1. Quality Rating and Improvement System (QRIS) Revisions Overview
Public Hearing Meeting Presentation
Fall 2017

2. Objectives
Provide an overview of Quality Rating and Improvement System (QRIS)
Share the history of the Massachusetts QRIS
Learn about QRIS revisions in Massachusetts
Obtain feedback about the proposed QRIS revisions

3. Structure of Today’s Meeting
Please ask questions throughout the meeting
Representatives from all program types are welcome! Our discussion will focus on all program types
Program Quality Unit staff will be taking notes during the meeting so your feedback will be recorded
We encourage you to participate in the QRIS revisions process. If you have feedback that’s not related to QRIS revisions, we encourage you to submit testimony to the EEC Board

4. EEC Licensed Programs

5. What is a QRIS?
A Quality Rating and Improvement System is a method to assess, improve, and communicate the level of quality in early education and care and after school settings.

6. Current Status of QRIS in United States

7. MA QRIS Participants

8. MA QRIS History 2007: EEC formally began developing the MA QRIS
2010: MA QRIS piloted, supported by the QRIS Improvement Grant
2011: Current MA QRIS launched
2012: Program Quality Unit staffed; began Level 2 application verifications
2013: Program Quality Unit began developing QRIS policies and reliability protocols
2014: QRIS Field Survey completed and QRIS Validation Study launched; began granting Level 3 and Level 4 applications
2016: QRIS Validation Study completed
2017: Launched MA QRIS revisions campaign

9. QRIS Validation Study Overview
Purpose: To determine if different levels in the QRIS have different levels of program quality
Programs: 126 center-based programs (198 classrooms)
Method: Observers visited programs to conduct reliable observations using the Environment Rating Scales as well as child assessments. They also interviewed staff
Results: Levels of the QRIS showed differences in quality. Programs at granted Level 3 demonstrated higher quality than programs at granted Level 1 or Level 2. Children attending granted Level 3 programs showed higher scores on child assessment tools measuring social/emotional learning

10. QRIS Validation Study Recommendations
Systematic Recommendations
Incorporate Continuous Quality Improvement Plans throughout QRIS
Streamline standards
Allow NAEYC and Head Start programs to enter QRIS as granted QRIS Level 2 programs
Make system more flexible so exemptions are not necessary

11. QRIS Validation Study Recommendations
Criteria Recommendations
Provide more consistency between standards and verification methods
Reduce Memorandum of Understanding (MOU) requirements
Simplify criteria
Use more concrete language in criteria
Reduce duplication

12. QRIS Validation Study Recommendations
Quality Classroom Recommendations
Support EEC licensing to ensure program basics are in place
Establish a renewal process for higher levels every 3 years
Strengthen supports at QRIS Level 2, including Environment Rating Scales professional development and training in Developmentally Appropriate Practice

13. QRIS Validation Study Recommendations
Workforce Recommendations
Establish timeframes for professional development
Align licensing and QRIS language
Develop career lattice/credentialing system
Ensure standards support basic program and classroom practices

14. Guiding Principles for QRIS Revisions
Develop flexible standards to allow programs to show their unique strengths
Ensure standards and guidelines are simple and understandable
Use valid, reliable measurement tools
Create user-friendly QRIS, including IT system
Balance demands with supports
Build QRIS on a model of continuous quality improvement
Promote alignment between QRIS and other quality initiatives

15. Overview of Revised QRIS
Hybrid Model The revised QRIS will use a hybrid model, which will require programs to meet all criteria at the lower levels and allow programs to reach the upper levels through a points-based system. This points-based system will be developed in

16. Overview of Revised QRIS
Level 1 Programs will meet EEC’s licensing requirements (public preschool programs will meet DESE requirements), receive federally-required foundational training, and complete a Continuous Quality Improvement Plan (CQIP).

17. Overview of Revised QRIS
Level 2 Programs must meet all criteria in this level and will demonstrate quality through written policies and practices as well as completion of a CQIP. Programs receive on-site technical assistance using the Environment Rating Scales.

18. Overview of Revised QRIS
Level 3 Programs must meet all criteria in this level and will demonstrate quality through an Environment Rating Scales reliable rater visit in addition to a review of policies and practices and completion of a CQIP. Programs will receive additional on-site technical assistance to improve the quality of adult-child interactions.

