toddlers

• High/Scope Preschool Child Observation Record (COR), Second Edition

• Work Sampling, Developmental Guidelines, Preschool 3

• Work Sampling, Developmental Guidelines, Preschool 4

• Learning Accomplishment Profile-3rd Edition (preschool)

• The Ounce Scale (infant/toddler)

• NIEER Early Learning Scale

“Uses” requires that the program accesses and analyzes results, and those results (whether individual information or aggregate group data) are used to inform practice.

Evidence that all children have been assessed using an approved tool according to the approved tool’s protocols for implementation, must be provided in electronic form using the specific tool’s reporting template or in another pre-approved electronic format.

3 POINTS

Program uses valid and reliable child assessment/ observation tool aligned with CA Foundations and Frameworks (minimum twice a year)

Valid and reliable child assessment/observation tool refers to any assessment or tool whereby implementation from one time to the next and from one observer/implementer to the next is likely to yield the same results (reliability) and the instrument or tool measures what it says it measures in the defined audience or group (validity). Often, instrument validity is limited to a specific language, culture or age group. Valid and reliable child observation tools must be approved by the California Department of Education. Approved tools are:

• Teaching Strategies GOLD® (Creative Curriculum) assessment

• Early Learning Scale by National Institute of Early Education Research (NIEER) available from Lakeshore Learning School Supply

• Brigance Inventory of Early Development III

• DRDP 2015 (assessment is used but does not meet all criteria to earn 4 points)

•

4 POINTS

Program uses DRDP 2015 (minimum twice a year)

AND results used to

DRDP 2015 refers to the use of the Desired Results Developmental Profile 2015 child observational assessment. The DRDP 2015 was developed by the California Department of Education and is the State of





inform curriculum planning

California’s adopted valid and reliable child assessment/observation tool. The DRDP 2015 is aligned to the California Learning Foundations and Curriculum Frameworks. Information on the DRDP 2015 can be found at http://www.cde.ca.gov/sp/cd/ci/drdpforms.asp.

Every child should have an initial DRDP 2015 completed within 60 calendar days of their first day of attendance and within every six months thereafter (not to exceed 190 days from the initial assessment completion date), as long as the child remains in the program. Any child enrolled in the program with 60 calendar days or more remaining in the program year is expected to have an initial DRDP 2015 completed; and if an additional six months remain in the program year, a second DRDP 2015 is expected within the same program year.

If a child moves from one session to another at the site, but remains within the same age group (e.g., preschool) within the program year, his or her DRDP 2015 is not started over. However, if a child moves from one age group to another (e.g., from a toddler classroom to a preschool classroom), his or her DRDP 2015 timeline remains based on their first day of attendance in the program (the timeline is not started over), but must use the appropriate tool (i.e., view) for the new age group from that point forward. If a child is dropped and from then re-enrolled into the program, the first day of attendance after re-enrollment starts a new timeline, and a first assessment is required within 60 days. For any child that attends less than 10 hours per week, a DRDP 2015 is not required.

Evidence should demonstrate that the use of DRDP 2015 and scoring is in alignment with the protocols of the tool’s developer. In addition, evidence is required to demonstrate how individual child assessments are considered when planning for individualized learning experiences through which the curriculum goals will be achieved. Acceptable evidence is as follows:

• Agency protocol explains the staff supervision/implementation system used across the agency for instructional staff to use DRDP 2015 results/reports to plan instruction.

• Random samples of session-level instructional plans and DRDP 2015 reports for the aligned time period will include evidence of meeting the needs of all children. Instructional plans must reference groups and individual children, universal design modifications and/or staff/child specific strategies to





exemplify the use of observational DRDP 2015 assessment data to plan learning activities intended to achieve learning outcomes for every child.

5 POINTS

Program uses DRDP 2015 (minimum twice a year)

AND uploads results into DRDP Tech

AND results used to inform curriculum planning

In addition to meeting the requirements specific above at the 4-point level DRDP Tech reports must be regularly maintained/updated (for all children) and used by teachers in instructional planning throughout the school year. Evidence should demonstrate the use of DRDP Tech domain level scale reports when planning for individual and group learning experiences within the curriculum.

