Visit Our NEW Website at earlychildhoodohio.org Ohio’s Race to the Top Early Learning Challenge...

Visit Our NEW Website at earlychildhoodohio.org

Ohio’s Race to the TopEarly Learning Challenge Grant

November 2012


What is theEarly Learning

Challenge?

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Voluntary, competitive federal initiative

Partnership between U.S. Departments of Education and Health and Human Services

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Addresses needs of most vulnerable children• Low income• Children with Disabilities• English Language Learners

Focused on system building not program expansion

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Timeline and Funding Levels

Grant period: January 1, 2012 to December 31, 2015


Timeline and Funding Levels

Nine states awarded funding

Five more submitted requests

Ohio awarded highest amount of $69,993,362


$12.5 million Professional Development PD Coordination & Dissemination ELL PD Development Model Curricula Evaluation

*Budget figures are rounded

Budget Overview*


$8 million Mental Health and Health Consultants

Regional experts to provide professional development and technical assistance to providers


Budget Overview*


$29.6 million Increased Quality & Validation

Research Study (Cost and Validation) T.E.A.C.H. Incentive Pilots Technical Assistance, including family child care Consumer Education


Budget Overview*


$6.3 million K and Preschool Assessments Development of New Assessments Professional Development Technology Support Resources for Families


Budget Overview*


Budget Overview*


Ohio Children Birth to 5

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Infants and Toddlers

Birth to age 2

PreschoolAges 3 to 5

Total

Ohio Department of Education (ODE) licensed sites

1,706 59,352 61,058

Ohio Department of Job and Family Services (ODJFS) licensed sites

79,516 148,255 227,771

Total Number of Children in Licensed Settings in Ohio Birth to Age 5

81,222 207,607 288,829

Total Number of Children Birth to Age 5 in Ohio*

425,980 441,016 866,996

Percent of Total Children in Ohio in Licensed Settings

19.1% 47.1% 33.3%


Kindergarten Entry Data

125,000 children are screened for language and literacy each year

59% of all K children need targeted or intense instruction in kindergarten

High Needs Children Have a Significant Gap

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Ohio’s Goals for Results

1,300 already funded settings rated as high quality

37,000 additional high needs children in these highly rated programs

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Ohio’s Goals for Results

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Closing kindergarten readiness gap by 5% for high needs children

By 2020, Ohio will only purchase services in high quality settings.


Ohio Early Learning and Development Standards

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Background

In 1995 the National Education Goals Panel identified 5 domains for children’s school readiness

Requirements in Race to the Top Early Learning Challenge Grant

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Domains of the Early Learning and Development Standards

Language and Literacy Development

General Knowledge and Cognitive Development (includes Mathematics, Science, and Social Studies)

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Domains of the Early Learning and Development StandardsSocial and Emotional Development

Approaches Toward Learning

Physical Well-being and Motor Development

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Early Learning and Development Standards

Informed by national experts and research

Aligned to the K-12 Common Core and Ohio’s State Revised Standards

Developmentally appropriate and reviewed for cultural and linguistic sensitivity

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Ohio Standards

Former Standards for B-5Ohio’s Infant Toddler Guidelines

Ohio Pre-K Content Standards

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Ohio Standards

Existing Standards K-12 Ohio K-12 Content Standards and Common Core State Standards

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Cross Agency Commitment and Leadership TeamOhio Department of EducationOhio Department of Job and Family ServicesOhio Department of HealthOhio Department of Mental HealthOhio Department of Developmental DisabilitiesGovernor’s Office of Health Transformation

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Visit Our NEW Website at earlychildhoodohio.org 25

Task TimelineCross-agency state leadership team convened with national

experts

December 2011 and January 2012

Writing teams convened January and February 2012

Post revised standards for public comment and conducted focus

groups

May to June 2012

Revise standards based on public comment

May to August 2012

State Board of Education Adoption October 2012


Public Comment

Input from broad set of early childhood stakeholders

Targeted professionals in early care and education, health and mental health

Over 700 individuals commented

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Public CommentOver 90% strongly agreed or agreed that:• Overall format of standards easy to follow• Overall structure helpful in understanding

how concepts are developed across age bands (infant to preschool)