19. Overview of Revised QRIS
Levels 4/5 Programs will reach Levels 4 and 5 through a combination of meeting specific criteria and acquiring additional points through the demonstration of high level practices. Programs will demonstrate quality through reliable rater visits, a review of policies and practices, and completion of a CQIP. At the highest levels, programs will demonstrate best practices in early childhood education or after school/out-of-school time.

20. Overview of Terms and Concepts
Program-Focused Model
This is a model that approaches the program holistically and
brings all the necessary supports together (coaching, technical
assistance, professional development, etc.) to improve program
quality.

21. Overview of Terms and Concepts
Career Lattice
EEC is working with a group of stakeholders, including stakeholders in higher education, to develop a Career Lattice that will form the basis of a future credentialing system
A Career Lattice is a framework that outlines multiple pathways for professional growth and development
It allows educators to have some flexibility as they advance their careers
The MA Career Lattice will include educators and administrators in all program types
Credentials developed through the Career Lattice will be renewable

22. Overview of Terms and Concepts
Career Lattice Domains

23. Overview of Terms and Concepts
Career Lattice: How Will It Work?
Most states with a Career Lattice or credentialing system require participants to earn points in domains to achieve a role.
The MA Career Lattice will be flexible, allowing educators, administrators, and coaches to reach a role (assistant educator, lead educator, mentor educator, etc.) in multiple ways.
Once it is complete, the Career Lattice will connect to both licensing and the QRIS.

24. Overview of Terms and Concepts
Developmentally Appropriate Practice and Instructional Practice
Developmentally Appropriate Practice (DAP) is grounded in principles of child development and evidence-based practice.
This practice, along with formative (ongoing) assessment, helps educators create a curriculum and classroom practices that are appropriate for the group.
DAP also considers the needs of individual children.

25. Overview of Terms and Concepts
Developmentally Appropriate Practice and Instructional Practice
Instructional Practice refers to the teaching methods and strategies used in classrooms, groupings, or FCC programs to implement the curriculum.
If the curriculum is what is taught--in other words, the content educators would like children to learn--then instructional practice is how the content is taught.
Instructional Practice must be grounded in Developmentally Appropriate Practice.
Instructional Practice applies to all age groups and all program types.

26. Overview of Terms and Concepts
Developmentally Appropriate Practice and Instructional Practice
Developmentally Appropriate Practice
Instructional Practice

27. Frameworks for the QRIS
Current System
Standard 1: Curriculum and Learning
1A. Curriculum, Assessment, and Diversity
1B. Teacher-Child Relationship and Interactions
Standard 2: Safe, Healthy Indoor and Outdoor Environments
Standard 3: Workforce Qualifications and Professional Development
3A. Designated Program Administrator Qualifications and Professional Development
3B. Program Staff Qualifications and Professional Development
Standard 4: Family and Community Engagement
Standard 5: Leadership, Management, and Administration
5A. Leadership, Management, and Administration
5B. Supervision
Draft New System
Standard 1: Curriculum, Assessment, and INSTRUCTIONAL PRACTICE
Standard 2: Learning Environment and interactions
Standard 3: Family and community engagement
Standard 4: Professional culture, professional development, and reflective practice

28. Standards, Criteria, and Indicators

29. Overview of Proposed Changes to MA QRIS
In the proposed changes to the QRIS, all program types will use the same framework (standards and criteria) but contain different indicators to honor differences among program types
The draft standards highlight Developmentally Appropriate Practice, including Instructional Practice
The revised system takes a program-focused approach to professional development and the use of quality supports
The revised system will use a hybrid model rather than the current block model

30. More Information and Feedback
There are 4 ways to learn more about proposed QRIS revisions and to share your feedback:
Visit the QRIS Revisions page on the EEC website here
Attend a public meeting (give yourself a pat on the back for this one!)
Participate in the QRIS Revisions webinar on Friday, October 20 at 12:30pm (sign up on the QRIS Revisions page on the EEC website)
Take the survey, which was designed to gather your thoughts about the proposed revisions

31. What’s Next for the MA QRIS?
100 day public hearing period—including QRIS revisions survey— concludes in November 2017
Researchers will analyze survey results in November and December 2017
Program Quality Unit will work with internal EEC staff, external stakeholders, and thought partners to create a final draft of the standards
EEC Board expects to vote on a final draft of the standards at the February 2018 Board Meeting
From time of adoption to implementation, EEC staff will develop guidance, verification, glossary, and IT system to support QRIS 2.0

32. Questions?
Thank you for your commitment to quality early education and care and after school/out-of-school time! Please contact Amy Whitehead-Pleaux with any questions at