QRIS Standard Updates

Report
Recommendations for
Removing QRIS Standards
Board Meeting
February 12, 2013
1
Background



2
In Spring 2012, EEC contracted with
EDC to update the literature review to
include updates to the standards.
In 2012, EEC contracted with University
of Massachusetts Donahue Institute
(UMDI) to conduct the QRIS Validation
Study
UMDI provided EEC with a measurement
map of standards to be included and
excluded in the QRIS Validation Study.
QRIS Standards

3
Reviews of QRIS standards have found
that the current standards fall into the
following categories:
 Evidence based
 Measurable
 Linked to Child Outcomes
 Already Measured in an evidenced
based tool used in QRIS
 Not linked to Child Outcomes
 Not measurable
Recommendations for Removing
Standards

EEC and the Planning and Evaluation
Committee recommends removing
standards that fall into the following
three categories:
Already Measured in an evidenced based tool used
in QRIS (11 Standards for Center Based, 8 for
Family Child Care, 9 for School Age and Out of
School Time)
 Not linked to Child Outcomes (3 standards for
Center Based, 10 for Family Child Care, 3 for
School Age and Out of School Time)
 Not measurable (12 Standards for Center Based, 4
for Family Child Care, 3 for School Age and Out of
School Time)

4
Recommendations for Removing
Standards

Standards that are proposed to be
removed fall into the 5 core categories





5
Curriculum, Assessment and Diversity (3 in FCC, 2 in
Center Based, 1 in School Age and Out of School Time)
Safe, Healthy Indoor and Outdoor Environments (3 in
FCC, 3 in Center Based, 1 in School Age and Out of
School Time)
Family and Community Engagement (5 in FCC, 2 in
Center Based, 4 in School Age and Out of School Time)
Leadership, Management and Administration (8 in FCC,
13 in Center Based, 9 in School Age and Out of School
Time)
Workforce Development and Professional Qualifications
(2 in FCC, 6 in Center Based, 0 in School Age and Out of
School Time)
Recommendations for Removing
Standards
Removal of the Standards does not
mean the standards are not important.
 The standards proposed to be removed
are either measured elsewhere through
evidence based tools, are currently
collected data (i.e. PQ Registry, BAS,
PAS) or have no link to child outcomes
thus it is unclear of their connection to
quality.
 Some of the standards proposed are
currently included in the QRIS Validation
Study

