Four States’ Experiences with Planning and Implementing Use of ECERS-3

ECERS-3: One year out

Provide a series of cases of state efforts to use ECERS-3 that explore the range of issues encountered in implementing use of the new version of ECERS

Each state representative will present a short presentation on issues for their state and how that is playing out in practice

Open discussion with the audience and among the state presenters

Ultimately we aim to learn together about ideas to improve the process of transitioning to using the newest version of ECERS

Goals of the Presentation

DeEtta Simmons – University of Washington

Denise Jenson – Georgia Department of Early Care and Learning

Holly Seplocha – William Patterson University, New Jersey

Megan Showalter – Pennsylvania Key

Dick Clifford – University of North Carolina at Chapel Hill

Presenters

Washington State QRIS

Transitioning to ECERS-3

Overview of QRIS

o Partnership structure

o Current learning environment assessments

o Diversity of programs participating

o Data Collection team

o Coaching and supports

o Evaluation of Early Achievers

DEL

CCACQEL

Data based decisions

Differences between E-R and E-3 data

Racial Equity Lens

Considerations for Tribal Nations

Early Start Act

Considerations

Transition Challenges

o Data Systems

o Professional Development at all levels

o Communication and expectations

Next Steps

Pla

n a

hea

d Communicate with partners!

Data systems and supports

Ma

ke

wa

ve

s Communicate with partners!

Score all ERS tools “all the way up”

and expand supports.

Continu

ous

Qua

lity

Im

pro

vem

ent

Communicate with partners!

Implement new tool & review supports

Georgia’s On-going Transition Journey to ECERS-3

https://qualityrated.decal.ga.gov

Create an online Quality Rated

account

Eligibility and Application

Participation

Orientation and Introduction to

ERS

Technical Assistance and

Professional Development

Incentives

Portfolio Submission

and Environment Rating ScalesObservation

Program Rated

Annual Verification

Georgia’s Quality Rated Process

System Highlightso Rating valid for 3 years

o Three star levels

o Tiered reimbursement

o Generous bonus packages at each star level

o Free training and technical assistance

o Two and three star programs eligible for QRi

endorsement

Transition Challenges:

Timing: ongoing studies

Timing: Introduction

of new initiatives

Assessor specialization

Three Year Required Renewals

Increased need for

professional development

Impact to current

observation procedures

4.39

3.29 ECERS-R

ECERS-3

Total ECERS-R and ECERS-3 Classroom Average Scores

Subscale ECERS-R ECERS-3 Diff.

1. Space/furnishings 3.68 3.49 -0.18

2. Personal Care Routines 2.88 3.14 +0.26

3. Language Reasoning (Language

& Literacy)4.59 3.36 -1.23

4. Activities

(Learning Activities)4.23 3.14 -1.09

5. Interaction 4.57 4.31 -0.26

6. Program Structure 4.23 3.64 -0.59

Average Total Obs Score 3.96 3.46 -0.50

GA ECERS-R and ECERS-3Subscale Comparability Scores for 50 Classrooms

3.54

2.88

4.78

4.08

4.5

2.26

3.44

4.14

3.62

2.92

4.3

2.7

3.58

3.2

2

3

4

5

Indoor Space Furnishings RoomArrangement

Space for Privacy Display Space for GrossMotor Play

Gross MotorEquipment

Item

Sco

re

Correlated Items

Correlated Item Scores for Subscale 1

ECERS-R

ECERS-3

4.23 4.06

4.28 4.26

4.073.41

Head Start

231 obs

Non-Headstart

1705 obs

ECERS Scores by Setting

E-3 Avg

E-R Avg

Obs Avg

Lessons Learned and Recommendations:

Conduct research to aid the transition (ECERS-R – ECERS-3)

Develop an inclusive plan, recognize that the plan may need to change as the transition progresses

Communicate frequently and consistently at all levels and with all stakeholders

Leverage existing available training to support the transition and develop new training where necessary

Consider timing and other major initiatives being undertaken

NEW JERSEY

USING ECERS-3

http://www.wpunj.edu/coe/njcqr

http://www.grownjkids.com/

A partner in

NJ’s QRIS

NJ Center for Quality Ratings at WPU

Developed system, forms, and protocol for Rating Programs

Review all materials & documentation submitted for ratings

Complete all classroom observations

ECERS-3; ITERS-R; CLASS (in toddler rooms only)

Preparing for FCCERS-R

Determine Star Level

Write Program Reports

Nearly smooth sailing

ECERS-R was known & used throughout NJ for nearly 20 years

Decision to move to ECERS-3: Leading our State

Cost effective & comprehensive

Supports diversity in programs

ERSI training to reliability & establish state anchors: March

2015, June 2016, & August 2016

Established lower E-3 cut scores for initial 2 year period

Star levels: 3 = 3.75; 4 = 4.5; 5 = 5

Issue to Consider

Strengths-based approach

Continue overviews & trainings for Directors, TA Networks, Trainers, Coaches; Ensure uniformity in message

State-funded preschools transitioned to E-3

Overcoming differences in cut scores for ITERS-R for short-term – Anticipating ITERS-3

Ethical treatment of individual teacher scores

Focus on Program Improvement

Pennsylvania’s Transition to

ECERS-3

Pennsylvania’s Current QRIS

Pre-K Counts

School District/State

Funded Head Start

Private Academic

Nursery Schools

Keystone STARS

Centers, Groups and

Families

The ECERS-3 Transition Challenge: Multiple

Changes and Initiatives

QRIS Revisioning

Shift in Perspective

Participationin National

ECERS-3 Study

From Challenge to Opportunity

Have many conversations

with stakeholder to gain their

ideas, needs and

feedback throughout the process

Communicate Frequently

Extended transitions

result in new factors to consider

so be ready to adjust

course with even the

most detailed

initial plan

Plans Change

Detailed initial plan that is well

shared with stakeholders

before the process begins

Initial Plan

Limit the number of

other transitions occurring

at the same time when

possible

Multiple Changes

0

1

2

3

4

5

6

7

Average Classroom Score Interactions Subscale

(Highest)

Actvities (E3 Lowest) Personal Care Routines

(ER Lowest)

ECERS-3 ECERS-R

ECERS-R/ECERS-3 Data Comparison: PA

Provisions for Professional Needs of Staff

Supervision and Evaluation

Staff Interaction and Cooperation

Encouraging Children to Communicate

Staff-child Interactions

Greeting and Departing

ECERS-R

Indoor Space

Furnishings for Care, Play and Learning

Safety Practices

Encouraging Children to use Language

Supervision of Gross Motor

Individualized Teaching and Learning

ECERS -3

Pennsylvania: Starting with the Strengths

Safety Practices

Space for Gross Motor

Nap/Rest

Meals/Snacks

Toileting/Diapering

Schedule

ECERS-R

Understanding Written Numbers

Blocks

Math Materials and Activities

Nature/Science

Math in Daily Events

Gross Motor Equipment

ECERS-3

Areas for QRIS Supports and Creating

Equity

Questions/Comments/Ideas