higher ground - qris national learning...

www.buildinitiative.org • www.qrisnetwork.org1

Meeting Location: Th e Gaylord National Resort and Convention Center • 201 Waterfront Street • National Harbor, MD

Higher Ground – Taking Quality to Scale

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2015 QRIS National Meeting: Higher Ground - Taking Quality to Scale

Table of Contents

PROGRAM SCHEDULE

Wednesday, July 15 ......................................................................2

Thursday, July 16 ............................................................................6

Friday, July 17 ................................................................................. 17

Speaker and Staff Biographies ......................................24

Sponsors .............................................................................................32

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Dear Colleagues,

Welcome to the 2015 QRIS National Meeting!

As you will see from our title, “Higher Ground – Taking Quality to Scale,” we have designed this meeting in a way that we hope will inform your work in developing, implementing and revising the next generation of quality rating and improvement systems (QRIS). We have also emphasized the approach of “applying research to practice” in developing the sessions. Many sessions include both researchers sharing the latest studies and promising practices and state leaders who will talk with you about what those studies mean in terms of actual practice in their states. Some sessions have been designed to help you think about what comes next and what the possibilities are in the next phase of QRIS. YOU are the leaders of this work. We want to hear what you think in these discussions as we work together around the country to assure that high quality early care and education is available for all children. By leveraging our learning and sharing ideas, we hope to deepen the engagement of a national learning community to move these important systems-building eff orts forward.

We particularly want to thank our contributors for making this meeting possible. We appreciate the generous funding from BUILD Initiative supporters and our corporate meeting sponsors (see their names on page 32 of this program). Th anks also to the wonderful partners who played an integral role in developing the sessions for this meeting, including the Offi ce of Planning, Research and Evaluation (OPRE), INQUIRE, and the Offi ce of Child Care’s National Center on Child Care Quality Improvement.

Th e BUILD Initiative and the QRIS National Learning Network strive to off er you the technical assistance opportunities and resources you need to be successful in your eff orts to develop, implement, and revise quality rating and improvement systems. We think in terms of a “continuous quality improvement” process that off ers opportunities for ongoing improvement in your QRIS eff orts. We encourage you to be intentional in your use of this meeting opportunity, to reach out after sessions to presenters, engage with other state leaders, meet as a team with others from your state during the conference, consolidate your thoughts, and plan how you will share information and develop next steps after the conference. When you complete the fi nal survey at the end of the meeting, think about the ideas discussed at the meeting. Let us know what resources you need, what technical assistance we can provide, and what connections we can facilitate for you to support your own continual QRIS quality improvement process and to support your eff orts to bring quality to scale in your state.

Have a great meeting!

Sincerely,

Gerry Cobb Deborah MathiasDirector, State Services Director, QRIS National Learning NetworkBUILD Initiative BUILD Initiative

welcome

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1:00 pm Welcome and Opening Gerry Cobb and Debi Mathias, BUILD Initiative

1:15 pm Making the Most of the QRIS Meeting Joan Lombardi, Early Opportunities, LLC Location: Woodrow Wilson Ballroom

1:30 pm 101. Plenary Session: Taking Quality to ScaleWhat does taking “quality to scale” mean and is it viable? Is the goal to make every early learning program a high quality one or assure only that every child at risk is in a high quality program? Does quality mean we are shooting for the optimum level of quality or a more moderate level that is attainable and aff ordable given limited resources? What is needed within key system components in order to attain quality at scale and what is needed from a state policy perspective? Are there economies of scale that can make this goal more aff ordable? A panel of state and national leaders will debate and probe the potential for taking quality to scale.Swati Adarkar, Children’s Institute; Linda Hassan Anderson, Knowledge Universe; Jackie Govan, Arkansas Head Start State Collaboration Offi ce; Megan Irwin, Oregon Early Learning Division; Louise Stoney, Alliance for Early Childhood Finance

3:00 pm Break

3:15 - 4:45 pm Breakout Sessions

106. Evolving Mature QRIS: Refl ecting on Going for GreatMaking quality systems great and taking them to scale requires diff erent strategies over time. Evaluation, stakeholder input, evidence-based inquiry, public sector engagement, review, revision, re-creation are all part of the evolutionary process. Join our stimulating discussion of the opportunities and challenges in getting to great from key QRIS leaders and stakeholders from Kentucky and Pennsylvania, two of the earliest states to adopt QRIS.Tracey Campanini, Pennsylvania Offi ce of Child Development and Early Learning; Rena Hallam, University of Delaware; Anne Mitchell, Early Childhood Policy Research; Terry Tolan, Kentucky Governor’s Offi ce of Early Childhood; Phil Sirinides, University of PennsylvaniaLocation: Annapolis 1

114. Using Technology in Your QRIS: Options for Teacher Coursework, Peer Assistance and CoachingTh is session will explore diff erent aspects of quality improvement in the QRIS that can successfully leverage technology. Drawing on work in Massachusetts and Virginia, we’ll see how technology is integrated in the cross-sector competency and self-assessment for TA providers and the peer assistance and coaching project and we’ll explore how a pilot for teacher on-line courses can now be scaled as part of a QRIS. Join us for an engaging and informative session that will blend group brainstorming, refl ection and activities.Bridget Hamre, University of Virginia; Chris Pond and Pam Roux, Massachusetts Department of Early Education and Care; Linda Warren, Early Childhood AssociatesLocation: Annapolis 2

