Embedding the Early Brain & Child Development Framework into Quality

Rating and Improvement Systems

Meeting NamePresenter Name

Date

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Overview of Quality Rating and Improvement Systems (QRIS)

• Organized way for a state to assess, improve and communicate the quality of early childhood education (ECE) programs to families

• A QRIS defines standards for incremental levels of quality across a range of categories and establishes systems for rating, supporting and improving the quality of ECE programs

• A voluntary, market-driven approach designed to incentivize engagement in continuous quality improvement

* 25+ states have a statewide QRIS

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Objectives for QRIS

• Recognize the quality of early childhood programs being offered

• Build and sustain high quality early childhood programs

• Inform parents about the quality of early childhood programs

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QRIS: A Comprehensive Approach to

ECE Quality Improvement

1) Standards defining progressive levels of quality with ratings using simple symbols (e.g. stars)

2) Program and Practitioner Support (e.g. professional development/ training)

3) Parent/Consumer Education4) Financial Incentives (e.g. mini grants, tax

incentives, increased child care subsidies, reduced licensing fees) 4

Why is QRIS an Important State Policy Method for Advancing Early Brain and

Child Development (EBCD)?• QRIS is a systems approach to early learning and

care• QRIS can provide early childhood programs and

practitioners with, or link to, training and outside resources, such as:• Promotion of healthy child development • Preventing the harmful impact of environmental

stressors 5

OPTIONAL STATE-SPECIFIC SLIDE Key Elements of QRIS in (YOUR STATE)

• Name of QRIS in your state, and date of implementation or planning status

• Relevant areas of standards • Types of program support• Types of financial incentives

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Key Approaches for Embedding EBCD in the QRIS

• Focus on social-emotional development (SED)– Require training on SED and SED screening– Screening requirements should include:

• Training on how to screen• Support for providers and parents when screens are

positive– Consider evaluating a subscore of Environmental

Rating Scale (ERS) components that focus on SED– Provide mental health consultation as core program

support 7

QRIS Opportunities to Promote EBCD• Focus on links to community resources,

communication across systems and communication with, and referral to, medical home

• Focus on parent education and support in the early childhood setting

• Focus on promoting caregiver wellness– Look for incentives and ways to prevent caregiver

turnover8

More Opportunities for Embedding EBCD in the QRIS

• Focus on standards and support that build positive, stable relationships between teachers and children

• Focus on helping children make friends

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Examples from State QRIS: Training/Professional Development

Arizona (Quality First) Programs can obtain a higher star rating if they participate in

training on the state’s Early Learning Standards and Infant-Toddler Developmental Guidelines, that both include a focus on social-emotional development.

Wisconsin (Youngstar) To obtain optional QRIS points under the health and wellness

category: “at least 50% of lead teachers/director must participate in Strengthening Families” training (research-based skills training focused on helping providers promote child social emotional development and prevent child maltreatment).

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Examples from State QRIS: Standards and Support for Screening

Maryland (Excels) All programs must: “Conduct developmental screenings on all

children (0-5) within 45 days of enrollment and at scheduled intervals as determined by MD State Dept of Ed.”

To reach Level 2, program staff must: “…observe children for developmental progress using developmental checklists.”

Louisiana (Quality Start)All centers are supported with training on SED screening. To obtain 4 points and advance to a higher star rating, programs

must: “Complete screening for social-emotional development (with an instrument from a recommended list) for all children (0-5) within 45 calendar days of enrollment and annually thereafter.”

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Examples from State QRIS: Family/Parent Engagement

Louisiana (Quality Start)Programs receive 4 points toward a higher level if, after conducting a complete screening for social-emotional development for all children (0-5), if they: “Conference with parents to review results and provide a list of community resources.

Arkansas (Better Beginnings)For Level 1 rating, a program must: “Share with families information on child development and children’s health. “

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States Provide Mental Health Consultation as Core QRIS Program Support

Louisiana (Quality Start)QRIS has a very intentional focus on mental health and SED. Each center receives at least 12

visits (5-6 hours each) over a 6 month period from a mental health consultant who is trained to:

• Promote the social and emotional health of children• Support teachers’ promotion of healthy child development in the classroom setting

– Work with teachers on strategies for working effectively with parents – Refer children for treatment (e.g. early intervention) and/or design specific in-classroom

interventions for young children exhibiting challenging behaviors

Arizona (Quality First)State QRIS agency assigns each participating program a child care health consultant and has mental health consultants available to assist with child assessments.

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“While important, cognitive abilities are not as powerful a package as cognitive skills and social emotional skills—defined as attentiveness, perseverance, impulse control and sociability.” (James Heckmann, Economist & Nobel Laureate, 2011)

Kindergarten teachers rate motivation and social emotional skills as more important to school success than being able to read upon entering kindergarten. (National Institute of Early Education Research, 2008)

Social-Emotional Importance

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A World of Opportunity:Where Can We Go?

• Assess current opportunities• Can we add and/or improve standards?• Can we provide and share resources/education to

inform QRIS about what technical assistance mechanisms to embed?

• Can we define a common vision?• Who needs to be part of the discussion?

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What are We Building?

HEALTHY CHILD DEVELOPMENT

Educational Achievement

Economic Productivity

Responsible Citizenship

Lifelong Health

Strong Communities Healthy Economy

Successful Parenting of Next Generation

© 2011, Center on the Developing Child at Harvard University

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For More Information

• Contact Name• Email• Chapter Web link

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