2020 QRIS National Meeting

QRIS 2020 Virtual Conference

Our virtual conference offers 20 sessions in 20 days plus virtual consultations. And registration is free!

These sessions have been developed for a range of leaders from all levels including: state child care administrators, QRIS administrators, Head Start state and local leaders, technical assistance providers, coaches and mentors, quality improvement specialists, advocates, policy makers, evaluators and researchers, funders, higher education faculty, and early childhood systems leaders at the national, state, territory, tribal nation, and community levels.

 
Register for one-on-one virtual consultations (Limit 1 consultation per person) to engage with experts.

Please note:
  • All sessions will be recorded and posted here following the event along with the resources from the webinar.
  • If you already registered and cannot attend, please cancel your registration so we can let someone else into the session.
  • If you need a certificate, click here.
  • Email us with questions at info@buildinitiative.org

Registration: All sessions are full

Session 1 Kick-Off: Responding to the Racial and Economic Disparities Underscored by Covid-19: How Can Leaders Build a More Inclusive Early Care and Education System?
July 8, 2-3:30 PM ET
The COVID-19 pandemic has underscored who is advantaged in the US and who is not. While many of us have experienced some hardship over the past three months, the pandemic not only has laid bare the hardships that many families and children always experience - it has exacerbated them. These families and children are the furthest from opportunity who have faced historic and current discrimination based on race, ethnicity, language, and/or immigrant status. During the pandemic, they have endured the shuttering of child care facilities (if they had access to begin with) while not having the privilege of working from home. They have not been able to socially distance themselves due to close living conditions and/or being essential workers. They have had no choice but to put themselves and their families at risk. How can leaders build a more equitable high-quality early care and education system?
 
State and community system responses point to changes we may want to fight to maintain to benefit young children and families. Strategies include bridging the digital divide, paying for enrollment instead of attendance, telehealth, virtual home visiting and foster care visits, and increased compensation.
 
This session will provide an opportunity for participants to consider how we can reform, transform, revise, and rebuild in ways that create sustainable income and access to programs, services, and supports that benefit young children and families, especially those furthest from opportunity.  How will leaders use their authority and influence to shift resources, programs, and services to meet health and safety requirements while considering other shortcomings of the early childhood services? (Presenters: Felicia DeHaney, Kellogg Foundation; Elizabeth Groginsky, New Mexico Early Childhood Education and Care Department; Sherri Killins Stewart, BUILD Initiative; Special Guest)
Resource: Slideshow, Recording

Session 2: The Effects of Coronavirus on Early Childhood Educators of Color
July 9, 2-3:30 PM ET
In a myriad of ways, communities of color have been hit harder by and are suffering more from the impact of COVID-19. Black-owned businesses are also far less likely to receive financial relief from the CARES Act, the enormous government aid bill passed by Congress in March. According to the latest U.S. jobs report, Latinx women currently have higher unemployment than any other group. As the nation’s economy reopens, the early childhood education field must advocate to ensure that providers of color are supported so that we maintain diversity in the workforce. In this session, we will explore how to ensure the ECE field continues to progress on advancing equity in the midst of the pandemic. While facilitators will provide a brief presentation on strategies and resources available to support early childhood educators, this session will primarily be a discussion with participants on the immediate experiences and needs of educators and our vision to equitably support early childhood educators as the economy reopens. Participants are encouraged to also attend Session 10, Committing to Anti-Racist Child Care Policies: How States Can Honor Families and Workers of Color in their Subsidy Systems, where we will build on the ideas discussed and continue the conversation. (Presenters: William Dunbar and Cemeré James, National Black Child Development Institute; Christine Johnson-Staub, CLASP; Robert Stechuk, UnidosUS; Invited-Ashley William, Center for the Study of Child Care Employment)

Session 3: Inclusion, Diversity, and Equity: Building Explicit and Intentional Emphasis into Early Childhood Preservice Teaching and Professional Development
July 10, 2-3:30 PM ET
National frameworks and requirements are motivating action to enhance the ways in which faculty members, instructors, and professional development planners/providers incorporate explicit emphasis on equity, diversity, and inclusion. This session will highlight ways to make these shifts through the use of new content, tools, and instructional practices. Presenters will share strategies for acquiring and using evidence-based practices to support children and families who are diverse in culture, language, ability, and life circumstances using high-quality, free, readily available online resources. (Presenters: Camille Catlett, Frank Porter Graham Child Development Institute; Cathy Collie-Robinson and Marye Vance, Durham Technical Community College; Florianna Thompson and, Wake Technical Community College)
 
