Quality Care and Education System for Maryland’s Children EXCELS Maryland EXCELS is Maryland’s revised and improved Quality Rating and Improvement System (QRIS). The current Maryland QRIS is the Tiered Reimbursement program that has been available since 2001, the same year that the Maryland Child Care Credentialing program began. The Tiered Reimbursement program pays quality differential payments to providers who meet quality standards and who accept Child Care Subsidy. In 2009, the workgroup that helped to guide the development of the Tiered Reimbursement program came back together to revise the program and align it to the current QRIS framework that has been identified nationally. This group, representing all facets of the early childhood and school-age workforce and interests, worked long and hard to develop the categories, standards and the acronym of EXCELS. Quality Care and Education System for Maryland’s Children

Excellence Counts in Early Learning and School Age Care Maryland EXCELS – EXCELS stands for Excellence in Early Learning and School Age Care. Early Learning is an all-encompassing term that refers to Child Care Centers, Family Child Care Homes, Large Family Child Care Homes, Head Start programs, Non-Public Nursery Schools, Public Pre-Kindergarten programs and Before and After School Child Care facilities.

What is Maryland EXCELS? Maryland EXCELS is a voluntary Tiered Quality Rating and Improvement System (TQRIS). TQRIS programs award ratings to child care and public pre-K programs that meet increasingly higher standards in key areas of quality. What is a Quality Rating and Improvement System, or QRIS? A QRIS is a systematic approach or framework made up of many parts. It is not a program that exists in and of itself. It is an approach to assess, improve and communicate the level of quality in early and school-age care and education programs. The communication component is key to inform consumers, parents, and the public what the program or provider has accomplished in relation to quality. Why have a QRIS? First, to recognize providers but also to provide a quality framework that is easy to communicate to parents and the public. When parents are choosing child care and they ask what they should be looking for, the framework of Maryland EXCELS brings together components, such as education levels of staff and accreditation, to help articulate the levels of quality that programs and providers have achieved.

What are the Goals of Maryland EXCELS? TO: Recognize child care and public pre-K programs for meeting higher standards. Encourage providers to increase the level of quality in their programs. Provide parents with information and choices about quality child care. There are three major goals of Maryland EXCELS. First is to recognize child care and public pre-K programs for their achievements in meeting standards higher than what is required by regulation and policy. The second goal is to put the program on a path of continuous quality improvement. And the third is to communicate to families about quality child care, helping them make informed decisions about the child care program their children attend.

Purposes of Maryland EXCELS ASSESS IMPROVE COMMUNICATE Early learning experiences last a lifetime. Maryland EXCELS has the expressed purpose of increasing the level of quality offered by child care programs and public pre-K classrooms. This continuous quality improvement is accomplished through assessment, improvement and communication. Assessment - using various tools, standards, and best practices to determine where the program is on a range of quality indicators. Improvement – utilizing a program improvement plan to strategically tackle the areas identified in need of improvement through the assessment process. And communication – clearly and effectively communicating with families, partners, staff, and the community about the accomplishments attained and the steps being taken to make continuous improvements.

Licensing versus Maryland EXCELS Licensing - Required Maryland EXCELS - Voluntary A license to operate an early care and education facility is required by the state. Maryland EXCELS builds on licensing regulations. The first level is licensure status. As a participating provider in EXCELS, maintaining basic health and safety requirements is essential. Licensing regulations set the minimum standards to ensure that the basic health, safety, and developmental needs of children are being met. Maryland EXCELS requires that you take ownership and responsibility for self-evaluation, reflection, improvement, and demonstration of the quality of care provided. The Office of Child Care is responsible for issuing licenses, regulating child care, monitoring caregiver compliance with licensing requirements, conducting inspections, investigating complaints, and taking enforcement actions against programs found to be in violation of child care regulations. Through EXCELS, you determine your programs’ strengths and weaknesses, identify goals, and develop clear plans to achieve those goals. Finally, EXCELS provides the platform to share progress with parents, and gives parents and community members the knowledge to make informed decisions about child care arrangements. Licensing is the floor on which Maryland EXCELS is built. Licensing regulations set the minimum standards by which child care facilities operate. Maryland EXCELS builds on Maryland’s strong licensing requirements by engaging child care programs in an on-going, continuous path of self-evaluation, reflection, planning and improvement. Maryland EXCELS provides a means to determine the programs’ strengths and weaknesses, identify goals to be achieved and develop clear plans to achieve those goals. There are five levels of quality, or check levels. Maryland EXCELS is a voluntary system and child care providers may choose to participate or not. Programs and providers that do participate will be identified on the Maryland EXCELS website, the licensing inspection results site Check Child Care Maryland - www.checkccmd.org, in the Maryland Family Network’s LOCATE database and the MSDE website by their EXCELS check level or as “not participating”.