• Wording of standards clear and easily understood

• Vocabulary of standards appropriate to the content areas

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Public Comment

86% or more of respondents indicated each content/developmental area of standards:• Reflects essential knowledge, understanding

and skills• Has content appropriate for the age groups

addressed• Has progression of content that is cumulative

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New Early Learning and Development

Standards Format

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Strand

Topic

Standard Statement

Standard Statement

Developmental Domain


Domain: General Knowledge & Cognitive Development– Mathematics

Strand: Number & Number Sense

Topic: Number Sense & Counting

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Example


Infants(Birth to 8

mo.)

Younger Toddlers

(6-18 mo.)

Older Toddlers

(16-36 mo.)

Pre-Kindergarten

(3-5 years)

Explore objects and attend to events in the environment.

Pay attention to quantities when interacting with objects.

Use number words to indicate the quantity in small sets of objects (e.g., 2, 3), and begin counting aloud.

Count to 20 by ones with increasing accuracy.

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Timeline for Early Learning and Development Standards

(ELDS) Implementation

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2012-2013

Programs and teachers become familiar with standards

Professional Development designed and deployed

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2012-2013

Model curricula are developed with partner state agencies

Early Childhood Comprehensive Assessment System development

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2013-2014

New ELDS should be fully integrated into early childhood programs

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2013-2014

Deploy professional development supports based on standards

Finalize Early Childhood Comprehensive Assessment System development

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Discussion

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Tiered Quality Rating and Improvement System

(TQRIS)

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What is a Tiered Quality Rating and

Improvement System?

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Tiered Quality Rating Improvement System

A monitoring and continuous improvement process for early learning and development programs that:

Utilizes a rating or symbol to promote consumer education and awareness

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Tiered Quality Rating Improvement System

Includes a common way to assess program quality across all early learning and development programs

Helps programs move from health and safety standards to higher program quality standards

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What are the Benefits of a TQRIS?

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Empowers parents to become savvy consumers who choose high quality for their children

Offers policymakers effective tools to improve early care and education quality

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Benefits


Provides accountability so that donors, legislators and taxpayers feel confident investing in quality

Gives providers a roadmap to and supports for quality improvement

Promotes the health and development of children in early care and education

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What are the Types of a TQRIS?

Building Block

Points

Combination

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ODE Quality History

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Always monitored state funded preschool programs for quality

IMPACT process began in FY10

Focus on compliance and performance indicators

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Use of documentation, desk audits, on-site reviews

Promotes continuous improvement

Reviews 203 ECE programs (5,700 children) and over 300 PSE programs (23,000 children) annually

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ODJFS Quality History

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1999-Ohio began planning for SUTQ

2004-Began a pilot of ODJFS licensed centers and Type A homes

2006-Statewide implementation

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To date, 1136 programs have a rating with over 87,000 children

Annual on-site verification using classroom observations, teacher interviews and document reviews

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Ohio’s TQRIS

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All publicly funded program types participate

Expanded program standards

Test incentives

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Cost and validation study

Expanded teacher scholarships to obtain CDAs, AAs and BAs

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Timeline for Participation in TQRIS

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ProgramStatewide

Total Programs

Begin Participation

All Programs

RatedEarly Childhood

Education (State PK)203

Grantees/332 Sites

FY14 FY16

Preschool Special Education

335 Entities/493 Sites

FY14 FY18

Subsidized Child Care in Centers

2,074 Already Participating

FY20

Subsidized Child Care in Small Family Child Care

Homes

6,600 FY15 FY20


Early Learning Challenge Grant

Goals by Star Level

Baseline(Oct 2011)

End of 2012

End of 2013

End of 2014

End of 2015

1 Star 548 679 450 375 425

2 Star 320 405 375 400 520

3 Star 206 274 338 590 713

4 star n/a n/a 270 375 500

5 star n/a n/a 210 246 370

Totals 1074 1358 1643 1986 2528


New FrameworkStep Up To Quality

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Ohio’s Guiding Principles for TQRIS

Single definition of QUALITY (procedures, verification, etc.)