Wednesday, July 15

program schedule


118. Building a Cross-Sector QRIS: Strategies to Promote Head Start and Public Preschool ParticipationBuilding a QRIS that meets the needs of all children, families and the programs that serve them can be challenging. Th is session will highlight two state approaches to including Head Start and State Public Preschool programs in QRIS. Discussion will focus on how thoughtful approaches to program design and policy development can create a more inclusive system.Shauna Ejeh, Illinois Head Start Collaboration Offi ce; Serah Fatani, Chicago Public Schools; Char Goodreau, National Center on Child Care Quality Improvement; Evelyn Keating, Delaware Offi ce of Early Learning; Gail Nelson, Illinois Governor’s Offi ce of Early Childhood Development; Toni Porter, Illinois Network of Child Care Resource and Referral Agencies; Verna Th ompson, Delaware Department of EducationLocation: Annapolis 3

128. Strategies for Supporting Family Child Care Providers through Coordinated Professional Development and Targeted Technical AssistanceTh is session will show how two states are targeting eff orts to meet the QRIS quality improvement needs of family child care providers using relationship-based strategies and techniques. Delaware will share how it is using targeted professional development (with a focus on language and literacy) delivered in a community-of-practice model to support family child care providers. Oregon will share its approach in creating focused child care networks to increase the supply of quality child care within communities that have been traditionally underserved in order to help close the achievement gap.Leslee Barnes, Child Care Resource and Referral Multnomah County; Martha Buell, University of Delaware; Dawn Woods, Oregon Early Learning DivisionLocation: Annapolis 4

158. Mindfulness in the Face of Complexity: Innovations to Strengthen and Simplify QRIS MonitoringBring your QRIS monitoring questions, challenges and successes to this session! Th e development of a QRIS provides states with the opportunity to align early learning standards and to streamline cross-sector monitoring practices. We know many states are curious about eff ective QRIS monitoring strategies and innovations, but are faced with big implementation questions and challenges. Participants will be urged to discuss key considerations, share state practices and resources, and explore ideas for innovation.Kenley Branscome and Michelle Th omas, Early Learning Challenge Technical AssistanceLocation: Baltimore 4

Wednesday, July 15, cont.


167. Assessing What Teachers Need to Help Children SucceedJust as children’s environments can support or impede their learning, work environments promote or hinder teachers’ practice and development. However, persistent features of early childhood jobs - low wages, the absence of a rational wage structure, the low value accorded to educational attainment, and inadequate professional supports - undermine eff orts to improve quality for all children. Join us for a conversation about how we can include features of early care and education workplace environments - what teachers need in addition to training and education - that can no longer be overlooked.Lea Austin, Center for the Study of Child Care Employment; George Philipp, WestEd; Marcy Whitebook, Center for the Study of Child Care EmploymentLocation: Baltimore 1

170. Engineering the Future of QRIS: Th e Next GenerationTh rough this presentation, participants will be informed about the “shift in thinking” that has occurred over the past fi ve years of QRIS implementation in Arizona and Miami/Dade County and Palm Beach County, Florida. Learn about their continuous quality improvement journey!Fiorella Altare, Early Learning Coalition of Miami-Dade/Monroe; Karen Brandi, Children’s Services Council; Courtney King, First Th ings First; Nicole Lopez, Children’s Services Council; Silvia Nino, Children’s Trust; Rachel Spector, Children’s Trust; Lisa Sutherland, First Th ings First; Leslie Totten, First Th ings FirstLocation: Baltimore 2

183. Reaching for Higher Ground through Advancements in Assessing Learning Environments: Transitioning from ECERS-R to ECERS-3 within an Established QRISTh e Environment Rating Scales are currently used in the vast majority of statewide QRIS programs. What impact will the release of the new ECERS-3 have on provider ratings, standards/cut points, technical assistance, and professional development? Having worked with researchers in conducting comparability studies to help determine the impact on their system and requirements for moving forward, Georgia and Pennsylvania leaders are currently planning/implementing this transition.Kweli Archie, Rose Manganell and Megan Showalter, Pennsylvania Key; Richard Cliff ord, Frank Porter Graham Child Development Institute; Denise Jenson, Georgia Department of Early Care and LearningLocation: Baltimore 3

213. Building Supportive Communities by Creating Successful Museum, Library and Early Learning Partnerships Since 2012, the Institute for Museum and Library Services has funded more than $8 million in early learning projects nationwide. Th is panel will share promising practices and resources, with a focus on how state and local childhood education and social service providers can leverage partnerships with their local museums and libraries, and develop a framework for aligning museum and library programming with state QRISs.Jeanna Capito, BUILD Consultant; Deborah Stahl, BUILD Initiative; Sandra Toro, Institute of Museum and Library ServicesLocation: Camellia 2


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226. Planning for the Next Generation of QRIS: Developing a Complete QRIS Conceptual FrameworkTh is session will describe continued work to develop a full logic model/theory of change for QRIS that incorporates multiple outcomes and diff erent levels (including children, workforce, programs, families, and systems). Th e discussion will focus on identifying the QRIS activities that link to these outcomes and the important research questions that could be included in future evaluations to assess the new model. Th e session will be interactive and will invite audience participation during the presentation and through small group discussions.Kathryn Tout, Child Trends; Marty Zaslow, Child Trends and Society for Research in Child DevelopmentLocation: Woodrow Wilson Ballroom

