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Let’s TalkHost - Debi MathiasDirector, QRIS National Learning Network dmathias@buildinitiative.orgwww.buildinitiative.orgwww.qrisnetwork.org August 30, 2017
Speakers
MakiPark
JulieSugarman
Zam ZamMohamed
Jennifer Jennings-Shaffer
Julie SugarmanPolicy Analyst, Migration Policy Institute
Maki ParkPolicy Analyst, Migration Policy Institute
© 2017 Migration Policy Institute
Research & Findings Drawn from MPI Report
18% of all ECEC workers (vs. 8% in 1990)
Provide the majority of linguistic and cultural diversity in the early childhood field
Potential barriers to advancement include:• Limited English Proficiency (54%)• Less than a high school diploma (25%)
Concentrated in lower-paying, lower-qualified sectors of the workforce
Immigrant ECEC Workers
© 2017 Migration Policy Institute
50 percent of immigrant ECEC workers are in informal settings
© 2017 Migration Policy Institute
Source: MPI tabulations of the U.S. Census Bureau’s pooled 2011-13 ACS data.
Culturally and linguistically diverse (CLD) providers may have difficulty achieving higher ratings due to cultural or other barriers unrelated to program quality
CLD providers may be unable to access or participate in QRIS at all, pushing them out of the field or into unregulated sector
Potential Disadvantages for Immigrant and CLD ECEC Workers Under QRIS
© 2017 Migration Policy Institute
Use a sample of states to identify a range of indicators
© 2017 Migration Policy Institute 8
CLD-Supportive Indicators in QRIS Standards
Use a sample of states to identify a range of indicators• Differences in scope and specificity among states
• State may have DLL policies not in QRIS
• Not intended to report on percent of states including any particular topic
© 2017 Migration Policy Institute 9
CLD-Supportive Indicators in QRIS Standards
Culturally responsive environment and practices (7/11)
Diversity policies (6/11)
Communication to families and staff (9/11)
Bilingual staff and language use (5/11)
Family/community engagement (5/11)
Professional development (6/11)
© 2017 Migration Policy Institute 10
Topics
Do evaluators and practitioners have the same understanding of DLL-related concepts?How do you know if something is
appropriate? How much of it do you need to see?Can rubric structure, options, and flexibility
lead programs not to address quality for DLLs at all?
© 2017 Migration Policy Institute 11
Indicators in Use
Do indicators reflect best practice for ELs?• Apply to all – class size, interaction, parent
engagement
• Specific to DLL – L2 development practices, cultural diversity, home language use
Were CLD practitioners and children included in QRIS validation studies?
© 2017 Migration Policy Institute 12
Validity of Indicators
Validity of measurement tools• Developed and validated for CLD practitioners,
children, and families?
• Cultural, socioeconomic biases?
• Skew toward center-based practice?
Use of DLL-specific tools
© 2017 Migration Policy Institute 13
Evaluation Issues
Evaluator training• Cross-cultural variation in what counts as
evidence of practice
• Language capability
LEP practitioner access to information on rating process
© 2017 Migration Policy Institute 14
Evaluation Issues
Do CLD parents get information about quality for their children?Do star ratings/levels reflect quality for DLLs?Are systems disaggregating data on
participation rates and results obtained?
© 2017 Migration Policy Institute 15
Use of QRIS Information
Inclusive, intentional outreach and enrollment processes
Linguistically and culturally relevant technical assistance and professional development
Ongoing stakeholder engagement – including diverse voices in planning and improvement processes
QRIS Implementation:Considerations for CLD Providers
© 2017 Migration Policy Institute
Low levels of education and prevalence of Limited English Proficiency among immigrant ECEC workers
Points to a need for integrated education pathways including ESL and adult basic education supports – aligned with QRIS
Need to ensure that workers are appropriately rewarded for costly, time intensive education and training → scholarships and wage supplements
Need for Workforce Supports
© 2017 Migration Policy Institute
© 2017 Migration Policy Institute
Thank you—let’s stay in touch!
Julie Sugarman202-266-1905
Maki Park202-266-1922
Find data, reports and other analysisby state and nationally at
www.migrationpolicy.org
Questions? Comments?
Jennifer Jennings-ShafferEarly Learning Policy Director, Children’s
Early Achievers Overview Washington State Statewide roll out on voluntary basis via RTT-ELC grant 2011-
2015
Design at time of roll out:
5 levels: onsite rating for levels 3-5
Points a combination of CLASS, ERS, and sources of evidence
Rating thresholds based on research about quality needed to move child outcomes
Unintended barriers to low income and diverse providers
No stakeholder engagement mechanism
Vehicle for continuing Early Achievers beyond 2015 was the Early Start Act, an omnibus bill focused on increasing quality in early learning.
Opportunities: Apply lessons learned from initial implementation Embed cultural/linguistic responsiveness into how
we define and measure quality More resources for the field Increase quality for kids
Threats: Universal requirements Standards and approaches based on research and
best practice reflect a dominant culture frame Market based approaches can exacerbate inequities
Early Achievers in the Early Start Act
Policy & budget provisions to maximize opportunities and mitigate threats:
Specific resources to support providers serving low income and diverse communities:
Needs based grants
Substitute pool
Translation
Differentiated coaching/TA based on individual provider need and context
Access to financial resources like scholarships and quality awards
Language in legislation recognizing cultural and linguistic responsiveness is part of quality
Creation of an Early Achievers Review Subcommittee
Prioritization of resources to providers trying to reach level 3
Protect access to care by triggering a process to review barriers and mitigate impacts to children if 15% or more of providers in any county or zip don’t meet quality requirements
Questions? Comments?
Voices of Tomorrow“Helping today's children for better
tomorrow!”
Target Audience
Voices of Tomorrow
Child
CommunityFamilies
Overarching Challenges
Lack of Access to resources and Funding
Inequity that exists currently in the education system
Lack of Culturally and linguistically responsive programs
The growing number of language loss amongst children in the East African Community.
Voices of Tomorrow
Challenges Identified by Providers Equitable Access to resources
Coaching/Technical Assistant in their native language
Professional Development
Funding
Washington Administration Code (WAC)
Washington State’s Quality Rating Improvement Plan(QRIS), Early Achievers requirement
Providing prove of High school diploma
Accessing and utilizing MERIT (Professional Development registry)
Culturally and Linguistically responsive programing Translations provided in their home languages
Professional Development in home language
0
50
100
150
200
250
300
350
MERIT WAC requirment Early Achievers Culturally andLinquistically
responsive program
Equitable Access toresources
Somali Amharic Other
Racial Equity/Cultural Humility
Voices Of Tomorrow’s Cultural Approach to thriving community
Healthy and Successful community
Leadership/Empowerment
Develop and Deliver Cultural Responsive Services
Identifying Barriers and Road blocks
Building and Sustaining Community Relationship
Building Social Capital
Voices of Tomorrow
Providers
Provider
Provider
Provider
East African Development Center
Child
ProvidersFamilies
Additional solutions Professional Development
Conduct community led community conversation
State wide advocacy
Create tools that are cultural specific and linguistically responsive.
Align programs that impacts families and Early learning providers.
Engage public schools and department of education and other policy makers
in understanding the barriers, and need of the Immigrant and Refugee
Communities.
Voices of Tomorrow
THANK YOU!
Questions? Comments?
Debi Mathias, Director QRIS NLN [email protected] Initiativewww.buildinitiative.orgQRIS National Learning Networkhttp://qrisnetwork.org/
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