TABLE OF CONTENTS 1.0 OVERVIEW AND RATIONALE GETTING STARTED QUALITY COUNTS RATING PROCESS...4

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1 TABLE OF CONTENTS 1.0 OVERVIEW AND RATIONALE GETTING STARTED QUALITY COUNTS RATING PROCESS DOMAINS OF QUALITY learning environment professional qualifications ratios and group sizes curriculum program family engagement program - administration bonus points THE ASSESSMENT PROCESS pre-assessment full assessment request for review review process re-assessment postponement of assessment annual reports QUALITY SUPPORTS technical assistance mini-grants professional development scholarships and opportunities other quality enhancement supports FUTURE QUALITY COUNTS PLANS QUALITY COUNTS PARTNERS APPENDIX - FORMS AND CHECKLISTS...18 facility information form... exhibit a professional development report form... exhibit b classroom information form... exhibit c individual classroom enrollment list... exhibit d curriculum checklist... exhibit e developmentally appropriate curriculum approval checklist... exhibit f family engagement checklist... exhibit g program administration checklist... exhibit h Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual - Page 1

2 1.0 OVERVIEW AND RATIONALE What is Quality Counts? Quality Counts is a Quality Rating and Improvement System (QRIS). It is a voluntary avenue for continuous quality improvement in early care and education services for children and families in Broward County. Quality Counts is a comprehensive system that uses stars to designate ratings for legally operating early care and education centers and family child care homes, serving children from newborn to 5 years. It is a vital part of an early care and education enhancement system that seeks to improve the quality of child care so that Broward County s children will be healthy and ready to succeed when they enter kindergarten. What are the goals of Quality Counts? - Enhance child well-being - Raise quality level through assessment and the delivery of support services - Provide families with an easy to use tool to identify and select higher quality programs Domains of Quality Early care and education programs are assessed on a number of domains that are proven through research to be valid predictors of quality, including: Learning Environment using the Environment Rating Scales (ERS): o Early Childhood Environment Rating Scale - Revised (ECERS-R) o Infant Toddler Environment Rating Scale - Revised (ITERS-R) o Family Child Care Environment Rating Scale - Revised (FCCERS-R) Professional Qualifications Ratios-Group Sizes Curriculum Program: o Family Engagement o Administration Achievable Standards and Benchmarks for Quality These domains provide a fair system for assessing and rating a center and provide direction for achieving high quality based on research describing best practices. Each domain has achievable standards that are described in five benchmark levels that chart a program s progress to higher quality. These domains work together to create a supportive quality improvement system that leads to positive outcomes for children. Star Ratings The star rating ranges from one to five stars and a program s star rating increases as it meets higher standards. A center that just meets basic licensing standards may achieve one star. An accredited center may achieve three or more stars. Page 2 - Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual

3 Reliable Assessments To ensure a fair, consistent and accurate assessment process for each participating Early Care and Education (ECE) program, each staff member implementing the rating protocol is carefully trained and their inter-rater reliability is closely monitored. To determine the quality of the program s learning environment, a nationally recognized, research-based program assessment tool is used, the Environment Rating Scale (ERS). Developed at the University of North Carolina, the rating scales have been in use for more than 20 years and revised in recent years. They are the standard quality indicator used across the nation in research and quality improvement projects. Assessors are trained and reliability is maintained under the auspices of the program s developers. To determine the rating for this domain of Quality Counts, assessors conduct extensive on-site observations of 50 percent of classrooms in a center using the Environment Rating Scales. There are distinct scales for infant-toddler (ITERS-R), preschool (ECERS-R), and family child care (FCCERS-R) environments. Other Quality Domains Quality Counts staff uses both on-site observations and documentation provided by the ECE program to complete a profile reflecting the status of the other quality domains. Why was Quality Counts created? Interest in quality early childhood education has increased in conjunction with the demand for out of home care necessitated by increasing numbers of women in the workforce and the scientific documentation of the importance of early educational experiences. Early life experiences influence later development and the quality of those experiences is believed to largely determine the progress of later development, including school readiness and achievement, earning potential, graduation and attendance rates, and the likelihood of criminal activity. Research in the area of brain development has helped us understand that there are critical periods to development and learning. Children need nurturing environments that are conducive to learning and the development of social and emotional skills. Developing and maintaining high quality experiences for children is a cost-effective way for society to prepare its citizens and work force as it reduces the amount of money needed for special education, welfare and prison. How was Quality Counts created in Broward County? The original Broward County Quality Counts rating protocols were created through a series of community meetings convened throughout Representatives from Child Care Licensing and Enforcement, the Early Learning Coalition of Broward County, Family Central, Inc., Nova Southeastern University, the School Board of Broward County, United Way, and some 50 early care and education providers throughout Broward County met in a series of six full-day seminars to design the rating system. Adjustments to the protocol were made based on the field-test experience, and the revised rating system was approved by the stakeholders in May In spring 2005 the Early Learning Coalition made further adjustments to the quality rating protocols, which were implemented in , the inaugural year of Broward s program. In 2006 the Agency for Workforce Innovation (AWI) convened a series of meetings with stakeholders statewide, to develop a proposal for QRIS programs throughout the State of Florida. While this proposal was being refined for presentation to the legislature, a multi-county collaborative workgroup began Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual - Page 3