Benefits of Maryland EXCELS Share information and resources Advertise an EXCELS quality level. Demonstrating to families and the community at large that the program is committed to excellence and continually working toward higher standards. Access to resources: Program Coordinator - to provide guidance, support, and technical assistance as you progress through the steps. Technical assistance from: Maryland EXCELS Quality Assurance Specialists The Maryland Child Care Resource Network, and Breakthrough Centers Financial incentives When programs choose to participate, even at check level 1 where there are few additional requirements, 1) you are tapping into an array of information and resources and joining other professionals in improving child care quality; 2) you are demonstrating to families and the community that you are committed to continuous quality improvement, 3) you have access to multiple resources from the EXCELS program coordinator, quality assurance specialists, the resource and referral network staff and in Title 1 school areas – the Breakthrough Centers. Lastly, there are a variety of financial incentives that are connected with participation in Maryland EXCELS which will be covered in a later slide. We’re here to help!

State and Federal Investment Race to the Top - Early Learning Challenge - Project 2 Implement a Tiered Quality Rating and Improvement System for ALL Early Learning and Development Programs Funding: RTT-ELG Grant: $21,265,146 Other funds (CCDF): $12,683,136 Total for the next 4 years: $33,948,282 Project Two of the Race to the Top Early Learning Challenge grant will implement Maryland EXCELS, the state’s revised Tiered Quality Rating and Improvement System. Maryland EXCELS has the expressed goal of creating a system with more evidence-based criteria of quality; increased participation by programs (especially in areas of high need); improved incentives for families and child care providers; increased public awareness of the importance of high-quality care; stronger validation of the system; and increased access to data for analysis and improvement. Funding from the Early Learning Challenge grant and Child Care Development Funds for quality are used to support Maryland EXCELS, bringing the total investment for the next four years to $33,948,282.

RTT-ELC Linkages with Maryland EXCELS Early Childhood Breakthrough Center (Project 3) Training and Technical Assistance Quality Capacity Building Local Advisory Councils (Project 1) Marketing Promotion Project 2 Revised Early Learning Standards (Project 4) Incorporate Common Core Standards Expand VIOLETS and STEM Develop Guide to Early Pedagogy Comprehensive Assessment System (Project 6) Formative Assessments Kindergarten Entry Assessment Early Childhood Data System (Project 10) Child Care Administrative Tracking System Maryland Longitudinal Data System Child Development Innovations (Project 7) Developmental Screening Maryland EXCELS is linked directly with other projects within the Early Learning Challenge Grant. EXCELS as the core, is being strengthened by: Local Advisory Councils which will promote and market the benefits of enrolling in EXCELS in their communities; The Early Childhood Breakthrough Centers through quality capacity building strategies for programs located in Title 1 attendance areas; The revision of the early learning standards will inform the Developmentally Appropriate Learning and Practice standards of EXCELS; A Comprehensive Assessment System will inform the assessment standards of EXCELS and Kindergarten readiness results of children enrolled in EXCELS programs will inform policymakers and stakeholders about the benefits of EXCELS on child outcomes; Developmental screening of all children age birth to age 5 by pediatricians and child care providers will ensure that children receive appropriate services, if needed, as early as possible; The Coalition for Family Engagement will customize the Head Start Parent, Family, and Community Engagement Framework for Maryland; and An Early Childhood Data System which is part of the state’s longitudinal data system, will include quality data on programs enrolled in EXCELS and, through the attendance and enrollment tool, will capture enrollment information of all children enrolled in programs that participate in EXCELS. Coalition for Family Engagement (Project 8) Customizing Family Engagement Framework for EXCELS standards

Quality Assurance Specialists Fifteen Maryland EXCELS Quality Assurance Specialists hired through the Race to the Top grant will be located in every Regional Licensing office throughout the state. More than one specialist will be assigned to regions with larger populations of providers. Their responsibilities include the following: Provide information to programs and groups about Maryland EXCELS; Shadow licensing specialists on visits, getting acquainted with providers; Be introduced to local organizations – Judy Centers, Resource and Referral Centers, other local groups and key people; Identify programs that may be ready to move into EXCELS and make contact with those programs to familiarize them with the standards and website; Identify and contact accredited programs; Become familiar with and contact local child care organizations; Provide technical assistance, on-site consultation, support and coordination of services to child care programs throughout the state, and Conduct monitoring visits to Maryland EXCELS programs. Quality Assurance Specialists will: Conduct on-site monitoring and provide information on Maryland EXCELS. Provide on-site consultation with participating programs to provide technical assistance, information and to verify the accuracy of Maryland EXCELS ratings.

Maryland’s Standards Licensing and Compliance Rating Scales and Accreditation Staffing and Professional Development Developmentally Appropriate Learning and Practice Administrative Practices and Policies The Maryland EXCELS standards are divided into five content areas that are based on the nationally identified components of quality: 1) Licensing and Compliance 2) Rating Scales and Accreditation 3) Staffing and Professional Development 4) Developmentally Appropriate Learning and Practices; and 5) Administrative Practices and Policies.

