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(B)(1) Developing and adopting a common, statewide Tiered Quality Rating and Improvement System. (10 points)

The extent to which the State and its Participating State Agencies have developed and adopted, or have a High-Quality Plan to develop and adopt, a Tiered Quality Rating and Improvement System that--

(a) Is based on a statewide set of tiered Program Standards that include-- (1) Early Learning and Development Standards;

(2) A Comprehensive Assessment System; (3) Early Childhood Educator qualifications; (4) Family engagement strategies;

(5) Health promotion practices; and (6) Effective data practices;

(b) Is clear and has standards that are measurable, meaningfully differentiate program quality levels, and reflect high expectations of program excellence commensurate with nationally recognized standards that lead to improved learning outcomes for children; and

(c) Is linked to the State licensing system for Early Learning and Development Programs.

In the text box below, the State shall write its full response to this selection criterion. The State shall include the evidence listed below and describe in its narrative how each piece of evidence demonstrates the State’s success in meeting the criterion; the State may also include any additional information it believes will be helpful to peer reviewers. If the State has included relevant attachments in the Appendix, these should be described in the narrative below and clearly cross-referenced to allow the reviewers to locate them easily.

In scoring the selection criterion, peer reviewers will determine, based on the evidence the State submits, whether each element of the selection criterion is implemented or planned; the quality of the implementation or plan (see the definition of a High-Quality Plan for the components reviewers will be judging); the extent to which the different types of Early Learning and Development Programs in the State are included and addressed; and the extent to which the unique needs of the State’s special populations of Children with High Needs are considered and addressed. The State is responsible for providing clear and detailed information to assist the peer reviewers in making these determinations.

Evidence for (B)(1):

 The completed table that lists each set of existing Program Standards currently used in the State and the elements that are included in those Program Standards (Early Learning and Development Standards, Comprehensive Assessment Systems, Qualified Workforce, Family Engagement, Health Promotion, Effective Data Practices, and Other), (see Table (B)(1)-1).

 To the extent the State has developed and adopted a Tiered Quality Rating and

Improvement System based on a common set of tiered Program Standards that meet the elements in selection criterion (B)(1)(a), submit--

o A copy of the tiered Program Standards;

o Documentation that the Program Standards address all areas outlined in the definition of Program Standards, demonstrate high expectations of program excellence commensurate with nationally recognized standards, and are linked to the States licensing system; and

Section B.High-Quality, Accountable Programs

(B)(1) Developing and adopting a common, statewide Tiered Quality Rating and Improvement System.

(a) Is based on a statewide set of tiered Program Standards that include-- (1) Early Learning and Development Standards;

(2) A Comprehensive Assessment System; (3) Early Childhood Educator qualifications; (4) Family engagement strategies;

(5) Health promotion practices; and (6) Effective data practices;

Going for the Gold: The District’s Tiered Quality Rating and Improvement System (QRIS): The District was one of the first States in the nation to establish a Quality Rating System when it established Going for the Gold in 2000. The QRIS was established to fulfill the following objectives: 1) reward programs that excel, 2) increase quality of care and education for children and families in the District of Columbia, 3) bring new providers into the subsidy system, 4) increase subsidy slots for children with high needs, 5) increase compensation for providers, and 6) help consumers be more informed about options.

The District’s licensing standards serve as the foundation for the Bronze level for all programs that receive subsidy dollars, meaning that licensure serves as the entry point for programs that serve high needs children to participate in the Going for the Gold. The Bronze level includes compliance with all licensing standards, which are inclusive of standards for family engagement strategies and health promotion practices. The contracts issued by OSSE’s Division of Early Learning to programs receiving subsidy stipulate that all programs also must use the Early Learning and Development Standards and must meet minimum Early Childhood Educator qualifications, including requiring a Program Director to possess a Bachelor’s degree and a lead teacher to have a CDA or associates degree in ECE. Pending changes to child care regulations will make requirements that are currently part of subsidy contracts to be codified in child care regulations. Examples of this include use of the District’s Early Learning and

Development Standards (DCELS) and promoting higher teacher qualifications. The Silver level is awarded to programs that are pending accreditation, which means they must have completed a self-study incorporating the following program standards: Early Learning and Development Standards, Comprehensive Assessment System, Early Childhood Educator qualifications, Family Engagement Strategies, and Health Promotion practices. And, Gold level programs have

reflecting that they are effectively implementing all of these Program Standards. The national accrediting bodies that are used at the GOLD level are the National Association for the Education of Young Children and the National Association of Family Child Care Homes.

