Orientation to Virginia’s QRIS
Section 1. Introduction
Orientation to Virginia’s QRIS
Section 1. Introduction
Section 1. Introduction
Quality Levels
Orientation to Virginia’s QRIS
Section 1: Introduction and Overview
Learning Objectives & Expectations
• Understand what a Quality Rating &
Improvement System (QRIS) is and
why high quality child care and
preschool is critical
• Explain the goals and standards of
Virginia’s QRIS
• Learn about the criteria and required
improvement activities included at
each Quality Level
Orientation to Virginia’s QRIS
Section 1: Introduction and Overview
Defining QRIS
A QRIS is a method used nationally to define,
measure, and improve the level of quality of
child care and preschool programs.
Virginia’s QRIS is voluntary
Orientation to Virginia’s QRIS
Section 1: Introduction and Overview
Quality Matters
• Birth to 5 years old is a critical time
for growth and development
• 700 new brain connections are
formed every second
• Early experiences and environments
have a lasting impact on later success
in school and life
Orientation to Virginia’s QRIS
Section 1: Introduction and Overview
Virginia’s QRIS
Orientation to Virginia’s QRIS
SECTION 2: Goals and Standards
Orientation to Virginia’s QRIS
Section 2: Goals and Standards
Goals
Virginia’s QRIS was designed with two primary goals:
1
Helping families identify high quality child care and
preschool options for their young children
2
Assisting child care and preschool programs in
providing high quality early care and education and
recognizing them for the services they provide
Orientation to Virginia’s QRIS
Section 2: Goals and Standards
QRIS Partnership
Orientation to
QRIS Process
Introduction
toVirginia’s
the Self-Study
Section 2: Goals and Standards
Quality Standards
Education &
Qualifications
Curriculum &
Assessment
Environment
Interactions
A teacher’s participation in formal education in child development or early
childhood education has an impact on children’s school readiness. When
teachers have some formal education, such as a Child Development
Associate (CDA), professional certificate, or child-related college credits, they
are more prepared to intentionally support children’s learning through high
quality interactions. This standard measures the education and qualifications
of program staff.
Orientation to
QRIS Process
Introduction
toVirginia’s
the Self-Study
Section 2: Goals and Standards
Quality Standards
Education &
Qualifications
Curriculum &
Assessment
Environment
Interactions
Intentional teaching has an impact on children’s school readiness. This
standard does not require programs to use a purchased curriculum. Instead,
this standard measures how programs intentionally promote children’s
learning and development. Programs using a “home grown” curriculum or
using an educational philosophy like Reggio Emilia or Montessori will be able
meet this standard, as long as they are developmentally appropriate and
aligned with best practices. Virginia has developed the Milestones of Child
Development and the Foundation Blocks for Early Learning to guide early
childhood educators in promoting school readiness, and this standard
considers how the program aligns with Virginia’s early learning guidelines.
Orientation to
QRIS Process
Introduction
toVirginia’s
the Self-Study
Section 2: Goals and Standards
Quality Standards
Education &
Qualifications
Curriculum &
Assessment
Environment
Interactions
Children engaged in meaningful learning and play, guided by qualified caregivers in
an enriched educational environment has an impact on school readiness. This
standard measures the types of materials available to the children and the types of
activities they are involved in throughout the day.
Orientation to
QRIS Process
Introduction
toVirginia’s
the Self-Study
Section 2: Goals and Standards
Quality Standards
Education &
Qualifications
Curriculum &
Assessment
Environment
Interactions
Interactions between teachers and children form the foundation for all learning –
both social and cognitive – with a significant impact on school readiness. While it is
very important to have high quality materials and intentional teaching practices,
children benefit most when they also experience high quality interactions. How do
the teachers interact with children at your program? Do they support children’s
social and emotional growth? Do they have a positive attitude towards the children?
What types of behavior management techniques are used? Do they encourage
children to learn and be creative? These are the types of questions this standard
measures.