Rating Scale and Accreditation The Charts Rating Scale and Accreditation CHECK LEVELS 1 2 3 4 5 ACCREDITATION Criteria 1 The provider, director or designated staff person has visited or had a conversation with an accredited child care center within the past 12 months. Accreditation self-study is completed by program and an improvement plan developed on any standard not fully met. Program has completed the accreditation improvement plan. Request for accreditation validation visit submitted. Program has received a MSDE recognized Accreditation and remains in good standing with accrediting body. Doc   (Uploaded form signed by Director or Leadership from accredited child care center documenting visit.) (Uploaded statement of self-study completion and a copy of the improvement plan.) (Copy of Accreditation improvement plan and documentation that accreditation visit has been requested.) (Letter of Accreditation award from Accrediting agency, copy of annual report submitted to accrediting organization.) Rating Scale Self-assessment conducted using a recommended rating scale, such as ERS or CLASS, for at least one of each age grouping. A recommended rating scale conducted for random sample including at least one classroom from all age groups. Criteria 2 Improvement plan created for any subscale score below 4.0 Improvement plan created for any subscale score below 4.5. Improvement plan created for any subscale score below 5.0. (Rating scale self-evaluation rating form and improvement plan.) (Rating scale score sheet completed by MSDE-approved evaluator and improvement plan.) Standard Check Level Criteria Category (not all standards are broken down into categories) The standards charts in this presentation are generic in nature. There are separate standards for Family Child Care, Child Care Centers, School-Age Care and Public Pre-Kindergarten programs. Large Family Child Care Homes use the Family Child Care standards. Each chart is organized for easy reference. The standard appears as the heading with the check level – 1 through 5 – under. To the left side are the Categories. For each category there are criteria that increases across the levels. Finally, the red type denotes the documentation required to verify or validate that the facility has met the criteria. Documentation

Licensing and Compliance CHECK LEVELS 1 2 3 4 5 Criteria 1 Fully licensed/registered, open and operating. Fully licensed/registered, open and operating for at least six months. Fully licensed/registered and out of provisional period and/or conditional status. Doc (Valid license [CCATS]) Criteria 2   No substantiated complaints of child abuse, neglect, or injurious treatment in the last 12 months. Criteria 3 Adequate supervision and care at all times which is provided by qualified, designated individuals meeting all COMAR requirements and is appropriate to the individual child’s needs, while maintaining assignment of staff appropriate to both group size and age of children. (Inspection reports conducted within the past 12 months [CCATS and ELIS]) (Inspection reports conducted within the past 12 months [CCATS and ELIS].) The first standard is Licensing and Compliance. At level 1, which is the entry level, anyone who is licensed and operating legally in the state can participate with few additional requirements. At level 2 the program must be licensed and have been open and operating for at least six months and have no substantiated complaints of child abuse, neglect or injurious treatment in the last 12 months and there must be adequate supervision and care at all times. At levels 3, 4 and 5, they must be fully licensed and out of the provisional period or conditional status, have no substantiated complaints of child abuse, neglect or injurious treatment in the last 12 months and there must be adequate supervision and care at all times. Any type of compliance issues, such as a history of non-compliance or serious health and safety issues will be handled on a case by case basis for facilities.

Staffing and Professional Development CHECK LEVELS 1 2 3 4 5 Staffing & Professional Development Criteria 1 Family child care provider, director and all staff meet licensing requirements. At least 60% of lead staff hold a current Maryland Child Care Credential at Level 2 or higher, or the equivalent credentialing training for that level. At least 60% of lead staff hold a current Maryland Child Care Credential at Level 3 or higher, or the equivalent credentialing training for that level. At least 60% of lead staff hold a current Maryland Child Care Credential at Level 4 or higher. At least 60% of lead staff hold a current Maryland Child Care Credential at Level 4+ or higher. Doc   (CCATS or uploaded training certification for staff members.) (CCATS.) Staffing and Professional Development at level 1 requires meeting the licensing requirements. At levels 2 and 3, programs and providers must either have the Maryland Credential at level 2 or 3, or provide documentation that they meet the training requirements for Credential level 2 or 3. There is a choice to either participate in the Credentialing program or to provide certificates that show the training requirements for that Credential level are met. For check levels 4 and 5, it is a requirement to participate in the Credentialing program at level 4 or 4+. For example, at EXCELS check level 4, a family child care provider would need to hold a level 4 or higher Credential certificate. A center-based program would be required to have at least 60% of lead staff, meaning the director and lead teacher in each classroom, with a level 4 or higher Credential certificate. Lead Staff = Family child care provider, Family child care Co-provider, Child care center director and teacher for each classroom. Levels 2-4 staffing criteria includes Administrator’s Credential Level 1. Level 5 staffing criteria includes Administrator’s Credential Level 2 or higher.