All of the district’s child care centers and family child care homes that receive subsidies through the Child Care and Development Fund are required to participate in the QRIS. Since most of the Head Start programs in the District also receive subsidy dollars, they are also participating in the QRIS. The District’s public Pre-K programs in both traditional and charter public schools are license-exempt. However, some charters have elected to become licensed – and therefore participate in the QRIS – in order to receive subsidy dollars to provide wrap- around care for their students. As part of the District’s RTT-ELC reform, all of the DC Public Schools blended Head Start Pre-K programs in Title I schools have agreed to participate in the QRIS. All of the DCPS Title I schools are required to meet the Head Start performance standards, as such, efforts to recognize the Head Start performance standards in the District’s QRIS will facilitate their participation in the future. Pre-k programs in public charter schools will participate on a voluntary basis with incentives for participation. Currently, the QRIS has been revised and enhanced several times since it was launched and is currently in the process of a major enhancement and expansion, including a focus on creating a meaningful pathway for participation by all public Pre-K programs, creating continuous quality improvement standards, adding an environmental rating scale at the Bronze level and a CLASS at the Silver and Gold levels, and building out the standards at the Silver level to more meaningfully differentiate quality at the Silver level from quality at the Bronze and Gold levels.

(b) Is clear and has standards that are measurable, meaningfully differentiate program quality levels, and reflect high expectations of program excellence commensurate with nationally-recognized standards that lead to improved learning outcomes for children.

The District’s Going for the Gold has three levels – Bronze, Silver and Gold – tied to ascending rates of reimbursement. At the Bronze level, programs meet licensing standards based on an annual site visit by a trained and qualified monitor (required to possess at least a bachelor’s degree) licensing monitor. The District also makes unannounced visits throughout the year, and is swift to close programs that are not meeting expectations. Licensing monitors use a Going for the Gold specific monitoring tool (See Attachment 117) to evaluate whether programs are meeting the bronze level standards and requirements contained within the subsidy agreement. The monitoring tool collects data on the learning environment (evidence of use of DCELS)

whether a provider met early childhood educator qualifications, and standards for family

engagement and health promotion practices. In addition, programs provide data to OSSE for the Professional Development Registry.

The Silver tier is awarded when sites are “pending accreditation” with a research-based accreditation process administered by a nationally recognized accreditation body, most often the National Association for the Education of Young Children (NAEYC) accreditation for child care centers and Head Start programs and the National Association Family Child Care (NAFCC) for family child care homes. Programs are considered to be pending accreditation when they have completed their self-assessment but are awaiting final accreditation.

The Gold tier represents the highest level of quality achievement, which is NAEYC accreditation for child care centers and Head Start programs or NAFCCH accreditation for family child care homes. Both Accreditation systems include a full set of comprehensive standards as well as attention to standards related to respecting others and cultural and language competency.

NAEYC Accreditation is considered the mark of quality in early childhood education. NAEYC Accreditation began in 1985 with the goal of providing an accrediting system that would raise the level of early childhood programs. It is important to note that over the past five years, NAEYC has completely revamped and revised their accreditation process to ensure that all of the indicators, measures and criteria that are used for accreditation are research-based and have a range of quality indicators that are linked to child outcomes. The Accreditation process includes not only a self-assessment by program sites, but a parent questionnaire and an on-site validation review by a NAEYC trained accreditor. Quality indicators for child development centers at the Gold level include the following measures as part of the NAEYC Accreditation, which includes standards in the following areas:

Children Standards under this group focus on the advancement of children’s learning and development.

o Standard 1: Relationships o Standard 2: Curriculum o Standard 3: Teaching

o Standard 4: Assessment of Child Progress o Standard 5: Health

Teachers The focus for this standard is on the qualifications, knowledge, and professional commitment of a program’s teaching staff.

o Standard 6: Teachers

Family and Community Partners The two standards focus on relevant partnerships the program establishes with both families and the community.

o Standard 7: Families

o Standard 8: Community Relationships

Program Administration The final two standards focus on the program's physical environment and the leadership and management provided by the program

administration.

o Standard 9: Physical Environment

o Standard 10: Leadership and Management  Compliance with licensing regulations  Director qualifications and training  Staff qualifications and training  Staff compensation

 Parent involvement and consumer satisfaction  Learning environment

The Gold Level for licensed Family Child Care homes includes accreditation by the National Association for Family Child Care Association, the nationally recognized accreditation system designed specifically for family child care providers. This system was designed by hundreds of providers, parents, and early care and education experts in an effort to create a quality indicator for family child care programs across the country. NAFCC Accreditation is recognized as the highest indicator that a family child care program is a high quality

environment. NAFCC Accreditation is awarded to family child care providers who meet the eligibility requirements and the Quality Standards for NAFCC Accreditation.

NAFCCH Accreditation organizes the 289 Quality Standards into the five content areas: 1. Relationships

2. The Environment

3. Developmental Learning Activities 4. Safety and Health

5. Professional and Business Practices  Compliance with licensing regulations

 Child Development Home Provider (CDHP) qualifications and training  Parent involvement and consumer education

 Home environment and home evaluation

(c) Is linked to the State licensing system for Early Learning and Development Programs. The Bronze level of Going for the Gold is awarded to all child care programs that receive subsidy funds and are not otherwise license exempt (e.g., Pre-K programs in the traditional and charter public schools). Pre-k programs in DCPS schools are almost all in Title 1 schools that use a blended Pre-K/Head Start model that requires compliance the Head Start Performance Standards. So while these programs are not licensed, they are subject to the federal Head Start Performance reviews. As part of QRIS reform, the DCPS Head Start programs have agreed to participate in a revised QRIS and the public charter Pre K programs will be encouraged to participate in QRIS on a voluntary basis.