Session 4: Building Leadership for Systems Development and Sustainability: Essential Skills and Traits
July 13, 2-3:30 PM ET
This session focuses on how to find and recruit our next generations of early childhood leaders. Panelists will discuss the technical and inter-personal skills that need to be fostered and strategies to recruit, nurture, and support a diverse range of leaders over time and across geography. Presenters will be asked to provide examples from their own careers, reflect on the role of equity in leadership development, and discuss challenges states may experience in finding and supporting emergent leaders. (Presenters: Marsha Basloe, Child Care Services Association; Khari Garvin, Save the Children USPA; Andy Gomm, Early Childhood/Early Intervention; Sarah Heinemeier, Compass Evaluation and Research; Shannon Rudisill, Early Childhood Funders Collaborative)
Resources: Addressing Early Childhood Education's Leadership Capacity Gap; For a copy of the self-assessment, please contact Marsha Basloe or Sarah Heinemeier
 
Philanthropy's Role in Addressing Racism: Supporting Early Learning Systems Work from an Anti-Racist Perspective
July 14, 2-3:30 PM ET
Presenters will engage in a discussion about the role of philanthropy in addressing racism, specifically within and across early childhood systems and the infrastructure that supports them. They will share the work of their philanthropic organizations and within the broader effort of the Early Childhood Funders Collaborative. Panelists will collaborate with participants to exchange ideas and pursue directions for action in which philanthropy can lead, partner with, and listen to the field in order to interrupt racism within early childhood systems. (Presenters: Rebecca Gomez, Heising Simons Foundation; Rashanda Perryman, Vanguard; Shannon Rudisill, Early Childhood Funders Collaborative; Thelma Wong, School Readiness Consulting)
 
Session 6: This Is Your Ideal QRIS: Reimagining Beyond the Stars
July 15, 2-3:30 PM ET
What would an ideal QRIS look like from the perspectives of families, providers, quality support staff, and state administrators? Participants will explore a hypothetical QRIS model informed by four “big ideas” that integrate concepts derived from unlikely sources such as FitBit, Match.com, and Response to Intervention into an innovative new QRIS model. Participants will be encouraged to question assumptions of traditional QRIS models, consider challenges and opportunities within the context of COVID-19, and engage in interactive content. (Presenters: Jeffrey Capizzano and Kelly Etter, The Policy Equity Group; Melissa Dahlin, University of California, Irvine)

Session 7: Work Environments Matter—Improving Organizational Climate, Culture, and Conditions within QRIS
July 16, 2-3:30 PM ET
This session focuses on the strategies, tools, and supports available to improve the organizational climate, culture, and conditions within early care and education programs. Two states—Illinois and Oregon—will share their recent efforts to build a CQI focus on enhancing work environments into their QRIS. Explore what other states are doing to ensure that early care and education settings are a great place for adults to work and for children to learn. (Presenters: Andi Bales Molnar, Oregon Department of Education; Jill Bella and Teri Talan, McCormick Center for Early Childhood Leadership; Marsha Hawley, Ounce of Prevention; Toni Porter, Illinois Network of Child Care Resource & Referral Agencies)
 
Session 8: Financing and Governance Strategies to Address Infant/Toddler Child Care Deserts
July 17, 2-3:30 PM ET
The high cost of infant/toddler child care and the lack of revenue available to cover this cost resulted in a significant shortage of licensed care for young children, even before COVID-19. This session will present data from a new study on infant/toddler child care deserts and discuss how the current financing system has exacerbated supply issues. Hear about financing and governance strategies that can help address the crisis and support a robust child care system. (Presenters: Simon Workman and Steven Jessen-Howard, Center for American Progress; Jeanna Capito, Capito Associates)
 
Session 9: Child Care Licensing: Learn About the Latest Trends and Use Data to Drive Advocacy Efforts
July 20, 2-3:30 PM ET
High-quality data and information about child care licensing provides an understanding of the child care licensing landscape across the country and helps advocates focus their efforts. This joint presentation will engage the audience in a discussion of trends in licensing requirements and policies before and during the COVID-19 pandemic. Presenters will describe the importance of evidence-based data for documenting changes in licensing policy and telling stories that are easily understood and aid in communicating needed changes in licensing policies. (Presenters: Dionne Dobbins, Child Care Aware of America; Sheri Fischer, National Center on Early Childhood Quality Assurance; Tara Orlowski, National Association for Regulatory Administration)
 
