1. Section 1. Introduction Orientation to Virginia’s QRIS

2. Section 1. Introduction Orientation to Virginia’s QRIS

3. Section 1. Introduction Quality Levels

4. Learning Objectives & Expectations Section 1: Introduction and Overview Understand what a Quality Rating & Improvement System (QRIS) is and why high quality child care and preschool is critical Explain the goals and standards of Virginia’s QRIS Learn about the criteria and required improvement activities included at each Quality Level Orientation to Virginia’s QRIS

5. Defining QRIS Section 1: Introduction and Overview A QRIS is a method used nationally to define, measure, and improve the level of quality of child care and preschool programs. Virginia’s QRIS is voluntary Orientation to Virginia’s QRIS

6. Quality Matters Section 1: Introduction and Overview Birth to 5 years old is a critical time for growth and development 700 new brain connections are formed every second Early experiences and environments have a lasting impact on later success in school and life Orientation to Virginia’s QRIS

7. Virginia’s QRIS Section 1: Introduction and Overview Orientation to Virginia’s QRIS

8. SECTION 2: Goals and Standards Orientation to Virginia’s QRIS

9. Goals Section 2: Goals and Standards Virginia’s QRIS was designed with two primary goals: Helping families identify high quality child care and preschool options for their young children Assisting child care and preschool programs in providing high quality early care and education and recognizing them for the services they provide Orientation to Virginia’s QRIS 1 2

10. QRIS Partnership Section 2: Goals and Standards Orientation to Virginia’s QRIS

11. Introduction to the Self-Study Process Quality Standards Education & Qualifications Curriculum & Assessment EnvironmentInteractions A teacher’s participation in formal education in child development or early childhood education has an impact on children’s school readiness. When teachers have some formal education, such as a Child Development Associate (CDA), professional certificate, or child-related college credits, they are more prepared to intentionally support children’s learning through high quality interactions. This standard measures the education and qualifications of program staff. Section 2: Goals and Standards Orientation to Virginia’s QRIS

12. Introduction to the Self-Study Process Quality Standards Education & Qualifications Curriculum & Assessment EnvironmentInteractions Section 2: Goals and Standards Orientation to Virginia’s QRIS Intentional teaching has an impact on children’s school readiness. This standard does not require programs to use a purchased curriculum. Instead, this standard measures how programs intentionally promote children’s learning and development. Programs using a “home grown” curriculum or using an educational philosophy like Reggio Emilia or Montessori will be able meet this standard, as long as they are developmentally appropriate and aligned with best practices. Virginia has developed the Milestones of Child Development and the Foundation Blocks for Early Learning to guide early childhood educators in promoting school readiness, and this standard considers how the program aligns with Virginia’s early learning guidelines.

13. Introduction to the Self-Study Process Quality Standards Education & Qualifications Curriculum & Assessment EnvironmentInteractions Section 2: Goals and Standards Orientation to Virginia’s QRIS Children engaged in meaningful learning and play, guided by qualified caregivers in an enriched educational environment has an impact on school readiness. This standard measures the types of materials available to the children and the types of activities they are involved in throughout the day.

14. Introduction to the Self-Study Process Quality Standards Education & Qualifications Curriculum & Assessment EnvironmentInteractions Section 2: Goals and Standards Orientation to Virginia’s QRIS Interactions between teachers and children form the foundation for all learning – both social and cognitive – with a significant impact on school readiness. While it is very important to have high quality materials and intentional teaching practices, children benefit most when they also experience high quality interactions. How do the teachers interact with children at your program? Do they support children’s social and emotional growth? Do they have a positive attitude towards the children? What types of behavior management techniques are used? Do they encourage children to learn and be creative? These are the types of questions this standard measures. Interactions between teachers and children form the foundation for all learning – both social and cognitive – with a significant impact on school readiness. While it is very important to have high quality materials and intentional teaching practices, children benefit most when they also experience high quality interactions. How do the teachers interact with children at your program? Do they support children’s social and emotional growth? Do they have a positive attitude towards the children? What types of behavior management techniques are used? Do they encourage children to learn and be creative? These are the types of questions this standard measures.

