Level 2 3B.2.2 All Site Coordinator(s) have an Individual Professional Development Plan (IPDP) that is developed in conjunction with the Supervisor that addresses the identified professional development needs of that educator, and that ensures professional development in communicating with families, building relationships with the host community, overseeing program activities, the Curriculum Frameworks, diversity, supporting literacy and mathematics development, the Strengthening Families Protective Factors, the components of the assessment process including screening, observation, use of assessment tools and meeting the needs of school age children with disabilities. Signed document that IPDP is completed regularly Provide a signed document that IPDP for the Program Administrator is: Created Annually Updated Annually Reviewed Annually IPDP includes a plan for the Site Coordinator to receive formal training in: Communicating with families Building relationships with the host community Overseeing program activities Curriculum Frameworks Diversity Supporting literacy and mathematics development Strengthening Families Protective Factors, Components of the assessment process including screening, observation, use of assessment tools Meeting the needs of school age children with disabilities 4. QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL DEVELOPMENT
Level 3 1A.3.2 Educators support the inclusion of children with disabilities through books, media, games and activities that promote understanding by their peers. SACERS 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 Results of Level 3 individualized Technical Assistance from a Program Quality Specialist site visit AND Continuous Quality Improvement Plan Copy of SACERS self-assessment score sheet which reflects that each classroom meets or exceeds the overall score requirement of 3, and subscale score requirements of 2 or 3 depending on the subscale Continuous Quality Improvement Plan QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL DEVELOPMENT Level 3 1A.3.3 Educators engage all students in a variety of activities including arts, athletics, academic enrichment, etc. SACERS 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 Results of Level 3 individualized Technical Assistance from a Program Quality Specialist site visit AND APT self-assessed overall score of 3 or higher AND Continuous Quality Improvement Plan Copy of SACERS 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 APT score sheet which reflects a score of 3 or higher. Continuous Quality Improvement Plan Note: Programs may request an exemption for APT if they are unable to access APT training and the APT tool
1A.3.4 Educators promote/encourage verbal communication skills and model use of Standard English when interacting or reading to youth. SACERS 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 Results of Level 3 individualized Technical Assistance from a Program Quality Specialist site visit APT self-assessed overall score of 3 or higher Continuous Quality Improvement Plan Copy of SACERS 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 APT score sheet which reflects a score of 3 or higher. Continuous Quality Improvement Plan Note: Programs may request an exemption for APT if they are unable to access APT training and the APT tool QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL DEVELOPMENT 1A.3.5 Educators have received professional development in assessment (using anecdotal records and portfolios to measure progress); health and nutrition (including special diets, allergies); strategies that address how to work with students from diverse languages and cultures; and second language acquisition (especially techniques for teaching reading). Formal Professional Development as indicated by Registry. Formal Professional Development must be at least .5 CEU, 5 CEC, or College Credit ( these trainings do not need to be in addition to college credits already earned). All educators must have formal training documented in Professional Qualifications Registry that indicates that the following has been completed: (using anecdotal records and portfolios to measure progress) Health and nutrition (including special diets, allergies) Strategies that address how to work with students from diverse languages and cultures Second language acquisition (especially techniques for teaching reading) 1.
Level 3 1B.3.2 Educators are provided with opportunities to use outside consultants or qualified staff with expertise in the age of the children served to assist them in implementing strategies that support positive relationships/ interactions and prevention/ intervention techniques. Signed document of usage of outside consultants or qualified staff with expertise/MA level qualifications in children’s behavior and mental health to support Educators Provide signed documentation that program offers educators support from internal staff or consultant with certification in at least one of the following: Behavioral health Mental health Prevention/intervention techniques (i.e. CSEFEL) Provide documentation that that educators have access to this support as needed If this is offered via an outside contractor, provide an MOU or proof that a collaboration is in place 1B.3.3 Educators receive professional development in conflict resolution or mediation techniques and utilize them with the students. Formal Professional Development as indicated by Registry. Formal Professional Development must be at least .5 CEU, 5 CEC, or College Credit (these trainings do not need to be in addition to college credits already earned) All educators must have formal training documented in Professional Qualifications Registry that indicates that the following has been completed: Conflict resolution or mediation techniques 2. QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL DEVELOPMENT
QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL DEVELOPMENT Level 3 3A.3.1 Program administrator has a minimum of 9 college credits in early childhood education, elementary education, adolescent development, psychology, or a related field OR EEC approved professional development equivalent OR a higher degree Qualifications and Experience (as indicated by PQ Registry) Formal training documented in Professional Qualifications Registry indicates that the Program Administrator has completed: A minimum of 9 college credits in early childhood education, elementary education, adolescent development, psychology, or a related field Or EEC approved professional development equivalent OR A higher degree Level 3 3A.3.2 Program administrator has a minimum of 3 years experience as an administrator. Qualifications and Experience (as indicated by PQ Registry) Document in the Professional Qualifications Registry that the Program Administrator has three years of experience working as the primary supervisor to educators (ex. Director, Education Coordinator and/or Site Coordinator) Level 3 3A.3.3 IPDP addresses process and timelines to achieve the Administrator qualifications for the next level of QRIS. Signed document that IPDP is completed regularly Provide signed documentation that Program Administrator's IPDP is completed at least annually 3. 3B. QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL DEVELOPMENT Level 3 3B.3.1 Site coordinator(s) have a minimum 18 college credits Qualifications and Experience (as indicated by PQ Registry) Professional Qualifications Registry reflects that the Site Coordinator has: A minimum of 18 college credits or equivalent EEC PROFESSIONAL PROFESSIONAL
