Transition Overview Current to Future

Welcome Goal – The purpose of this session is to share information with currently rated programs about the revisions to Step Up to Quality. Agenda Timeline for transition Overview of revised standards Outline next steps Q & A

New Opportunities October 2011 Ohio applies for Early Learning Challenge Grant (ELCG) Voluntary, competitive federal initiative Partnership between U.S. Departments of Education and Health and Human Services January 1, 2012 Ohio is one of nine states awarded ELCG Highest awarded amount of $69,993,362 January 1, 2012 – December 31, 2015

Ohio’s Goals for Results Develop and implement a system that addresses needs of most vulnerable children Low Income Children with Disabilities English Language Learners Close kindergarten readiness gap by 5% for high needs children Expand to serve 37,000 additional high needs children in highly rated programs By 2020, purchase services only in high quality settings

Ohio’s Guiding Principles Single definition of QUALITY Policies Procedures Verification Inclusive of all program settings School operated Community based centers Family child care homes Based on current research and best practices Differentiated and measurable

Ohio’s Guiding Principles Essential – things with most significant impact Achievable and sustainable - promotes continuous improvement Simple, understandable, clear Flexible on how achieved Meet commitments in the ELCG

SUTQ Overview of Revisions Identifies key areas of revision Compares current to revised Introduces new terminology Review the SUTQ – Overview of Revisions Document and QAA

Transition Timeline July 31, 2013 Deadline for submission of initial applications (programs not yet rated) under the current 3 step system Currently rated programs with a rating expiration date prior to October 1, 2013 will be required to submit a renewal application prior to July 31, 2013 October 1, 2013 Currently rated programs will transition to assigned rating in new 5 step system Unrated programs will be eligible to submit initial registrations Currently rated programs (who have been at their current rating for more than six months) able to submit change registration. Handout and discuss rating calendar

Current Rating Extension Programs rated by October 1, 2013 will have their rating expiration date extended by one year. Example: Program is renewed/rated a Step 2 rating on May 5, 2013. October 1, 2013 - Program will transition to new assigned rating of a Step 3 in 5 Star system The program’s rating expiration date will be extended one year to May 5, 2015. Program eligible to request an increase in their rating six months from rating date – November 5, 2013.

Revised Model Building Blocks – Steps 1-3 Must meet all Program Standards at one level before progressing to the next Points – Steps 4 & 5 Must meet all Program Standards at Step 3 Points are earned by meeting selected Program Standards At least one point must be earned in each of the four domains Optional points can also be earned for Staff/Child Ratio/Group Size and Accreditation Compare current tiers to standards - have copies available for programs to view-remember to explain to read standards left to right

Benchmarks to Domains Early Learning Learning and Development Administrative Practices Administrative and Leadership Practices Specialized Training Staff Education and Qualifications Staff Qualifications and Professional Development New: Family and Community Partnerships Staff/Child Ratio and Group Size Extra Points: Staff/Child Ratio and Group Size, Accreditation

Learning and Development Step 1 Current Revised Curriculum & Planning Programs have copies of age appropriate standards/guidelines: Inf/Tod Guidelines & Standards Early Learning Content Standards & Program Guidelines, K-12Standards KC – ECE & After-school After-school Quality Guidelines Each classroom has a copy of the Early Learning and Development Standards and/or Common Core State Standards and Ohio Academic Content Standards: K-12 in social studies and science (appropriate to the age group served). Program engages in a process to identify a written, research-based, comprehensive curriculum aligned with the Early Learning and Development Standards and/or Common Core State Standards and Ohio Academic Content Standards: K-12 in social studies and science (appropriate to the age group served), and that is developmentally appropriate. N/A Teachers utilize a written, dated plan of activities.

Learning and Development Step 1 Current Revised Child Screening & Assessment N/A Program engages in a process to select a comprehensive developmentally appropriate screening instrument(s) for the age groups served. (Does not apply to school age children.) Interactions & Environment Program selects a self-assessment tool(s) that addresses the quality of the classroom environment and staff/child interactions that is developmentally appropriate for each age group served.

Learning and Development Step 2 Current Revised Curriculum & Planning N/A Program obtains a written, research-based, comprehensive curriculum aligned with the Early Learning and Development Standards and/or Common Core State Standards and Ohio Academic Content Standards: K-12 in social studies and science (appropriate to the age group served) that is developmentally appropriate. Each teacher has daily access to a copy of the curriculum. Teachers use a written dated plan of activities that is aligned to all developmental domains In the Early Learning and Development Standards and/or Common Core State Standards and Ohio Academic Content Standards: K-12 in social studies and science (appropriate to the age group served).