Rating Scale and Accreditation CHECK LEVELS 1 2 3 4 5 ACCREDITATION Criteria 1 The provider, director or designated staff person has visited or had a conversation with an accredited child care center within the past 12 months. Accreditation self-study is completed by program and an improvement plan developed on any standard not fully met. Program has completed the accreditation improvement plan. Request for accreditation validation visit submitted. Program has received a MSDE recognized Accreditation and remains in good standing with accrediting body. Doc   (Uploaded form signed by Director or Leadership from accredited child care center documenting visit.) (Uploaded statement of self-study completion and a copy of the improvement plan.) (Copy of Accreditation improvement plan and documentation that accreditation visit has been requested.) (Letter of Accreditation award from Accrediting agency, copy of annual report submitted to accrediting organization.) Rating Scale Self-assessment conducted using a recommended rating scale, such as ERS or CLASS, for at least one of each age grouping. A recommended rating scale conducted for random sample including at least one classroom from all age groups. Criteria 2 Improvement plan created for any subscale score below 4.0 Improvement plan created for any subscale score below 4.5. Improvement plan created for any subscale score below 5.0. (Rating scale self-evaluation rating form and improvement plan.) (Rating scale score sheet completed by MSDE-approved evaluator and improvement plan.) Rating Scale and Accreditation - For Accreditation, there are no requirements at level 1. At level 2, the intent is for the provider, the director or their designated person, to have a conversation with someone who has been through the accreditation process in order to develop a relationship for support and questions as they move along in the process. At level 3, a program should have completed their accreditation self-study. All of the accrediting organizations have a set of standards that programs use to conduct an initial self-evaluation. An improvement plan is created as a result of the self-study. At level 3 for the Environment Rating Scales or ERS, the program would use the appropriate ERS to conduct a self-assessment and develop an improvement plan based on the score. At level 4 for Accreditation, the program has completed their improvement plan and submitted their application for a validation visit. At level 4 for the ERS, the program has had an independent rating using the appropriate Environment Rating Scale. There are five levels of quality, or check levels. ERS = Environment Rating Scale (Family Child Care, Infant/Toddler, Preschool, School-Age) CLASS = Classroom Assessment Scoring System (Head Start and Pre-K Classrooms)

Environment Rating Scales are…. …”designed to assess process quality in an early childhood or school age care group. Process quality consists of the various interactions that go on in a classroom between staff and children, staff, parents, and other adults, among the children themselves, and the interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule and materials that support these interactions.” (Whitebook, Howes & Phillips, 1995). These are the Environment Rating Scales. There are four scales: Family Child Care, Infant/Toddler, Early Childhood and School Age Care. Introductory training will be offered throughout the state to support providers and programs to learn how to use the scales to conduct a self-assessment. Providers and programs can contact their local Child Care Resource and Referral agency or the Maryland Family Network’s online training calendar for more information. ERS = Environment Rating Scale (Family Child Care, Infant/Toddler, Preschool, School-Age)

-DAILY SCHEDULE- Developmentally Appropriate Learning & Practice 1 2 CHECK LEVELS 1 2 3 4 5 Developmentally Appropriate Learning, Practice - DAILY SCHEDULE Criteria 1 The program has a daily schedule that is consistent and developmentally and age-appropriate for children in care. The program has a daily schedule that is consistent, developmentally and age-appropriate, and responsive to the individual needs of all children. The program has a daily schedule that is consistent, developmentally and age appropriate, and responsive to the individual needs of all children, including children with disabilities, special health care needs and English learners. Criteria 2 Daily schedule provides time and support for transitions. Written daily schedule includes plans for transitions. Criteria 3 Daily schedule provides opportunities for indoor and outdoor activities on a daily basis. Daily schedule provides opportunities for multiple indoor and outdoor activities on a daily basis. Written daily schedules include plans for multiple daily indoor and outdoor activities, and flexible grouping opportunities. Criteria 4 Daily schedule is responsive to the children’s needs to rest or be active and includes at minimum a total of 15 minutes of literacy/reading opportunities per half-day. Daily schedule is responsive to the children’s needs to rest or be active, includes opportunities for gross motor physical activity and includes at minimum a total of 15 minutes of literacy/reading/library opportunities per half-day. Criteria 5 No screen time for children under 2 years of age, and limited use of television or computers when not directly related to learning experiences. No screen time for children under 2 years of age, and extremely limited use of television or computers when not directly related to learning experiences. Doc (Copy of daily schedule.) (Copy of daily schedule and statement of policy regarding screen time.) Developmentally Appropriate Learning and Practice encompasses three areas: the Daily Schedule, Curriculum Planning, and Assessment. At level 1, the daily schedule is a basic regulatory requirement and the requirements scaffold up to include the use of a variety of publications for curriculum planning such as Healthy Beginnings, the Maryland Model for School Readiness and an approved curriculum that guides the daily schedule with increasing intentionality about what should be included in the schedule. For example, the daily schedule is consistent yet responsive to the individual needs of all children, including children with disabilities, special health care needs and English learners. The daily schedule includes plans for transitions, multiple daily indoor and outdoor activities, and flexible grouping opportunities. The schedule is responsive to the children’s needs to rest or be active, and includes at minimum a total of 15 minutes of literacy/reading opportunities per half-day. In the last row, there is no screen time for children under 2 years of age, and limited use of television or computers when not directly related to learning experiences.