Session 10: Committing to Anti-Racist Child Care Policies: How States Can Honor Families and Workers of Color in their Subsidy Systems
July 21, 2-3:30 PM ET
State child care programs reflect the structural and systemic racism in the field and its state and federal policies. The economic and public health impacts of COVID-19 have hit Black and Brown communities hardest and have laid bare the structural inequalities inherent in our policy systems. While implementing anti-racist child care systems can seem like an enormous goal, doing so is more urgent than ever. States can take specific policy steps that will center the needs of parents and providers, and increase equitable access to high-quality child care. This interactive session will highlight those opportunities in Child Care and Development Block Grant (CCDBG) implementation, QRIS design and implementation, and broader child care and early education policies, within the current social and political context. (Presenters: Cemeré James, National Black Child Development Institute; Christine Johnson-Staub and Jamie Riley, CLASP; Oriana Powell, Mothering Justice)
 
Session 11: Young Children and Child Welfare During COVID-19: Abuse and Neglect, Trauma, and Foster Care
July 22, 2-3:30 PM ET
Infants, toddlers, and preschoolers enter the child welfare system in higher numbers than any other age group, but the response to their distinct developmental needs is insufficient. During this time when the country is dealing with COVID-19, we need to recognize that measures are needed to prevent and address trauma experienced during “shelter in place” practices. For children in foster care, visitation with their families of origin is critically important, but it presents a new set of concerns during the pandemic. These children and their families need the care and attention of early childhood leaders, in partnership with child welfare leaders, at all times, but even more so during the pandemic. (Presenters: Debra Andersen, Oklahoma Partnership for School Readiness; Lee Johnson III, Zero to Three; Marlo Nash, Saint Francis Ministries; Deb Shropshire, Oklahoma Department of Human Services; Cynthia Tate, BUILD Initiative)
 
Session 12: Funding Our Future: Financing the Equitable Early Childhood System We Envision in a Time of Economic and Fiscal Crisis
July 23, 2-3:30 PM ET
Throughout the United States as well as its fragile infrastructure, the COVID-19 public health emergency has exposed the essential nature of early care and education for childhood health and learning, family well-being, and economic productivity. Moments like these prompt reflection on system design and needed improvements, presenting early childhood advocates an opportunity to advance discussions on where we need to be to build—and fund—the early childhood systems we envision. In this session, state and local leaders will discuss the implications of the current economic and fiscal crisis on plans for financing an early childhood system and address tools that are available to help you shape and refine your plans so you are ready to advance them when the opportunities are ripe in your state or locality. Our actions matter and now, more than ever, is a time for us to keep focused on building funding for the equitable early childhood system we envision. (Presenters: Olivia Allen, Children’s Funding Project; Miriam Calderon, Oregon Division of Early Learning; Lisa Christensen Gee, Institute on Taxation and Economic Policy; Harriet Dichter, BUILD Initiative; Lynn Karoly, RAND Corporation; Annemarie Valdez, First Steps)
 
Session 13: Preparing the Workforce to Serve Dual Language Learners: New Models from Communities in California
July 24, 2-3:30 PM ET
Dual language learners represent a large and growing share of the early childhood population in the U.S. Yet, many teachers don’t have the skills they need to be effective with this population of children. New America has been visiting local communities to learn about new models. In this session we will hear from practitioners about their strategies, describe hurdles and how they are being overcome, and open up a discussion about how to design for lasting change. We will also discuss the ways in which the COVID-19 crisis is impacting dual language learners and how communities can best support these students. (Presenters: Elvira Armas, Center for Equity for English Learnings; Amaya Garcia, Education Policy Program;  Thena Gee, Santa Clara County Office of Education; Anya Hurwitz, Sobrato Early Academic Language; Carola Oliva-Olson, CSU Channel Islands)
 
Session 14: Business Leadership: Helping ECE Leaders Navigate Tricky Waters
July 27, 2-3:30 PM ET
Leading a high-quality ECE program requires skill in both pedagogy (teaching and learning) and business administration. Many ECE quality support systems do not have a pathway to support business leadership, nor is best practice clearly articulated. This workshop will explore why business leadership matters, what effective leadership looks like, and the potential role of QRIS in supporting best practice.  We will discuss possible QRIS standards or practices, why automated Child Care Management Systems are an essential tool, and how business training can be linked to automation. (Presenters: Jennifer Drake, Emergency Child Care and Technical Assistance Center; Sharon Easterling and Louise Stoney, Opportunities Exchange; Monique Reynolds, QCC)
 
