1 Massachusetts’ Quality Rating and Improvement System (QRIS): Overview and Update

2 Overview  Massachusetts’ process  Update  Moving forward  Questions and answers

Key Elements of QRIS 3  Structure  Standards  Monitoring and Accountability  Program and Practitioner Supports  Family Information and Education  Fiscal Incentives Each element will include 3 phases – Design, Public Input, Implementation

Preliminary QRIS Timeline Standards Design Phase Public Input Implementation Monitoring & Accountability Design Phase Public Input Implementation Program and Practitioner Supports Design Phase Public Input Implementation Fiscal Incentives Design Phase Public Input Implementation Consumer Engagement Design Phase Public Input Implementation PILOT QRIS (Fall 2009) FULL IMPLEMENTATION (Jan. 2011) Feb 08 Jul 08 Dec 08 Jul 09 Dec 09 Jul 10 Today

5 Design Phase: QRIS Structure and Standards EEC Staff QRIS Team Define parameters of MA QRIS Assist in identifying assets that can be mobilized in developing the QRIS system Review draft recommendations and prepare for public input EEC Board - Parent Advisory - EEC Advisory -Give input -Review recommendations QRIS External Working Group ( Subgroup of Advisory Committee with addition of key stakeholders) Review information about existing QRIS systems and Massachusetts’ assets, capacity, and unique conditions Develop draft recommendations around the administrative structure and standards Drafts of the Standards now go to Public Input Phase EEC-Schott Roundtable and more…

Preliminary Goals/Principles of the QRIS  All programs, including those serving at-risk and low-income children, have an opportunity and the support to become high quality programs.  As a result of quality improvement, child expulsion rates in early education and care programs decline.  Programs experience continuous improvement, with an aligned system of resources and supports.  Parents are able to make more informed and supported choices, not based on affordability, and have opportunities for engagement in their children’s programs and the system. 6

Preliminary Goals/Principles (cont.)  The Commonwealth develops a clearer sense of the gaps in the early education and care system, including those related to workforce needs.  Children and families get what they need to succeed in school and life.  The state has the infrastructure to define, regulate, sustain, and provide public education about the QRIS.  The QRIS is adequately funded and resourced. 7

Preliminary Goals/Principles (cont.)  The QRIS reflects and supports cultural competency.  Massachusetts achieves broad participation in QRIS.  All providers of care and education have a stronger understanding of quality, with related professional development and leadership development opportunities.  QRIS builds public will to support early education and care. 8

Design Phase: Structure Preliminary Recommendations  QRIS includes licensed and license-exempt programs and providers serving children birth – 14 years of age.  Voluntary participation initially, eventually may be mandatory to receive certain funding streams.  Hybrid of steps with mandatory criteria, plus points to move to next level in a variety of ways.  Provide financial and other quality supports during implementation. 9

Design Phase: Standards Process  External Working Group split into groups by setting (Infant-Toddler, Preschool, Family Child Care, School-Age) to develop draft standards  Draft standards reflect a four-level system  Aligned criteria from different settings  Internal EEC review (in process) 10

11 Design Phase: Standards Preliminary Recommendations  Draft standard areas: * Health and Safety * Relationships * Parent and Family Engagement * Curriculum and Assessment * Physical Environment * Workforce Quality and Support * Program Evaluation * Community Involvement * Cultural Competency * Leadership and Management

Design Phase: Standards Preliminary Alignment Where do the preliminary standards align across settings?  Level one includes licensing or the equivalent  Level two includes strategies for program improvement  Level three tied to accreditation in three settings  Level four goes beyond accreditation There are other specific criteria that align across settings. 12

13 Additional work this spring… The External Working group also developed resources, ideas, and suggestions for EEC to use in moving forward on the two components: Program and Practitioner Supports and Parent Information and Education. Fiscal Incentives and Financing will be developed as the other components become clearer.

14 Moving Forward: 1-2 years  Standards * EEC Internal Team complete review of draft standards * Host series of public input forums on the standards * Create implementation plan  Monitoring and Accountability * Convene team to design this component * Get pubic input on this element * Create implementation plan  Program and Practitioner Supports * Convene team of internal and external experts to design this component * Solicit public input on the design * Create implementation plan  Communications * Create mechanisms to solicit public input at each step *e.g. EEC website, public input forums, web feedback from, and ongoing stakeholder design teams

For more information… Corey Zimmerman Dept. of Early Education and Care