-CURRICULUM PLANNING- Developmentally Appropriate Learning and Practice -CURRICULUM PLANNING- CHECK LEVELS 1 2 3 4 5 Developmentally Appropriate Learning and Practice - CURRICULUM PLANNING Criteria 1 The program has a method for curriculum planning that includes planning from children’s interests and skills. The program has a method for curriculum planning that includes planning from children’s interests and skills and includes multiple literacy, language, science, art, health and wellness, physical fitness, and numeracy activities. The program has a method for curriculum planning that incorporates children’s interests and skills, and includes multiple literacy, language, science, art, health and wellness (including nutrition education and obesity prevention), physical fitness, and numeracy activities on a daily basis. The program has a written method for curriculum planning that incorporates children’s interests and skills, and includes multiple literacy, language, science, art, health and wellness (including nutrition education and obesity prevention), physical fitness, and numeracy activities on a daily basis. Criteria 2 MSDE Healthy Beginnings, MMSR or approved curriculum guides the curriculum. Implementation of a curriculum that is aligned with the MMSR and/or state curriculum. Implementation of a MSDE recommended curriculum that is aligned with the MMSR and/or state curriculum. Criteria 3 The program has a plan for updating and rotating materials in library and activity areas. Criteria 4 Evidence of differentiated instruction for each age group, children with disabilities, special health care needs and/or English learners. Evidence of differentiated instruction for each age group, children with disabilities, special health care needs and/or English learners. Evidence of use of an IFSP/IEP for individualized planning for children with disabilities (if applicable). Doc   (Written description of curriculum planning process, sample lesson plan.) (Written description of curriculum planning process, representative recent lesson plan.) (Written description of curriculum planning process; recent lesson plan for each age group served.) (Written description of curriculum planning process, including evidence of differentiated instruction, recent lesson plan for each age group served.) For Curriculum Planning, there are no additional requirements for level 1. At level 2, the program has a method for curriculum planning that includes children’s interests and skills. Curriculum planning becomes more comprehensive as programs move up through the levels culminating at level 5 where the program has a written method for curriculum planning that incorporates children’s interests and skills, and includes multiple literacy, language, science, art, health and wellness, physical fitness, and numeracy activities on a daily basis. At levels 4 and 5 there is a method for updating and rotating materials that is purposeful and mindful of children’s needs. At level 4, there is evidence of differentiated instruction for each age group and for children with special needs and/or English language learners. At level 5, there is reference to the use of an Individual Education Program (IEP) or Individualized Family Service Program (IFSP).

-ASSESSMENT- Developmentally Appropriate Learning and Practice 1 2 CHECK LEVELS 1 2 3 4 5 Developmentally Appropriate Learning and Practice - ASSESSMENT Criteria 1 Developmental screenings conducted on all children (Birth through age 5) within 45 days of admission and at scheduled intervals as determined by MSDE. (Required after July 2014) Developmental screenings conducted on all children (Birth through age 5) within 45 days of admission and at scheduled intervals as determined by MSDE. (Required after July 2014) Criteria 2 Children are observed for developmental progress. Children are observed for developmental progress using developmental checklists. Children are observed for developmental progress and the program has a policy regarding child assessment using developmental checklists or assessments designed for use with the curriculum. Children are observed for developmental progress and the program has a written policy regarding child assessment using developmental checklists or assessments designed for use with the curriculum, including formal and informal assessment measures, including developmental checklists, portfolio development, and observation/anecdotal records. Criteria 3 The program has a policy for sharing assessment results with families. The program has a written policy that describes their practices for sharing assessment results with families (which includes meeting at least once a year) and/or agencies that may be working with the family, including early intervention or special education services. Documentation (Statement of Early Childhood Developmental Screen (ECDS) policies, practices and sharing of results.) (Statement of ECDS policies, practices, sharing of results and written description of assessment practices.) (Statement of ECDS policies, practices, sharing of results and written description of assessment practices, including sample child assessment measures, copy of written policy for sharing assessment results.) Under the Assessment area, beginning at level 1, (required after July 2014) the program demonstrates the use of developmental screenings on all children within 45 days of enrollment and at specified intervals until age 3, then yearly until Kindergarten entrance. In the second row under Assessment, children are observed for developmental progress and as programs move up through the levels, there is a written policy regarding children’s records and in the last row at level 4, the program has a policy for sharing assessment results with families. At level 5, the program has a written policy describing their practices for sharing assessment results with families and/or agencies that may be working with the family, including early intervention or special education services. As programs participate in Maryland EXCELS, level 5 can be seen as the goal. Programs can consider how many of the level 5 standards they already meet even though they are not required for their current check level.