Core 1: Child Development and School Readiness

Element 2. Developmental and Health Screenings

Point Indicator Detail

BLOCK

1 POINT


Title 22 Regulations require current immunization records for every child enrolled in the family child care home or center. Family child care homes use form PM 286, available at http://www.cdph.ca.gov/pubsforms/forms/CtrldForms/cdph286.pdf and centers use form LIC 701, available at http://www.dss.cahwnet.gov/cdssweb/PG166.htm. Forms must be printed on blue paper.

2 POINTS

Health Screening Form (Community Care Licensing form LIC 701 "Physician's Report - Child Care Centers" or equivalent) used at entry for every child and then:

1. Annually for every child

OR

2. Ensures that vision and hearing screenings are conducted

Used at entry then annually requires that the program collects form LIC 701 (or equivalent) at the child’s entry into the program and annually at the beginning of each program year, within 30 days of the child’s first day of attendance. The form is valid if dated within one year of the child’s first day of attendance, and it remains valid through the remainder of the current program year.

Conducts (or collects) screening. If vision and hearing screenings are used as the method of meeting this standard, programs may:

• Use information from a doctor’s or specialist’s screening

• Conduct vision and health screenings at the site

• Use information from a doctor/specialist and conduct vision and health screening at the site

In instances where the site has difficulty meeting the annual

http://www.cdph.ca.gov/pubsforms/forms/CtrldForms/cdph286.pdf

http://www.cdph.ca.gov/pubsforms/forms/CtrldForms/cdph286.pdf

http://www.dss.cahwnet.gov/cdssweb/PG166.htm





annually requirements for one or more returning child(ren) (after collection of Health Screening Form LIC 701 upon entry), monitors may accept one of the following forms of evidence of health screening during subsequent years of a child’s attendance:

• Parent “opt-out” form or equivalent evidence that parent denied resubmittal of Health Screening Form and/or denied screening

• Detailed documentation of repeated attempts to obtain Health Screening Form and/or parent consent when conducting file review

• Detailed documentation of on-site hearing/vision screening offered to every child enrolled in the site (children who are absent should be documented)

3 POINTS

Program works with families to ensure screening of all children using a valid and reliable developmental screening tool at entry and as indicated by results thereafter

AND

Meets all criteria from point level 2

• Valid and reliable developmental screening tool refers to any assessment or tool whereby implementation from one time to the next and from one observer/ implementer to the next is likely to yield the same results (reliability) and the instrument or tool measures what it says it measures in the defined audience or group (validity). Often, instrument validity is limited to a specific language, culture, or age group. A partial list of valid and reliable child screening tools is below:

• Mullen Scales of Early Learning

• DIAL 3

• Ages and Stages Questionnaire-3 (ASQ-3)

• ESP: Early Screening Profiles

• ESI-R (Early Screening Inventory)

• Denver II

• Parents Evaluation of Developmental Status

• Parents Evaluation of Developmental Status – Developmental Milestones

• Battelle Developmental Inventory Screening Test

• Learning Accomplishment Profile-Diagnostic Screens

Beginning at this point value, both centers and family child care homes must use a developmental screening tool or produce proof of one of the items below:





• IFSP/IEP

• Evidence of screening in another venue (must have actual screen or documented results)

• Parent “opt-out” form or equivalent evidence that parent denied screening

• Detailed documentation of repeated attempts to obtain parental consent when conducting file review

In addition to providing evidence that 100 percent of children are screened (or meet the above alternative requirements) by entering data in the San Diego QRIS data management system, Pinwheel, the site must provide evidence for how the screening and referral process works at the site level.

“As indicated by the results thereafter” refers to the actions taken by the program to refer families to additional resources based on the results of the screening tool.

4 POINTS

Program works with families to ensure screening of all children using the ASQ-3 at entry and as indicated by results thereafter

AND


ASQ-3 is the Ages and Stages Questionnaire Third Edition.

The ASQ-3 is to be completed and scored within 90 calendar days of the child’s first day of attendance each program year. The correct version of the ASQ-3 for each child must be administered. Children exempt from this requirement are those with an IEP/IFSP or documentation of parent “opt out.”

“Works with families” means that families are engaged in the screening process. Results are shared with the family in a confidential and supportive manner. Program staff use screening results to refer families to the appropriate agencies for further assessment such as Healthy Development Services, the local Regional Center, school district, and/or other resources.