Orientation to Virginia’s QRIS
SECTION 3: Quality Levels
Orientation to Virginia’s QRIS
Section 3: Quality Levels
Criteria and Required Improvement Activities
 Criteria
Criteria are specific quality standards that must be met to achieve
a particular Level within Virginia’s QRIS
Criteria define the quality levels
 Required Improvement Activities
Required Improvement Activities are specific quality
improvement activities that must be completed to progress to the
next Level within Virginia’s QRIS
Activities build the foundation for success
Orientation to Virginia’s QRIS
Section 3: Quality Levels
Level 1 Criteria & Activities
Criteria
Required Improvement Activities
•
• Complete a Quality Profile
• Review the Orientation to
Virginia’s QRIS training module
• Submit documentation indicating
compliance with regulating
authority requirements
In good standing with regulating
authority requirements (e.g.,
Virginia Department of Social
Services Licensing Standards,
Virginia Board of Education
Regulations, Head Start
Performance Standards, Local
Ordinance, or Licensed Family
Day System)
Orientation to Virginia’s QRIS
Section 3: Quality Levels
Level 2 Criteria


Classroom or Center-based Programs
One (1) Administrator/Director has an
Associate degree in a relevant field with 15
child-related credit OR has earned 24 childrelated credits from an accredited college
50% of Lead Teachers have a CDA OR 12
child-related credits OR another approved
credential, such as an American Montessori
Society Credential
Family Child Care Homes
• Provider responsible for the children
has a CDA OR 12 child-related credits
OR another approved credential, such
as an American Montessori Society
Credential
Alternative Pathways are available
Orientation to Virginia’s QRIS
Section 3: Quality Levels
Level 2 Required Activities
Online Professional Development Series
• Including Children with Disabilities
• Supporting Kindergarten Transition
• Resources for Working with Families
• Building Cultural Competence
• Resources for School Readiness
• Intentional Teaching
• Play-Based Learning Environments
• High Quality Interactions
• Professional Development
Orientation to Virginia’s QRIS
Section 3: Quality Levels
Level 3 Criteria
• Complete Curriculum Checklist
demonstrating your program’s
curriculum or teaching approach
addresses the domains of early learning
and development , aligns with
developmentally appropriate practices,
and teachers have been trained on
implementation
• Validation Visit by a Curriculum Specialist
to review the checklist and provide
technical assistance as needed
Orientation to Virginia’s QRIS
Section 3: Quality Levels
Assessment Tools
Focused on safe and organized
play-based environments
Focused on interactions between
early learning professionals and
young children
Orientation to Virginia’s QRIS
Section 3: Quality Levels
Level 3 Required Activities
• Complete an Environment Rating
Scale self-study
• Complete Classroom Assessment
Scoring System (CLASS) self-study
• Develop a Quality Improvement
Plan
Orientation to Virginia’s QRIS
Section 3: Quality Levels
Level 4 Criteria
•
Achieve an average ERS score of 4+
across four subscales (LanguageReasoning/Listening and Talking, Activities,
Interaction, and Program Structure)
•
Achieve an average CLASS score of 5+
in Emotional Support and Classroom
Organization
•
Achieve an average CLASS score of 3.25 +
in Instructional Support
Orientation to Virginia’s QRIS
Section 3: Quality Levels
Level 5 Criteria
•
Achieve an average ERS score of 5+ across
four subscales (Language-Reasoning/Listening
and Talking, Activities, Interaction, and Program
Structure)
•
Achieve an average CLASS score of 6 + in
Emotional Support and Classroom
Organization
•
Achieve an average CLASS score of 4.25+
in Instructional Support
Orientation to Virginia’s QRIS
Section 3: Quality Levels
Levels 4 and 5 Required Activities
The required improvement activities at levels 4 and 5 are the same.
• Develop a quality improvement plan based on feedback from the
ERS and CLASS on-site observation
Orientation to Virginia’s QRIS
Section 3: Quality Levels
Fast Track
Programs that participate in other quality
improvement efforts will be able to get
credit for the quality they’re currently
demonstrating to another organization
through a “Fast Track” process.
Accreditation organizations interested in the Fast Track should email
qris@vecf.org
Orientation to Virginia’s QRIS
SECTION 4: Quality Improvement
Orientation to Virginia’s QRIS
Section 4: Quality Improvement
Continuous Quality Improvement
Orientation to Virginia’s QRIS
Section 4: Quality Improvement
Improvement Supports
Technical Assistance (TA) is the provision of targeted and customized
supports by a professional with subject matter and adult learning
knowledge and skills to develop or strengthen processes, knowledge
application, or implementation of services by recipients.
Source: NAEYC, & NACCRRA. (2011). Early Childhood Education Professional Development: Training and Technical Assistance
Glossary. Washington, DC: National Association for the Education of Young Children (NAEYC) and National Association of Child
Care Resource & Referral Agencies (NACCRRA)..
Improvement supports may include:
• Access to TA Specialists
• Training
• Learning Communities
• Grants
Orientation to Virginia’s QRIS
Section 3: Star Quality Levels
Conclusion
 Understand what a QRIS is and
why high quality child care and
preschool is critical
 Explain the goals and standards
of Virginia’s QRIS
 Learn about the criteria and
required improvement activities
included at each Quality Level
Orientation to Virginia’s QRIS
Section 3: Program Strategies
Thank You