1. Achieving Results: The Potential of QRIS
2015 Leadership Conference
“All In: Achieving Results Together”
Achieving Results: The Potential of QRIS
Presenter Information:
Facilitator/Speaker: Kathy Whaley, ECTA Center
Speakers 1: Linda Askew, NM DOH/FIT Program (Part C), and Thea Guerin, TA Consultant, CDD/UNM, New Mexico
Speaker 2 Verna Thompson Delaware 619, Agency

2. FOCUS on Young Children’s Learning
New Mexico Department of Health/Family Infant Toddler Program’s
Tiered Quality Rating & Improvement System (TQRIS)
OSEP National Meeting, July, 2015

3. New Mexico Early Learning System Cross Sector TQRIS Initiative
New Mexico’s Early Learning System of Systems
Ages
Prenatal
Birth to One
One
Two
Three
Four to Kindergarten
HOME VISITING
IDEA PART C
EARLY INTERVENTION-NM FIT PROGRAM
IDEA PART B
EC SPECIAL EDUCATION
CHILD CARE
EARLY HEAD START
HEAD START
NM PRE-K
TITLE 1
This is a chart that lists the Programs involved in the New Mexico Early Learning System of Systems. The System covers Early Childhood life stages from prenatal to kindergarten. Programs listed in this chart include: the Home Visiting Program, the NM FIT Program (IDEA Part C), Early Childhood Special Education (IDEA Part B), the NM Children Youth and Families Department (CYFD) childcare program, Early Head Start, Head Start, and NM Pre-K Title I Program.

4. Creating a Cross-Sector FOCUS: Process
Why a cross-sector FOCUS
What it will look like when achieved.
Identify essential quality elements
Definition of element used across sectors.
Develop a research rationale
Develop measured/monitored across sectors.
Identify strategies/tools for measuring quality.
Creating a Cross-Sector FOCUS: Process and Assumptions
The New Mexico Early Learning Guidelines and the goals they outline for children’s growth and development provide a common framework for that programs are striving to achieve. Yet, it is clear that the services and strategies to support children and their families differ in important ways across the sectors. Identifying the essential elements of quality services provided across the early childhood system can provide a unifying framework for an integrated system. Likewise, a shared understanding of the unique services and program features provided in different early childhood sectors is also important. The purpose of the cross-sector leadership team is to: (1) identify and define the quality elements that are essential for the New Mexico Early Learning System across sectors; and (2) to examine how the sectors may develop a common quality framework that can be articulated and measured, monitored, and/or supported consistently across sectors to benefit families, program leaders, early childhood educators, practitioners, and early childhood service providers. The ultimate goal of these efforts is to ensure that families, programs and practitioners have an equitable understanding of how to seek and access quality programs and services across the early learning system.
Process
Develop a clear understanding of why a cross-sector FOCUS is important and meaningful for each sector and what it will look like when the vision is achieved.
Identify the quality elements that are essential for a cross-sector FOCUS and develop clear and consistent language to describe these elements.
Develop a definition of each essential element that can be used consistently across sectors.
Develop a research rationale for including each element that can be used consistently across sectors.
Develop a vision for quality practices that can help inform how quality can be measured and monitored across sectors.
Identify possible strategies/tools for measuring quality. What common strategies could be used across sectors?

5. FIT and TQRIS – a paradigm shift
An opportunity to shift:
From just measuring compliance to measuring quality practices
From state external monitoring to verification
From corrective action plans (from that external monitoring) to a Continuous Quality Improvement
From universal training and TA to targeted coaching and consultation to help agencies increase their quality
From expectations for compliance to clear expectations for performance