4 meeting. This group, composed of representatives from Children s Services Councils (CSC), Early Learning Coalitions (ELC) and related programs, from counties currently implementing some form of QRIS program, met throughout 2007 to align their existing and planned QRIS protocols. The result of this work was approved in September 2007 by the Early Learning Advisory Council and then approved for local implementation by the Early Learning Coalition (ELC) of Broward County in November 2007 for implementation in January The Early Learning Coalition of Broward County established a comprehensive approach to quality improvement in the community. Contracts were awarded to Family Central, Inc. and the School Board of Broward County to implement a technical assistance process based on the Quality Rating and Improvement System, as well as to Broward County Child Care Licensing and Enforcement to implement the rating program. In 2009, Quality Counts was adopted as the name of the QRIS program. 2.0 GETTING STARTED Who should participate in Quality Counts? Participating programs must be licensed or legally license-exempt (i.e. religious exemption, accredited private school). The level of quality in an early care and education setting affects the lives of its children and families and thus impacts the communities where they live, learn and play. A director or owner sets the tone for the level of quality in an ECE center, and this includes all aspects of the program from staff to children to families. The level of quality in an ECE setting affects the life of every child that comes through its door and, as research has shown, this impact lasts a lifetime. Quality Counts is currently available to all ECE providers who have made a commitment to improving and maintaining the quality of their programs. Parameters guiding prioritization of rating: 1. Providers who serve children whose families receive school readiness funds; and 2. Providers who serve children birth to school age, with particular emphasis on providers who serve children birth up to age of 3; and/or 3. Providers who are located in zip codes that can be deemed at-risk from available statistical data. ECE programs may request technical assistance from a coach from Family Central, Inc. to assist them to achieve benchmarks of quality described by the Quality Counts protocol. Such TA is optional; it is an incentive, not a requirement. 3.0 QUALITY COUNTS RATING PROCESS What is the Quality Counts Rating process? Early Care and Education programs may participate in one of two ways: The ECE program may request a pre-assessment, which consists of ERS observations in 50 percent of the classrooms. This is followed up with either a self-study or technical assistance from one of the agencies providing this service. Eighteen months after pre-assessment, a portfolio of documentation for each of the domains must be submitted, and a full rating will be scheduled. Alternatively, if the program feels ready, they may opt for a full rating of all domains up front. They will receive this manual explaining the program and how to prepare documentation on all the Page 4 - Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual

5 domains for the assessment. They will schedule a time frame for the ERS observations with the Broward County Quality Counts program. Participants must allow Program Assessors into the ECE program to conduct the appropriate ERS assessments and must submit documentation to substantiate the quality level in each of the other domains. The Star Rating for a program is determined in three (3) steps: 1. A star rating is computed for each domain: 1. Learning Environment ECERS-R, ITERS-R, FCCERS-R (40%) 2. Professional Qualifications (20%) 3. Ratios-Group Sizes (10%) 4. Curriculum (15%) 5. Program Family Engagement/Administration (15%) a. Star levels are determined through documentation for the items in each domain b. Each star level builds on the prior level all items in a level must be reached in order to move up, with the exception of professional qualifications, in which the individual components will be averaged c. Each domain is weighted by the percentage noted above, based on research on the impact on quality of that domain d. Up to three bonus points may be awarded, one point if at least 25 percent of teachers have a bachelor s degree in early childhood education/child development, two points if 50 percent meet this requirement and one point if there is a designated staff person (in addition to the director) who has a Bachelors degree and at least 18 credits in ECE who oversees the center s educational program for at least 50 percent of the time 2. The individual star ratings for each of the domain areas are multiplied by the weight factor and added together to determine total points earned. 3. The overall Star Rating is based on a range of scores using the following threshold: 1 STAR = 4-12 points 2 STARS = points 3 STARS = points 4 STARS = points 5 STARS = points An early care and education program can score a zero in any domain, if it does not meet minimal requirements. All domain scores would be added as usual and divided by the number of domains (including the one that scored a zero). When questions arise during this process, please feel free to call the Quality Counts office. In addition, please check the Quality Counts blog: All forms are located at the end of this manual and are also available electronically. Call to have them ed. Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual - Page 5