Over the past year, a QRIS Advisory Committee, including child care center and family child care home providers, charter school Pre-K leaders, and DC Public Schools leaders, have been engaged by OSSE’s Division of Early Learning and the Mayor’s Office to consider how to revise the QRIS standards to provide additional pathways for additional early learning and development programs in the District, including license-exempt public Pre-K to be able to participate in the QRIS. Related this goal, the working group advised on how to improve upon standards for programs that are currently participating in the QRIS in order to help them achieve higher tiered ratings. Recommendations included incorporating an additional set of quality standards such as use of the Classroom Assessment Scoring System (CLASS), an observational tool that provides a common lens and language focused on the classroom interactions that boost student learning. Currently, CLASS scores are collected on a sample of Pre-K teachers in state Pre-K, and the data from CLASS observations are used to support teachers’ unique professional development needs, set school-wide goals, and shape city-wide reforms.

Recommendations for the Bronze level will include using an environmental rating system (ERS) to inform the quality improvement plan so that programs are more likely to move up to Silver rather than languish at the Bronze level. Part of the work of the RTT-ELC will be to develop the leadership infrastructure and staffing capacity within OSSE’s Early Learning

Division to manage and implement QRIS in a way that assists more providers in achieving higher ratings. Increasing OSSE’s capacity will also ensure that the rating process reliably measures compliance with QRIS standards, including licensing and accreditation.

Rating and Improvement System

Goal B1.1: Strengthen the QRIS Connection to Quality

Rationale: The District has strong leadership and commitment to using the QRIS as a publicly recognized tool to understand the quality of early learning and development programs that are provided to children in the city, with particular attention to access to quality programs for children with high need. The QRIS not only provides a way to monitor access to quality programs by children with high needs in each of the District’s eight Wards, but it is a tool that can be used to guide continuous quality improvement in all program types, including licensed child care and family child care homes, subsidized child care and family child care homes, Head Start, and license-exempt public DCPS and charter school Pre-K programs. The District’s high quality plan for strengthening the QRIS connection to quality includes both engagement with key stakeholders to inform the changes and support the process as well specific work to build out the Bronze and Silver levels in order to ensure clearly understood standards and indicators of quality at each level.

The current QRIS, Going for the Gold, is a strong base for the enhanced and expanded QRIS. Over the past year, leaders from throughout the early childhood community have come together to make recommendations for this enhancement and expansion. The discussions regarding the participation of license-exempt public Pre-K focused extensively on creating a meaningful pathway for charters and DCPS to participate in the QRIS. Steps toward the goal of wider participation include the charter schools piloting the use of the CLASS in a sample of Pre- K programs. DCPS already uses the CLASS in all of its Pre-K programs in Title I schools. In addition, in September of this year, the authorizing body for charters in the District of Columbia approved an accountability framework for evaluating charter schools performance at the Pre-K grade level (See Attachment 112). This framework includes performance on the CLASS and in- seat attendance as important metrics for tracking the quality of Pre-K programs in charters. Given the above, scores on the CLASS will provide a strong platform for license-exempt Pre-K to participate in the District’s QRIS. With increased participation, the QRIS will have more comprehensive data with which to evaluate the link between QRIS inputs and student outcomes – and in turn to evolve the QRIS to reflect this learning. That continuous improvement process will serve as a strong incentive for license-exempt programs to opt in.

OSSE will add the staffing capacity necessary to implement a QRIS monitoring system with resources from the RTT-ELC grant and local investments that will increase over time in order to ensure sustainability of the QRIS team. Through the RTT-ELC reforms, the District will

move Going for the Gold forward to be among the strongest QRIS systems in the nation. The time is right and the ground has been laid for immediate start-up and implementation of the enhanced QRIS rating system, provider engagement, and continuous quality improvement across all components of the early care and education system.

Activity B1.1.1. The District will regularly convene the QRIS Advisory Committee, which is comprised of key District leaders and providers who have come together in the past to inform the expansion of the QRIS. This group will serve as an advisory and problem solving group to the District around monitoring, rating processes and rating level assignment. Specifically, they will:

 Inform standards development including the build out of the Going for the Gold standards at the Silver level.

 Work with the public charter schools and DCPS to create a pathway to Silver and Gold for the public Pre-K programs that is relevant and acknowledges their teaching and learning environment and regulatory cultures, and supports continuous quality improvement.

 Inform the development of the Validation Study and selection of an independent evaluator.

 Provide input into provider and community engagement strategies and marketing

materials, especially for diverse communities to help families with high needs select high quality options for their children.

 Provide input into the array of incentive strategies by program type to promote participation in QRIS and to support quality improvement for programs.