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Transition Overview Current to Future. Welcome. Goal – The purpose of this session is to share information with currently rated programs about the revisions to Step Up to Quality. Agenda Timeline for transition Overview of revised standards Outline next steps Q & A. - PowerPoint PPT Presentation
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Transition Overview Current to Future
Welcome
Goal – The purpose of this session is to share information with currently rated programs about the revisions to Step Up to Quality.
Agenda• Timeline for transition• Overview of revised standards• Outline next steps• Q & A
New Opportunities
October 2011 Ohio applies for Early Learning Challenge Grant (ELCG)
• Voluntary, competitive federal initiative • Partnership between U.S. Departments of Education
and Health and Human Services
January 1, 2012 Ohio is one of nine states awarded ELCG
• Highest awarded amount of $69,993,362• January 1, 2012 – December 31, 2015
Ohio’s Goals for Results
Develop and implement a system that addresses needs of most vulnerable children
• Low Income• Children with Disabilities• English Language Learners
Close kindergarten readiness gap by 5% for high needs children
Expand to serve 37,000 additional high needs children in highly rated programs
By 2020, purchase services only in high quality settings
Ohio’s Guiding Principles
• Single definition of QUALITY PoliciesProceduresVerification
• Inclusive of all program settingsSchool operatedCommunity based centersFamily child care homes
• Based on current research and best practices
• Differentiated and measurable
Ohio’s Guiding Principles
• Essential – things with most significant impact
• Achievable and sustainable - promotes continuous improvement
• Simple, understandable, clear
• Flexible on how achieved
• Meet commitments in the ELCG
SUTQ Overview of Revisions
• Identifies key areas of revision
• Compares current to revised
• Introduces new terminology
Transition Timeline
July 31, 2013 Deadline for submission of initial applications (programs not yet rated) under the current 3 step system
July 31, 2013 Currently rated programs with a rating expiration date prior to October 1, 2013 will be required to submit a renewal application prior to July 31, 2013
October 1, 2013 Currently rated programs will transition to assigned rating in new 5 step system
October 1, 2013 Unrated programs will be eligible to submit initial registrations
October 1, 2013 Currently rated programs (who have been at their current rating for more than six months) able to submit change registration.
Current Rating ExtensionPrograms rated by October 1, 2013 will have their
rating expiration date extended by one year.
Example: Program is renewed/rated a Step 2 rating on May 5, 2013.
October 1, 2013 - Program will transition to new assigned rating of a Step 3 in 5 Star system
The program’s rating expiration date will be extended one year to May 5, 2015.
Program eligible to request an increase in their rating six months from rating date – November 5, 2013.
Revised Model
Building Blocks – Steps 1-3• Must meet all Program Standards at one level before progressing
to the next
Points – Steps 4 & 5• Must meet all Program Standards at Step 3• Points are earned by meeting selected Program Standards• At least one point must be earned in each of the four domains
Optional points can also be earned for Staff/Child Ratio/Group Size and Accreditation
Early Learning Learning and Development
Administrative Practices Administrative and Leadership Practices
Specialized Training
Staff Education and Qualifications
Staff Qualifications and Professional Development
Staff/Child Ratio and Group Size
New: Family and Community Partnerships
Extra Points: Staff/Child Ratio and Group Size,
Accreditation
Benchmarks to Domains
Learning and Development
Learning and Development
Learning and Development
Learning and Development
Learning and Development
Learning and Development
Learning and Development
Classroom Observation Tool
Program Standard:Program supports each child’s development by providing well-structured learning environments and positive interactions among staff and children.
•State created tool used with Steps 3-5•Seven Elements with 3-5 Indicators in each Element•Used in random sample of classrooms• In final stages of development and review
Classroom Environment Elements
Materials ScheduleOrganization Curriculum
Staff/Child Interactions Elements
ResponsivenessInstructional StrategiesGuidance/Behavior Management
Classroom Observation Tool
Learning and Development
Steps 4&5
Points are earned by meeting selected Program Standards.
5 points Teachers plan intentional and purposeful activities and experiences that meet the needs/interests/abilities of children across all developmental domains.
3 pointsTeacher supports children’s active engagement through opportunities for exploration and learning.
5 pointsOngoing child assessment results are used to make, adjust and refine instructional decisions and to evaluate child progress.
4 pointsFamilies are provided multiple opportunities to understand the assessment process used and data collected, review and contribute to their child’s education plan, and share information about their child’s progress toward learning goals.
4 points Lead teacher documents progress on action steps and readjusts goals as needed.
Administrative & Leadership Practices
Administrative & Leadership Practices
Administrative & Leadership Practices
Administrative & Leadership Practices
Administrative & Leadership Practices
Administrative & Leadership Practices
Administrative & Leadership Practices
Steps 4&5
Points are earned by meeting selected Program Standards
3 points Program offers three or more of the approved staff supports to employees.
3 points Program’s annual continuous improvement plan has strategies to engage community partners to support child and family outcomes.