243. Advancing Issues of Language and Culture in QRIS: Beyond Standards to Measurement and Professional Development One in three children under six is a dual language learner (DLL) in the U.S. DLLs require an intentionality of practice that is developmentally appropriate for their age and experience, but also that is specifi c to their cultural and language characteristics. In this session, panelists will address measurement of linguistically and culturally diverse practices in QRIS as well as how to tailor professional development to assist educators to eff ectively serve young DLLs.Soodie Ansari, San Mateo County Offi ce of Education; Miriam Calderon, BUILD Consultant; Alexandra Figueras-Daniel, National Institute for Early Education Research; Marlene Zepeda, California State University-Los AngelesLocation: Baltimore 5

246. Supporting Children’s Social-Emotional and Behavioral Health through an Equity LensTh is session will discuss how states can support children’s social-emotional and behavioral health. Th e session will include conversation on expulsion and suspension, early childhood mental health consultation, and other strategies states are using to promote racial equity and child wellness in early childhood programs. Washington State will present on its work focused on expulsion and suspension, as well as prevention of such practices, in center-based child care programs within its QRIS system; Colorado will discuss its statewide early childhood mental health consultation model and how it is pairing the model with state level policy to promote children’s mental health and wellness. In addition, federal leaders will discuss their federal policy statement on expulsion and suspension, reviewing recommendations for states and local early childhood programs to foster children’s social-emotional and behavioral health and prevent expulsion and suspension.Jordana Ash, Colorado Offi ce of Early Childhood; Mary Louise Hemmeter, Vanderbilt University; Shantel Meek, Administration for Children and Families; Nicole Rose, Washington Department of Early LearningLocation: Camellia 3

303. Is Scaling Up Quality Even Possible When We Have Other New Federal Requirements to Meet? Technology Strategies in Indiana and Maryland, 5 Star Sponsor PresentationHear how Indiana is using a robust early childhood integrated data system to meet its access and quality goals and how it is planning to expand technology to meet new federal background check requirements. Maryland will share its experience and success with a mobile licensing inspection solution.TCC Software Solutions Staff ; Melanie Brizzi, State of Indiana; Liz Kelley, State of MarylandLocation: Camellia 4



5:00 - 7:00 pm Sponsors’ Networking ReceptionTh is reception is open to all registered participants and is an opportunity to network with your colleagues and meet the generous sponsors of this year’s QRIS National MeetingLocation: Prince George Exhibit Hall EFeatured: Teachstone5 Star: Branagh Information Group, TCC Software Solutions3 Star: Community Playthings, Kaplan Early Learning Company, Pearson, Teachers College Press, WELS Systems Foundation2 Star: Brookes Publishing, Dole Packaged Foods, ProSolutions Training, Public Consulting Group, SimplyDigi1 Star: CCA Global Partners, Child Care Aware of America, Discount School Supply, Lakeshore Learning Materials, Los Angeles Universal Preschool (LAUP), Trust for Learning


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Thursday, July 16

7:00 am Continental breakfast for all registered participants made possible through the generosity of Branagh Information Group, a 5 Star sponsor of the QRIS National Meeting Location: Woodrow Wilson Ballroom

8:30 am Overview of the Day/Introductions Gerry Cobb and Debi Mathias, BUILD Initiative

Location: Woodrow Wilson Ballroom Remarks by Shannon Rudisill, Administration for Children and Families, U.S. Department of Health and Human Services

9:00 am 102. Plenary Session: Multiple Perspectives on Access to High Quality Early Care and Education

Access to high-quality programs is a key goal of the recently reauthorized CCDF. Th is plenary session will examine access from three perspectives: what we know about families, what we know about program participation in QRIS, and what we know about diff erent data options for measuring and tracking access. Th ese three perspectives will be used to encourage innovations in how state QRIS are planning for and tracking the results of their eff orts to improve access to high quality early care and education for all families.Sarah Friese and Kathryn Tout, Child Trends; Ivelisse Martinez-Beck, Offi ce of Planning, Research & Evaluation; Shannon Rudisill, Administration for Children and Families

10:00 am Break

10:15 - 11:45 am Breakout Sessions

120. Acting on Early Childhood Assessment Results to Improve Child OutcomesHow can a state translate kindergarten readiness assessments and other outcome studies into actionable steps to improve


child outcomes in QRIS? Th is workshop describes several states’ measurement approaches, how they are analyzing results, applying fi ndings and aligning with their QRIS eff orts to inform a state strategy of diff erentiated supports to close the readiness gap.Dawn Davidson, Nevada Institute for Children’s Research and Policy; Phil Sirinides, University of Pennsylvania; Chris Strausz-Clark, Th ird Sector Intelligence; Sarah Weber, Bill and Melinda Gates Foundation; Karen Woodhouse, Arizona First Th ings FirstLocation: Baltimore 4

138. It’s About Time! Children’s Experience of Education and Care SettingsHow do children really spend their day? What opportunities are they aff orded to engage in literacy, explore scientifi c phenomenon or collaborate with peers? Presenters will guide participants through a classroom observation measure that quantifi es how children spend their time in education and care settings and how to use the data as a catalyst for change in teaching practice.Erin Mason, EduSnap; Sharon Ritchie, Frank Porter Graham Child Development InstituteLocation: Annapolis 1