Learning and Development Step 2 Current Revised Child Screening & Assessment N/A Program obtains a comprehensive developmentally appropriate screening instrument(s) for the age groups served. (Does not apply to school age children.) Interactions & Environment Staff complete an annual self-assessment that addresses the quality of the classroom environment and staff/child interactions for each group of children.

Learning and Development Step3 Current – Step 2 Revised Standards-Step 3 Curriculum & Planning Program utilizes a written evidence based comprehensive curriculum. Program implements a written, research-based, comprehensive curriculum aligned with the Early Learning and Development Standards and/or Common Core State Standards and Ohio Academic Content Standards: K-12 in social studies and science (appropriate to the age group served) and demonstrates its alignment to assessment. Curriculum planning is aligned to the Inf/Toddler Guidelines and or Early Learning Content Standards and/or K-12 Standards to maximize growth across a broad range of developmental content areas. Teachers use a written dated plan of activities that is aligned to all developmental domains in Early Learning and Development Standards and/or Common Core State Standards and Ohio Academic Content Standards; K-12 in social studies and science (appropriate to the age groups served).

Learning and Development Step 3 Current - Step 2 Revised Standards-Step 3 Child Screening & Assessment All children (except SA) receive a developmental screening within 60 days of enrollment and annually thereafter. Referrals, if needed, are completed within 90 days. Results are communicated with families. Program ensures that all children (except school-age children) receive a comprehensive developmental screening that is valid and reliable within 60 business days of entry into the program and annually thereafter. Necessary referrals are completed within 90 days of identification of need, and the results are formally communicated with families. N/A Program administers assessments that meet state requirements for all enrolled preschool aged children. Program assesses all children enrolled using formal and informal methods on an ongoing basis to inform instruction. Results are shared with families.

Learning and Development Step 3 Current Step 2 Revised Standards-Step 3 Interactions & Environment Currently in Administrative Practices Program completes an annual classroom self assessment Results are used in QIP Each lead teacher identifies an area for improvement and creates an action plan which includes a goal and action steps based on the results of the annual self-assessment. Program supports each child’s development by providing well-structured learning environments and positive interactions among staff and children. Classroom observation conducted by state staff using Classroom Observation Tool.

Classroom Observation Tool Program Standard: Program supports each child’s development by providing well-structured learning environments and positive interactions among staff and children. Classroom Environment Elements Materials Schedule Organization Curriculum State created tool used with Steps 3-5 Seven Elements with 3-5 Indicators in each Element Used in random sample of classrooms In final stages of development and review Staff/Child Interactions Elements Responsiveness Instructional Strategies Guidance/Behavior Management

Classroom Observation Tool

Learning and Development Steps 4&5 Points are earned by meeting selected Program Standards. 5 points Teachers plan intentional and purposeful activities and experiences that meet the needs/interests/abilities of children across all developmental domains. 3 points Teacher supports children’s active engagement through opportunities for exploration and learning. Ongoing child assessment results are used to make, adjust and refine instructional decisions and to evaluate child progress. 4 points Families are provided multiple opportunities to understand the assessment process used and data collected, review and contribute to their child’s education plan, and share information about their child’s progress toward learning goals. Lead teacher documents progress on action steps and readjusts goals as needed.

Administrative & Leadership Practices Step 1 Current Step 1 Revised - Step 1 Staff Supports Program must have one of the following: Salary structure based on education & length of employment, employer offers and/or pays a portion of health insurance; 5 days of paid leave; paid professional membership; educational benefits (TEACH); retirement; discount on child care The program has a written wage structure. Program Administration Program completes an annual self assessment using the Program Administration Scale (PAS). Program completes a QIP. Program completes an annual program self-assessment.

Administrative & Leadership Practices Step 1 Current Step 1 Revised - Step 1 Staff Management Administrator and all teachers must have an annual professional development plan that at a minimum includes a performance appraisal and a plan for completing specialized training Administrators, lead teachers and assistant teachers have annual professional development plans

Administrative & Leadership Practices Step 2 Current Step 1 Revised Standards - Step 2 Staff Supports Program must have one of the following: Salary structure based on education & length of employment, employer offers and/or pays a portion of health insurance; 5 days of paid leave; paid professional membership; educational benefits (TEACH); retirement; discount on child care Program offers one of the approved staff supports to employees. Staff supports include: health benefits, retirement, discount on child care, flexible spending account, tuition reimbursement, 5 days paid leave (sick, vacation and/or personal) TEACH, paid professional development, Life insurance and 5 paid holidays

Administrative & Leadership Practices Step 2 Current Step 1 Revised Standards - Step 2 Program Administration Program completes a quality improvement plan based on the results of their annual PAS self assessment. Program completes a continuous improvement plan, which includes a minimum of one goal and action steps toward completing the goal, using results from self-assessment. Staff Management N/A Lead and assistant teachers have at least one formal observation annually.

