an overview of the commonwealth of pennsylvania’s qris system – pa’s early learning keys to...
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An Overview of the Commonwealth of Pennsylvania’s QRIS System – PA’s Early
Learning Keys to QualityRebecca E. Gomez, M.Ed. Southeast Regional Key
Background and Inception of PA’s System
• Created in 2002 as a quality rating system and operated within fixed number of providers through a case management system;
• Since the inception of Keystone STARS, the performance standards have been the bedrock of the program;
• They are guided by the principle that quality early learning programs are the foundation for children’s success, and that investment in the early care and education of PA’s children is an investment in the future;
• The Keystone STARS Performance Standards reflect research-based practices to improve outcomes for children;
• They are organized into 4 STAR levels that build upon each other in order to support continuous quality improvement – Accreditation is the top tier of the System (NAEYC, NAFCC, NAA, COA and NACCP).
Governance: A System-Oriented Reorganization
• Office of Child Development and Early Learning (OCDEL) created in September 2004;
• The goal of OCDEL is to create a seamless system to serve young children and their families;
• OCDEL, through its volunteer committees, analyzed all programming and decided to develop the Pennsylvania Early Learning Keys to Quality;
• The new structure brought programs for children and families from the Departments of Public Welfare and Education under one umbrella;
• PA Early Learning Keys to Quality launched in July 2005.
PA Early Learning Keys to Quality
VisionAll Pennsylvania families will have access to high-quality early care and education and school-age child care opportunities for their children that foster success in school and in life.
MissionTo create a quality improvement system in which all early learning programs and practitioners are encouraged and supported to improve child outcomes. Improvements in programming are designed to increase the capacity to support children’s learning and development; increase educational attainment among practitioners; enhance professional skills and competencies in support of children’s learning and development.
Goals to Define Work
1. Establish new early learning programs;
2. Build the capacity of child care as partner for school readiness;
3. Improve professional preparation & development of teachers & administrators;
4. Assure access for most disadvantaged;
5. Engage parents and other stakeholders;
6. Fully coordinate efforts of Welfare & Education Departments –Office of Child Development and Early Learning.
Aligning the System with Vision, Mission, and Goals
• STARS – Standards, Training/Professional Development, Assistance, Resources and Supports;
• Bring Professional Development and Program Quality together into the 6 Regional Keys with partners PA Key and OCDEL (lesson learned);
• Create a SYSTEM - all resources (financing etc.) examined to insure alignment with State objectives and linkages to STARS quality program improvement within DPW and PDE;
• STARS Advisory Committee reviews standards and recommends protocol/program changes.
System Administration: A Regional Approach
Regional Key Responsibilities: Professional Development System-Building
• Provide integrated PD and TA to support facility and practitioner participation and movement in STARS;
• Provide PD and TA to support practitioners and facilities to maintain Certification compliance;
• Facilitate access to PD and TA to assist practitioner movement along the career lattice;
• Coordinate regular communication and purposeful collaboration to facilitate the integration of PD and TA opportunities & build long-term cross-system and interagency relationships.
Professional Development System
• Conduct Professional Development and Technical Assistance inventories to determine the region’s needs and resources;
• Develop early childhood education professional development and technical assistance plans and administer funds in the region directly and via subcontracts;
• Develop credit-bearing offerings and promote articulation agreements to assist in transferring credits from two-year to four-year colleges.
System Coordination: PA Key/ OCDEL
• Responsible for statewide coordination of system components such as:
o Management of statewide professional development credential programs, reimbursement strategies, registry;
o Provision of technical assistance to community engagement groups in Regional Keys;
o Facilitate Early Childhood Mental Health Project housed in Regional Keys;
o Coordinate Environmental Rating Scales;o Statewide workgroups and advisory groups (e.g. Cross-
systems Technical Assistance workgroup).
System Coordination: PA Key/ OCDELcontinued
• Responsible for statewide coordination of other Quality Initiatives that are built on the STARS Program:
o Pennsylvania Pre-K Counts;
o Head Start Supplemental Programs.