165. Creating QRIS that Support Cultural and Pedagogical Diff erencesTh e fi eld recognizes the importance of individualized approaches to care and education for children and families. Creating a QRIS that provides individualized technical assistance, observation and rating strategies based on diff ering pedagogies is critical to supporting an equitable early care and education system. Can QRIS be equal and equitable to the programs they serve? Are practices and perspectives supportive of family cultural practices? Individuals from Montessori and faith-based communities will be sharing their perspectives.Laura Johns, National Center on Child Care Quality Improvement; Christine Lowry, Montessori Now; Meir Muller, Cutler Jewish Day SchoolLocation: Annapolis 2

176. Shared Services: Building Quality, Leadership and Management Capacity in Early Care and EducationShared Services is a powerful strategy to build pedagogical and business capacity. In a Shared Services Alliance, networks of centers and/or homes attain the economies of scale and economies of specialization needed to deliver quality, sustainable child outcomes. Th is session will illustrate a range of Shared Services approaches and provide concrete examples of how some alliances have “taken quality to scale” to support teachers, children and families.Louise Stoney, Opportunities ExchangeLocation: Camellia 3

Thursday, July 16, cont.

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177. Infant/Toddler Quality Indicators and the Workforce: Exploring What Works, Lessons Learned, Questions and Concerns, and Related ResourcesDiscuss ways QRIS can and do focus on the unique needs of infants and toddlers. Hear about national trends, assessment tools, and new resources that target critical competencies for infant/toddler educators, especially those serving children from high-needs populations. Discuss strategies implemented in North Carolina since 2004, including those from the recent Early Learning Challenge Grant activities. Share and explore successes, remaining challenges, and considerations for the future.Lanier DeGrella, Child Care Services Association; Sarah LeMoine and Maria Mayoral, ZERO TO THREELocation: Woodrow Wilson Ballroom

194. Quality Costs How Much?! Th e Endless Possibilities of the Provider Cost of Quality Calculator and How One State Used It to Change PolicyAs states and territories think about how to ensure families receive consistent high quality care, many are beginning to model the cost of such care. Learn how one state used the Provider Cost of Quality Calculator (PCQC) as part of a collaborative process aimed at improving child care assistance and QRIS policies. State leaders from Ohio will share their perspective on the policy changes they were able to recommend and implement as a result of using the PCQC. Bring your laptop or tablet if you want to use the PCQC during the session.Todd Barnhouse, Ohio Child Care Resource and Referral Association; Robert Frein, National Center on Child Care Subsidy Innovation and Accountability; Nina Johnson, National Center on Child Care Quality Improvement; Katie Kelly, groundWork Ohio; Anne Mitchell, Alliance for Early Childhood Finance; Simon Workman, APA ConsultingLocation: Camellia 2

225. Lessons Learned From RTT-ELC Validation StudiesA panel of researchers will provide updates on RTT-ELC validation studies and share lessons learned in conducting QRIS validation studies.Laura Hawkinson, American Institutes for Research; Lynn Karoly, RAND Corporation; Noreen Yazejian, Frank Porter Graham Child Development InstituteLocation: Baltimore 5

230. Setting QRIS Participation Rates and Measuring Density of Program Participation: What Works?Th is session will provide practical guidance on setting QRIS participation rates, measuring

density of program participation and reporting information to stakeholders. Th e presenters will share the results of a state case study on

participation rates and provide simple templates that can be used to guide calculations of density and the use of density data to guide planning and implementation. Th e session will encourage questions and interactions with the presenters.Nara Topp, Minnesota Department of Human Services; Kathryn Tout, Child Trends

Location: Baltimore 1

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231. Measuring Curriculum Implementation in QRISQRIS are increasingly including indicators to tap the use of curriculum in early care and education programs. What are the challenges of documenting curriculum use in programs? What strategies are states using to verify curriculum use? What are the challenges of verifying curriculum and how are they addressed in a state’s QRIS? Th e session will be interactive and encourage sharing of examples and experiences.Sarah Daily and Danielle Hegseth, Child Trends; Lauren Rae Michael, New Mexico Pre-K ProgramLocation: Annapolis 3

232. Family Counts: Strengthening Family Partnerships through QRISTh is session will focus on measuring the quality of family-provider partnerships in the context of Quality Rating and Improvement Systems. Drawing from fi ndings from four research projects that have examined diff erent aspects of this issue, the session will highlight opportunities and challenges for QRIS stakeholders in refi ning and developing QRIS indicators for family-provider partnerships and engagement.Juliet Bromer, Erikson Institute; Sandra Soliday Hong, Frank Porter Graham Child Development Institute; Gail Nelson, Illinois Governor’s Offi ce of Early Childhood Development; Toni Porter, Early Care and Education Consulting; Terri Sabol, Northwestern UniversityLocation: Annapolis 4