Administrative & Leadership Practices Step 3 Current Step 2 Revised Standards - Step 3 Staff Supports Program must have two of the following: Salary structure based on education & length of employment, employer offers and/or pays a portion of health insurance; 5 days of paid leave; paid professional membership; educational benefits (TEACH); retirement; ;discount on child care Program offers two of the approved staff supports to employees.

Administrative & Leadership Practices Step 3 Current Step 2 Revised Standards - Step 3 Program Administration A quality improvement plan is completed and implemented based on a PAS self assessment and classroom self assessment and is updated annually Program completes an annual continuous improvement plan, which includes a minimum of two goals and action steps toward completing the goals, using results from the self-assessment. Input from staff and family also are included in developing the continuous improvement plan. Staff Management N/A Results of the formal observations are used to inform individual professional development plans.

Administrative & Leadership Practices Steps 4&5 Points are earned by meeting selected Program Standards 3 points Program offers three or more of the approved staff supports to employees. Program’s annual continuous improvement plan has strategies to engage community partners to support child and family outcomes. The program conducts an annual survey with families, identified stakeholders and/or community partners to review accomplishment of program goals. 4 points Results of the formal observations are used to inform the program’s annual continuous improvement plan. Results of annual classroom self-assessment are used to inform individual professional development plans.

Staff Qualifications & Professional Development Step 1 Current Step 1 Revised Step 1 Staff Education Administrator has a CDA or a Career Pathways Level 2 (CPL 2) Administrator has Child Development Associate (CDA) or Career Pathways Level (CPL) 2. One Lead teacher with an AA/ECE or CPL 3 Stand alone SA program must have one lead with an AA in related field of CPL 3 50 percent of lead teachers have a CDA (at least two lead teachers must have a CDA or higher to meet this standard); or one lead teacher has an associate’s degree (AA) appropriate to the age groups noted below; or a CPL 3. • Early Childhood Teachers–An AA in early childhood education (ECE) or an approved related field. • School-Age Teachers–An AA in an approved field

Staff Qualifications & Professional Development Step 2 Current Step Revised Standards - Step 2 Staff Education N/A Administrator has an AA in ECE (or approved related field for SA only programs) or CPL 3 25 % of lead teachers have an AA appropriate to the age groups noted below or a CPL 3. • Early Childhood Teachers–An AA in ECE or an approved related field. • School-Age Teachers–An AA in an approved field.

Staff Qualifications & Professional Development Step 3 Current Step 2 Revised Standards Step 3 Staff Education Administrator has an AA/ECE or related field or CPL 3 Administrator has an AA in ECE (or approved related field for SA only programs) or CPL 3 50% of lead teachers have an AA/ECE or related field for school age teachers or CPL 3 50% of lead teachers have an AA appropriate to the age groups noted below or a CPL 3 Early childhood Teachers – an AA/ECE or an approved related field. School-Age teachers – an AA in an approved field

Staff Qualifications & Professional Development Steps 4&5 Points are earned by meeting selected Program Standards Administrators 5 points Master’s degree in ECE or approved related field, or bachelor’s degree (BA) with CPL 5; or BA in ECE with an Administrator Credential Level (ACL) 3 4 points BA in ECE or approved related field with an administrator license; or AA in ECE or approved related field with an ACL 3 3 points BA in ECE or approved related field; or CPL 4; or AA in ECE or approved related field with a CPL 3 2 points Associate’s degree in ECE or approved related field with an ACL 3

Staff Qualifications & Professional Development Steps 4&5 Points are earned by meeting selected Program Standards Lead Teachers 5 points 100 percent have a BA appropriate to the age groups noted in Step 3 or a CPL 4 4 points 50 percent have a BA appropriate to the age groups noted in Step 3 or a CPL 4, and the other 50 percent have a minimum of an AA or CPL 3 3 points 100 percent have an AA appropriate to the age groups noted in Step 3 or a CPL 3

Staff Qualifications & Professional Development Steps 4&5 Points are earned by meeting selected Program Standards Assistant teachers 4 points 100 percent of classrooms have an assistant teacher with a CDA or CPL 2 3 points 50 percent of classrooms have an assistant teacher with an AA in ECE (or related field for school-age teachers) 2 points 75 percent of classrooms have an assistant teacher with a CDA or CPL 2 1 point 50 percent of classrooms have an assistant teacher with a CDA or CPL 2 Applies to only groups that need an assistant teacher in order to maintain ratio

Staff Qualifications & Professional Development Steps 1-3 Current Steps 1-3 Revised Standards Step 1-3 Professional Development Administrators, Lead and assistant teachers receive a minimum of 20 clock hours of specialized training every two years. 10 hours of specialized training must be completed prior to an initial rating being awarded. After completion of 10 hours of pre-requisites, the training must be completed with topics related to the PD plan. Training must be approved as listed on the PD registry Administrators, lead teachers and assistant teachers receive a minimum of 20 clock hours of approved specialized training every two years. Individuals who are currently enrolled in a degree granting program in ECE or a related field can use coursework to fulfill the training requirement Individuals who currently are enrolled in a degree-granting program in early childhood or related field can use coursework to fulfill the annual training requirement.