6
Standards Already Measured in an
Evidenced Based Tool used in QRIS
Center Based
Criteria #
Standard
Key Domain of
Quality
1A.2.2
Materials reflect the language and culture of
the children in the classroom, their
communities, and represent the diversity of
society.
Curriculum,
Assessment and
Diversity
Level 2
1A.3.1
Staff include parental input in the progress
reports.
Curriculum,
Assessment and
Diversity
Level 3
2A.2.2*
Demonstrates healthy, safe and clean indoor
and outdoor environments.
2A.3.3*
Demonstrates healthy, safe and clean indoor
and outdoor environments.
2A.4.1*
4A.4.1*
QRIS Measurement Source
ITERS-R AND/OR ECERS-R self assessed average
score of 3 w ith no single item below 3
Documentation
(Program Improvement Plan)
ITERS-R AND/OR ECERS-R reliable rater score average
of
5 w ith no single item below 4
Level 2
Level 3
Documentation
(Progress report description on parental input for
preschool children three times a year and for children
w ith disabilities four times a year)
IITERS-R AND/OR ECERS-R self assessed average
score of 3
w ith no single item below 3
ITERS-R AND/OR ECERS-R reliable rater score average
of 5 w ith no single item below 4
ITERS-R AND/OR ECERS-R
reliable rater score average of
6 w ith no single item below 5
Program demonstrates stimulating indoor and
outdoor environments that provides access to
sinks in the classroom.
Safe, Healthy Indoor
and Outdoor
Environments
Level 4
Parents participate on the Advisory Board for
the program and are actively involved in the
policy and decision making for the program.
Family and Community
Engagement
Level 4
* included in UMDI QRIS Validation Study
7
Safe, Healthy Indoor
and Outdoor
Environments
Safe, Healthy Indoor
and Outdoor
Environments
QRIS
Level
Documentation
(Documentation that portable sinks are in compliance
w ith health requirements, if applicable)
ITERS-R and/or ECERS-R reliable rater score average of
6 w ith no single item below 5
Where it's
located?
ITERS, p. 41,
ECERS, p. 48
ITERS, p. 54,
ECERS, p. 67
ITERS, p. 1017, ECERS, p.
10-21
ITERS, p. 1017, ECERS, p.
10-21
ITERS, p. 24,
ECERS, p. 28
ITERS, p. 54,
ECERS, p. 67
Standards Already Measured in an
Evidenced Based Tool used in QRIS
QRIS
Level
Standard
5A.2.2
Program has a w ritten admissions policy that
promotes an aw areness of and respect for
differences among children and families, a
respect for the child and their family’s culture
and language, and is responsive to the
inclusion of a variety of learning needs.
Leadership,
Management and
Administration
Level 2
5A.4.1
Program staff and advisory board are
involved in the development of the business
plan and it is review ed periodically for
updating.
Leadership,
Management and
Administration
5A.4.3
An outside audit is conducted annually by a
certified public accountant.
5A.4.4
5B.3.4*
Program shares the results of the program
quality rating w ith the families, staff,
governing board and funders.
The program has a system to support the
career development of staff through a career
ladder (e.g., regularly scheduled time to meet
w ith a supervisor or mentor to monitor
progress tow ards career goals).
* included in UMDI QRIS Validation Study
8
Key Domain of
Quality
Criteria #
QRIS Measurement Source
Where it's
located?
ITERS-R AND/OR ECERS-R self-assessed score
average of 3 w ith no single item below 3
Leadership,
Management and
Administration
Leadership,
Management and
Administration
Supervision
Documentation
(Copy of admissions policy promoting diversity (e.g., a
statement that the program recruits and encourages the
enrollment of children and families from diverse
backgrounds)
ITERS, p. 54,
ECERS, p. 67
Level 4
PAS score of 7
PAS, p. 39
Level 4
PAS score of 7
PAS, p. 35
Level 4
ITERS-R and/or ECERS-R reliable rater score average of
6 w ith no single item below 5
PAS, p. 54
Level 3
PAS score of 5 or higher
PAS, p. 15
Standards Not linked to Child
Outcomes
Center Based
Criteria #
Key Domain of Quality
5A.2.3
Program has a w ritten business plan.
Leadership, Management and
Administration
Level 2
5A.2.5*
Program has policies that support teacher
retention.
Leadership, Management and
Administration
Level 2
5A.3.4
Program has a annual review conducted of the
accounting records by an independent party
w ho has accounting or bookkeeping expertise.
Leadership, Management and
Administration
Level 3
* included in UMDI QRIS Validation Study
9
QRIS
Level
Standard
QRIS Measurement Source
Documentation
(Written business plan that includes an annual operating
budget that is used to guide planning, set goals, and
make decisions)
Documentation
(Description of program policies that support teacher
retention)
Documentation
(Document signed by program administrator indicating
that provider consults w ith an independent third party
w ho has expertise in accounting or bookkeeping
expertise)
Standards Not Measurable
Center Based
Criteria #
Standard
Key Dom ain of Quality
QRIS Level
QRIS Measurem ent Source
3A.2.4*
Program administrator is trained in the MA Guidelines for Preschool
Learning Experiences, the Infant / Toddler Learning Guidelines, child
development, the Strengthening Families protective factors, and is
know ledgeable about the core competencies in order to be able to
develop their staff’s professional development plans.
Designated Program Administrator
Qualifications and Professional
Development
Level 2
PQ Registry
(Training)
3A.2.5*
Program administrator has received professional development in
supervision of adults and strategies for w orking w ith adults.
Designated Program Administrator
Qualifications and Professional
Development
Level 2
PQ Registry
(Training)
3A.2.6
Program administrator has an Individual Professional Development Plan
(IPDP) that addresses their process and timelines to achieve the
Designated Program Administrator
Program Administrator Qualifications for the next level of the QRIS and
Qualifications and Professional
increases their competency along the advanced continuum of the core
Development
competencies.
Level 2
Documentation
(Signed document that IPDP is
review ed regularly and completed
annually)
3A.3.4
Program administrator’s IPDP addresses their process and timelines to