Financing the QRIS System
Significant Commonwealth Investment up-front;
o CCDF: $180,205,000o Federal TANF Transfer to CCDF: $168,534,000;o Direct Federal TANF Spending on Child Care: $24,499,000;o State CCDF Maintenance of Effort Funds: $46,629,000;o State Matching Funds: $52,933,000;o Total Funds Available: $472,800,000;o Other funding sources - e.g. Accountability Block Grant for Pre-
K Counts;o 21% Quality Set-Aside.
Paying for STARS SFY 06/07
• $6,527,422 – Regional Keys (STAR Management);
• $5,072,729 – Professional Development and Technical Assistance (through Regional Keys);
• $2,128,986 – Community Engagement (58 Community grants through the Keys);
• $22.5 million - Payouts to providers;
• $10,674,907 – PA Key (PD, ERS, TA to Keys);
• $46,753,937 – Total 06/07 for Keystone STARS.
STARS Supports SFY 07/08
Family Day Care Home
Group Day Care Home
Small (up to 45 children)
Medium (46-99 children)
Large (100 to 180 children)
Very Large (181+)
Start with
STARS –
1 X Award
315 420
435 580
945
1,260
1,890 2,520
2,835 3,780
4,725 6,300
STAR 1 –
2 X Award 450 600
630 840
1,418 1,890
2,835 3,780
4,253 5,670
7,088 9,450
07/08 2 tiers 5-25% subsidy and 26%+
STARS Merit Awards SFY 07/08
Family Day Care Home
Group Day Care Home
Small (up to 45 children)
Medium (46-99
children)
Large (100 to 180
children)
Very Large (181+)
STAR 2 – 3X Award
788 1,050
1,575 2,100
4,725 6,300
9,450 12,600
14,175 18,900
23,625 31,500
STAR 3 – Ongoing
1,181 1,575
2,363 3,150
7,088 9,450
14,185 18,900
21,263 28,350
35,438 47,250
STAR 4 - Ongoing
1,575 2,100
3,150 4,200
9,450 12,600
18,900 25,200
28,350 37,800
47,250 63,000
07/08 2 tiers 5-25% subsidy and 26%+,
Education and Retention Award
Director - BA in ECE
Staff - BA in ECE
Staff - AA in ECE
Staff -CDA
STAR 2 $3,090 $2,320 $1,545 $525
STAR 3 $3,605 $2,705 $1,805 $615
STAR 4 $4,120 $3,090 $2,060 $700
07/08 - 07/08 - Over 5 % Subsidy in the program to qualifyOver 5 % Subsidy in the program to qualify
Keystone STARS/ Child Care Works Subsidy Add- On
Daily Increase for
STAR 2 STAR 3 STAR 4
Full-time $0.25 $0.75 $1.00
Part-time $0.15 $0.40 $0.50
Programs with STAR 2 and above receive a per child add-on to Child Care Works Subsidy Rate as of September 2007
Outreach and Community Engagement
• Engage local stakeholders, planning groups, certification representatives, institutions of higher education, parents, school district representatives, and the community at large in early care and education;
• Oversee the work of the Community Engagement contractors in each of the local areas;
• Develop opportunities for increased financial resources & partnering to support quality ECE within the region.
Pennsylvania’s Promise for Children
PA’s Promise for Children
Lessons Learned
System versus Silo
Lessons Learned, cont’d
• Think about accountability – what if there is a “burned out” STAR? How do you review, suspend, remove STARS? Could be legal considerations;
• How much does it cost, or take, for programs to make the improvements you require? How does this relate to financing? (substitutes, PD/TA costs, materials, etc.);
• If the program is a statewide QRS, how do you maintain statewide consistency, while allowing for regional flexibility?
Final Thoughts and Next Steps
• Working on CQI in higher ‘at risk’ programs, supporting quality in diverse early learning settings– thinking about new strategies;
• Leadership at all levels;
• Supporting people doing the work;
• Accountability – better data and statistics for decision making at the program level and the state level;
• Continuous Quality Improvement for the Continuous Quality Improvement System.
Contact Information
• Rebecca E. Gomez, M.Ed. Southeast Regional Key1500 S. Columbus Blvd. Floor 2Philadelphia, PA [email protected]