237. Leveraging Technology for Quality ImprovementOngoing quality improvement is an essential component of QRIS. Explore new strategies that leverage technology with a special focus on workforce development through four initiatives using technology to advance credentials and degrees that help connect knowledge to practice: the brand new federal Early Educator Central; Th e Pathway to Credentials and Degrees for Infant/Toddler Educators; Delaware’s Early Learning Leadership Initiative; the Lastinger Center’s Master Teacher Initiative; and New Mexico’s Family Infant Toddler Early Intervention program. Join us if you care about how to use competency-based, eff ective practice for infant/toddler teachers, instructional leaders, master teachers, and early interventionists, in the context of QRIS development.Linda Askew, New Mexico Department of Health; Allyson Dean, ZERO TO THREE; Raquel Diaz, University of Florida Lastinger Center for Learning; Harriet Dichter, ICF International; Evelyn Keating, Delaware Offi ce of Early LearningLocation: Baltimore 2

238. What Does Quality Early Care Look Like for Homeless and Other Children with High Needs?Did you know that the person in the U.S. most likely to stay in a federally-funded homeless shelter is an infant under the age of one? Or that over 50% of sheltered homeless children are age fi ve and under? Does your state’s QRIS promote high quality standards and professional practices that eff ectively address the needs of each and every child? Are your state’s early childhood policies aligned to provide full and easy access to high quality services and regular attendance for children experiencing homelessness and other trauma? How are your QRIS resources and technical assistance eff orts addressing the vicarious trauma experienced by staff or facilitating partnerships to best engage each and every family? We will discuss actionable strategies and policies for developing an inclusive QRIS that supports and incentivizes the participation of children with high needs.Carie Bires, Ounce of Prevention Fund; Barbara Duffi eld, National Association for the Education of Homeless Children and Youth; Khari Garvin, North Carolina Head Start State Collaboration Offi ce; Kresta Horn, UMOM New Day CentersLocation: Baltimore 3


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301. You’ve Observed Classrooms using the CLASS Measure: Now What? Featured Sponsor PresentationJoin Teachstone as we present a systematic, research-based approach to improving classroom interactions and ultimately, delivering on the promise of CLASS – achieving better outcomes for children. In this presentation, you’ll learn how to move beyond providing one-size-fi ts-all professional development to utilizing a data-driven model of individualized learning and coaching. Th is presentation includes a live demonstration of myTeachstone, an online subscription service that simplifi es CLASS implementation for administrators, observers, coaches, and teachers.Rebecca Berlin and Emily Doyle, TeachstoneLocation: Camellia 4

12:00 - 1:00 pm Luncheon for all registered participants Location: Woodrow Wilson Ballroom

1:00 pm QRIS and the BUILD Initiative Susan Hibbard, BUILD Initiative Location: Woodrow Wilson Ballroom

Remarks by Rachel Schumacher, Offi ce of Child Care, US Department of Health and Human Services

1:30 pm 103. Plenary Session: Th e Early Childhood Profession We All Want: Creating the System We Need

Increasing pressure is being placed on early childhood education programs to provide consistently high quality early learning experiences while at the same time the value of our contribution to children’s learning and development too often is undervalued. Structuring early childhood education as a professional fi eld of practice is gaining momentum as a systemic solution. It off ers a way for unifying the fi eld around common purpose, addressing the fi eld’s uneven performance, and bringing increased recognition to the fi eld’s practitioners. What will be required for early childhood education to be recognized as a profession? What hard choices need to be addressed to achieve professional status and assure a professional workforce that is refl ective of the diversity of the children we are serving? What core values are essential to early childhood education’s identity as a profession? What role can and should state QRIS play to achieve these aspirations?Rhian Evans Allvin, National Association for the Education of Young Children; Deb Flis, Connecticut Offi ce of Early Childhood; Stacie Goffi n, Consultant; Aisha Ray, Erikson Institute

2:30 pm Break


117. Post CCDBG Reauthorization – Moving the Conversation from Health and Safety to Quality to ScaleTh e recent reauthorization of the Child Care and Development Block Grant (CCDBG) establishes for the fi rst time a federal fl oor for health and safety requirements in child care


settings. Having fi nally established this fl oor for basic health and safety, it is now time to begin envisioning the next generation of CCDBG and federal early childhood reform – bringing quality to scale through QRIS and national accreditation.Harriet Dichter, Consultant; Katie Hamm, Center for American Progress; Grace Reef, Early Learning Policy Group; Celia Sims, Knowledge Universe; Elanna Yalow, Knowledge UniverseLocation: Annapolis 1

122. Supporting Infant & Toddler Best Practices in QRISAs QRIS develop and evolve around the nation, many systems are refl ecting on how they are working for infants and toddlers, their caregivers, and families. Th e session both will focus on how to identify currently existing QRIS elements that support infants and toddlers, and prioritize other elements to build stronger supports for this population that typically experiences the lowest quality care.Christine Hughes, Early Learning Coalition of Miami-Dade/MonroeLocation: Annapolis 2

142. Elevating QRIS Communications: How to Improve Outreach and Engagement to Providers, Parents, Partners, Policymakers, and the PublicLearn about a new Child Trends report on state QRIS communication programs. Find out what communication messages, strategies, and tactics are being used to reach and engage providers, parents, partners, policymakers, and the public. See examples of promotional materials and websites from a number of state QRIS eff orts. Hear from the leaders of Georgia’s Bright Start and Wisconsin’s YoungStar QRIS communication programs.Kristin Bernhard, Georgia Department of Early Care and Learning; Coral Manning, Wisconsin Department of Children & Families; Alicia Torres and Frank Walter, Child TrendsLocation: Annapolis 3

