Region 5                        

Quality Rating and Improvement System (QRIS) Measurement Tools

 

Upcoming Trainings

For Statewide Information please visit: www.cdedu.us/QRIS

Environmental Rating Scales Level

 

5 hours (0.5 CEUs)

Early Childhood Environment Rating Scale (ECERS-R)/ Infant/Toddler Environment Rating Scale (ITERS-R) and the Arnett Caregiver Intereaction Scale- Level 1 

In this training, participants will learn about the content and use of the ECERS/ITERS, practice scoring, review results, and describe strategies for program improvement. The ECERS/ITERS is a valid and reliable tool for program evaluation. Programs can use this scale for self-assessment and to determine areas for improvement. The Arnett caregiver Interaction Scale is designed to measure the emotional tone, disciplinary style, and the responsiveness of the educator. During this training, participants will review the organization and content of the Interaction Scale, practice using the tool as a self-assessment measure, and utilize the results to identify areas for improvement. Use of these tools in this manner serves to help educators plan programs that improve the environment and increase positive interactions with children.

Using your Infant/Toddler Environment Rating Scale (ITERS) Results for Program Improvement: Level 2

 Quality early education and care is vital for children, families, and educators and society. It allows parents to be more productive and efficient at work while providing a strong foundation for children’s school and life success. The Environment Rating Scales, including the Infant/Toddler Environment Rating Scale (ITERs), helps educators/programs to assess program quality. The results of the self-assessment can then be used to identify action steps to improve program quality. In studies, a relationship was found between higher scores on the ITERs and more positive child development outcomes that are considered important for later school success.

This training is designed to support educators and administrators who have completed the ITERs prior to attending this training. During the training, participants will examine self-assessment scores, participate in activities designed to clarify and examine quality components in the tool, review identified strengths and challenges, identify strategies to implement quality improvements, and review/complete and/or revise their Continuous Quality Improvement Plan (CQI).

Participants need to bring the following to the training:

• ITERS book with scoring completed
• Current Continuous Quality Improvement Plan (CQI)
• Current Individual Professional Development Plan (IPDP)

Using your Early Childhood Environment Rating Scale (ECERs-R) Results for Program Improvement: Level 2

Quality early education and care is vital for children, families, and educators and society. It allows parents to be more productive and efficient at work while providing a strong foundation for children’s school and life success. The Environment Rating Scales, including the ECERs-R, helps educators/programs to assess program quality. The results of the self-assessment can then be used to identify action steps to improve program quality. In studies, a relationship was found between higher scores on the ECERs and more positive child development outcomes that are considered important for later school success.

This training is designed to support educators and administrators who have completed the ECERS-R prior to attending this training. During the training, participants will examine self-assessment scores, participate in activities designed to clarify and examine quality components in the tool, review identified strengths and challenges, identify strategies to implement quality improvements, and review/complete and/or revise their Continuous Quality Improvement Plan (CQI).

Participants need to bring the following to the training:

• ECERs-R book with scoring completed
• Current Continuous Quality Improvement Plan (CQI)
• Current Individual Professional Development Plan (IPDP)

Family Child Care Environment Rating Scale (FCCERS) and the Arnett Caregiver Interaction Scale- Level 1

The Family Child Care Environmental Rating Scale (FCCERS) is a valid and reliable tool for measuring the quality of a family child care program. Resulting data can be used to make decisions and plans for program improvement as well as advancement on the Quality Rating Improvement System (QRIS). Participants will become familiar with the FCCERS tool, the specific items it measures, and how to implement it in a family child care setting. Examples of recommended practices and useful strategies for planning program improvements will be shared. The Arnett caregiver Interaction Scale is designed to measure the emotional tone, disciplinary style, and the responsiveness of the educator. During this training, participants will review the organization and content of the Interaction Scale, practice using the tool as a self-assessment measure, and utilize the results to identify areas for improvement. Use of these tools in this manner serves to help educators plan programs that improve the environment and increase positive interactions with children.