6. Development of the FOCUS on Young Children’s Learning Proposed TQRIS criteria Across Sectors
Home Visiting
All Sectors
Family Infant Toddler Program
Family Practices & Engagement
Team Collaboration
Inclusive Practices
Reflection
Cultural and Language
Quality IFSP
CYFD Child Care
Promoting Positive Social Relationships
Public Education Dept. (SPED, PreK, Title I)
Ratios & Group Size
Professional Development
Health Promotion & Developmental Screening
Intentional Teaching & Early Intervention Practices
Health, Safety, Nutrition & Developmental Screenings
Intentional Leadership: Continuous Quality Improvement
This chart shows potential areas of alignment across sectors. The chart lists TQRIS criteria that are contained within each sector's TQRIS Essential Elements and lists criteria that may be unique to each sector. Common criteria for all sectors include: Family Practices and Engagement, Inclusive Practices, Cultural and Language, Promoting Positive Social Relationships, Professional Development, Intentional Teaching & Early Intervention Practices, Intentional Leadership: Continuous Quality Improvement. Criteria that may be unique to the Family Infant toddler Program include: Team Collaboration, reflection, and Quality IFSP.
Questions addressed in the development of common language.
Do all sectors agree that these Essential Elements of Quality that resonate across all sectors? Is each element articulated in a way that will resonate across sectors? For example “Family Practices” is the preferred terminology for FIT – could “Family Practice and Engagement” work? Or can an alternate be crafted? Same with “Intentional Teaching and Intervention Practices” - does it work or can an alternative be crafted?

7. FIT FOCUS Development of FIT FOCUS Criteria Tools and Measures
Convened Stakeholder group to identify Essential Elements
Tools and Measures
Video Demonstration Project
Observation Tools and Checklists
IFSP Tool Validation
Coaching and Support
Pilots
Strategies for FIT FOCUS included using stakeholder input, specific tools. coaching and supports and pilots.

8. Development of the FIT FOCUS TQRIS criteria
Family Centered Practice
Cultural Competence
Assessment
Leadership
Intervention/Intentional/Instructional Practice
Team Collaboration
Quality IFSP
Inclusion
Reflection
Social Emotional Development/Promoting Social Relationships
Professional Development
The FIT FOCUS Essential Indicators Selected for Part C TQRIS

9. FIT FOCUS TQRIS Strategies
Agency Implementation TQRIS Tools/Self Assessment Process
Coaching and Consultation
ECN Consultation
Coaching and mentoring
Agency makes needed Quality Improvement
Agency Develops Portfolio
Verification by State Staff
Determination of Star Rating
FIT FOCUS TQRIS Strategies
Agency Implementation TQRIS Tools/Self Assessment Process
Coaching and Consultation
ECN Consultation
Coaching and mentoring
Agency makes needed Quality Improvement
Agency Develops Portfolio
Verification by State Staff
Determination of Star Rating

10. Challenges Alignment with Cross-Sector Coaching and Consultation
Difficulties of working in a billable system
Time intensive
Professional Development
Pre-service constraints/In-service constraints
Use of TQRIS tools and processes
Data Collection Cross-Sector
Self-assessment, CQI and verification process
Some of the challenges we face are:
Alignment with Cross-Sector
Coaching and Consultation
Difficulties of working in a billable system
Time intensive
Professional Development
Pre-service constraints/In-service constraints
Use of TQRIS tools and processes
Data Collection Cross-Sector
Self-assessment, CQI and verification process

11. TQRIS Development in Delaware
Historical perspective
Governor and General Assembly appropriated $22 million to Delaware Stars TQRIS
Race to the Top Early Learning Challenge (RTTT-ELC) Grant awarded to Delaware
Public school programs for children with disabilities involved in planning process
Stars Standards Revised
Practice Principles: Continuity, Inclusion, Intentionality
RTT- ELC - Public schools could now participate in Delaware Stars TQRIS
PRACTICE PRINCIPLES – Delaware Stars has identified three practice principles that have been integrated into the newly developed Quality Standards. These principles are embedded within each of the four dimensions of quality that organize the QRIS standards.
Continuity of Care – Decades of developmental research have identified the essential importance of the caregiving relationship between the child and his/her primary caregivers (Goldberg, 2000). In addition to relationships with parents and other home caregivers, children need to develop trusting emotional relationships with their caregivers and teachers. These secure relationships serve as the basis for children’s ability to regulate their emotions and social relationships, skills which serve as the foundation for success in school.
Inclusive Practice - Inclusive high quality child care embraces the notion of diversity and strives to provide early education and care that is both responsive and individualized. Culturally responsive care promotes family engagement and continuity among home and child care settings. Delaware Stars standards have emphasized the importance of inclusive practice both in classroom practice as well as the development of partnerships with families.
Intentionality - The increased focus on school readiness and the growing research base in early education highlights the need for more intentional classroom practice in early childhood classrooms. Current research has resulted in improved curriculum across content areas, such as early math and literacy. Further, the value of collecting and utilizing appropriate child assessment data to inform instruction has proved an essential practice for improving quality in early learning settings. The revised Delaware Stars standards include more emphasis on curriculum, instruction, and appropriate child assessment linked to Delaware’s Early Learning Foundations (ELFs).