6 4.0 DOMAINS OF QUALITY 4.1 Learning Environment What is it? Learning environment can be defined as the surroundings that have been created for children and adults who share an early care and education setting. This definition includes how children are cared for and nurtured in the areas of health and safety, stimulation and learning, and relationships. How is the learning environment assessed? To determine the quality of the learning environment, a nationally recognized, research-based program assessment tool is used, the Environment Rating Scales (ERS). To determine the rating for this domain, assessors conduct extensive on-site observations of randomly selected classrooms (50 percent) using the Environment Rating Scales. There is a distinct Scale for infant-toddlers (ITERS-R), preschool (ECERS-R), and family child care (FCCERS-R). The scoring in the ERS ranges from 1-7, with 1 being inadequate, 3 minimal, 5 good and 7 optimal best practices. The chart below shows the scores needed to attain each star level. Learning Environment Environment Rating Scales ECERS-R ITERS-R FCCERS-R ECERS-R ITERS-R FCCERS-R How is the ERS Score Documented? ECERS-R ITERS-R FCCERS-R ECERS-R ITERS-R FCCERS-R Page 6 - Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual ECERS-R ITERS-R FCCERS-R A classroom report is completed for each classroom observed, documenting every item that was observed during the three to four-hour observation period. A teacher interview clarifies some items that may be difficult to observe. At least 50 percent of the classrooms (not including school-age) are observed and for each scale used the overall score for each observed classroom is averaged to determine the overall ITERS-R score and the overall ECERS-R score. The report will include both areas of strength and areas for potential growth. 4.2 Professional Qualifications (See exhibit B for forms) What is it? Research has consistently shown that higher levels of staff training and education are more likely to lead to positive outcomes for children. Child outcomes attributed to a higher level of staff development include better interaction with adults, development of social behaviors and improved language and cognitive development. How are professional qualifications assessed? In Quality Counts, the level of staff education and the annual hours of in-service training are reviewed to determine the Rating for this domain. The Rating is based on the number of staff achieving specified

7 educational levels and increasing numbers of annual in-service training hours. Staff education requirements for each star level are listed on the Professional Development Report Form. The chart below lists the staff education requirements for each star level. A B C D Professional Qualifications Same as FL Licensing: -All staff have completed 40- hour DCF training and 5-hour Early Literacy (in allowed timeframe) -1 staff per 20 enrolled children have DCF Staff Credential or higher* Director holds FL Director Credential All staff complete DCF s required 10 hours annual inservice training -Lead teachers: All have HS diploma- GED, and 50% have DCF Staff Credential or higher -Assistant teachers: 25% have or are currently enrolled in DCF Staff Credential or higher -Director holds FL Director Credential 50% of all teaching staff complete 15 hours annual inservice training -Lead teachers: All have DCF Staff Credential or higher -Assistant teachers: 50% have or are currently enrolled in DCF Staff Credential or higher -Director holds FL Director Credential 50% of all teaching staff complete 20 hours annual inservice training -Lead teachers: 25% have a minimum of Associates degree (or 60 college credits) including at least 18 credits in ECE -Assistant teachers: 75% have HS diploma-ged, and 25% have DCF Staff Credential or higher -Director: Advanced level credential 50% of all teaching staff complete 25 hours annual inservice training + Lead teacher is defined as the person with primary responsibility for a group of children. -Lead teachers: 50% have a minimum of Associates degree (or 60 college credits) including 18 credits in ECE -Assistant teachers: All have HS diploma-ged, and 50% have DCF Staff Credential or higher -Director: Advanced level credential plus Associate degree (or 60 college credits) including 18 credits in ECE 50% of all teaching staff complete 30 hours annual in-service training tied to the professional development plan *DCF Staff Credential refers to the National CDA, the Florida Child Care Professional Credential (FCCPC), the formal education qualification and/or the employment history exemption established by the Department of Children and Families. How are professional qualifications documented? To document Professional Development, please complete a Professional Development Report Form for each staff member. Attach a copy of their DCF transcript and 5206 form. For higher levels of education, attach a college transcript. For in-service training, attach certificates or sign-in sheets for all in-service completed in the 12-month period prior to submitting the portfolio. Please submit documentation only for the highest level of education, i.e. if the person has an FCCPC, proof of the 40 hours is not needed. Star 1: Star 2: A. State Mandated training (40 hour, 5 hour literacy, FCCPC, Director Credential) Copy of DCF transcript B. In-service Training Certificates, copy of sign-in sheets, or licensing in-service log A. High School Diploma/GED, FCCPC Copy of diploma, certificate B. Florida Child Care Professional Certificate (or proof of enrollment -Assistant Teachers) Certificate, waiver form C. In-service Training Certificates, copy of sign-in sheets, licensing in-service documentation Star 3: Same as Star 2 Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual - Page 7