achieve the Program Administrator Qualifications for the next level of
the QRIS and increases their competency along the advanced
continuum of the core competencies.
Designated Program Administrator
Qualifications and Professional
Development
Level 3
Documentation
(Signed document that IPDP is
review ed regularly and completed
annually)
3A.4.4
Program administrator has a Professional Development Plan that
addresses areas of identified needs and increases their competency
along the advanced continuum of the core competencies.
Designated Program Administrator
Qualifications and Professional
Development
Level 4
Documentation
(Signed document that IPDP is
review ed regularly and completed
annually)
3B.2.4
All Educators have an IPDP that is developed in conjunction w ith the
Supervisor that addresses the identified professional development
needs of that Educator and the development of their competency along
the initial level of the continuum of the core competencies. The IPDP
must also address the actions and timelines that need to be met in
order to move to the next level of the QRIS.
Program Staff Qualifications and
Professional Development
Level 2
Documentation
(Signed document that IPDP is
review ed regularly and completed
annually)
* included in UMDI QRIS Validation Study
10
Standards Not Measurable
Criteria #
4A.3.1
Standard
A daily tw o w ay communication system is available betw een the
educators and families through a variety of means
Family and Community Engagement
QRIS Level
QRIS Measurem ent Source
Level 3
Documentation
(Document signed by program
administrator describing the
variety of daily communication
methods, e.g. scheduled
telephone hour, checklists, e-mail)
5A.2.1
Communication and updates on the program are provided to Educators
and families.
Leadership, Management and
Administration
Level 2
5A.2.5*
Program has policies that support teacher retention.
Leadership, Management and
Administration
Level 2
5A.3.1*
Program tracks and monitors absences of individual children and
contacts families w hen children are absent more than 20% in a month.
Leadership, Management and
Administration
Level 3
5A.3.4
Program has a annual review conducted of the accounting records by
an independent party w ho has accounting or bookkeeping expertise.
Leadership, Management and
Administration
Level 3
5A.4.2
Program has a system of technology that allow s for data collection
and tracking program information.
Leadership, Management and
Administration
Level 4
* included in UMDI QRIS Validation Study
11
Key Dom ain of Quality
Documentation
(Document signed by program
administrator that program
updates are provided at least
quarterly to staff and families in
their primary, or preferred,
language to he extent appropriate
and possible)
Documentation
(Description of program policies
that support teacher retention)
Documentation
(Description of how program
addresses absences)
Documentation
(Document signed by program
administrator indicating that
provider consults w ith an
independent third party w ho has
Documentation
(Signed checklist/document that
the program has a technology
system that maintains and tracks
information on: children’s health,
services, absenteeism, children’s
educational information, staff
qualifications, professional
development and financial record)
Standards Already Measured in an
Evidenced Based Tool used in QRIS
Family Child Care
Criteria
#
1A.2.3
1A.3.1
Standard
Key Dom ain of Quality
Materials reflect the language and culture of the
children being served in the family child care home, Curriculum, Assessment,
their communities, and represent the diversity of
and Diversity
society.
Educators offer opportunities for parental input in
the progress reports.
Curriculum, Assessment,
and Diversity
FCC demonstrates safe and healthy indoor and
outdoor environments that includes at least 3-4
Safe, Healthy Indoor and
2A.2.1
interest areas w ith a variety of age appropriate
Outdoor Environments
materials and equipment available and accessible to
children.
QRIS Measurem ent Source
Where is it
located?
FCCERS-R self-assessed score average of 3
w ith no item below a 3
Level 2
Level 3
Documentation
FDCERS, p. 42
(FCC develops a program improvement plan
describing how program plans to move to the next
QRIS level)
FCCERS-R reliable rater score average of 5 w ith
no item below a 4
FDCERS, p. 64
FCCERS-R self-assessed score average of 3
w ith no item below a 3
Level 2
Documentation
(Program improvement plan incorporates FCCERSR self-assessment results)
FDCERS, p. 1421
2A.3.1
FCC demonstrates quality indoor and outdoor
environments that includes access to space for
indoor gross motor activities.
Safe, Healthy Indoor and
Outdoor Environments
Level 3
2A.4.1
FCC demonstrates stimulating indoor and outdoor
environments.
Safe, Healthy Indoor and
Outdoor Environments
Level 4
FCCERS-R reliable rater score
average of 6 w ith no single
item below 5
FDCERS, p. 1421
Family and Community
Engagement
Level 2
BAS score of 3 or higher, licensing regulations
BAS, p. 23
Family and Community
Engagement
Level 4
FCCERS-R reliable rater score average of 6 w ith
no single item below 5
FDCERS, p. 64
Supervision
Level 3
FCCERS-R reliable rater score average of 5 w ith
no item below a 4
FDCERS, p. 67
Educator maintains a list of current community
resources that support families that is alw ays
4A 2.2
accessible to parents, including information about
available resources for annual vision, hearing and
dental screenings.
Families are encouraged to volunteer to assist in the
program and, w ith appropriate supervision, share
4A.4.1
cultural and language traditions or other interests
such as their jobs, hobbies and other relevant
information.
Educator(s) has a regularly scheduled meeting time
5B.3.1 each w eek to plan activities, child observations and
use of materials.
12
QRIS Level
FCCERS-R reliable rater score average of 5 w ith FDCERS, p. 14no item below a 4
21
Standards Not linked to Child
Outcomes
Family Child Care
Criteria #
Standard
Key Dom ain of Quality
QRIS Level
QRIS Measurem ent Source
Where is it
located?
BAS score of 3 or higher
1A.2.1*
4A 3.1
4A.3.2*
4A.3.3*
Schedule reflects that educators has
regular curriculum planning time.