3 points The program conducts an annual survey with families, identified stakeholders and/or community partners to review accomplishment of program goals.
4 points Results of the formal observations are used to inform the program’s annual continuous improvement plan.
3 points Results of annual classroom self-assessment are used to inform individual professional development plans.
Staff Qualifications & Professional Development
Staff Qualifications & Professional Development
Staff Qualifications & Professional Development
Staff Qualifications & Professional Development
Steps 4&5
Points are earned by meeting selected Program StandardsAdministrators
5 points• Master’s degree in ECE or approved related field, or bachelor’s degree (BA) with CPL 5; or • BA in ECE with an Administrator Credential Level (ACL) 3
4 points• BA in ECE or approved related field with an administrator license; or• AA in ECE or approved related field with an ACL 3
3 points• BA in ECE or approved related field; or• CPL 4; or• AA in ECE or approved related field with a CPL 3
2 points• Associate’s degree in ECE or approved related field with an ACL 3
Staff Qualifications & Professional Development
Steps 4&5
Points are earned by meeting selected Program StandardsLead Teachers
5 points 100 percent have a BA appropriate to the age groups noted in Step 3 or a CPL 4
4 points50 percent have a BA appropriate to the age groups noted in Step 3 or a CPL 4,and the other 50 percent have a minimum of an AA or CPL 3
3 points100 percent have an AA appropriate to the age groups noted in Step 3 or a CPL 3
Staff Qualifications & Professional Development
Steps 4&5
Points are earned by meeting selected Program StandardsAssistant teachers
4 points 100 percent of classrooms have an assistant teacher with a CDA or CPL 2
3 points 50 percent of classrooms have an assistant teacher with an AA in ECE (or related field for school-age teachers)
2 points 75 percent of classrooms have an assistant teacher with a CDA or CPL 2
1 point 50 percent of classrooms have an assistant teacher with a CDA or CPL 2
Staff Qualifications & Professional Development
Staff Qualifications & Professional Development
Steps 4&5
Points are earned by meeting selected Program StandardsProfessional Development
3 points 100 percent of administrators and lead and assistant teachers have obtained 30 or more hours of approved professional development over a two-year period
2 points 100 percent of administrators and lead and assistant teachers have obtained 25 or more hours of approved professional development over a two-year period
2 points50 percent of administrators and lead and assistant teachers have obtained 30 or morehours of approved professional development over a two-year period
1 point50 percent of administrators and lead and assistant teachers have obtained 25 or morehours of approved professional development over a two-year period
Family & Community Partnerships
Family & Community Partnerships
Family & Community Partnerships
Family & Community Partnerships
Family & Community Partnerships
Family & Community Partnerships
Steps 4&5
Points are earned by meeting selected Program StandardsNew Domain
2 pointsThe program has written transition policies and practices that include strategies forsupporting transitions into, within and out of the program for both children and families
3 pointsProgram has written documentation of formal and/or informal agreements withcommunity partners and other family-serving agencies, programs and entities
2 pointsProgram uses a formal model or process to enhance family engagement strategies
1 pointProgram has an organized and active parent volunteer group
Staff/Child Ratio and Group Size
Optional Extra Points
Infants & Toddlers (6 points) Birth to < 18 months 1:4/2:8/3:10 18 to 30 months 1:5/2:10 30-36 months 1:6/2:12 Mixed Age, 0 to 36 months 1:4/2:8/3:10
Infants & Toddlers (4 points)
Birth to < 18 months 1:5/2:1018 to 30 months 1:6/2:1230 to 36 months 1:7/2:14Mixed Age 0 to 36 months 1:5/2:10
Preschool and School Age (4 points) 48 months to < school age 1:12/2:24 36 to < 48 months 1:10/2:20Mixed Age, 36 months to < school
age1:10/2:20K to age 14 1:15
Preschool and School Age (2 points) 36 to < 48 months 1:11/2:22 48 months to < school age 1:13/2:26Mixed Age, 36 months to < school age
1:11/2:22K to age 14 1:16
Accreditation
Optional Extra Points
Program is accredited from an approved accrediting body (5 points)
Next Steps
ODJFS/ODE• Release final DRAFT SUTQ Standards for Programs
and Type A Homes• Schedule and deliver information sessions on 5 Star
rating and verification process• Schedule and deliver training on Ohio’s Early Learning &
Development Standards• Finalize Guidance Document• Begin formal clearance process for SUTQ rules
Next Steps
Programs• Visit www.earlychildhoodohio.org to stay informed of
revisions and associated timelines• Attend information sessions & SUTQ training• Review and comment on SUTQ rules during clearance
period• Seek technical assistance if needed
Closing Activity
Complete the 3-2-1 activity
• List three things you already knew before the presentation
• List two things you learned today
• List one question you have
Thank You
Please visit www.earlychildhoodohio.org
for information regarding future SUTQ Information Sessions
Patti Donofrio Patricia.donofrio@jfs.ohio.gov
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