1. Transition Overview Current to Future

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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, 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.

10. 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

11. 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

12. 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.

13. 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.

14. 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).

15. 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.

16. 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).

17. 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.

18. 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.

19. 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

20. Classroom Observation Tool

21. 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.

22. 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.

23. 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

24. 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

25. 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.

26. 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.

27. 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.

28. 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.

29. 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

30. 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.

31. 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

32. 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

33. 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

34. 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

35. 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.

36. 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

37. 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.

38. 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.

39. 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.

40. 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.

41. 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.

42. 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

43. 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

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

45. 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

46. Next Steps
Programs
Visit 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

47. Complete the 3-2-1 activity
Closing Activity
Complete the activity
List three things you already knew before the presentation
List two things you learned today
List one question you have
Please locate the 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

48. Thank You
Please visit for information regarding future SUTQ Information Sessions
Patti Donofrio