All ASQ-3 results are entered in to the online QRIS data management system.

5 POINTS

Program works with families to ensure screening of all children using the ASQ-3 & ASQ:SE-2, if indicated, at entry, then as indicated by results thereafter

ASQ:SE-2 is the Ages and Stages Questionnaire: Social Emotional (Second Edition). The ASQ:SE-2 shall be utilized when either a parent response to the ASQ-3 indicates a concern in the area of behavior and/or the teacher has concerns in the classroom. The correct version of the ASQ:SE-2 for each child must be administered. ASQ:SE-2 must be utilized by all Quality Preschool Initiative providers.





AND

Program staff uses children’s screening results to make referrals and implement intervention strategies and adaptations as appropriate

AND


The following referrals entered into the QRIS online data management system will constitute evidence that program staff use child screening results to implement intervention strategies and adaptations as appropriate:

• Each area of development on the ASQ-3 that has a score in the referral range (black area) must be addressed through a referral (one referral may be utilized to address multiple areas of development as long as each area is specified within the referral).

• All parent concerns in the area of behavior are followed up and addressed through the administration of an ASQ:SE-2 with a completed Summary Sheet indicating that “Referral Considerations” were discussed with the parent.

All ASQ-3 and ASQ:SE-2 results and referrals are entered into the online QRIS data management system, Pinwheel.

Core 2: Teachers and Teaching

Element 3. Early Childhood Educator Qualifications: Minimum Qualifications for Lead Teacher/Family Child Care Home (FCCH)


BLOCK

1 POINT


Center: 12 units of Early Childhood Education (ECE)/Child Development (CD)

FCCH: 15 hours of training on preventative health practices

Title 22 regulations can be found at the California Department of Social Services, Licensing website: http://www.dss.cahwnet.gov/ord/PG240.htm

2 POINTS

Center: 24 units of ECE/CD

OR

Associate Teacher Permit + 12 units of ECE/CD

FCCH: 12 units of

In point values 2 through 5, qualifications are checked for all lead teachers employed at the site.

Teachers must upload permits (or verification of permit application), transcripts, and evidence of degrees conferred into the San Diego QRIS data management system, Pinwheel, for SDCOE staff to review.

For all ECE/CD units, the core 8 are desired but not required.

Lead teacher is the adult with primary responsibility for a

http://www.dss.cahwnet.gov/ord/PG240.htm





ECE/CD

OR

Associate Teacher Permit

group of children. For the purposes of rating an early childhood classroom, lead teacher is the adult who meets or exceeds the minimum licensing requirements as a teacher. A group of children in a center is defined as those children who are assigned for most of the day to a specific teacher or a team of teaching staff members and who occupy an individual classroom or well-defined space. Each group must have at least one designated lead teacher. As defined by the National Association for the Education of Young Children, the lead teacher must spend the vast majority of time with one group of children who attend at the same time rather than divide time between classrooms or float between groups. The group size is determined by the point-level of the rating.

For the purposes of rating a licensed FCCH, the lead teacher is the adult who is the owner and full-time operator of the FCCH. If the owner is not teaching the children, the FCCH lead teacher is defined as the adult with the highest degree who spends the vast majority of time with the children. A group of children in a FCCH is defined as those children who are enrolled in the FCCH. The group size is determined by licensing requirements based on the ages of the children enrolled.

3 POINTS

24 units of ECE/CD + 16 units of General Education

OR

Teacher Permit

AND

21 hours professional development (PD) annually

Permit documentation and education documentation (official or unofficial transcripts) are uploaded into the QRIS data management system and verified by SDCOE QRIS data management staff.

Professional development activities include college coursework, documented workshops, and coaching sessions, equivalency coursework, or other activities as identified PD activities should stem from the needs of the teacher and program, based on the QRIS rating Professional development includes, but is not limited to, the Continuous Quality Improvement Pathways.

Twenty-one hours of professional development is verified through documentation entered into the San Diego QRIS data management system. Any professional development not provided directly by local QRIS staff with attendance tracked in the QRIS management system requires an upload of a transcript (classes) or of an attendance certificate for each professional development event attended by the lead teacher.

In point values 3 through 5, staff in family child care homes (FCCH) and centers are held to the same educational





standard.