12. Preparations to Participate in Delaware Stars TQRIS
Part B 619 Stars TQRIS work group established:
Completed alignment document between Stars TQRIS standards and 619 federal and state regulations
Revised 619 Procedures Manual - aligned to Stars TQRIS standards
Agreed to require inclusion for higher Star TQRIS levels
Alignment document developed by stakeholders to link TQRIS standards to IDEA regulations, state and school policies and regulations.
Aligned standards in all areas: ADMINISTRATION, QUALIFICATIONS, FAMILY AND COMMUNITY PARTNERSHIPS, CURRICULUM and ASSESSMENT
Quality standards developed for special education programs aligned to TQRIS.

13. 2012 -Part B 619 in Delaware Stars TQRIS Inclusion Requirements
To achieve Star Level 4 or 5 1. Include 50% typically developing peers 2. Have required documentation for 619 procedures 3. Score at least a 4 or 5 on Early Childhood Environment Rating Scale ONLY achieve Star Level 3 1. Have less than 50% typically developing peers in classrooms 2. Have required documentation for 619 procedures for 3 3. Score at least a 3 on Early Childhood Environment Rating Scale – Revised (ECERS-R) 4. No “credit” for children receiving itinerant special education services in community settings
School districts 619 programs already had buy-in to participate in TQRIS.
Intention was to encourage improvement in Inclusive opportunities for young children with special needs.
Even if a program scored high enough to reach a Star 4 or 5, if not 50% typically developing children enrolled, program would only be awarded a Star 3.

14. Good idea…but not quite there
Barriers to being able to move forward…
Limited opportunities for inclusion
Limited slots for state-funded preschool
Limited resources to support typically developing peers in school districts
Difficult to administer ERS assessment
(Not designed for part-day program)
Resulting in …
Only 1 program achieved Star 4
7 of the 15 school districts 619 programs are enrolled
Inclusion requirement was a barrier that could not be met.
School districts used many strategies but failed to meet the target
Many wanted to give up

15. Back to the table… Cross-sector work group reconvened
Committed to Part B 619 participation in Stars TQRIS
Looked at challenges and developed options for inclusion
Looked at different ways to meet standards
Created Alternative Pathway for Part B 619 programs
Revised crosswalk between TQRIS/Part B 619
Provided guidelines for programs with multiple funding streams
Created process for portfolio review
Developed inclusion planning document
Work group represented volunteers from every district –
Real enthusiasm to find a solution
Stars staff also involved in the process
Focus on finding solutions
Never had quitting as a possible solution

16. Moving in the right direction…
Today what we are seeing…
13 of the 15 eligible school district 619 programs enrolled in Delaware Stars TQRIS
8 school districts rated Star Level 4 under Alternative Pathway
2 school districts requesting assessment for Star Level 5
School districts providing support to each other
Recruiting community programs to enroll in Stars TQRIS
Enthusiasm for participation!
Immediate change witnessed
School districts moved ahead and finally completed the process
School districts encouraged others to participate
Stars staff retrained on observing in classes with children with special needs

17. What a difference!
Inclusive opportunities increased and services improved:
Increase in number of inclusive classrooms in school districts
Increase in number of blended programs, braided funding streams
4 school districts going through major restructuring to blend/braid
3 school districts completely inclusive
4 school districts using co-teaching model with Head Start
Individualization to embed inclusive practices that work for districts
Collaborative training with community based providers
Increase in itinerant teachers, decrease in case loads
Support for itinerant teachers - Communities of Practice
Providing special education - consultative model
Improved relationships with families
School districts feel that this was the best professional development experience for the teachers and administrators
Involved families and community programs