Alignment of Inclusive Pre-School Learning Environments and Quality Rating Improvement System

1. Alignment of Inclusive Pre-School Learning Environments and Quality Rating Improvement System 391 Grant Funding May 7, 2012

2. Purpose of Funding Inclusive Preschool Learning Environments funds are state funds (formerly known as Chapter 188/Phase I of CPC) designed to support inclusive preschool learning environments for preschool children with disabilities. All applicants must meet the standards/definition of Inclusive Preschool Learning Environments set forth below.

3. The Inclusive Preschool Learning Environments serves preschoolers with disabilities in inclusive settings with their typically developing peers. • Inclusive Preschool Learning Environments must meet the following standards/definitions: • Services may be provided in public schools, Head Start programs, and/or EEC licensed child care programs. • Class size may not exceed 20 children with one teacher and one aide when the classroom has up to five children with disabilities.* Alternatively, class size may not exceed 15 children with one teacher and one aide when the classroom has six or seven children with disabilities.* In order for a classroom to be considered an inclusive learning environment, at least 15% of the children enrolled in it must have a documented disability. • Classrooms where children with documented special needs and/or disabilities comprise over 50% of the classroom enrollment do not qualify for these grant funds as they are considered substantially separate learning environments. * Disability must be documented, and the children must have IEPs.

4. Inclusive Preschool Learning Environments • (Fund Code 391) In FY12 95 grantees received $9M in IE state funds to support direct service activities. Renewal grants totally $9,019,276 are available to 97 public schools districts and lead agencies to support opportunities for preschoolers with disabilities in inclusive settings with children without disabilities. Funds support direct services and are typically used for educator salaries and children's transportation.

6. Children supported and QRIS participation • FY 11 Funding Supported 6002 children, 2209 with disabilities. • FY 11 15 programs self-reported they were engaged in QRIS. • FY12 Funding Supported 5512 children, 3323 with disabilities. • FY12 15 programs have QRIS applications submitted to final. 9 of these are public school programs.

7. Pre-K to 3 Alignment • All programs must demonstrate pre-kindergarten to third grade alignment with the school district in which they are located.* • In 2011 ProfessorKristie Kauerz conducted a presentation that outlined the components of whatpre-kindergarten to third grade alignment looks like: (1) instructional tools and practices; (2) data and assessment; (3) instructional environment (school and classroom); (4) engaged families; (5) administrators and leadership quality; (6) transitions and pathways; (7) teacher quality and capacity; and (8) mechanisms for cross-sector alignment. Kauerz, Kristie (2011). Sustaining Your Work: PreK-3rd Implementation and Evaluation Framework; a presentation to ESE PK-3 grantees. Harvard University: Cambridge, MA.

8. Quality Rating and Improvement System Group and Center Based Standards For use by center-based and school-based programs, including non-licensable and license-exempt center-based programs (i.e. public school preschools, Montessori schools, or faith-based affiliated programs serving infants, toddlers, preschool-age children). • Standard 1: Curriculum and Learning • Standard 2: Safe, Healthy Indoor and Outdoor Environments • Standard 3: Workforce Qualifications and Professional Development • Standard 4: family and Community Engagement • Standard 5: Leadership, Management and Administration

9. Considerations Of the 97 grants issued, public school district received 67 of these grants. Currently 49 public schools programs participate in QRIS, 15 public school programs are currently receiving 391 funding. Level 1 Requirements • Meets licensing requirements or licensed exempted Level 2 Requirements Standard 1: Curriculum and Learning • Materials reflect the language and culture of the children in the classroom • Educators demonstrate completion of professional development in curriculum, screening tools, and formative assessment • All staff receive orientation and ongoing professional development and supervision in how to support positive relationships and interactions through positive, warn and nurturing interactions

10. Considerations Continued Standard 2: Safe, Healthy Indoor and Outdoor Environments • Annual consultation by Health Care Consultant • Demonstrate healthy, safe and clean indoor and out door environments Standard 3: Workforce Qualifications and Professional Development • Administrator has CDA plus training in adult supervision, MA ELGs, Strengthening Families, and MA core competencies • All staff have a minimum of a high school diploma plus all educators (lead teachers, teachers and teacher’s aids) have a minimum of 3 college credits in ECE • 50% of classrooms have educator with BA or higher who work for the full program day • All staff have IPDP

11. Considerations Continued Standard 4: family and Community Engagement • Programs Offer opportunities for parents to meet with classroom staff, at least monthly • Program has developed informational materials on the program that are in languages of the community, are available for staff to use in the community and are given to prospective families • Programs participate in community events • Program maintains ongoing communication with the school/early intervention program, CFCE program, mental health providers to facilitate collaboration and coordination of service that support children and families • Program completes Strengthening Families Self-assessment and uses data to engage in continuous improvement

12. Considerations Continued Standard 5: Leadership, Management and Administration • Program has a written business plan • Communication and updates on the program are provided • Program has an admissions policy that promotes enrollment of children with diverse cultures and languages, and disabilities • Staff are paid for planning time • Program has policies that support teacher retention

13. Supports Currently Provided • Educators demonstrate completion of professional development in curriculum, screening tools and formative assessment – Readiness Centers will provide ongoing support starting in 2013 • Environment Rating Scales – Verification of Scale provided by EEC • CLASS Training currently offered through CASE Institute • Regional Community of Practice Meetings offered three times annually • Special Education Professional Development Opportunities • Pre-school teachers may have BAs

14. Discussion Points • Inclusive Pre-school Programs may be housed in school buildings not specifically designed for an Early Education and Care setting • Inclusive Pre-School Programs operate on a school year schedule and completing the self-assessment process for level 2 • Educators are required to be in the Professional Qualifications Registry (PQR) to participate in the QRIS • Historically this funding has been gone to the same grantees as a renewal grant • Connections between schools system and their communities • Professional Development requirements as defined by licensing • Consider adding ESE licensing to meet professional development standards for public school teachers • Clarification regarding what is consider license exempt, do school programs need approval? • Consider mapping ESE Program Quality Assurance Reviews to QRIS Standards.

15. FY13 391 Entitlement Grant ProposalInclusive Classrooms Condition of Funding Grant period July 1, 2012 – June 30, 2013 • As part of FY13 391 grant funding eligibility, programs will participating in QRIS. • Grant funded programs should be participating in QRIS at a level 2 by June 30, 2013.