When there is turnover of the lead teacher within the program year, the total hours of professional development earned by the two or more consecutively assigned lead teachers will be combined. A long-termed substitute, defined as a substitute assigned to the session for 45 days or longer, may participate in the professional development counted toward the session’s total. Education will be reviewed for the lead teacher assigned to the session for 75% or more of the program year or the teacher assigned for the longest amount of time if no one has been in place for at least 75%.

4 POINTS

Associate's degree (AA/AS) in ECE/CD (or closely related field)

OR

AA/AS in any field plus 24 units of ECE/CD

OR

Site Supervisor Permit

AND

21 hours PD annually

Permit documentation and education documentation (official or unofficial transcripts) are uploaded into the online QRIS data management system, and conferral date is verified by SDCOE QRIS data management staff. Twenty-one hours of professional development is verified through documentation entered into the San Diego QRIS data management system. Any professional development not provided directly by local QRIS staff with attendance tracked in the QRIS management system requires an upload of a transcript (classes) or of an attendance certificate for each PD event attended by the lead teacher.

5 POINTS

Bachelor’s degree OR Master’s degree in ECE/CD (or closely related field)

OR

BA/BS in any field plus/with 24 units of ECE/CD

OR

Program Director Permit

OR

BA/BS OR Master’s degree plus: Teacher

Permit documentation and education documentation (official or unofficial transcripts) are uploaded into the QRIS data management system, and conferral date is verified by SDCOE QRIS data management staff. Twenty-one hours of professional development is verified through documentation entered into the San Diego QRIS data management system. Any professional development not provided directly by local QRIS staff with attendance tracked in the QRIS management system requires an upload of a transcript (classes) or of an attendance certificate for each PD event attended by the lead teacher.





Permit OR Site Supervisor Permit

AND


Core 2: Teachers and Teaching

Element 4. Effective Teacher-Child Interactions: Using CLASS Assessments (*Use tool for appropriate age group as available)


BLOCK

1 POINT

Not required Effective Teacher-Child Interactions: Using CLASS Assessments is not required for one point. Sites at this tier must be licensed and in good standing with CCL.

2 POINTS

Familiarity with CLASS assessment for appropriate age group as available, by a minimum of one representative from the site

Familiarity with CLASS refers to the participating program’s management, center director, family child care operator, and lead teacher, as appropriate, having a basic understanding of the CLASS assessment tool. This can be demonstrated by attendance at overview orientations, webinars, trainings, or college courses in which the tool was presented; or knowledge of the intent, purpose, and use of the tool maybe demonstrated in other ways. Using the CLASS tool to complete observations is not required for two points.

3 POINTS

Independent CLASS assessment by reliable observer to inform the program’s professional development/ improvement plan

Independent CLASS Assessment is conducted in all sessions as described in Section V of this guide by an entity or persons not part of the program (third party) and trained to reliability standards on the relevant tool.

Reliable CLASS observer is an individual who has demonstrated the ability to observe and rate classrooms based on the CLASS quality indicators. CLASS reliability must be renewed annually for the Infant, Toddler, and Pre-K CLASS tools.

4 POINTS

Independent CLASS assessment by reliable observer with minimum CLASS scores of:

Preschool:

• Emotional Support – 5

Minimum scores are recommended by the CLASS developer, Teachstone, LLC, and are based on research on the CLASS.

Each session receives an individual total point rating based on the tool used and the domain minimum cutoff scores. These point ratings are not the same as the actual CLASS scores. For example, a session that meets the minimum cutoff scores listed in the column to the left for 4 points



Element 4. Effective Teacher-Child Interactions: Using CLASS Assessments (*Use tool for appropriate age group as available)


• Instructional Support – 3

• Classroom Organization – 5

Toddler:

• Emotional & Behavioral Support – 5

• Engaged Support for Learning – 3.5

Infant:

• Responsive Caregiving – 5.0

receives a point rating of 4.

All of the sessions’ point ratings are then averaged together and the decimal is dropped (not rounded) to obtain the final points for the site for this element.

A site having separate age groups will receive separate site ratings for infant/toddler and preschool age groups. Points earned in each session are averaged according to age group.

Example: Preschool Site

Step 1: Determine point ratings for each session:

Session Domain Scores

Point Rating & Explanation

A ES – 5

IS – 3

CO – 5

4

Met minimum cutoff scores for 4 points. All three domains did not meet minimum cutoff scores for 5 points.