A daily tw o w ay communication system
is available betw een the educators and
families through a variety of means (e.g.
scheduled telephone hour, checklists,
email).
Educator has developed informational
materials on the program that are in the
language of the community, are available
for use in the community and are given to
prospective families.
Educator participates in local community
group w ork that is related to early
childhood, cultural group served by the
program and/or family support.
Curriculum, Assessment,
and Diversity
Level 2
Documentation
(Verification by provider that
regular curriculum planning
time is scheduled)
Family and Community
Engagement
Level 3
FDCRS-R reliable rater score average of 5 w ith no
item below a 4
FDCRS, p.64
Family and Community
Engagement
Level 3
BAS score of 5 or higher
BAS, p. 21 and 23
Family and Community
Engagement
Level 3
BAS score of 5 or higher
BAS, p. 25
BAS, p. 17
FDCERS-R self-assessed score average of 3 w ith
no item below a 3.
5A 2.1
Commumication and updates on the
program are provided to Educators and
families
* included in UMDI QRIS Validation Study
13
Leadership, Management
and Administration
Level 2
Documentation
(Document signed by family child care licensee that
updates are provided at least tw ice a year to staff
and families in their primary or preferred language to
the extent appropriate and possible.)
FDCRS, p.64
Standards Not linked to Child
Outcomes
Criteria #
Standard
Key Dom ain of Quality
QRIS Level
QRIS Measurem ent Source
Where is it
located?
BAS score of 3 or higher
5A.2.2
Family Child Care Home has a w ritten
business plan.
Leadership, Management
and Administration
Level 2
5A.3.3
FCC consults w ith a qualified tax
preparer to assure compliance w ith
reporting requirement and payment of
taxes.
Leadership, Management
and Administration
Level 3
Documentation
(Written business plan w ith operating budget that
includes an annual operating budget that is used to
guide planning, set goals, and make decisions)
BAS score of 5 or higher
BAS, p. 15
BAS, p.15
BAS score of 7
5A.4.1*
FCC has a system for data collection and
tracking children's health, services,
absenteeism and educational information,
and professional development and
financial record keeping.
Leadership, Management
and Administration
Level 4
5B.4.2
Educator salary scales reflect the
educational levels, experience and
performance levels, as determined by the
annual evaluation of the educator.
Supervision
Level 4
* included in UMDI QRIS Validation Study
14
Documentation
(Checklist/document signed by
family child care provider that the program has a
system that maintains & tracks information on:
children’s health, services, absenteeism, children’s
educational information, staff qualifications,
professional development)
BAS score of 7
BAS, p.17
BAS, p. 27
Standards Not Measurable
Family Child Care
15
Criteria #
Standard
Key Dom ain of Quality
QRIS Level
QRIS Measurem ent Source
3A.2.5
Educator(s) has IPDP that addresses their identified training
needs and increases their competency along the continuum of
the core competencies and the actions and timelines to move to
the next level of QRIS.
Family Child Care Educator
Qualifications and Professional
Development
Level 2
Documentation
(Signed document that IPDP is review ed regularly
and completed/updated, at least once, annually)
3A.3.3
IPDP ensures that the Educator(s) receives training in the
components of the assessment process including screening,
observation, use of assessment tools and processes for
accessing additional services and addresses the actions and
timelines to move to the next level of QRIS and development of
competency.
Family Child Care Educator
Qualifications and Professional
Development
Level 3
Documentation
(Signed document that IPDP is review ed regularly
and completed/ updated, at least once, annually)
5A 2.3
FCC has w ritten admissions policy that promotes an aw areness
of and respect for differences among children and families, a
respect for the child and their family's language, and is
responsive to the inclusion of a variety of learning needs.
Leadership, Management and
Administration
5A4.2
FCC shares the results of the program quality rating w ith the
fmailies, educator, the family child care system, governing board
and funders, as appropriate.
Leadership, Management and
Administration
Level 3
Documentation (Copy of admissions plicy
promoting diversity, e.g., a statement that the
program recruits and encourages the enrollment
of children and families from diverse
backgrounds.)
Level 4
Documentation (List of methods that FCC uses to
share QRIS rating w ith families, educators,
governing board and funders)
Standards Already Measured in an
Evidenced Based Tool used in QRIS
After School and Out of School Time
Criteria
#
Standard
Key Domain of
Quality
1A.2.3
Material reflect the language and culture
of the students in the program, their
communities and represent the diversity
of society.
2A.3.1
Demonstrates stimulating indoor and
outdoor environments
4A.2.2
4A.2.5
16
QRIS
Level
QRIS Measurement Source
Where is it
located?
Curriculum,
Assessment and
Diversity
Level 2
SACERS self assessed score average of 3 w ith no
single item below 3 and/ using results of ERS self
assessment program develops a program improvement
plan describing how the program plans to move to the
next QRIS level.
SACERS, p. 23
Safe, Healthy Indoor
and Outdoor
Environments
Level 4
SACERS reliable rater score average of 6 w ith no single
item below 5.
SACERS, p. 7
Level 2
SACERS self assessed score average of 3 w ith no
single item below 3 using results of ERS selfassessment, program develops program improvement
plan describing how program plans to move to the next
QRIS level. APT-Q score of 3 or higher. Documentation
signed by administrator describing the opportunities for
parents to meet w ith Educator at least once a month and
list of community resources and document signed by
program administrator that briefly describes the
community events that the program participates in at
least annually and a description of program improvement
plan based on Strengthening Families self-assessment.
SACERS, p. 31
Level 2
SACERS self assessed score average of 3 w ith no