Using your Family Child Care Environmental Rating Scale (FCCERs) Results for Program Improvement: Level 2

Once a family child care program has been rated and scored using the Family Child Care Environmental Rating Scale (FCCERS), it’s time to identify areas of strengths and areas for improvement. Educators can find this task overwhelming and unclear. This training will guide the family child care educator to review their results, adjust scoring when necessary to accurately reflect current practices, and create a realistic and achievable plan for program improvement (CQI). Prerequisites: Participants must have been involved in implementing the FCCERS for and have a FCCERS tool which has been rated and scored within the last year. Please bring this tool with you to this training as well as your completed FCCERS tool.

Participants need to bring the following to the training:

• FCCERs book with scoring completed
• Current Continuous Quality Improvement Plan (CQI)
• Current Individual Professional Development Plan (IPDP)

Using the School-Age Children Environment Rating Scale (SACERS) and the Arnett Caregiver Interaction Scale for Program Assessment and Improvement, Level 1

The need for school age child care has existed for a long period of time. School-age programs vary both in facility and content of the program. The SACERs tool is for school age programs serving children from age 5-12. Given this broad age range, it is essential to offer activities that meet the widely differing needs and interests of children over a 7-year age span. The SACERs tool helps programs evaluate current practices and identified areas of strength as well as areas needing improvement. In this training, participants will learn about the content and use of the School-Age Care Environment Rating Scale (SACERS), practice scoring, review results, and describe strategies for program improvement. The Arnett Caregiver Interaction Scale is designed to measure the emotional tone, disciplinary style, and the responsiveness of the educator. During this training, participants will review the organization and content of the Interaction Scale, practice using the tool as a self-assessment measure, and utilize the results to identify areas for improvement. Use of these tools in this manner serves to help educators plan programs that improve the environment and increase positive interactions with children.

Using your School Age Environment Rating Scale (SACERs) Results for Program Improvement, Level 2

Research indicates that attending high quality after school programs can yield positive developmental outcomes for children. Yet, many programs struggle to understand and implement elements that lead to quality programming. Program quality assessment tools can assist with learning about and implementing changes that result in a higher quality program. This training is designed for educators who have already completed an initial training on the SACERs tool. Part 2 of the SACERs training will include a review of scoring and an in depth review of the elements of the assessment tool. Educators will be supported in the sometimes challenging process of reviewing results and setting realistic goals for program improvement.

Participants need to bring the following to the training:

• SACERs book with scoring completed
• Current Continuous Quality Improvement Plan (CQI)
• Current Individual Professional Development Plan (IPDP)

Strengthening Families and the Five Protective Factors

Early education and care programs can have a significant impact on reducing child abuse and neglect. To support programs in achieving this important goal, the Center for the Study of Social Policy (CSSP) developed the Strengthening Families approach. This approach is the product of a research study which was conducted across the country starting in 2001. In this study, researchers found a correlation between quality early childhood education and care programs and the reduction of abuse and neglect in families. During this training, participants will learn about the Strengthening Families Approach, risk and protective factors, strategies to support families, and use of the early childhood educator program self-assessment.

Strengthening Families Self-Assessment includes: Self-Assessment, Protective Factors Survey, and Staff Survey. This tool is required for center-based/ school based, FCC, and Afterschool/Out of School Time Programs participating in QRIS at Level 2.

Strengthening Families and the Five Protective Factors- Level 2

Investments in quality early education have high rates of return for society. Investing in early childhood education has been shown to increase school success, improve economic status, and reduce incarceration. Strong business practices are essential in creating and maintaining fiscally sound early childhood programs, with learning environments that nurture and challenge young children. This is imperative in all early childhood settings as educators play a vital role in ensuring that children experience a smooth transition from the early years to the early grades. The strategies presented in the Strengthening Families (SF) Approach serve to help educators integrate protective factors into their programs.  During this training, participants will revisit their self-assessment results, discuss their action plan, articulate steps and challenges to putting their plan into action, and work with their program to implement program wide improvements.