149. Supporting Families and Building Protective Factors through QRISRecent research clearly indicates that the more families are engaged in their children’s early development, the better the outcomes. Learn how Kentucky plans to broadly integrate the Strengthening Families framework in a comprehensive system of supports that will help build protective factors for families and improve kindergarten readiness, including integration in the redesigned QRIS.Joe Roberts and Terry Tolan, Kentucky Governor’s Offi ce of Early ChildhoodLocation: Camellia 2



178. Leveraging NAEYC Accreditation to Sustain and Scale-up QRISUneven funding, political shifts, and fragile infrastructures are threats to sustaining and expanding QRIS systems. NAEYC‘s accreditation system for programs serving young children exists in every state and can be leveraged to sustain and scale-up QRIS. Using established, reliable processes for measuring and building quality, NAEYC accreditation aligns with the goals of QRIS. Th is session highlights examples and benefi ts of leveraging the NAEYC accreditation system. Data from the nation’s largest early childhood education provider will be shared.Kathie Boe, Knowledge Universe; Marica Cox Mitchell and Susan Hedges, National Association for the Education of Young ChildrenLocation: Annapolis 4

198. Policy Alignment: Two Approaches to Identifying Early Care and Education Policy that Supports an Accessible and Successful QRISState policies aligned with a QRIS are key to a successful implementation that will ensure critical objectives are met, such as providing families, particularly those from high-risk populations, better access to quality programs. Two approaches to aligning a state’s early care and education polices to work in conjunction with QRIS and its program quality improvement initiatives will be discussed with two states presenting examples of revisions to their state policies and processes.Peggy Ball, Consultant; Char Goodreau, National Center on Child Care Quality Improvement; Dawn Woods, Oregon Early Learning DivisionLocation: Baltimore 1

216. Analytics, Algorithms, Abstracts: Who Cares? Using Data-Informed Storytelling to Engage the CommunityOrganizations across the nation have used data to their benefi t, but how do you use data to inform an exciting story that excites the community about the work of your QRIS? Whether you glaze over at the mention of “statistical signifi cance” or you get excited to talk about data analysis techniques, this interactive workshop will help you use data to tell an exciting and engaging story.William Browning, Rebound SolutionsLocation: Camellia 3

220. Recalibrating Quality Improvement: Who is in the Driver’s Seat?How can our QRIS initiatives move beyond quality for a day and support meaningful, sustainable quality improvements? Th is session will explore the debate between compliance and innovation. Is there a way to include both in QRIS? We believe there are continuous quality improvement strategies that promote refl ective teaching and not just “rule following” to achieve a high score on an assessment. Th is session will provide a space for open conversation and generate possibilities for innovative practices.Ann Hentschel, McCormick Center for Early Childhood Leadership; Judy Jablon, Early Childhood ConsultantLocation: Baltimore 2

221. New Mexico’s FOCUS QRIS + CQI = A Culture for Purposeful ChangeContinuous quality improvement and program leadership development are critical components to FOCUS, New Mexico’s QRIS. FOCUS provides programs with research-based essential elements of quality and criteria of a continuous quality improvement process that promotes quality practices. Come join us to see how this work is progressing and what is really making a diff erence.Linda Askew, New Mexico Department of Health; Stefanie Irving McCoy, University of New Mexico; Brenda Kofahl, New Mexico Public Education Department; Katrina Montaño-White, New Mexico Offi ce of Child Development; Muriel Wong, WELS Systems FoundationLocation: Baltimore 3

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228. Two New Measures: An Overview of the Family Teacher Provider Relationships Questionnaire and the Quality of Caregiver-Child Interactions for Infants and ToddlersTh is session will describe two new free measures developed by the federal government: Th e Family Teacher Provider Relationships Questionnaire and the Quality of Caregiver-Child Interactions for Infants and Toddlers. Presenters will also off er ideas for how to use the measures in a QRIS context.Sally Atkins-Burnett, Mathematica Policy Research; Kelly Maxwell and Manica Ramos, Child TrendsLocation: Baltimore 4

240. National Resources and State Examples to Support Early Learning Sustainability PlanningTh is session will provide an overview of successful strategies and common challenges related to sustaining RTT-ELC initiatives. Promising state strategies will be highlighted and participants will learn about a library of sustainability resources that has been compiled. Use this session to take advantage of the resources developed as part of the RTT-ELC initiative and think about how these resources can support your early learning sustainability planning and implementation.Beth Caron, Early Learning Challenge Technical Assistance; Carrie Kocot, Early Learning Challenge Technical Assistance; Gladys Wilson, Early Learning Challenge Technical AssistanceLocation: Baltimore 5

244. Assessing and Promoting Family and Community Engagement for Healthy Childhood Development and Program QualityLearn about two brief self-administered tools that provide data from a family and community perspective. A tool for parents assesses healthy childhood development. A tool for providers and staff assesses program quality. Together the tools promote engagement based upon valuing family connections and wisdom and including families as integral to program decisions. Th e workshop will show how to administer the tools, process the data, and interpret the results.Richard Chase, Wilder Research; Betty Emarita, Development and Training, Inc.Location: Camellia 4