Developmental Screening Tools Instrument Age Range Time Frame Administration Ages and Stages Questionnaire (ASQ) -2nd Ed. http://agesandstages.com/ Birth to 60 months ~15-20 minutes, less if parents complete independently (each questionnaire takes 10-20 minutes to complete, with 2-3 minutes to score) Parents, home visitors, other providers, Requires a 6th grade reading level. Professionals score the questionnaires. Parents’ Evaluations of Developmental Status (PEDS) http://www.pedstest.com/ Birth to 8 years 2-10 minutes, less if parents complete independently Written at the 4th to 5th grade level, parents can complete the measure while they wait for appointments. Early Screening Inventory – Revised (ESI-R) 3-6 years 15 – 20 minutes Individuals who have some background in early childhood behavior and development can administer the scale, such as teachers, students of child development, school psychologists, or allied health professionals. Experienced paraprofessionals have also been successfully trained to administer the scale. Best Beginnings Developmental Screen (BBDS) Birth to 39 months 10-12 minutes Provider and parents who have background can administer the scale Screen is complimented by Family Questionnaire. There are four Developmental Screening Tools that have been identified. Ages and Stages Questionnaire or ASQ is for children birth through 60 months and takes 15 to 20 minutes to complete. It can be used by parents and providers and has a 6th grade reading level. Parents’ Evaluation of Developmental Status or PEDS, for birth to 8 years, takes 2 to 10 minutes and can be completed by parents as they wait for appointments. Early Screening Inventory – Revised or ESI-R is for children 3 to 6 years and takes only 10 to 15 minutes. Best Beginnings Developmental Screen was developed by the University of Maryland School of Psychiatry and is for children birth to 39 months. Best Beginnings can be administered by a parent or a child care provider and it takes 10 to 15 minutes to complete. Best Beginnings is free to Maryland child care providers. There is a cost associated with the other screening tools. Training will be available to programs and providers on the Developmental Screening process and the screening tools.

Administrative Practices and Policies -FAMILIES- CHECK LEVELS 1 2 3 4 5 Administrative Practices and Policies – FAMILIES Criteria 1 The program has a parent handbook/contract that includes at a minimum the program’s policies and practices for health and safety and tuition/enrollment procedures. The program has a parent handbook/contract that includes at a minimum the program’s mission and/or philosophy statement, and policies and practices for health and safety and tuition/enrollment procedures, inclusion of children with disabilities or special health care needs and behavior management. The program has a parent handbook/contract that includes written policies on the program philosophy or mission, policies and practices, and at least 4 of the following: communicating with families, health and safety information, wellness, physical fitness and nutrition, emergency plans, tuition and enrollment policies, teaching and learning, inclusion of children with disabilities or special health care needs and behavior management. The program has a parent handbook/contract that includes written policies on the program philosophy or mission, policies and practices, including communicating with families, health and safety information, wellness, physical fitness and nutrition, emergency plans, tuition and enrollment policies, teaching and learning, inclusion of children with disabilities or special health care needs and behavior management. Criteria 2 The program provides the parent handbook to all parents prior to enrollment and requires written receipt of outlined policies and procedures. Doc  (Copy of parent handbook.) (Copy of parent handbook.) (Copy of parent handbook and one signed notification.) Criteria 3 If eligible, the program participates in the Child and Adult Care Food Program. Criteria 4 Fresh fruits and/or vegetables are provided at least twice a week, and meals provided from home are monitored and supplemented as necessary to ensure that children are receiving nutritious, balanced meals. (Documentation of CACFP participation.) (Documentation of CACFP participation. Copy of a weekly menu served within the past month.) Criteria 5   Families are provided with opportunities to be involved in the program in at least two ways. Families are provided with opportunities to be involved in the program in at least three ways. Families are provided with opportunities to be involved in the program in at least four ways, including (but not limited to) field trips, activities, fundraising, decision-making, parent newsletters, or parent surveys. Families are provided with opportunities to be involved in the program in at least five ways, including (but not limited to) field trips, activities, fundraising, decision-making, parent newsletters, or parent surveys. Criteria 6 Program conducts family conferences based on the developmental screening schedule. Criteria 7 Program requests a copy of a child's IFSP/IEP (if applicable) and works with early intervention or special education service providers to support child and family outcomes.  (Copy of conference schedule.) (Examples of at least two family involvement activities and conference schedule.) (Examples of at least three family involvement activities and conference schedule.) (Examples of at least four family involvement activities and conference schedule.) (Examples of at least five family involvement activities and conference schedule.) There are three major areas for Administrative Practices and Policies: Families, Staff and Community. Administrative Practices and Policies for Families at check level 1, the program has a parent handbook that includes at a minimum the program’s policies and practices for health and safety, tuition and enrollment procedures. At level 2, on the bottom row, the additional requirement is that families are provided with opportunities to be involved in the program in at least two ways. This involvement can include parent conferences, field trips, assisting with classroom activities, providing materials from home or offering special programs for families to be involved. At level 3, the additional requirement is for the program to participate in the Child and Adult Care Food Program, if eligible, and families are provided with at least three opportunities to be involved in the program. The Family standards at levels 4 and 5 expand to include a number of additional requirements. Quality programs would be expected to have a Parent Handbook that addresses a variety of specified policies and practices around safety, wellness, physical fitness, nutrition, emergency plans, tuition and enrollment policies, teaching and learning, inclusion of children with special needs and behavior management. The program participates in the Child and Adult Care Food Program, if eligible. The program provides fresh fruits and/or vegetables at least twice a week, and monitors meals provided from home to ensure that children are receiving nutritious, balanced meals. The program provides the parent handbook to all parents prior to enrollment and requires written receipt of outlined policies and procedures. The program conducts family conferences based on the developmental screening schedule. Program requests a copy of a child's IFSP or IEP (if applicable) and works with early intervention or special education service providers to support child and family outcomes. Families are provided with at least four or five ways to be involved in the program, including conferences, activities, fundraising, decision-making, parent newsletters, or parent surveys. Program requests a copy of a child's IFSP/IEP (if applicable) and works with early intervention or special education service providers to support child and family outcomes.