8 Star 4: Star 5: A. Associate degree/60 college credits including 18 credits in ECE Transcripts B. High School Diploma/GED and FCCPC (Assistant Teachers) Diploma, Certificate C. Director Credential (Advanced) Certificate D. In-service Training Certificates, copy of sign-in sheets, licensing in-service documentation A. Associate degree/60 credits including 18 credits in ECE Transcripts B. High School Diploma/GED, FCCPC (Assistant Teachers) Diploma, Certificate, waiver form C. Director Credential Advanced, plus Associate degree/60 credits including 18 credits in ECE Transcripts D. In-service Training Professional Development Plan Certificates, copy of sign-in sheets, licensing in-service documentation and a copy of professional development plans for each staff member PLEASE NOTE: Foreign diplomas and transcripts must be translated and evaluated to document the equivalent United States courses and degrees. 4.3 RATIOS AND GROUP SIZES (See exhibit C and D for forms) What is it? Research strongly suggests that optimal group sizes and staff-to-child ratios lead to positive outcomes for children. Reductions in group sizes and ratios improve the interactions among adults and children, resulting in less aggression and more cooperation among children. Five levels of achievable standards are identified for the Staff to Child Ratios and Group Sizes domain. The following definitions help explain the standards: Group size is the number of children assigned to a staff member or team of staff members occupying an individual classroom or well-defined space within a larger room. This definition requires separate teachers, space, toys and changing tables or a distinct common area for changing with access to a sink. The space is to be defined by some form of physical barrier. Group size requirements vary by age groups. Group size and staff-to-child ratio are to be considered together when planning for quality. For example, a group of 40 children with four adults does not provide the same quality environment as would a group of 20 children with two adults, even though each has a staff-to-child ratio of 1:10. A good rule of thumb is for group size to be no more than twice the proposed staff-to-child ratio. For example, if the staff-to-child ratio in an infant classroom is 1:4 (one teacher for every four children), then the group size in that classroom space should be no more than twice that, or eight. How are ratios and group sizes assessed? Center directors will be responsible for providing documentation for each classroom s enrollment and staffing pattern. Page 8 - Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual

9 Ratios Group Sizes R GS R GS R GS R GS R GS Infants 1:4 N/A 1:4 12 1:4 8 1:4 8 1:4 8 Ones 1:6 N/A 1:6 12 1:6 12 1:5 10 1:5 10 Twos 1:11 N/A 1:9 18 1:8 16 1:7 14 1:6 12 Threes 1:15 N/A 1: : : :9 18 Fours/Fives 1:20 N/A 1: : : :10 20 In groups of mixed ages, the ratio is based on the age of the majority of children in the group. If the group is evenly mixed, the ratio for the youngest group prevails. In groups containing infants and 1-year-olds, the ratio for the youngest child prevails. For each classroom, the star level is based on the lowest ratio or group size. For example, a group of 40 4-year-olds with four teachers (1:10 ratio, group size of 40) is rated at Level 1. What documentation is used to determine the star rating for ratios-group sizes? The center will submit a completed classroom information form and class list for every classroom under school-age. Be sure to note days and times enrolled for part-time children. A computer printout of names and birthdates may be submitted for the Class List Form. PLEASE NOTE: The lowest scoring classroom determines the score for this domain. 4.4 Curriculum (See exhibit E for checklist) What is it? An early childhood curriculum is defined as a plan for learning, based on an educational philosophy. Current research has verified the validity of the idea that a curriculum based on developmentally appropriate practices is more likely to result in the desired outcome of preparing children for the more formal learning that takes place in later years. How is the curriculum assessed? The curriculum is assessed based on both the type of curriculum used and its implementation at the program, including staff training and child assessment. Curriculum Developmentally appropriate curriculum (aligned with ELC process of approving curriculum) has been adopted for all age groups All Lead teachers have received training on the implementation of the developmentally appropriate curriculum selected by the provider (minimum six hours) and have begun to implement curriculum All instructional staff employed six months or longer have received training on their chosen developmentally appropriate curriculum (minimum six hours) and continue to implement A. Developmentally appropriate curriculum is fully implemented B. A system is in place for ongoing child assessment observations (three x per year) Child assessment guides differentiated program planning and communicating with families Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual - Page 9

10 How is the star rating for curriculum documented? Star 1: Provide a copy of curriculum overview statement describing the curriculum used. If the curriculum is not on the Broward ELC approved list, document that the curriculum has been reviewed using the Developmentally Appropriate Curriculum Approval Form (See exhibit F for form) developed by the Broward ELC. Some acceptable evidence of DAP includes: lesson plans with goals and objectives; photos of curriculum in use; observation of curriculum implementation; family manual describing the curriculum. Star 2: Provide training certificates or sign-in sheets showing each lead teacher was trained. If the director was trained externally and then trains the staff, evidence of both should be submitted. Star 3: Same as Star 2, but training documentation for all instructional staff employed six months or longer. Star 4: A. Lesson plans reflecting benchmarks set by age appropriate Florida Performance Standards domains. Provide one written lesson plan for each age group that highlights each curriculum domain Another way of documenting successful implementation is achieving level 4 scores of on the ERS subscales for: Activities; Language and Reasoning (ECERS) or Listening and Talking (ITERS); Program Structure. B. For child assessment, sample copies of child observations/portfolios (child s name removed), and observation procedure/timelines in place verified in family or staff manual. Star 5: Add evidence that lesson plan forms include a section for differentiated activities targeted toward meeting identified needs of individual children/small groups and children s activities/progress is communicated to families on an ongoing basis. 4.5 Program Family Engagement (See exhibit G for checklist) What is it? According to nationally accepted studies, programs cannot adequately meet the needs of children unless they also recognize the importance of the child s family and the family s role as the child s first teacher. Early childhood programs must work effectively with families. Family engagement occurs in a variety of ways as on ongoing process. How families choose to become involved will vary from individual to individual but ECE programs should make efforts to ensure that families are afforded the opportunity to be involved in their child s early care and education. How is family engagement assessed? Evidence must be submitted for the items listed in each of the star levels. Page 10 - Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual

11 Family Engagement Family Handbook is written and includes family rights and responsibilities Signed acknowledgement of receipt of handbook by family Minimum of three modes of communication are used to share child and program information with families At least two family involvement activities per year provided Families are invited to scheduled familyteacher conferences to review child s progress and needs and to set goals, twice/year Activities provided for children and families to assist with transition to new settings within the child care program and/or to kindergarten Families have opportunity to evaluate the provider in writing at least annually Resources are available to communicate with families in the family s primary language Developmental screening and referral process is in place for 90 percent of all children, findings are shared with staff and families; activity suggestions are developed with staff and families for children identified with potential delays What documentation will be collected to determine the star level for family engagement? Star 1: Put a copy of the family handbook in the portfolio. Signed acknowledgement of receipt for at least 10% of families will be verified on-site. The handbook must include at a minimum: operating schedule, fees, calendar, health requirements, discipline policy, and rights and responsibilities of families. Star 2: Examples Copy of newsletter provided at least quarterly; observation or photos of family bulletin boards that include: health, family information, and community involvement; daily/weekly reports; community resources and activities; monthly calendar, etc. Star 3: Examples family-child lending library, family-child journaling activities; family education workshops; evidence families are invited to participate in school functions; documentation may be copies of flyers, invitations, sign-in sheets, photos, usage log, etc. Star 4: Family handbook section describing opportunity for family-teacher conferences; copies of flyer, sign-in sheets, dated forms that include goals and signatures for at least 10 percent of families; written plan for transition activities is included in handbook; sign-in sheets, flyers, or photos provided as appropriate Star 5: Provide a copy of blank survey and tabulation; list of languages spoken by families and plan of communication; sample review of children s files to verify developmental screenings were completed and communication with families took place. Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual - Page 11

12 4.6 Program Administration (See exhibit H for checklist) What is it? Administration of the program encompasses those business practices that are critical for a program to be successful and sustain high quality. How is administration assessed? Business practices such as risk management, fiscal accountability, and personnel policies are assessed through documentation that sound practices are in place. Administration Risk management plan in place (written action plan for emergencies such as hurricanes, fire, flood, threats, etc. including evacuation routes identified and drills) Personnel policy manual includes written staff orientation procedures and job descriptions A B Staff meetings are held at least quarterly Written performance evaluations are completed annually A B C Written operating policies and procedures include standard business and fiscal management practices Marketing plan in place to maximize full enrollment Written evaluations are completed annually, and include classroom observation A B C Salary scale is in place and is differentiated by education, experience Financial recordkeeping system provides quarterly reports and analysis and one-year projected budget Written performance evaluations are completed annually, including classroom observation and professional development plans What documentation will be used to determine the star rating for Administration? Star 1: Provide copy of a written plan for emergencies, including evacuation routes and records of emergency drills. This must include clear procedures to follow in the event of an emergency (e.g. fire, severe storm, power outage, sewer backup, intruder, missing child, lockdown, illness, accident); guidelines to reduce risk of child abuse/neglect allegations; procedures to maintain the safety of people, facilities, equipment and materials. Star 2: Copy of staff manual, including staff orientation procedures or checklist, and job descriptions, including evidence that they are used, i.e. staff sign-off that they received it. The timeline, activities and personnel involved in orientation should be included. Star 3: A. Staff Meetings agenda and sign-in sheets for at least four staff meetings in the past year B. Annual performance evaluations copies of written evaluations for all staff members (names removed). One example in the portfolio. The remainder may be observed onsite. Star 4: A. Operating Policies and Procedures written marketing plan, budget, business practices. For example: a method to track enrollment, income, and expenses; procedures to prevent fraud when writing checks; staff scheduling reflects adequate coverage at all times; benefits are provided to staff; checklists/tickler file to make sure routine needs are met (safety inspections, maintenance scheduled, etc.). Page 12 - Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual

13 B. Marketing Plan evidence that there is a written plan in place and examples, which may include: brochure, logo, business cards, signage, newsletter, website, advertising copy, phonebook advertising, promotional items, i.e. mugs, T-shirts, etc. C. Annual observations written evaluations include a dated form signed by a supervisor and teacher verifying observation took place. Sample in the portfolio, the remainder to be observed onsite. Star 5: A. Salary scale copy of salary scale B. Financial reports and budget copy of quarterly financial report and analysis; projected budget for the following year (numbers can be blacked out for confidentiality) C. Professional development plans copy of annual professional development plan for each staff member; names must be visible to ensure tracking to see that plans are followed 4.7 Bonus Points One bonus point will be given to centers based on 25 percent of teachers with a Bachelor s degree in Early Childhood Education/Child Development (with at least 18 credits in ECE). Two bonus points will be given to centers where 50 percent of teachers meet this requirement. One bonus point will be given to centers if they have a designated bachelors degreed (in ECE/Child Development) staff person (Curriculum Specialist) who oversees a center s educational program for at least 50 percent of the time while not assigned to a classroom, or other administrative duties. Accreditation Is accreditation considered in determining a star rating? Accreditation can be an important indicator of a quality program. There are a myriad of accrediting organizations available for consideration. They often have differing priorities and criteria. It is difficult to lump them all together and assume that they have the same meaning and same result in terms of quality. For that reason, programs that are accredited are not automatically awarded points for that accreditation. Although no points are assigned to accreditation and it doesn t affect the overall rating in terms of point value, it is considered an important feature to be acknowledged. A copy of the Florida Gold Seal Certificate should be provided and it must be current. A plus (+) is added on to the star rating to indicate achievement of Florida Gold Seal status. 5.0 THE ASSESSMENT PROCESS 5.1 Pre-Assessment The initial stage of involvement in the Quality Counts process may begin with a pre-assessment if the program so chooses. Pre-assessment consists of allowing the ERS assessors to conduct observations of 50 percent of the program s classrooms. Observations are conducted in the morning. The assessor will typically arrive before 8:30 a.m. and after randomly selecting a classroom to observe and obtaining some classroom specific information, she will observe until the children go down for nap. Then a brief interview will be conducted with the lead teacher to ask about items not observed. The program will be given a date range during which the classroom observations may take place. Dates that are problematic should be communicated to the Quality Counts office ahead of time. Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual - Page 13

14 After scoring and completing the classroom report, it will be reviewed by a supervisor. The observation reports are then provided to both the ECE program s director and to the technical assistance agency working with that program, if such a relationship exists. The results are used to inform planning quality improvements and to gauge the areas in which teachers need additional training. 5.2 Full Assessment Once involved in the full rating process, the ECE Program, with assistance from their coach (if they have one), prepares a portfolio (they may choose the format i.e. 3 ring binder, file box, expanding file). The portfolio is to include all the documentation verifying achievement of the highest star level possible for the program in each domain. There should be a section for each of the Quality Counts domains. If a similar portfolio has been prepared for accreditation, the same materials may be used, but must be up to date. This will generally be submitted 18 months after the pre-assessment. When the portfolio has been submitted to the Quality Counts program, Environment Rating Scale post-assessments will be scheduled. The center will be given a date range during which classroom observations may take place. Dates that are problematic should be communicated to the Quality Counts office ahead of time. The portfolio will be reviewed by the Quality Counts program office and points for each domain will be determined. An onsite visit will be scheduled with the director to review the portfolio results and provide an opportunity for additional documentation to be submitted. The results of the Environment Rating Scale observations will determine the score for Learning Environment. A summary report will then be prepared and copies of the reports will be shared with the coach, as well as the center director. A summary meeting will be scheduled with the owner/director and the coach (if there is one) to go over the results. Full assessment takes place every three years thereafter. PLEASE NOTE: Although the ERS assessors are visiting the program for the purpose of conducting an observation, it is the policy that if a licensing violation is observed and cannot be immediately corrected, the assessor is obligated to report it to the child care licensing office. 5.3 Request for Review/Grievance procedure A. If, upon receiving its Star rating, an ECE provider needs clarification as to how the rating was determined, the director, owner or board must submit a request for clarification, in writing, to Broward County Quality Counts within 10 business days of the provider receiving its Star Rating and Summary Assessment Report. B. The written request for review must include a statement that identifies the specific information and/or rating that needs clarification. C. The provider may submit additional supporting documentation with the written request for review. D. The Quality Counts Review Committee will respond in writing within 30 days of receiving the request. 5.4 Quality Counts Review Process A. The only issue that will be considered by the Quality Counts Review Committee is whether, at the time of the assessment, the program was provided with proper credit for compliance with the standards listed for each component. Page 14 - Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual

15 B. Upon receiving the provider s written request for review, the Quality Counts Review Committee will determine whether the contested issue meets the criteria for consideration. C. The review is intended to provide an informal, reasonable opportunity for clarification. The Review Committee shall not consider any changes made within the center after the date of the assessment. D. If the Review Committee determines a matter should be reviewed, a meeting of the Committee will be held to conduct a review within 30 business days of receiving the request. E. The Review Committee shall send a written decision to the provider within 10 business days after the review and shall send a copy of the decision to Broward County Quality Counts for inclusion in the program s file. 5.5 Re-assessment An ECE program that has participated in the Quality Counts process may request a re-rating after one year with documentation to verify that significant improvements have been made. For programs participating in technical assistance, verification must be submitted by the agency providing the assistance. The normal rating cycle is three years. 5.6 Postponement of Assessment A. An ECE program requesting a postponement of their Quality Counts rating must do so in writing to the Quality Counts program. B. An ECE program may be granted a one-time postponement of their scheduled rating for up to three months. Postponement beyond that time frame will be granted only upon documented extenuating circumstances. C. ECE programs who decide to discontinue participation at that time do so with the understanding that they will no longer be eligible for WAGE$ and will no longer receive priority for educational scholarships. 5.7 Annual Reports The ECE program that has achieved a full star rating must submit an annual report 12 months after receiving a star rating, and annually until another full rating cycle begins. The annual report will include staffing updates, including the names and updated education achievements of each staff member; any changes to curriculum used; and updated family activities for the year. 6.0 QUALITY SUPPORTS 6.1 Early Learning Coaches (Technical Assistance) What is the role of an Early Learning Coach in Quality Counts? Early learning coaches are one of the most significant quality supports in Quality Counts. To begin an ECE program s improvement process, an early learning coach reviews the assessment reports (or previous full rating) with the facility director/owner. Jointly, the coach and director/owner produce Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual - Page 15

16 an achievable improvement plan with benchmarks and target dates, based on the strengths and challenges identified in the assessment. Individual classroom and staff development plans may also be produced. For an ECE program entering Quality Counts, a coach may be assigned to work on quality enhancements, depending on the program s needs. The coach will also assist the director in identifying and organizing the documentation for the other Quality Counts components. During this time, a coach will provide technical assistance, assist in the mini-grant process, and provide training and support to help implement improvement plans. The early learning coach may conduct informal assessments as needed to check a center s progress and adjust improvement plans and benchmarks, using the Environment Rating Scales. Scores will not be calculated or provided by the early learning coaches, as they are not trained to reliability as the program assessors are. 6.2 Mini-Grants Is money available to help fund the cost of improving quality? The Quality Counts program has a mini-grant program to help a center pay for costs associated with improving quality. However, many activities necessary to improve and maintain quality in a center do not typically cost money. Mini-grant dollars are to be supplementary. They are not meant to pay for a center s entire quality enhancement costs or its costs of doing business at a higher quality level. To be eligible to receive these dollars, a center must be receiving technical assistance and meet benchmarks set jointly with the assigned coach. If a center needs extra time to meet its benchmarks, the coach may extend the mini-grant opportunity up to 12 months, depending on the center s achievement of benchmarks. 6.3 Professional Development Scholarships and Opportunities What supports are available to help with Professional Development? Financial aid is available to help defray the cost of attending college classes, workshops, in-service training and conferences. The following list details these sources of support: 1. T.E.A.C.H. Scholarships: The T.E.A.C.H. Scholarship program is available to all early childhood education providers in the community. This program pays for FCCPC, as well as college classes leading to an Associate or Bachelor degree. 2. Early Learning Coalition (ELC) Scholarships: May be used for FCCPC, leading to a national CDA, college courses, and in-service trainings (CEU), conferences and workshops that are offered periodically through state and local professional organizations, Family Central, Inc. and other recognized organizations. 3. Children s Service Council (CSC) Scholarships: May be used for FCCPC, college courses, and in-service trainings (CEU), conferences and workshops that are offered periodically through state and local professional organizations, Family Central, Inc. and other recognized organizations. 6.4 Other Quality Enhancement Supports Besides mini-grants and scholarships, how does Quality Counts help with attaining a higher level of quality? Page 16 - Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual

17 Child Care WAGE$ Florida Salary Supplement Program: The WAGE$ program is designed to assist directors and owners with staff retention by rewarding educational achievement and longevity. The WAGE$ Supplement program provides education-based wage supplements to early childhood teachers working with young children birth to age five. WAGE$ Supplements are based on the level of education already attained and continued employment at a Quality Counts site. Qualified individuals receive payment in six-month increments, after the recipient has spent a continuous six-month period in the same Quality Counts child care center. 7.0 FUTURE PLANS The Early Learning Coalition (ELC) of Broward County and its System Partners will continuously monitor and update the Quality Counts program. This will be done both to align Broward County s Quality Counts program with the rest of the State of Florida and to meet the needs of the local early care and education community. It is anticipated that the following areas, among others, will be reviewed, revised, expanded and updated: 1. Goals The goals established for Quality Counts: 1) to produce positive outcomes for children; 2) to provide consumer education to help families recognize, expect and seek out quality in a child care setting; and 3) to define, advocate for and obtain the resources necessary to encourage, support and promote quality child care, will be reviewed and revised as necessary (i.e. when local supports for early care and education are expanded) to include full implementation of a training and trainers registry system, a clearly defined and articulated career path, support for broadbased child care worker wage supplements, etc. 2. Consumer Education An information and education effort will be planned and implemented. The effort will inform the general public, business community, families and decision makers about the impact that quality early care and education has on child outcomes. The Quality Counts program will be publicized as a mechanism for helping families recognize, choose, and expect quality child care. 8.0 QUALITY COUNTS PARTNERS The Early Learning Coalition of Broward County funds Quality Counts through the organizations listed below: 1. Broward County Community Partnerships Division, Child Care Licensing and Enforcement Section, Quality Rating System N.W. 29th Street Coral Springs, FL click on Childcare Licensing and Enforcement This program provides assessments and pre-assessment using the Environment Rating Scale instruments. The program also analyzes portfolio documentation across domains to determine the Star Rating. 2. Family Central, Inc. 840 S.W. 81st Avenue North Lauderdale, FL Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual - Page 17

18 9.0 APPENDIX Forms and Checklists: Domain Form Name Page Professional Qualifications Professional Development Report Form Exhibit B Ratios and Group Sizes Classroom Information Exhibit C Individual Classroom Enrollment List Exhibit D Curriculum Curriculum Checklist Exhibit E Developmentally Appropriate Curriculum Approval Exhibit F Program Family Engagement Checklist Exhibit G Program Administration Checklist Exhibit H Additional Forms Facility Information Form Exhibit A The Quality Rating Services program is under the sponsorship of the Early Learning Coalition of Broward County, Inc. and State of Florida, Agency for Workforce Innovation. ($529, [100%] Federal Funds) Page 18 - Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual

19 EXHIBIT A Center Address/Street Facility Information Form Attach Classroom Information Forms, Class Lists, and Class Schedules To be completed prior to the scheduled observation. City State Zip Code Phone Fax Owner Director Asst Director Center Hours of operation Current Enrollment 0-5 (excluding School-Age) Schedule Changes of Note Significant changes in schedule that may interfere with an observation, such as holidays, special events, field trips, etc. Infant-Toddler and 2s Classrooms List all classrooms that can be assessed with the ITERS-R -Infant/Toddler Environment Rating Scale- Revised (groups where a majority of the children are younger than 30 months) Preschool Classrooms List all classrooms that can be assessed with the ECERS-R -Early Childhood Environment Rating Scale-Revised (groups with a majority of preschool children older than 30 months) Florida Gold Seal Accreditation Accrediting body: Expiration Date: Attach copy of accreditation certificate Include this completed form in the portfolio General information section N.W. 29 th Street, Coral Springs, FL Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual - Page 19

20 EXHIBIT B Professional Development Report Form Complete this page for every staff member including the Director Individual Staff Name: Date of Hire: Position: Director n Lead Teacher n Curriculum Specialist n Asst. Director n Asst. Teacher n Other n Center Name: Date of form completion: CERTIFICATES, DEGREES AND CREDENTIALS List ALL Certificates, Degrees and/or Credentials Earned. Attach only documentation to this form for highest educational level achieved. Include transcripts to document college credits. DCF 5206 Education and Employment History Verification Form must be attached. High School Diploma or GED 40-hour Certification and 5-hour Literacy FL DCF Work History Exemption Florida Child Care Professional Credential (formerly CDA-E) National CDA ECE College Courses list Foundational Level (I or II) Director Credential Advanced Level Director Credential AA or AS Degree (note area of specialization and number of credits ECE) 60 College Credits (in lieu of Associate degree) # credits ECE: Bachelor s Degree (note area of specialization and number of credits ECE) Master s Degree (note area of specialization and number of credits ECE) Date Completed List type of Documentation Attached ENROLLMENT IN TRAINING OR EDUCATION PROGRAM List program of study the staff person is currently enrolled in. Attach documentation to this form. Course (such as FCCPC) or degree program, and the Institute providing the program Expected Date of Completion List Type Documentation Attached IN-SERVICE TRAINING HOURS List all contact hours in-service training for this staff person in the 12 months prior to today s date. Attach documentation to this form. One college credit = 15 contact hours; one CEU = 10 contact hours. Total contact hours Time period: from m/d/y to m/d/y List Types Documentation Attached The Department of Children and Families 5211/5206 forms must be completed for persons meeting the DCF staff credential criteria. For information go to CF-FSP Form 5211-Education and Employment History Verification Form is the application that results in a Page 20 - Quality Counts: Broward County s Quality Improvement System - Early Childhood Center Manual