EEC Board Preliminary Recommendations Quality Rating and Improvement System (QRIS) Provisional Standards Study

Overview Update Board on status and findings of QRIS Provisional Standards Study Compare Massachusetts QRIS with other state’s QRIS Present key themes Present QRIS Provisional Standards Study recommendations

StudyUpdate and Findings Study Update and Findings  Analysis of alignment with Massachusetts licensing regulations 114 standards in QRIS are covered by licensing regulations  Analysis of alignment with existing measures Multiple standards are included in Environment Rating Scales (ITERS-R, ECERS-R, FCCERS-R, SACERS), National Association for the Education of Young Children (NAEYC), National Association for Family Child Care (NAFCC), National Afterschool Association (NAA), Head Start Performance Standards, Program Administration Scale (PAS), Caregiver Interaction Scale (Arnett), After-School Program Practices Tool (APT), Business Administration Scale (BAS), Classroom Assessment Scoring System (CLASS), DEC Recommended Practices  Analysis of research evidence base 412 peer reviewed journal articles and book chapters reviewed Many MA QRIS standards lack specific evidence-base  Comparison with other states Each standard was compared with standards of 20 existing state QRIS

StudyUpdate and Findings Study Update and Findings  Input from experts and stakeholders Five regional forums have been held with stakeholder groups across the state; two additional conference calls will be held for others interested in participating EEC stakeholders agree that standards should be streamlined and should be evidence- based Stakeholders recommend reorganizing standards to represent scaffolding  Review of existing regulations and research base suggests streamlining standards Limited research exists on some measures Many existing standards are covered by ERS, other tools or accreditation  Comparison with other states’ QRIS Most other states use existing measures such as ERS to document standards All but one other state take program-level approach to professional development standards MA has substantially more standards than any other state including Pennsylvania

Example PA: Complicated QRIS

Example Illinois: Simple QRIS

Preliminary Recommendations  Eliminate standards that are already required by the Massachusetts licensing regulations  Collapse standards when covered by ERS and other measures  Reorganize standards to ensure scaffolding approach is presented  Eliminate standards that: a) do not include a strong research base b) do not have a clear basis for documentation c) are not aligned with existing standard measures

Preliminary Recommendations  Review other states’ approaches and accreditation standards regarding professional development at program level rather than individual level  Post proposed standards and obtain input from provider community to ensure revised standards represent best practice (not just research)  Produce final streamlined standards to incorporate best practice, EEC stakeholder feedback, and evidence

Example Scaffolding Approach: Curriculum 11

Example Scaffolding Approach: Environment 12

Example Scaffolding Approach: Family Involvement 13

Example Leadership, Management and Administration 14

Curriculum Proposed Changes  Delete standards covered in licensing guidelines  Collapse into two categories Curriculum, learning, diversity and assessment Teacher/child interaction  Require ERS to demonstrate meeting most standards

Environment Proposed Changes Delete standards covered by licensing regulations Collapse into other categories as ERS are already included in other categories

Family Involvement Proposed Changes Eliminate standards covered by regulations Streamline number of standards within each level Require ERS for Levels 3 and 4 as documentation of family involvement

Leadership, Management and Administration Proposed Changes  Delete standards covered by licensing  Merge Evaluation into Administration, Management and Leadership  Require PAS or accreditation for documentation  Add collaboration to community involvement Allow programs to collaboration or reach out through existing networks such as family child care networks, Head Start partnerships, etc. Require programs to verify that networks offer collaborative services

Proposed Next Steps  Post proposed preliminary standards to EEC website  November 16 th Planning and Evaluation Committee meeting: review evidence and make recommendations to Board regarding professional development standards (e.g. should standards be individually focused or program level)  Gather input from EEC stakeholders through surveys and interviews  Revise preliminary standards based on stakeholder and EEC input  Present key discussions and recommendations at key stakeholder meeting (tentative date: November 30 th )  Present standards for discussion and vote at December Board meeting  Launch revised standards in January 2011