Administrative Practices and Policies -STAFF- CHECK LEVELS 1 2 3 4 5 Administrative Practices and Policies - STAFF Criteria 1 The program holds at least 4 staff meetings per year. The program holds monthly staff meetings. Criteria 2 Staff performance is evaluated at least annually. Staff performance is evaluated in writing at least annually. Staff performance is evaluated in writing at least annually, and as needed for professional improvement. Doc (Copy of staff meeting and performance evaluation schedule.) (Copy of staff meeting and performance evaluation schedule and a copy of the performance evaluation tool.) (Copy of staff meeting and performance evaluation schedule and one completed (name redacted) performance evaluation.) Criteria 3 The program has developed staff policies. The program has developed a written staff handbook. The program has a written staff handbook provided to all new staff members at hire, which includes policies and procedures related to health, safety, child development, inclusion of children with disabilities and special health care needs, training, behavior management, staff expectations, and benefits. Criteria 4 The program maintains written receipt of staff handbook from all employees. (Statement of staff policies.) (Copy of staff handbook.) (Copy of staff handbook, including at least one signed notification.) Criteria 5   Incremental salary scale based on education and experience. The program has an incremental salary scale based on education and experience and other benefits. (Copy of current salary scale.) (Copy of current salary scale; description of benefits.) Administrative Practices and Policies for Staff, at level 1 there are no additional requirements. For level 2, the program holds at least 4 staff meetings per year. At levels 3, 4 and 5, staff meetings are held on a monthly basis. At levels 2 and 3, staff performance is evaluated in writing at least annually. At levels 4 and 5, staff performance is evaluated at least annually, and as needed for professional improvement. Staff policies have been developed at level 2 and the program has developed a written staff handbook at level 3. At the higher levels of 4 and 5, specific information on policies and procedures are outlined for inclusion and the program maintains written receipt of the Staff Handbook from all employees. Beginning with level 3, the program has an incremental salary scale based on education and experience. The State does not prescribe how programs set their compensation policies, however, programs should have a salary scale in place that recognizes and rewards higher levels of education and experience in the compensation offered to employees. At levels 4 and 5, in addition to the incremental salary scale, there are other benefits offered to employees. Benefits may include a variety of things that are not all monetary-based such as release time for planning, discounts in tuition, paid or unpaid leave time and other benefits that programs offer. The State does not define what those benefits should be since there may be a wide variety among programs. (Applies to Child Care Centers and Family Child Care Providers with Employees)