B ES – 5.5

IS – 3

CO – 5.5

4

Met minimum cutoff scores for 4 points. Did not meet minimum cutoff scores at 5 points (although ES and CO domain scores did meet the 5.5 cutoff scores for 5 points, IS did not meet the cutoff score of 3.5).

C ES – 5.5

IS – 4

CO – 5.5

5

Met minimum cutoff scores for 5 points.

Step 2: Average point ratings together for all sessions at site:

4 + 4 + 5 = 13

13/3 = 4.3

Step 3: Drop decimal. Final points for the site for this element= 4

5 POINTS

Independent assessment with CLASS Assessment by reliable observer with minimum CLASS scores of:

Pre-K:

• Emotional Support – 5.5

• Instructional Support – 3.5

• Classroom Organization– 5.5

Toddler:

• Emotional & Behavioral Support – 5.5

• Engaged Support for Learning – 4

Infant:

• Responsive Caregiving – 5.5



Core 3: Program and Environment – Administration and Leadership

Element 5. Ratios and Group Size (Centers Only beyond licensing regulations)


BLOCK

1 POINT

Center: Title 22 Regulations

Infant Ratio of 1:4

Toddler Option Ratio of 1:6

Preschool Ratio of 1:12

FCCH: Title 22 Regulations

(excluded from point values in ratio and group size)

Volunteers may not be used in ratio and group size calculations. Title 22 regulations require that adult:child ratios include only employed adults.

Ages: group size

• Infant – a child aged birth to 18 months

• Toddler – a child who is 18 to 36 months of age

• Preschooler – a child who is three years of age to kindergarten entry. The child’s birthday must be on or before September 1.

Ratios

Centers must meet the Community Care Licensing standards at a minimum.

Staff must meet the needs of children in attendance and provide visual observation and supervision at all times. Centers may need additional staff depending on the age of children and their needs. An aide cannot be left alone with children except during naptime and to escort them to the restroom.

• One teacher can supervise no more than 12 children.

• One teacher and aide can supervise up to 15 children.

• A fully qualified teacher* and an assistant with at least 6 ECE units can supervise up to 18 children.

• A ratio of one teacher or aide for 24 napping children is permitted, provided the additional staff to meet the “awake” rations are immediately available at the center.

• The maximum group size per session may not exceed limits for each age group as established by Title 22 regulations.

*As defined by Community Care Licensing

Each session’s points are averaged for the site rating. The decimal is dropped and the whole number will be reported as the points for this element.

Example:

Infant/Toddler site rating:

2 POINTS

Center Infant/Toddler – Ratio of 4:16

Toddler Ratio of 3:18


3 POINTS

Center Infant/Toddler Ratio of 3:12



4 POINTS

Center Infant/Toddler Ratio of 3:12 or 2:8


Preschool Ratio of 3:24 or 2:20

5 POINTS

Center Infant/Toddler Ratio of 3:9 or better

Toddler Ratio of 3:12 or better

Preschool Ratio of 1:8 or better and group size of no more than 20



Element 5. Ratios and Group Size (Centers Only beyond licensing regulations)


Infant Room point value of 4

Toddler Room point value of 3

4 + 3 = 7; 7 / 2 = 3.5; drop decimal to earn 3 points for this element for the site

Preschool site rating:

Preschool Room A point value of 2

Preschool Room B point value of 4

Preschool Room C point value of 3

2 + 4 + 3 = 9; 9 / 3 = 3; 3 points are earned for this element for this site

Staff ratio is verified by information in the QRIS data management system as entered at the agency level for staff assigned to each session and associated student enrollment and/or attendance data, and also by site observations and/or review of alternative staff and child attendance data, when appropriate. A session must consistently meet the minimum ratio requirement of any point value over the entire program day to earn that point value.


Element 6. 6. Program Environment Rating Scale(s) (Use tool for appropriate setting: ECERS-R, ITERS-R, FCCERS-R)


BLOCK

1 POINT

Not Required Program Environment Rating Scale(s) is not required for one point. Sites at this tier must be licensed and in good standing with Community Care Licensing.