Participants need to bring the following to the training:

• Strengthening Families book with scoring completed
• Current Continuous Quality Improvement Plan (CQI)
• Current Individual Professional Development Plan (IPDP)

Business Administration Scale- Level 1

The Business Administration Scale is a tool for family child care educators to assess the professional and business practices of their program. During this session, participants will review the elements of the Business Administration Scale, practice completing the assessment including scoring, and explore strategies for program improvements. Family child care educators will have opportunities to articulate features and benefits of their business, begin developing a business and marketing plan, and learn how to draft other sections such as a record keeping plan, business policies, and an operating budget.

The MA QRIS is using the PAS as a measurement tool which is required for all center-based/ school-based programs participating in QRIS at Level 2, Level 3, and Level 4.

Business Administration Scale- Level 2

Investments in quality early education have high rates of return for society. Investing in early childhood education has been shown to increase school success, improve economic status, and reduce incarceration. Strong business practices are essential in creating and maintaining fiscally sound early childhood programs, with learning environments that nurture and challenge young children. This is imperative in all early childhood settings as educators play a vital role in ensuring that children experience a smooth transition from the early years to the early grades. In this training, participants will review the completed BAS tool (participants need to bring to the session), professional and program improvement plans, and use of data for program improvement. Participants are asked to bring along a business card to share with fellow participants.

Participants need to bring the following to the training:

• Business Administration Scale book with scoring completed
• Current Continuous Quality Improvement Plan (CQI)
• Current Individual Professional Development Plan (IPDP)

Program Adminstration Scale- Level 1

The Program Administration Scale is a tool for Center and School Based Program Administrators to assess the program's administrative practices. In this training, participants will review the elements of the Program Administration Scale, practice completing the assessment including scoring, and explore strategies for program improvements. This will help educators use the tool to increase responsive interactions with children and improve the overall program environment.

The MA QRIS is using the PAS as a measurement tool which is required for all center-based/ school-based programs participating in QRIS at Level 2, Level 3, and Level 4.

Program Adminstration Scale- Level 2

Investments in quality early education have high rates of return for society. Investing in early childhood education has been shown to increase school success, improve economic status, and reduce incarceration. Strong business practices are essential in creating and maintaining fiscally sound early childhood programs, with learning environments that nurture and challenge young children. This is imperative in all early childhood settings as educators play a vital role in ensuring that children experience a smooth transition from the early years to the early grades. The Program Administration Scale (PAS) is a valid and reliable instrument to measure the quality of management practices in center-based early care and education programs.In this training, participants will review scoring of the PAS tool, professional and program improvement plans, and use of data for program improvement.

Participants need to bring the following to the training:

• Program Administration Scale book with scoring completed
• Current Continuous Quality Improvement Plan (CQI)
• Current Individual Professional Development Plan (IPDP)

Classroom Assessment Scoring System (CLASS)- Level 1

The Classroom Assessment Scoring System (CLASS) is a valid and reliable observation tool that focuses on emotional support, classroom organization, and instructional support for Pre-k and older age groups. This training will provide an overview of how the CLASS observation tool is organized, and implemented. Participants will gain a fundamental understanding of how to use this tool to increase their effectiveness as an educator.

Classroom Assessment Scoring System (CLASS)- Level 2

The Classroom Assessment Scoring System for Pre-K (CLASS™) framework is a tool to access classroom quality. It is a valid and reliable observation tool that focuses on emotional support, classroom organization, and instructional support in Pre-K and older age groups. Research has demonstrated that the CLASS™ dimensions are associated with more positive social and academic development for children. In this training, participants will review the use of the CLASS™ as a self-assessment tool, analyze the results that were obtained, and develop an action plan for improvement. The training will dive into each domain in greater detail in order to assist educators in understanding and using the results based upon their specific needs.

Participants need to bring the following to the training:

• CLASS book (and Dimensions Guide if available) with scoring completed
• Current Continuous Quality Improvement Plan (CQI)
• Current Individual Professional Development Plan (IPDP)

 

Contact:

SEEPP, Your Region 5 EPS- Nicole Miles 781-870-7009 • n.miles@outlook.com

 funded by the Southeast Education Professionals Partnership 

Sponsored in part by the Department of Early Education and Care 

Child Development and Education, Inc. - Lead Agency