3:45 pm Break


140. Harnessing Parent Demand to Grow and Sustain QRIS ParticipationMinnesota, Pennsylvania and South Carolina will share their strategies for engaging families through QRIS in a variety of contexts and political climates. Presenters will discuss use of a quality-focused online search tool, an interactive web-based tool to help families make good choices, and a statewide consumer awareness campaign. Presenters will also discuss common challenges that prevent states from communicating with parents eff ectively. Leigh Bolick, South Carolina Division of Early Care and Education; Teresa Coles, Riggs Partners; Lorie Gardner, Mad Monkey; Ericca Maas, Parent Aware for School Readiness; Kelly Swanson, Pennsylvania KeyLocation: Annapolis 1


175. Assessment and Data as Components of Continuous Quality ImprovementAs part of QRIS, both Michigan and the District of Columbia rate the quality of early childhood settings using a common set of standards and assessment tools that are aligned with each state’s standards of quality. During this session, both Michigan and DC will share how the data generated through the use of quality assessment measures, the Program Quality Assessment in Michigan and the Classroom Assessment Scoring System in the District of Columbia, are used to inform continuous quality improvement at multiple levels.Lindsey Allard Agnamba, School Readiness Consulting; Sheri Butters, Early Childhood Investment Corporation; Elizabeth Groginsky, Offi ce of the State Superintendent of EducationLocation: Annapolis 3

185. A Shared Vision for an Inclusive Future: Inclusive Practices in QRISHigh-quality early childhood programs have the capacity to serve children with diverse learning needs, including children with disabilities. Th is session will provide an overview of trends and state practices that address system components designed to improve program capacity for early childhood inclusion. California, Idaho, and Illinois leaders will highlight their eff orts to improve program capacity for early childhood inclusion. Professional development strategies, program and professional recognition approaches, assessment of inclusive practices using the new Inclusive Classroom Profi le, along with barriers to implementation and lessons learned, will be shared. A compilation of state and national professional development resources will be provided.Melissa Crist, IdahoSTARS Project; Jennifer Miller, WestED Center for Prevention and Early Intervention; Donna Nylander, Illinois Governor’s Offi ce of Early Childhood Development; Pam Reising-Rechner, Illinois State Board of Education; Kathy Whaley, Frank Porter Graham Child Development InstituteLocation: Camellia 3

188. State-Funded Preschool Programs in QRIS – Opportunities, Challenges and Strategies (How to Train Your Dragon)Th is session will focus on issues, challenges and successful strategies related to participation of state-funded preschool programs in a statewide QRIS.Melanie Brizzi, Indiana Offi ce of Early Childhood and Out of School Learning; Sherry Cleary, New York City Early

Childhood Professional Development Institute; Ariel Davis, QUALITYstarsNY; Michelle Th omas, Early Learning Challenge Technical Assistance Program; Gladys Wilson, Early Learning Challenge Technical

Assistance ProgramLocation: Baltimore 1

192. Utilizing Facilitated Peer Learning Communities as an Eff ective Strategy to Support QRIS Initiatives

Facilitated peer learning communities (FPCL) within a QRIS may off er an eff ective approach to promote sustainability as well as continuous quality improvement. Th is workshop will highlight the design, implementation, and evaluation of 3 FPLC initiatives that can yield positive outcomes. Th is strategy off ers a viable option to take

QRIS initiatives to scale with a moderately intensive, low-cost approach.Michael Abel, McCormick Center for Early Childhood Leadership; Nichole Parks, Arkansas State University Childhood Services; Kristy Sheffl er, Delaware Stars; Teri Talan, McCormick Center for Early Childhood Leadership

Location: Annapolis 2

2015 QRIS National Meeting: Higher Ground - Taking Quality to Scale14



204. Unpacking the Quality Improvement Box: Using Data on Technical Assistance to Strengthen Impact Participants in this session will explore how key QRIS policy and implementation questions related to quality improvement goals and activities can be addressed with data collected through the technical assistance process. Participants will learn about resources for prioritizing the kinds of data they collect and identifying data elements, including the INQUIRE Data Tool Kit. Th e session will present several examples from Oregon’s QRIS use of data to address the needs of both technical assistance providers and early learning programs. Patrick Aldrich and Dana Bleakney-Huebsch, Western Oregon University Teaching Research Institute; Sarah Friese, Child Trends; Sheila Smith, National Center for Children in PovertyLocation: Annapolis 4

215. How States Design, Implement and Sustain Career Ladders for the Next Generation of Early Care and Education ProfessionalsJoin this panel of leaders from three states for an interactive session as they discuss how they design, implement and sustain career ladders starting from the CDA credential to earning a degree within the context of early care and education credentialing and QRIS. Th e presenters will also address the challenges to higher education for early learning professionals as they climb their career ladder that impacts the delivery of program quality.Khari Garvin, NC Head Start State Collaboration Offi ce; Maureen Murphy, Pennsylvania Key; Lin Venable, Tennessee Early Childhood Training Alliance; Valora Washington, Council for Professional RecognitionLocation: Baltimore 2

223. Using Data to Support Quality Improvement at ScaleTh is session will focus on the use of data in statewide quality improvement eff orts, highlighting two examples. One example demonstrates how technical assistance (TA) administrative data collected through Delaware’s QRIS has changed TA practice. Th e second example demonstrates how Georgia has used data to modify its professional development for pre-k teachers.Rena Hallam, University of Delaware; Tamara Halle, Child Trends; Bentley Ponder, Georgia Department of Early Care and LearningLocation: Baltimore 3