single item below 3 using results of ERS selfassessment, program develops program improvement
plan describing how program plans to move to the next
QRIS level. APT-Q score of 3 or higher. Documentation
signed by administrator describing the opportunities for
parents to meet w ith Educator at least once a month and
list of community resources and document signed by
program administrator that briefly describes the
community events that the program participates in at
least annually and a description of program improvement
plan based on Strengthening Families self-assessment.
SACERS, p. 27
Program maintains a list of current
community resources that support
families is accessible to students and
families. Program participates in
community events. Program has
Family and Community
developed informational materials on the
Engagement
program that are in the language of the
community, are available for educators
to use in the community and are given to
prospective families and students.
Program has developed informational
materials on the program that are in the
language of the community, are
Family and Community
available for educators to use in the
Engagement
community and are given to prospective
families and students.
Standards Already Measured in an
Evidenced Based Tool used in QRIS
Criteria
#
Key Domain of
Quality
QRIS
Level
QRIS Measurement Source
Where is it
located?
4A.3.1
A daily tw o w ay communication system
Family and Community
is available betw een the educators and
Engagement
families through a variety of means.
Level 3
SACERS reliable rater score average of 5 w ith no item
below 4. Document signed by program administrator
describing
SACERS, p.
5A. 3.1
Program tracks and monitors absences
of individual children and contacts
families w hen children are absent more
than 20% in a month
4A.4.1
Parents participate on the Advisory
Board for the program and are actively Family and Community
involved in the policy and decision
Engagement
making for the proram.
Standard
Leadership,
Management and
Administration
Level 3
Level 3
Program shares the results of the
program quality rating w ith the families,
staff, governing board and funders.
Leadership,
Management and
Administration
Level 4
Program has a system of technology
that allow s for data collection and
tracking program information
Leadership,
Management and
Administration
Level 4
5A.4.2
5A.4.3
17
SACERS Reliable rater score average of 5 w ith no single
item below 4. Program administrator signs a document
indicating that an annual financial review conducted by SACERS, p. 17
an indpendent party w ho has accounting or bookkeeping expertise.
SACERS reliable rater score average of 5 w ith no item
below 4. Document signed by program administrator
describing
SACERS reliable rater score average of 6 w ith no single
item below 5. Signed checklist/document that the
program has a technology system that maintains and
tracks information on: children's health services,
absenteeism, children's educational information, staff
qualifications, proressional development and financial
record keeping.
SACERS reliable rater score average of 6 w ith no single
item below 5. Signed checklist/document that the
program has a technology system that maintains and
tracks information on: children's health services,
absenteeism, children's educational information, staff
qualifications, proressional development and financial
record keeping.
SACERS, p. 27
SACERS, p. 27
SACERS, p. 17
Standards Not linked to Child
Outcomes
After School and Out of School Time
18
Criteria
#
Standard
Key Domain of
Quality
5A.2.1
Communication and updated on the program
are provided to Educators and Families
Leadership, Management and
Administration
5A.2.2
Program has a w ritten adminission policy that
promotes an aw areness of and respect for
differences among child and families, a respect Leadership, Management and
for the child and their family's culture and
Administration
language and is responsive to the includion of
a variety of learning needs.
5A.2.3
Leadership, Management and
Administration
Program has a w ritten business plan
QRIS
Level
QRIS Measurement Source
Level 2
APT-Q VI a score of 3 or higher. Written business
plan w ith operating budget that includes an annual
operating budget that is used to guide planning, set
goals and make decisions.
Level 2
APT-Q VI a score of 3 or higher. Written business
plan w ith operating budget that includes an annual
operating budget that is used to guide planning, set
goals and make decisions.
Level 2
APT-Q VI a score of 3 or higher. Written business
plan w ith operating budget that includes an annual
operating budget that is used to guide planning, set
goals and make decisions.
Standards Not Measurable
After School and Out of School Time
Criteria #
Standard
Key Dom ain of Quality
QRIS Level
5A.3.4
Program has an annual review of the accounting
records by an independent party w ho has
accounting or book-keeping expertise.
Leadership, Management
and Administration
Level 3
Educators and advisory board are involved in the
development of the business plan and it is
review ed periodically for updating.
Leadership, Management
and Administration
Level 4
Educator salary scales relect the educational
levels, experience and performance levels, as
determined by the annual evaluation of the
educators, and is comparable w tiht eh current
w age level of others in the community w ith the
same levels of education.
Supervision
Level 4
5A.4.1
5B.4.1
19
QRIS Measurem ent Source
SACERS Reliable rater score average of 5 w ith no
single item below 4. Program administrator signs a
document indicating that an annual financial review
conducted by an indpendent party w ho has accounting
or book-keeping expertise.
SACERS reliable rater score average of 6 w ith no single
item below 5. Signed checklist/document that the
program has a technology system that maintains and
tracks information on: children's health services,
absenteeism, children's educational information, staff
qualifications, proressional development and financial
record keeping.
Portion of w ritten policy that show s that employment
reflects salary policies.
Exception to Recommendations for
Removing Standards

