2010

Evaluation of Parent Aware: Minnesota's Quality Rating & Improvement System Pilot

This report covers 18 months of the Minnesota Parent Aware QRIS pilot from July, 2008 through December, 2009, and is part of the process evaluation of the program.  The report addresses the supply of programs and the tuition rates charged by programs in the pilot areas, provides a synthesis of data from multiple sources to describe the number and percent of eligible programs that have enrolled in Parent Aware, their patterns of enrollment, and the star ratings received by those programs.

Report to the Quality Improvement Workgroup of the NYS Early Childhood Advisory Council, QUALITYstarsNY: Opportunities for Alignment of Current Resources

The purpose of this short-term project was to identify current resources (state and federal) to support early care and education, through outreach to parents, technical assistance to programs and professional development for staff. The intent was to paint a picture at a point in time of resources that might be aligned with QUALITYstarsNY (QSNY).  

By Fredda Merzon 

With Anne Mitchell

December 2010

Inclusive Classroom Profile

In response to a lack of available, validated instruments designed specifically to measure the quality of classroom support provided for children with disabilities in inclusive settings, the Inclusive Classroom Profile (ICP), a structured observation rating scale, was designed to assess the quality of inclusive classroom practices in pre-k programs. The development of the ICP was modeled after the ECERS-R and was informed by national research and professional recommended practices within the field of early childhood inclusion.

Measuring Classroom Quality in Pre-K Inclusive programs: Development of the Inclusive Classroom Profile

In response to a lack of available, validated instruments designed specifically to measure the quality of classroom support provided for children with disabilities in inclusive settings, the Inclusive Classroom Profile (ICP), a structured observation rating scale, was designed to assess the quality of inclusive classroom practices in pre-k programs. The development of the ICP was modeled after the ECERS-R and was informed by national research and professional recommended practices within the field of early childhood inclusion.

Moving the Goal Posts; The shift from child care supply to child care quality

This interesting research paper produced from the Milwaukee-based Public Policy Forum comments on the change in child care from a welfare to work program to a school readiness initiative within states.  May state leaders, policy makers and advocates will recognize a parallel story within their states as this Wisconsin piece reflects on the history, unintended consequences and provides conclusions and questions for consideration.

FCCERS-R Self/Partner Reflection Tool

This is a tool specifically developed for program team’s use after completion of a FCCERS-R self-assessment and/or after receiving FCCERS-R Summary Reports from an outside assessor. The purpose of this tool is to help programs get started in looking at their current practices, sorting through feelings, and begin making program improvements. A key element of the process is brainstorming conversations with a trusted partner.

SACERS Self/Team Reflection Tool

This is a tool specifically developed for program team use after completion of a SACERS self-assessment and/or after receiving SACERS Summary Reports from an outside assessor. The purpose of this tool is to help programs get started in looking at their current practices, sorting through feelings, and begin making program improvements. A key element of the process is team conversations, brainstorming, and identification of action items.

ITERS-R Self/Team Reflection Tool

This is a tool specifically developed for program team use after completion of an ITERS-R self-assessment and/or after receiving ITERS-R Summary Reports from an outside assessor. The purpose of this tool is to help programs get started in looking at their current practices, sorting through feelings, and begin making program improvements. A key element of the process is team conversations, brainstorming, and identification of action items.