Session 1: Continuous Quality Improvement in QRIS (In-Person Meeting)

This Learning Table will explore a vision and culture of CQI which includes reflective practice, an appreciative inquiry approach and embracing change throughout the system, all of which are critical to the success of CQI. Some of the concepts we will explore include:

  • Incorporating CQI as an important component in  the QRIS in various ways: as a philosophy,  as a standard, and as a framework for technical assistance and support
  • Identifying  sources of evidence for CQI planning at all levels, including data and research
  • Describing the resources available for assessing and improving quality components 
  • Incorporating CQI concepts in all communications and inclusion of all system partners in communications
  • Supporting program directors, technical assistance providers/professional development instructors/quality coaches, implementing agencies (including local partnerships and Child Care Resource & Referrals) and state teams to develop strong CQI cycles, set benchmarks, and include reflective practices in their work
  • Measuring the success of the CQI approach

Meetings will take place at the Annie E. Casey Foundation offices: 701 St. Paul Street / Baltimore, MD 21201.

In-Person Meeting Burning Questions, Reflections, Next Steps - 2014 CQI in QRIS Learning Table.docx

*****Wednesday, March 26th from 1:30 pm to 6 pm & Thursday, March 27th from 8 am to 2 pm in Baltimore, MD*****
Presenter Biographies: 

Leslie Roesler has over twenty-five years of experience on a local, state and national level to support early childhood and school-age program quality.

She is currently the Associate Director of the PA Key. The role of the Pennsylvania Key is to work with the Office of Child Development and Early Learning to provide statewide leadership in the development of an integrated and coordinated system of program quality improvements and professional development supports for early childhood education and school-age programs. In her current capacity as Associate Director, Leslie oversees the program assessment, professional development and technical assistance initiatives to support early learning and school-age programs participating in Keystone STARS.

Ms. Roesler holds a Masters Degree in Human Services Administration and an undergraduate degree in Human Development (concentration in early childhood development), both from Drexel University.

Yvette Sanchez Fuentes brings extensive experience in providing services to young children from low-income families at the local, regional, and national level. Yvette is currently serving as President for the National Alliance for Hispanic Families where she will lead the organization’s goals to improve access to and influence on programs; stimulate a robust research agenda and educate the public on the vital issues affecting the Hispanic population in the U.S. Yvette has most recently served as the Director of the Office of Head Start, a Presidential Political Appointee at the United States Department of Health and Human Services. In her role as Director, Ms. Sanchez Fuentes led the Administration’s critically important mission of enriching the quality of early childhood development for our nation’s most vulnerable children.

Prior to her appointment, Ms. Sanchez Fuentes served as the Executive Director of the National Migrant and Seasonal Head Start Association (NMSHSA). She worked with early education services, policies and resources for migrant and seasonal farm worker children and their families.

Before joining NMSHSA, Yvette worked for the Education Development Center where she was the Early Childhood Specialist for the International Systems Division and provided technical assistance to projects in Honduras, El Salvador, and Egypt.

Ms. Sanchez Fuentes has served as a National Head Start Fellow where she provided consultation in literacy, parent education, child care collaborations, and program improvement to Migrant and Seasonal Head Start and other early childhood education programs nationwide.

Yvette began her career at Community Action Partnership of San Luis Obispo, Inc. where she managed the family child care initiative in the migrant and seasonal Head Start program. She received her B.A. in Liberal Arts from California State Polytechnic University.

Barbara A. Willer, Ph.D. is NAEYC’s Deputy Executive Director for Program Recognition and Support. She oversees the Program Recognition and Support Division, which sets and monitors standards of quality for programs in early childhood education—for programs serving young children as well as professional preparation programs in institutions of higher education. She also oversees NAEYC’s Center for Applied Research. Frequently quoted in the national press and family-oriented magazines on issues related to early childhood development, child care and early education, Dr. Willer has made numerous appearances on network and cable television, including NBC Nightly News, the Today Show, Good Morning America, Lifetime Television, CNN, and Fox Morning News. Dr. Willer has authored various publications regarding NAEYC Accreditation and on issues related to school readiness, the quality and affordability of early childhood programs, and early childhood professional development. Willer received her doctorate from Cornell University in Human Development and Family Studies. In addition to her work at NAEYC, her experiences include teaching preschool, working in a community agency for low-income families and their children as a VISTA volunteer, and volunteering as a parent in an NAEYC-accredited early childhood program.

