Gary Glasenapp Teaching Research Institute Center on Early Learning Western Oregon University

1. Oregon’s Quality Rating and improvement system and supporting children with disabilities and their families: Implications for EI/ECSE Personnel Gary Glasenapp Teaching Research Institute Center on Early Learning Western Oregon University

2. Session Objectives • Participants will: • Have a general understanding of Oregon’s QRIS. • Understand how Oregon’s QRIS addresses supporting children with disabilities and their families. • Understand the implications of Oregon’s QRIS for EI/ECSE personnel. • Identify what EI/ECSE administrators can do to enhance collaboration with QRIS, CCR&Rs and Early Learning Hubs to support young children with disabilities.

3. Oregon’s Early Childhood Inclusion Collaborative (OECIC)

4. OECIC • Subgrant from Oregon Department of Education • Provide support to Oregon Counties • Increase number of community placement sites • Increase quality of community placement sites • Increase collaboration • Different levels of TA/support • Universal • Targeted • Intensive

5. What is Oregon’s QRIS?

6. What is QRIS? Q Quality

7. What is QRIS? R Rating

8. What is QRIS? I Improvement

9. What is QRIS? S System

10. What is QRIS? QRIS Quality for Better Outcomes for Children in Oregon

11. State and National Focus On Early Childhood Care and Education In the spotlight

12. Oregon’s Focus on Early Childhood • Governor Kitzhaber’s focus on Education • Oregon Educational Investment Board • 40-40-20

13. Oregon’s 40-40-20

14. Early Learning Division’s Vision 1. Ensure all children are ready for kindergarten and reading at grade-level in 3rd grade. 2. Children are raised in stable and attached families. 3. Integrate resources and services statewide.

15. Early Learning in Oregon • Early Learning Council and Early Learning Division Initiatives to meet the vision • QRIS • Kindergarten Entry Assessment • Universal Screening • Early Learning HUBS http://oregonearlylearning.com

16. Early Learning in Oregon • Successful Race to the Top Early Learning Challenge federal grant • Systems building money for early childhood in Oregon • $30 million over 4 years

17. National Focus on Early Learning • President Obama is also focusing on and investing in the future through young children Short video can be found at http://www.youtube.com/watch?v=QNZJ0BaNaoI • In November 2013 Senator Harkin introduced the Strong Start for America’s Children Act that has bipartisan sponsorship and support http://www.naeyc.org/policy/federal/strong-start-for-children

19. Oregon’s QRIS History and Field Test Why QRIS?

20. Oregon’s QRIS is Not New

21. Partners

22. Oregon’s QRIS Field Test

23. Oregon’s QRIS Overview So, what is it?

25. Oregon’s QRIS 5 Tier Building Block System Supports for Quality Improvement Incentives for Quality Rating Commitment to Quality Licensed

26. QRIS Standards Structure

27. QRIS Materials Structure

28. QRIS Domains and Standards

29. Star Level Indicators: Building Block 5-Star 5-Star 4-Star 4-Star 3-Star

30. Basics of the QRIS Process

31. Oregon’s QRIS and Supporting Children with Disabilities and Their Families

32. How Oregon’s QRIS Addresses Children with Disabilities and Their Families • Based on premise that inclusion of children with disabilities should be part of Oregon’s QRIS • Oregon’s QRIS addresses the needs of ALL children and families • No separate Domain for children with disabilities • Woven throughout Domains and Standards

33. Examples from Oregon’s QRIS • LD1- 4 Star: The program’s philosophy explicitly ensures the inclusion of all children. • LD3 – 3 Star: The program uses a basic indoor environmental arrangement that supports children’s learning and development that includes including space that: • is accessible to all children enrolled in the program • has enough room for equipment needed by children with disabilities • LD7 – 3 Star: The program uses basic curriculum activities that support children’s learning and development that include: • adaptations that allow all children, including those with disabilities to participate • HS5 – 3 &4 Star: Including children with special health needs. • FP1: Program uses family input and feedback to guide program planning and policy decisions. • FP2: Program meets individual needs of children through mutually respectful, two-way communication with families.

34. Implications of Oregon’s QRIS for EI/ECSE Personnel

35. Implications of Oregon’s QRIS for EI/ECSE Personnel

36. Implications of Oregon’s QRIS for Supporting Children with Disabilities in Community Programs

37. Activity What can EI/ECSE administrators do to enhance collaboration with QRIS, CCR&Rs and Early Learning Hubs to support young children with disabilities?

38. Questions?

39. Contact Information • Gary Glasenapp • glaseng@wou.edu • Tom Udell • udellt@wou.edu • Mandy Stanley • stanleya@wou.edu

40. Oregon’s Quality Rating and Improvement System http://teachingresearchinstitute.org/projects/qris

41. Oregon’s early childhood inclusion collaborative http://teachingresearchinstitute.org/projects/oecic