Session 15: How Decolonizing Data and Language can Lead to Equitable and Inclusive System Solutions
July 28, 2-3:30 PM ET
This workshop will explore how data is used in the early childhood policy process with particular attention on identifying data points that illuminate structural and institutional barriers to achieving racial equity. Participants will learn how to identify and avoid language that dehumanizes and places the onus of systemic problems on individuals/specific populations. With regard to the use of data in making an argument in support of early care and education, participants will also discover the pitfalls of using language that characterizes systemic problems as medical or psychological abnormalities in individuals or as deficits in groups of individuals. (Presenters: Carmen Holley, Center for Childhood Resilience at Lurie Children's Hospital; Cristina Pacione-Zayas and Penny Smith, Erikson Institute)
 
Session 16: Mental Health Consultation: Family Connections - a Cross-System Means of Building ECE Capacity to Meet the Needs of Families, the Whole Child, and the ECE Workforce
July 29, 2-3:30 PM ET
This session will present the Family Connections model of infant and early childhood mental health consultation (IECMHC) and data on its effectiveness as a means of building ECE capacity at the policy, program, and classroom level to address the needs of the whole child, the family and provider. Effective strategies and challenges related to the implementation of IECMHC will be discussed in this interactive session. Presenters will draw on their own experience implementing IECMHC in diverse programs and communities, including tribal communities and urban settings. (Presenters: Catherine Ayoub and Debra Sosin, Brazelton Touchpoints Center)
 
Session 17: Mobilizing Trauma-Informed Strategies Across Early Childhood Systems
July 30, 2-3:30 PM ET
States are considering the importance of trauma-informed and competent care throughout their early childhood systems as programs move to more full operation. A panel of state leaders will discuss the strategies they are mobilizing, how they are leveraging state and community resources and approaches across sectors, as well as what they are learning in trying to support families, educators and providers, technical assistance personnel, and state staff. Come ready to share your strategies, what you are learning, and what’s working in your locale. (Presenters: Valerie Alloy, Bureau of Children and Families, Ohio Department of Mental Health and Addiction Services; Nicola Edge, Department of Family and Preventive Medicine, University of Arkansas for Medical Sciences; Brandy Fox, Pennsylvania Key; Tonia Spence, The Jewish Board, Health and Human Services for All New Yorkers)
 
Session 18: Institutional, Interpersonal, and Individual: Advancing Equity and Anti-Racism in the Early Childhood Education Profession
July 31, 2-3:30 PM ET
Each of us in the ECE community has a professional obligation to be actively anti-racist, in ways that require us to look within, connect with others, and make changes to our organizations and systems. Guided by NAEYC’s newest position statement, Advancing Equity in Early Childhood Education, this session will focus on the recommendations for systems-level changes required to support members of the early childhood education profession, so they can effectively provide equitable, high-quality learning opportunities for each and every child. (Presenters: Georgia Goldburn,  Hope For New Haven; Ngozi Lawal, Prenatal to Three Initiative, Center for the Study of Social Policy; Shantel Meek, Children's Equity Project in the Center for Child and Family Success, Arizona State University; Lucy Recio, NAEYC)
 
Session 19: Before, During, and After COVID-19: What's Happening to Family Child Care?
August 3, 2-3:30 PM ET
How has the COVID-19 public health emergency impacted supply and quality of family child care? During this interactive session, hear from a state child care subsidy administrator, a family child care network administrator, and QRIS administrators about the strategies their states employed to retain the family child care supply during the outbreak. Discuss lessons learned and explore opportunities to strengthen family child care, including family, friend, and neighbor care. (Presenters: Zelda Boyd, National Center on Early Childhood Quality Assurance; Tracey Chestnut, Ohio Department of Job and Family Services' Bureau of Child Care Policy and Technical Assistance; Nicole Norvell, Indiana Office of Early Childohood and Out-of-School Learning; Tennille Smalls, Gentle Hands Academy Daycare)
 
Session 20: Using Continuous Quality Improvement Methods to Support Practice Change and a Culture of Continuous Learning
August 4, 2-3:30 PM ET
Learn about the findings from a recent study of continuous quality improvement in urban child care centers. Presenters will share information about the quality improvement method (the Breakthrough Series Collaborative), the outcomes for participants and programs, and the mechanisms that drove the changes. Details will be provided about how changes in practice were supported and the tools used to measure changes in relational dynamics and organizational culture. This session will be interactive and offer opportunities for participants to apply key lessons to their own quality improvement work. (Presenters: Jen Agosti, JRA Consulting Ltd.; Jennifer Cleveland, Tamara Halle, Kathryn Tout, and Tiffany Bamdad, Child Trends; Anne Douglass, University of Massachusetts Boston; Stephanie Doyle, Center for the Study of Social Policy)