2 POINTS

Independent ERS assessment using scale for the appropriate setting. All subscales completed and averaged to meet overall score level of

Independent ERS assessment is conducted by approved assessors who are trained to reliability standards on the tool.

Each classroom will be assessed using the appropriate tool for the setting. In classrooms or FCCHs with multiple age groups, the age-level tool appropriate for the majority of children will be used.



Element 6. 6. Program Environment Rating Scale(s) (Use tool for appropriate setting: ECERS-R, ITERS-R, FCCERS-R)


3.0 Individual classroom scores are calculated by adding item scores and averaging by the total number of items. Each classroom is assigned a point value based on the ERS score. Points for assessed classrooms are averaged for the site rating. The decimal is dropped and the whole number is reported for the site’s points for this element.

3 POINTS


4 POINTS


5 POINTS


OR

Current National Accreditation approved by the California Department of Education

See 2 - 4-point detail for requirements of independent assessment.

National Accreditation may be used to satisfy the 5-point criteria as an alternative to achieving a minimum ERS scale score of 5.5. Currently National Accreditation at the 5-point level refers to accreditation by the National Association for the Education of Young Children (NAEYC). Other National Accreditations must be approved by the California Department of Education prior to awarding the site 5 points for this element.

A rated site has the option to choose to earn 5 points through either independent assessment or National Accreditation.


Element 7. Director Qualifications (Centers Only)


BLOCK

1 POINT

12 units of core ECE/CD and 3 units Management/Admini

A director provides direct on-site supervision and administrative support to teaching staff and children, provides ongoing communication with public and private





stration agencies, and support to families in an early care setting with at least one classroom. The center director is typically:

• Responsible for scheduling staff in accordance with licensing requirements and site needs

• Manager of all aspects of employee relations including performance review and training

• Responsible for meeting all licensing regulations, fulfilling agency policies and procedures, and meeting the requirements of the Education Code as applicable

• Responsible for ensuring accurate updating of records on the site including but not limited to enrollment, attendance, meal counts, daily logs, curriculum, child observations, and parent participation

• The designee for ensuring quality instructional programs for children are implemented

• Responsible for parent/family engagement

• The designee for ensuring implementation of requirements of funding, including assessment, screening, curriculum, etc.

• The legal designee to send and/or receive legal documents (i.e. restraining orders, suspected child abuse reports, unusual incident reports, etc.)

A director who is responsible for two or more sites may serve as the “center director” of all the site locations provided that a person meeting Tier 1 qualifications is employed for each individual site/location. In this instance, both the “center director” and a designated lead teacher will minimally meet the educational qualifications of center director at the one-point level.

Based on the California Code of Regulations, Title 22 sections 101215 and 101215.1

For example, state preschools located on the grounds of an elementary school may have a “center director” of all the state preschool locations; however, at least one lead teacher of a state preschool or designated district staff on each site must meet the educational qualifications as established in the California Code of Regulations, Title 22 sections 101215 and 101215.1.

Twenty-one hours of professional development is verified through documentation entered into the San Diego QRIS data management system. Any professional development not provided directly by local QRIS staff with attendance tracked in the QRIS management system requires an

2 POINTS

24 units ECE/CD + 16 units General Education +/with 3 units Management/ Administration

OR

Master Teacher Permit

3 POINTS

Associate’s degree with 24 units ECE/CD +/with 6 units management/ administration and 2 units of supervision

OR

Site Supervisor Permit

AND


4 POINTS

Bachelor’s degree with 24 units of ECE/CD +/with 8 units of Management/ Administration

OR

Program Director Permit

AND


5 POINTS

Master’s degree with 30 units ECE/CD including specialized courses +/with 8 units





of Management/ Administration

OR

Administrative Credential

AND


upload of a transcript (classes) or of an attendance certificate for each teacher.

The individual identified in the San Diego QRIS data management system at the site level as the site director will be applied to this element.

When there is turnover of the site supervisor within the program year, the total hours of professional development earned by the two or more consecutively assigned site supervisor will be combined. Education will be reviewed for the site supervisor assigned to the site for 75% or more of the program year or the site supervisor assigned for the longest amount of time if no one has been in place for at least 75%.

Permit and education documentation (official or unofficial transcripts) are uploaded into the QRIS data management system and verified by QRIS data management staff.

san diego county quality rating and … · san diego county quality rating and improvement system...

Documents