Inclusive of all programs

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Based on evidence

Differentiated

Measurable

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Essential – things with most significant impact

Achievable and sustainable (promote continuous improvement)

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Ohio’s Guiding Principles for TQRISSimple, understandable, clear

Flexible on how achieved

Meet commitments in the ELCG

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Approach

Domains• Learning and Development• Staff Qualifications and Professional

Development• Family and Community Partnerships• Administrative and Leadership Practices

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Approach

Combination Model•Building Block at Levels 1-3•Total points earned determines rating at Levels 4 & 5

• All standards at level 3 must be met• At least one point in each of the 4

domains must be earned

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Approach

Additional Points• Accreditation Points• Ratio and Group Size

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Approach

• Allows Flexibility

• Multi-year Ratings for Highly Rated Programs

• Validation Study to Follow

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Learning and Development Domain

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Step OneCurriculum and PlanningProgram engages in a process to identify an evidence-based, aligned, comprehensive curriculum that is developmentally appropriate and each classroom has a copy of the Early Learning and Development Standards. Teachers utilize a dated, written plan of activities.

Child Screening & AssessmentProgram (except those serving school age children exclusively) engages in a process to identify a developmentally appropriate screening tool that is valid and reliable and identifies staff to be trained to administer, score and use the instrument appropriately.

Classroom EnvironmentProgram engages in a process to determine the quality of the classroom environment and the quality of adult-child interactions by selecting a self-assessment tool addressing measures of quality.

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Step Two

Curriculum and Planning Program obtains a curriculum an evidence based comprehensive curriculum that is developmentally appropriate. Each teacher has daily access to a copy of the curriculum. Child Screening & Assessment Program (except those serving school age children exclusively) obtains a developmentally appropriate screening tool and staff are trained to administer, score, and use the instrument appropriately.

Classroom EnvironmentEach classroom completes an annual self-assessment related to the quality of the classroom environment and the quality of adult-child interactions.

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Step ThreeCurriculum and Planning Program implements a written, evidence-based comprehensive curriculum aligned with the Early Learning and Development Standards and maximizes growth across a broad range of developmental and content areas.

Child Screening & Assessment Program ensures that all children (except those serving school age children exclusively) receive a 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.

Program assesses children using formal and informal methods on an on-going basis. Formal results are shared with families.

Classroom EnvironmentA designated score is obtained from a reliable rater on an observational tool related to the classroom environment and/or adult-child interactions.

Each classroom identifies an area for improvement and creates action steps based on the results of annual self-assessment. 72

Points for Steps Four and FiveCurriculum and Planning Teacher’s written plans reflect the needs/abilities/interests of children and address all developmental domains. (5 points)

Program updates and rotates materials to support the activities in the written plans and the needs/interests and abilities of children. (3 points)

Child Screening & Assessment Ongoing child assessment results are used to inform instruction. (5 points)

Assessment results are formally shared with families at least twice a year. (4 points)

Classroom Environment Teacher documents progress on action steps and evaluates effectiveness of desired improvements. (4 points)

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Public Comments

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Over 400 commentsTeachers 14.1% Assistant Teacher 1.3% Administrator 77.2% Curriculum Specialist/Supervisor 6.4% Lead Teacher or Coach 5.5% Early Intervention Provider 2.9% Higher Education Faculty 4.2% Health Care Professional 1.3% Mental Health Professional 1.6% Parent 3.9%


Infants (0 to 8 months) 0.9%Young Toddlers (9 to 18 months) 0.9% Older Toddlers (19 to 36 months) 1.8% Mixed Age Groups (0 to 36 months) 2.1% Mixed Age Groups (36 to 48months) 1.2% Preschool (3 to 5 years) 35.6% School-Age (5 years to 14 years) 8.3% All Age Groups (0 to 14 years) 41.5% Not Applicable 7.7%


Public CommentsThe standards are inclusive of essential elements to support quality learning and development.