Pre-Session Assignments: 

Work Plan Template - 2014 CQI in QRIS Learning Table.docx

Continuous Quality Improvement, An Overview Report for State QRIS Leaders.pdf

Children's Institute Stage of Change Policy Brief.pdf

Children's Institute Stage of Change Scale Survey.pdf

Head Start Approach to School Readiness.pdf

NAEYC: Strength and Momentum

School Improvement: Organizing Schools for Improvement Lessons from Chicago

This press release looks at the school improvement process and a study by the Consortium on Chicago School Research. Researchers found the five essential supports were critical to school improvement. (Anthony S. Bryk, Penny Bender Sebring, Elaine Allensworth, Stuart Luppescu, John Q. Easton)

Resource Materials: 

Continuous Quality Improvement Framework – Supported Resources and Initiatives

Examples of CQI in QRIS.docx

Understanding Quality in Context: Child Care Centers, Communities, Markets, and Public Policy

While research has told us a lot about key dimensions of quality—for example the role of stable, well‐trained staff—and has delineated major barriers to achieving it, we know little about what influences the variation in quality of services, even among pro‐ grams that face similar challenges. Why can one program provide high‐quality services while another, facing similar constraints, cannot? And how can a low‐achieving program start on a path toward high performance? Answering these questions could help us make even more effective use of the billions of dollars the United States spends every year to help parents access early care and education services. (Monica Rohacek, Gina C. Adams, Ellen E. Kisker with Anna Danziger, Teresa Derrick‐Mills, Heidi Johnson)


It is not surprising that a decade of research supports principals’ critical role in shaping the quality of teaching and learning at the school level. On average, a principal accounts for 25 percent of a school’s total impact on student achievement—significant for a single individual. Indeed, the difference between an average and an above-average principal can impact student achievement by as much as 20 percentage points. The influence of an individual principal can be quite substantial, especially in low-performing schools, where improvement does not occur without strong leadership. (Gina Ikemoto, Lori Taliaferro, and Erica Adams)

Snapshot of School Improvement Data

The U.S. Department of Education released an early snapshot of student performance data at schools that have received federal School Improvement Grants (SIG) program funds, a key component of the Department’s blueprint for helping states and districts turn around the nation’s lowest-performing schools. (

Five Essential Supports Framework for Early Childhood Education

5Essentials is an evidence-based system designed to drive improvement in schools nationwide. 5Essentials is based on more than 20 years of research by the University of Chicago Consortium on Chicago School Research on schools and what makes them successful.

NAEYC: Celebrating Excellence in Associate Degree Programs That Prepare Early Childhood Professionals (Elisa A. Huss-Hage and Marica Cox Mitchell)

Earning Accreditation Means Connecting the Dots (NAEYC - ECADA).pdf

CQI Reading Recommendations from Barbara A. Willer, Ph.D. (NAEYC).pdf

TA System Fit and Feasibility Checklist:

Strengthening the Early Childhood and School-Age Workforce:

Technical Assistance Planning and Implementation Guide:

Change, That Elusive Dance by Billie Young.pdf

Carnegie Foundation - Continuous Improvement in Education.pdf

From Oklahoma: 

About Environment Rating Scales (Oklahoma).docx

Common ERS Questions (Oklahoma).docx

ERS (Oklahoma).docx

Child Care Center Equipment Inventory (Oklahoma).doc

Goal Setting (Oklahoma).docx

Goal Setting Worksheet (Oklahoma).docx

Parent Evaluation Form (Oklahoma).pdf

Parent Survey (Oklahoma).pdf

Program Evaluation Pie Chart (Oklahoma).pdf

Smart Goal Sheet (Oklahoma).docx

Staff Satisfaction Survey 1 (Oklahoma).docx

Staff Satisfaction Survey 2 (Oklahoma).docx

From Pennsylvania:

Good, Better, Best - PA's CQI Guide to Best Practices (Center and Group Considerations, Version 2.1).pdf

PA Best Practices in Keystone STARS Financial Award Spending.pdf

PA Keystone STARS After-School Quality - The Process of Program Improvement (Information Sheet 2013-2014).docx

PA Keystone STARS Continuous Quality Improvement Plan (Instructions and Appendices).docx

From National Center on Child Care Quality Improvement (Quality Center):

QRIS Resource Guide: The QRIS Resource Guide is intended as a tool for States and communities to explore key issues and decision points during the planning and implementation of a quality rating and improvement system (QRIS). It includes a profile of each State’s QRIS, as well as chapters in a question and answer format on the various aspects of planning and implementing a QRIS and includes many descriptions of successful state strategies.

National Program Standards Crosswalk: This tool is designed to help States that are developing and aligning program standards for licensing, quality rating and improvement systems, and/or prekindergarten programs, to search and compare the content of several sets of national standards (e.g., Head Start, accreditation, Caring for our Children).

Cost Estimation Model (CEM): The CEM is intended to be a guide, based on the best available data, to what the key elements and projected cost of implementing a QRIS in a State or community would be. The online tool is based on an earlier spreadsheet-based tool developed by Anne Mitchell.

Provider Cost of Quality Calculator (PCQC): This is a new, easy-to-use, dynamic Web-based tool that calculates the cost of care by levels of quality based on site-level provider data. The tool can help state policymakers and child care providers understand the costs associated with delivering high-quality early care and education. To find out more, State Child Care Administrators should contact their Quality Center TA specialist or email