Staff Qualifications & Professional Development Steps 4&5 Points are earned by meeting selected Program Standards Professional Development 3 points 100 percent of administrators and lead and assistant teachers have obtained 30 or more hours of approved professional development over a two-year period 2 points 100 percent of administrators and lead and assistant teachers have obtained 25 or more hours of approved professional development over a two-year period 50 percent of administrators and lead and assistant teachers have obtained 30 or more hours of approved professional development over a two-year period 1 point 50 percent of administrators and lead and assistant teachers have obtained 25 or more

Family & Community Partnerships Step 1 Current Step 1 Revised Standards Step 1 New Domain Transitions N/A Program provides written information to families on transitioning children into, within and out of the program. Communication & Engagement Program obtains information about the family structure and routines that is important to the child’s development. Program provides information regarding resources and community services to families.

Family & Community Partnerships Step 2 Current Step Revised Standards Step 2 New Domain Transitions N/A Program provides age-appropriate activities for children to prepare them for the transition to a new classroom or educational setting. Program transfers any child’s records to the new setting at the family’s request and with the family’s written consent.

Family & Community Partnerships Step 2 Current Step Revised Standards Step 2 New Domain Communication & Engagement N/A Program communicates with families using different modes of communication. At least once per year, information on topics addressing health and child development is provided to families. Program offers at least one opportunity for families to engage in activities.

Family & Community Partnerships Step 3 Current Step Revised Standards Step 3 New Domain Transitions N/A Program meets with families to develop an individualized transition plan which supports a child’s transition to another classroom or educational setting.

Family & Community Partnerships Step 3 Current Step Revised Standards Step 3 New Domain Communication & Engagement N/A Program organizes at least one educational training, workshop or event to support families’ engagement in children’s learning and development. Program has written policies and procedures to ensure that children have received comprehensive health screenings and/or that families have been provided information on the importance of health screenings and resources to obtain them. Programs and parents create annual written, developmental and/or educational goals for children.

Family & Community Partnerships Steps 4&5 Points are earned by meeting selected Program Standards New Domain 2 points The program has written transition policies and practices that include strategies for supporting transitions into, within and out of the program for both children and families 3 points Program has written documentation of formal and/or informal agreements with community partners and other family-serving agencies, programs and entities Program uses a formal model or process to enhance family engagement strategies 1 point Program has an organized and active parent volunteer group

Staff/Child Ratio and Group Size Optional Extra Points Infants & Toddlers (6 points) Birth to < 18 months 1:4/2:8/3:10 18 to 30 months 1:5/2:10 30-36 months 1:6/2:12 Mixed Age, 0 to 36 months 1:4/2:8/3:10 Infants & Toddlers (4 points) Birth to < 18 months 1:5/2:10 18 to 30 months 1:6/2:12 30 to 36 months 1:7/2:14 Mixed Age 0 to 36 months 1:5/2:10 Preschool and School Age (4 points) 48 months to < school age 1:12/2:24 36 to < 48 months 1:10/2:20 Mixed Age, 36 months to < school age1:10/2:20 K to age 14 1:15 Preschool and School Age (2 points) 36 to < 48 months 1:11/2:22 48 months to < school age 1:13/2:26 Mixed Age, 36 months to < school age 1:11/2:22 K to age 14 1:16

Accreditation Optional Extra Points Program is accredited from an approved accrediting body (5 points)

Next Steps ODJFS/ODE Release final DRAFT SUTQ Standards for Programs and Type A Homes Schedule and deliver information sessions on 5 Star rating and verification process Schedule and deliver training on Ohio’s Early Learning & Development Standards Finalize Guidance Document Begin formal clearance process for SUTQ rules

Next Steps Programs Visit www.earlychildhoodohio.org to stay informed of revisions and associated timelines Attend information sessions & SUTQ training Review and comment on SUTQ rules during clearance period Seek technical assistance if needed

Complete the 3-2-1 activity Closing Activity Complete the 3-2-1 activity List three things you already knew before the presentation List two things you learned today List one question you have Please locate the 3-2-1 activity and complete the sheet. Once completed please leave on the table. I will collect. The information that you provide will be helpful as I prepare additional information sessions & trainings

Thank You Please visit www.earlychildhoodohio.org for information regarding future SUTQ Information Sessions Patti Donofrio Patricia.donofrio@jfs.ohio.gov