or EEC approved professional development equivalent in early childhood education, elementary education, adolescent development, psychology, or a related field or a higher degree and 6 college credits or EEC approved professional development equivalent in administration, management, or supervision. approved professional development in early childhood education, elementary education, adolescent development, psychology, or a related field or a higher degree 6 college credits or EEC approved professional development equivalent in administration, management, or supervision 4. QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL DEVELOPMENT 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 signed documentation that the program uses two or more of the following means of communication: Phone Email Notebook/log book Checklists Other (Please define)
Level 4 1A.4.3 Curriculum reflects different learning styles and approaches and covers a variety of topics. SACERS 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 SACERS 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 SACERS self-assessment score sheet 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 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 1A.4.4 Program activities are designed to support students in developing leadership skills, self esteem, and positive behaviors while reducing their risk taking behavior. APT self-assessed overall score of 3 or higher APT score sheet which reflects a score of 3 or higher Note: Programs may request an exemption for APT if they are unable to access APT training and the APT tool 1. 1B. QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL DEVELOPMENT Level 4 1B.4.1 Educators use a conflict resolution strategies or peer mediation system and support students in utilizing it to resolve issues that arise both within and SACERS 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) Results of SACERS Reliable Rater Classroom Observation(s) with an average score of 5.5 Copy of SACERS self-assessment score sheet 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 SACERS 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
outside of the classroom. or higher, with a subscale score of 4 or 5 depending on the subscale (see appendix A) AND Continuous Quality Improvement Plan will work with Program to schedule RR visit) Continuous Quality Improvement Plan 2. QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL DEVELOPMENT Level 4 2A.4.1 Demonstrates stimulating indoor and outdoor environments SACERS 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 SACERS 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) AND Continuous Quality Improvement Plan Copy of SACERS self-assessment score sheet 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 SACERS 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 3. 3A. QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL PROFESSIONAL DEVELOPMENT PROFESSIONAL PROFESSIONAL
Level 4 3A.4.1 Program administrator has a minimum of 24 college credits or equivalent EEC approved professional development in early childhood education, elementary education, adolescent development, psychology, or a related field or a higher degree. Qualifications and Experience (as indicated by PQ Registry) Document in the Professional Qualifications Registry that the Program Administrator listed in the PQR has 24 hours of specialized college-level course work in early childhood education, elementary education, adolescent development, psychology, or a related field or a higher degree. Level 4 3A.4.2 Program administrator has professional development in special education/ working with children with disabilities. Formal Professional Development as indicated by Registry. Formal Professional Development must be at least .5 CEU, 5 CEC, or College Credit (these trainings do not need to be in addition to college credits already earned) Formal training documented in Professional Qualifications Registry indicates that the Program Administrator has completed: Special education and working with children with disabilities Level 4 3A.4.3 Program Administrator has a minimum of 5 years experience as an Administrator. Qualifications and Experience (as indicated by PQ Registry) Document in the Professional Qualifications Registry that the Program Administrator has five years of experience working as the primary supervisor to educators (ex. Director, Education Coordinator and/or Site Coordinator) QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL DEVELOPMENT Level 4 3A.4.4 IPDP addresses areas of identified needs; addresses goals and objectives necessary to the position. Document signed by program administrator that IPDP is completed regularly Provide a signed document that IPDP for the Program Administrator is: Created Annually Updated Annually Reviewed Annually
Level 4 4A.4.1 Parents participate on the Advisory Board for the program and are actively involved in the policy and decision making for the program. SACERS 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 SACERS 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) AND Continuous Quality Improvement Plan Copy of SACERS 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 Level 4 4A.4.2 Program connects families to education, training and support programs (such as family literacy, adult education, job training, child development, parenting, English as a second language, etc.). Document signed by program administrator that lists the provided access and opportunities to training Provide a signed document that the program connects families to education, training and support. Provide a MOU or proof that a collaboration is in place with the agencies who can provide these services QRIS CRITERION MEASUREMENT METHOD REQUIRED DOCUMENTATION, MEASUREMENT TOOL SCORE, OR FORMAL DEVELOPMENT
3. Activities No ERS requirement 3 4 5 4. Interactions No ERS requirement 3 4 5 5. Program Structure No ERS requirement 3 4 5 6. Staff Development No ERS requirement 2 3 4 7. Special Needs Supplementary Items No ERS requirement 3 4 5 *While the subscale score requirements listed above represent the minimum score expectations for attaining a level, if your program only scores the minimum score on all of the subscales, the score will not be high enough to attain overall ERS score requirement