15. SECTION 3: Quality Levels Orientation to Virginia’s QRIS

16. A Path to Quality

17. Criteria and Required Improvement Activities Section 3: Quality Levels Orientation to Virginia’s QRIS  Criteria Criteria are specific quality standards that must be met to achieve a particular Level within Virginia’s QRIS  Required Improvement Activities Required Improvement Activities are specific quality improvement activities that must be completed to progress to the next Level within Virginia’s QRIS Criteria define the quality levels Activities build the foundation for success

18. Level 1 Criteria & Activities Section 3: Quality Levels Orientation to Virginia’s QRIS Criteria In good standing with regulating authority requirements (e.g., Virginia Department of Social Services Licensing Standards, Virginia Board of Education Regulations, Head Start Performance Standards, Local Ordinance, or Licensed Family Day System) Required Improvement Activities Complete a Quality Profile Review the Orientation to Virginia’s QRIS training module Also, submit documentation indicating compliance with regulating authority requirements

19. Level 2 Criteria Section 3: Quality Levels Orientation to Virginia’s QRIS Classroom or Center-based Programs  One (1) Administrator/Director has an Associate degree in a relevant field with 15 child-related credit OR has earned 24 child- related credits from an accredited college  50% of Lead Teachers have a CDA OR 12 child-related credits OR another approved credential, such as an American Montessori Society Credential Alternative Pathways are available Family Child Care Homes Provider responsible for the children has a CDA OR 12 child-related credits OR another approved credential, such as an American Montessori Society Credential

20. Level 2 Required Activities Section 3: Quality Levels Orientation to Virginia’s QRIS Online Professional Development Series Including Children with Disabilities Supporting Kindergarten Transition Resources for Working with Families Building Cultural Competence Resources for School Readiness Intentional Teaching Play-Based Learning Environments High Quality Interactions Professional Development

21. Level 3 Criteria Section 3: Quality Levels Orientation to Virginia’s QRIS Complete Curriculum Checklist demonstrating your program’s curriculum or teaching approach addresses the domains of early learning and development, aligns with developmentally appropriate practices, and teachers have been trained on implementation Validation Visit by a Curriculum Specialist to review the checklist and provide technical assistance as needed

22. Assessment Tools Focused on safe and organized play-based environments Focused on interactions between early learning professionals and young children Orientation to Virginia’s QRIS Section 3: Quality Levels

23. Level 3 Required Activities Section 3: Quality Levels Orientation to Virginia’s QRIS Complete an Environment Rating Scale self-study Complete Classroom Assessment Scoring System (CLASS) self-study Develop a Quality Improvement Plan

24. Level 4 Criteria Section 3: Quality Levels Orientation to Virginia’s QRIS Achieve an average ERS score of 4 + across four subscales (Language- Reasoning/Listening and Talking, Activities, Interaction, and Program Structure) Achieve an average CLASS score of 5 + in Emotional Support and Classroom Organization Achieve an average CLASS score of 3.25 + in Instructional Support

25. Level 5 Criteria Section 3: Quality Levels Orientation to Virginia’s QRIS Achieve an average ERS score of 5 + across four subscales (Language-Reasoning/Listening and Talking, Activities, Interaction, and Program Structure) Achieve an average CLASS score of 6 + in Emotional Support and Classroom Organization Achieve an average CLASS score of 4.25 + in Instructional Support

26. Levels 4 and 5 Required Activities Section 3: Quality Levels Orientation to Virginia’s QRIS The required improvement activities at levels 4 and 5 are the same. Develop a quality improvement plan based on feedback from the ERS and CLASS on-site observation

27. Fast Track Section 3: Quality Levels Orientation to Virginia’s QRIS Accreditation organizations interested in the Fast Track should email qris@vecf.org Programs that participate in other quality improvement efforts will be able to get credit for the quality they’re currently demonstrating to another organization through a “Fast Track” process.

28. SECTION 4: Quality Improvement Orientation to Virginia’s QRIS

29. Continuous Quality Improvement Section 4: Quality Improvement Orientation to Virginia’s QRIS

30. Improvement Supports Section 4: Quality Improvement Orientation to Virginia’s QRIS Technical Assistance (TA) is the provision of targeted and customized supports by a professional with subject matter and adult learning knowledge and skills to develop or strengthen processes, knowledge application, or implementation of services by recipients. Improvement supports may include: Access to TA Specialists Training Learning Communities Grants Source: NAEYC, & NACCRRA. (2011). Early Childhood Education Professional Development: Training and Technical Assistance Glossary. Washington, DC: National Association for the Education of Young Children (NAEYC) and National Association of Child Care Resource & Referral Agencies (NACCRRA)..

31. Conclusion Orientation to Virginia’s QRIS Understand what a QRIS is and why high quality child care and preschool is critical Explain the goals and standards of Virginia’s QRIS Learn about the criteria and required improvement activities included at each Quality Level Section 3: Star Quality Levels

32. Section 3: Program Strategies Thank You Orientation to Virginia’s QRIS