•Strongly Agree 19.8%•Agree 63.2%•Uncertain 12.5%•Disagree 3.7%•Strongly Disagree 0.8%


Public Comments

The overall structure of the program standards as a combination approach with the building block model used for steps 1-3 and points for steps 4-5 is easy to understand.

Strongly Agree 15.8% Agree 61.2% Uncertain 14.7% Disagree 6.1% Strongly Disagree 2.2%


Timeline

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Public CommentOctober - November 2012

Final Standards CompletedDecember 2012

Develop Guidance Document, Forms, ToolsJanuary-March 2013

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Professional Development Available Spring 2013

Begin developing Family Child Care standards December 2012 (Type As) January 2013-July 2013 (Type Bs)

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SUTQ 5 Stars Implemented for Centers and Type A’s July 2013

Type B’s Licensed January 2014

SUTQ 5 Stars for Type B’s July 2014

Roll Out of New Licensing System January 2015

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Discussion

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Early Childhood Comprehensive Assessment System (EC-CAS)

Ohio and Maryland Collaboration

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EC-CAS Purpose

Support children’s development and academic achievement to improve educational outcomes

Measure the progress of children in all essential domains of school readiness

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EC-CAS: The Scope

Two assessment components:1. Formative assessments (36-72 months)

2. Kindergarten Entry Assessment (fall of K year)


EC-CAS: The Scope

All domains of school readinessONE Comprehensive Assessment System with built-

in accommodations for ALL studentsValid and reliable to measure growth over timeAligned to State and National standardsValidated by national expert panel


Additional Components

Professional development to support administration and use of the assessment

Technology framework to provide online resources and tools


The 7 Developmental Domains

• Social Foundations• Physical Well-being and Motor Development• Language and Literacy• Mathematics• Science• Social Studies• Arts


Multiple Measures• Guided recorded observation• Portfolio (Art)• Performance tasks• Developmental checklists• On-demand items


Alignments• Birth to K Entry Standards in MD and OH• Head Start Early Learning Framework• Common Core State Standards• Early Child Outcomes required for IDEA reporting• WIDA Standards*


Length of time

Formative• Required Fall & Spring administration model• Optional continuous use model throughout year

KEA• Approximately 10-15 minutes per domain• 6-8 week administration window in the fall


Assessment ApproachesDirect performance assessment Assessor looks for very specific behaviors or responses from the child within the context of the performance task

Guided observational assessment in contextAssessor describes child’s knowledge and learning in the context of a developmental continuum or progress


Administration Types

Primarily individual

Some group observations


PD: Approaches• Train the trainer model• Web-based training, coaching, and technical

assistance• Establishment of online learning

communities• Use of simulation technology• Integration of an evidence-based procedural

facilitator• Development of a web-based portal


EC-CAS TIMELINE

2011 2015

2011/2012DEVELOPMENT

2012/2013DEVELOPMENT AND

PILOT TESTING

2013/2014FIELD TESTING

(State Baseline OH)

2014/2015FULL IMPLEMENTATION


Technology-Supported System of Preparation, Development and Support for the Early Childhood

Comprehensive Assessment System


Discussion

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RTT-ELC Grant LeadsStephanie Siddens, Director

Office of Early Learning & School ReadinessOhio Department of [email protected]

Alicia Leatherman, Deputy DirectorDivision of Child CareOhio Department of Job and Family Services [email protected]

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Thank you.

Visit Our NEW Website at earlychildhoodohio.org Ohio’s Race to the Top Early Learning Challenge...

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