20
The Planning and Evaluation Committee
determined that standards regarding
Educator education qualifications should
remain in the standards even though
they are measured by the BAS, PAS and
can be verified by the PQR.
Exception to Recommendations for
Removing Standards- Example
Family Child Care
Criteria #
Standard
Key Dom ain of Quality
3A.2.1
All educators caring for children have a
high school diploma or GED.
Family Child Care Educators Qualifications
and Professional Development
3A.3.1
At least one educator, that w orks the full
program day, meets the requirements of
Level 2 and has CDA, (or higher i.e.
Associate’s degree or Bachelor’s
degree) w ith 15 college credits in early
childhood education, child development,
and/or special education.
Family Child Care Educator Qualifications
and Professional Development
3A.4.1
At least one educator has an
Associate's degree, or has equivalent
coursew ork (60 college credits and is
enrolled in a Bachelor’s degree program,
or a higher degree i.e. Bachelor’s
degree), in early childhood education,
child development, early childhood
special education or a related field w ith
24 credits in early childhood.
Family Child Care Educator Qualifications
and Professional Development
QRIS Level
QRIS Measurem ent Source
BAS score of 3 or higher
21
Level 2
PQ Registry
(Qualifications and Experience)
BAS score of 5 or higher
Level 3
PQ Registry
(Qualifications and Experience)
BAS score of 7
Level 4
PQ Registry
(Qualifications and Experience)
Next Steps
Improve the data quality in all of EEC’s
systems specifically the PQR and QPM in
order to use the PQR data to verify the
applicable standards proposed to be
removed.
 February Board Meeting- Board votes on
removing standards.
 QPM is updated based on Board vote.

22

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