1. 2015 National Early Childhood Inclusion institute
Differentiated Approaches for Assuring Quality Inclusive Preschool Services and Programs Through State QRIS
2015 National Early Childhood Inclusion institute
May 13, 2015
Kathy T. Whaley, Technical Assistance Specialist, Early Childhood TA Center (ECTA)
ECTACenter.org

2. Delaware State Presenters
Verna Thompson
619 Coordinator & Education Specialist
Delaware Department of Education
Mary F. Sonnenberg
Deputy Director, Delaware Stars for Early Success
Delaware Institute for Excellence in Early Childhood

3. Illinois State Presenters
Donna Nylander
QRIS Implementation Director
Governor's Office of Early Childhood Development
Jeanette McCollum
Consultant and Retired Faculty, University of Illinois

4. Thinking about State Systems and QRIS

7. (CEELO FAST FACT – November 2014)
Key Points
Majority of state QRIS address provisions for children with special needs but the degree to which inclusion is addressed varies.
Most programs receive credit for licensing regulations regarding open enrollment or working with specialists to ensure accommodations.
Need to incorporate inclusion as a distinguishing component of quality beyond basic licensing regulations
(CEELO FAST FACT – November 2014)

8. Key Points
Consider additional incentives for inclusive practices by programs
Provide professional development and technical assistance resources including linkages with higher education
Design a user-friendly system for parents that has mechanisms to identify inclusive programs that will best meet their needs
Consider the use of validated instruments to measure the effectiveness and quality of inclusive practices

9. Considerations for the Participation of IDEA Programs
Are programs participating in QRIS including children with disabilities?
Do we need specialized standards and indicators?
Does the inclusion of children with disabilities impact indicators and assessment results?

10. Considerations for the Participation of IDEA Programs
How are measurement tools working in programs serving children with diverse needs and disabilities?
Does the severity of disability have an impact?
Are practitioner standards and training adequate to prepare personnel to work with children with diverse needs and disabilities?

11. Considerations for the Participation of IDEA Programs
Are public school operated programs participating in the QRIS?
How can we align and reconcile
existing program standards or
licensing exemption?
Does the type of school operated program make a difference for participation?