Administrative Practices and Policies -COMMUNITY- CHECK LEVELS 1 2 3 4 5 Administrative Practices and Policies - COMMUNITY Criteria 1 The program maintains current and accurate information about community resources and referral sources. The program maintains current and accurate information about community resources and referral sources, including referral sources and access to programs for children with disabilities and special health care needs. Criteria 2 The program accesses local resources, including local public library services. Criteria 3 The program provides information to families about community resources and referral services. Doc (Statement of how program identifies community resources and updating protocol.) (Statement of how program: identifies community resources and updating protocol: and resource information provided to families.) Criteria 4   The program has a plan for transitioning children from classroom to classroom and from center to school. The program has a plan for transitioning children from classroom to classroom and from center to school. The program has a policy for supporting the transition of children with disabilities and special health care needs (if applicable). (Copy of transition protocol(s).) Administrative Practices and Policies for the Community, at level 1 there are no additional requirements. At levels 2 and 3, the program maintains current and accurate information about community resources and referral sources. This may include a variety of information such as who to contact if there is a concern about a child to finding information on the local library or resource center, depending on the program’s local area. At the higher levels 4 and 5, there is a direct reference to community resource and referral sources and access to programs for children with special needs. The program accesses local resources including local library services such as the children’s librarian. The program has a plan for transitioning children from classroom to classroom and from child care to school at levels 2 and 3. At level 5, The program has a plan for transitioning children from classroom to classroom and from child care to school. The program has a policy for supporting the transition of children with special needs (if applicable). These transitions demonstrate a thoughtful method for helping children adjust to their new classroom or new school and involve effective collaboration between teachers, programs and schools.

Maryland EXCELS Website http://MarylandExcels.org The website for Maryland EXCELS is www.marylandexcels.org. The pilot program was completed in May, 2012 with 46 programs across the state. The feedback received from those pilot programs informed changes that were made to the standards and to business practices. The Field Test for Maryland EXCELS began in November, 2012 and continued through May, 2013 with approximately 330 child care providers across the state with broad representation from all areas and types of providers. The Johns Hopkins University Center for Technology in Education is a partner with the Division of Early Childhood Development at the Maryland State Department of Education for the development and implementation of Maryland EXCELS and is involved in creating the website and online systems and supports. On the home page of the Maryland EXCELS website, there are four main portals to enter: Providers, Parents, Staff and Community Partners. An online orientation gives an overview of the system and additional information is continually added to the website. The next slide shows what comes up if you select the Provider tab.

Maryland EXCELS Website Under the Provider tab, there is access to the three other portals across the top of the page. There is a menu on the left with QRIS Basics, How to Apply, the Benefits to the Program and what programs will have access to when they participate. Under Professional Development there will be opportunities to connect with traditional training as well as online eLearning opportunities. There are links to Healthy Beginnings, MMSR, Accreditation and additional resources. The website is being developed and resources will be added including a Maryland EXCELS Workbook to guide programs and providers through the process.

Family Child Care Homes Large Family Child Care Homes Incentives Program Bonuses - awarded to participating programs based on the Check Level rating. Incentives, Grants and Supports - participating programs and their staff (if applicable) have access to quality improvement incentives, grants and supports. Credential Bonuses – full bonus amounts are available to the participating providers and staff. Tiered Reimbursement – additional funding for each child receiving child care subsidy (Levels 3-5) Family Child Care Homes Check Level Bonus Amount 1* $ 50 2* $ 150 3* $ 300 4* $ 500 5* $ 800 Large Family Child Care Homes Check Level Bonus Amount 1* $50 2* $200 3* $400 4* $800 5* $1,000 Child Care Centers Check Level Capacity 1-50 51-100 101+ 1* $50 $100 $150 2* $250 $500 $750 3* $400 $800 $1,200 4* $1,000 $2,000 $3,000 5* $1,500 $4,500 *Frequency and Amount of Bonus payments to participating programs: Levels 1-3 - one time only upon attainment of Check Level Levels 4 & 5 – full amount upon attainment, frequency and on-going amount to be determined. There are a variety of incentives available to participating programs. Program bonuses will be awarded upon achievement and posting of a check level. Participating programs will be eligible to apply for quality improvement grants. Providers and staff participating in the Credentialing program will be eligible to receive full bonuses and access to all benefits of the programs. Each program participating in Maryland EXCELS at levels 3, 4, and 5 will be eligible to receive tiered reimbursement as a result of achieving the levels. As the program develops, additional incentives and supports will be added for participating programs.

Process and Next Steps Fall 2010 – Develop workbook, application process Early 2011 - Disseminate information to gain feedback on standards, materials and process Fall 2011 - Develop website Fall 2011-Spring 2012 - Pilot Fall 2012-Spring 2013 - Field Test July 1, 2013 – Statewide Implementation The Field Test continues through Spring of 2013. Maryland EXCELS will be available for statewide participation July 1, 2013. Programs and providers are encouraged to become familiar with the standards and the website now.

E-mail: mdexcels@msde.state.md.us Web-Site: www.MarylandExcels.org E-mail: mdexcels@msde.state.md.us excelssupport@mail.cte.jhu.edu For additional information on Maryland EXCELS Email mdexcels@msde.state.md.us Visit the website at www.marylandexcels.org Follow the link to MSDE’s Division of Early Childhood Development web page – http://marylandpublicschools.org/MSDE/divisions/child_care/mdexcels.htm Contact your local Resource and Referral agency Email excelssupport@mail.cte.jhu.edu