Level 2 3A.2.6: Program administrator has an Individual Professional Development Plan (IPDP) that 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. Signed document that IPDP is completed regularly Provide a signed document that IPDP for the Program Administrator is: Created Annually Updated Annually Reviewed Annually OR Head Start Program OR Proof of current NAEYC Accreditation 3. 3B. QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL Level 2 3B.2.1: All staff working in program have a high school diploma or GED. Qualifications and Experience (as indicated by PQ Registry) All EDUCATORS that are considered in the licensing ratio, referred to as “regular employees,” must have one or more of the following: HS Diploma GED CDA Note: This also applies to any educator that is considered a “regular employee” of a Public School classroom, or a classroom in an approved License-Exempt Program DEVELOPMENT PROFESSIONAL PROFESSIONAL
Level 2 3B.2.4: All educators have an IPDP that is developed in conjunction with the Supervisor that addresses the identified professional development needs of that teacher and 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. Document signed by program administrator that IPDP is completed regularly Provide a signed document that states: An IPDP has been created for ALL educators All IPDPs are reviewed annually All IPDPs are updated annually OR Head Start Program OR Proof of current NAEYC Accreditation 4. QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL Level 2 4A.2.1: Program completes Strengthening Families and uses data to engage in continuous improvement. Continuous Quality Improvement Plan includes Strengthening-Families This includes current goals and activities for strengthening family and community engagement Continuous Quality Improvement Plan includes Strengthening-Families self-assessment, which includes: Current goals Activities for strengthening family and community engagement Level 2 4A.2.2: Programs offer opportunities for parents to Document signed by program administrator describing the opportunities for parents to meet with classroom staff at least once a Provide a signed document demonstrating that these opportunities are: Planned
Level 3 4A.3.1 A daily two way communication system is available between the educators and families through a variety of means. Document signed by program administrator describing the variety of daily communication methods (e.g. scheduled telephone hour, checklists, e-mail) Provide documentation that the program uses two or more of the following means of communication: Phone Email Notebook/log book Checklists Other (Please define) OR Head Start Program OR Proof of current NAEYC Accreditation Level 3 4A.3.2 Families are encouraged to: volunteer in the program, to assist in the classroom, and share cultural and language traditions or other interests such as their jobs, hobbies and other relevant information. ITERS-R and/or ECERS-R self-assessed with an average score of 4.5 or higher, with a subscale score of 3 or 4 depending on the subscale (see appendix A) AND Level 3 Technical Assistance Site Visit from Program Quality Specialist AND Continuous Quality Improvement (CQI) Plan using results of ERS self-assessment Copy of ERS self-assessment score sheet which reflects that each classroom meets or exceeds the overall score requirement of 4.5, and subscale score requirements of 3 or 4, depending on the subscale Continuous Quality Improvement Plan QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL
Level 3 4A.3.5 Program ensures young children and their families have access to developmental, mental health, health and nutrition services either through private pay arrangements OR are offered such services through other programs. Document signed by program administrator describing how the program ensures children and their families have access to developmental, mental health, health, and nutrition services either through private pay arrangements OR are offered such services through other programs (such as, CFCE program, mental health providers, health care providers, etc. Provide a signed document stating that the program ensures that children and families have access to all of the following: Developmental screenings Mental health screenings Health screenings Nutrition screenings If children and families are offered these services via an outside contractor, provide a copy of an MOU or proof that a collaboration is in place OR Head Start Program OR Proof of current NAEYC Accreditation 5. 5A. QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL DEVELOPMENT Level 3 5A.3.1 Program tracks and monitors absences of individual children and contacts families when children are absent more than 20% in a month. Description of how program addresses absences Provide documentation that the program: Uses a paper-based or computer based system for tracking absences Contacts families when children are absent more than 20% in a month Provides support to families to help reduce the child's absences
Level 3 5B.3.4 The program has a system to support the career development of staff through a career ladder (e.g., regularly scheduled time to meet with a supervisor or mentor to monitor progress towards career goals). Program Administration Scale (PAS) minimum self-assessed score of 5 PAS score sheet which reflects a score of 5 or higher Level 3 5B.3.5 Staff salary scales reflect the educational levels, experience and performance levels, as determined by the annual evaluation of the staff members, and is comparable with the current wage level of others in the community with the same levels of education. Program Administration Scale (PAS) minimum self-assessed score of 5 PAS score sheet which reflects a score of 5 or higher
5. 5A. QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL DEVELOPMENT Level 4 APPROVED CHANGE 5A.4.1 Program staff and advisory board are involved in the development of the business plan and it is reviewed periodically for updating. Program Administration Scale (PAS) minimum self-assessed score of 5 Provide documentation that the program staff and advisory board are involved in the development of the business plan and it is reviewed periodically for updating Level 4 5A.4.2 Program has a system of technology that allows for data collection and tracking program information. 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 keeping. AND Program reports teacher turn-over rates annually Provide a signed document that the program has a system of technology that maintains and tracks: Children’s Health Services Absenteeism Children’s educational information Staff qualifications Professional development Financial records/information Teacher turnover rates Other (Please Explain) Level 4 CHANGE 5A.4.3 An outside audit is conducted annually by a certified public accountant. Program Administration Scale (PAS) minimum self-assessed score of 5 AND Verification that an outside audit is conducted annually by a certified public accountant Provide documentation that an outside audit is conducted annually by a certified public accountant
QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL DEVELOPMENT Level 4 5A.4.4 Program shares the results of the program quality rating with the families, staff, governing board and funders. ITERS-R and/or ECERS-R self-assessed with an average score of 5.5 or higher, with a subscale score of 4 or 5 depending on the subscale (see appendix A) AND Results of ITERS-R and/or ECERS-R Reliable Rater Classroom Observation(s) with an average score of 5.5 or higher, with a subscale score of 4 or 5 depending on the subscale (see appendix A) Continuous Quality Improvement Plan Copy of ERS self-assessment score sheet which reflects that each classroom meets or exceeds the overall score requirement of 5.5, and subscale score requirements of 4 or 5, depending on the subscale ERS Reliable Rater Classroom Observations that reflect each classroom meets or exceeds the overall score requirement of 5.5, and subscale score requirements of 4 or 5, depending on the subscale (PQS will work with Program to schedule RR visit) Continuous Quality Improvement Plan 5. 5B. QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL DEVELOPMENT Level 4 5B.4.1 Program offers a benefit package that includes vacation, sick time, and health insurance. Portion of the written policy that shows that benefit packages are offered that includes vacation, sick time, and health insurance Provide documentation that the program has a written policy that demonstrates that benefit packages are offered, and that include: Vacation Sick time Health insurance Level 4 5B.4.2 Staff are provided ongoing mentoring that includes demonstration of best practices on a weekly basis. Description of regular opportunities for teaching staff to engage in reflective teaching practices, peer group coaching and mentoring Provide documentation stating that there are regular opportunities for teaching staff to engage in reflective teaching practices, peer group coaching and mentoring