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227. Using New National Early Care and Education Data to Support Design, Planning and Implementation of QRISTh e National Survey of Early Care and Education (NSECE) is a goldmine of new information about multiple facets of the early care and education landscape. Th is session will focus on the fi ndings from the NSECE that are most critical for QRIS administrators and implementation teams including fi ndings on centers, family child care, and the workforce. Th e presentation will be non-technical. Links will be shared to NSECE resources that can be used for non-technical audiences. Th e presentation will be interactive and allow for questions and discussion.Ivelisse Martinez-Beck, US Health and Human Services Offi ce of Planning, Research and Evaluation; Bobbie Weber, Oregon State University; Marty Zaslow, Child Trends and the Society for Research in Child DevelopmentLocation: Baltimore 4

234. Moving Toward a More Aligned and Coordinated Monitoring SystemTh is session will present a framework for a more aligned and coordinated approach to monitoring across multiple early care and education programs and provide an opportunity for a whole-group discussion about aligning monitoring systems. Two states, Ohio and Rhode Island, will share their eff orts to align and coordinate monitoring.Lisa Hildebrand, Rhode Island Association for the Education of Young Children; Kelly Maxwell and Laura Sosinsky, Child Trends; Jeff ery Van Deusen, Ohio Department of Job & Family ServicesLocation: Woodrow Wilson Ballroom

241. Th e Common Th read: Crafting a Coherent Accountability System Focused on Great TeachingWhat are the consistent supports needed to focus QRIS and public school accountability approaches on great teaching? How can we bring coherence to early childhood quality improvement policies? During this session, we will share innovations and key resources from states that are integrating a greater focus on teaching quality into early childhood accountability structures and facilitate a deep discussion among participants on promising strategies.Lori Connors-Tadros and Jana Martella, Center on Enhancing Early Learning Outcomes; Debi Mathias, BUILD Initiative; Kate Tarrant, BUILD ConsultantLocation: Baltimore 5

302. ECERS-3 Teaching and Interactions, 5 Star Sponsor PresentationTh e Environment Rating Scales continue to be the preeminent measure of global quality in early childhood learning environments. Join us as we welcome the authors of the Scales to learn more about how the ECERS-3, with its enhanced focus on teaching and interactions, emphasizes the role of the teacher in fostering children’s learning. We will also discuss supports for both the training and implementation of ECERS-3 in a QRIS setting.Branagh Information Group Staff Location: Camellia 4

6:00 pm Teachstone Reception All registered participants are invited to attend a special reception hosted by Teachstone, Featured Sponsor of the QRIS National Meeting Location: Cherry Blossom Ballroom



Friday, July 17

7:00 am Continental breakfast for all registered participants made possible through the generosity of TCC Software Solutions, a 5 Star sponsor of the QRIS National Meeting

Location: Cherry Blossom Ballroom (Note this is a diff erent location from yesterday.)

8:30 - 10:00 am Breakout Sessions

116. Eff ective Workforce Development through a Continuous Quality Improvement FrameworkA panel of state and local leaders will share workforce development innovations within a QRIS system, including coaching models, use of the CLASS tool, and partnerships to address higher education equity and access, high-quality teacher preparation, eff ective teaching practices, and strong site leadership. In this interactive session, participants also will strategize ways to use continuous quality improvement as a foundation to build an educated, eff ective, diverse early learning workforce.Jan Fish, Los Angeles County Early Care and Education Workforce Consortium; Cecelia Fisher-Dahms, California Department of Education; Terri Lamb, Los Angeles Universal Preschool; Sarah Neville-Morgan and Debra Silverman, First 5 CaliforniaLocation: Annapolis 2

131. Th e Five Essentials for Early Education (FiveE-Early Ed): A Framework and Surveys to Measure Organizational Supports Essential to Continuous ImprovementLearn about the Five Essentials-Early Ed, a set of new surveys designed to collect educator and parent perspectives on the organizational conditions that support quality improvement in early education settings. Empirical fi ndings linking strong organizational supports to improved child engagement and achievement will be reviewed. Sample survey items and pilot data will be explored. Discussion will focus on the importance and benefi ts of including organizational conditions in next generation QRIS frameworks.Stacy Ehrlich, University of Chicago Consortium on Chicago School Research; Debra Pacchiano, Ounce of Prevention Fund; Amanda Stein, Ounce of Prevention Fund

Location: Baltimore 5

148. Developing Systems for Assessing Quality: Maintaining Reliability and IntegrityWhat considerations are necessary to maintain the reliability and integrity of assessment measures in QRIS? What protocols does research suggest when using quality assessments and why do they matter? What steps can be taken to ensure

that validity is maintained? Th is session will address these questions, providing examples from research and current QRIS and allowing time for participants to

share their experiences.Jill Bella and Teri Talan, McCormick Center for Early Childhood Leadership

Location: Camellia 3

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151. How to Include Family Child Care? Promising Practices for Engaging Family Child Care Providers in Quality Improvement SystemsTh is session will examine strategies for engaging family child care providers in QRIS and equip participants with tools to succeed in improving quality of family child care providers in their state. Participants will hear the latest research fi ndings in regard to family child care participation and learn about proven strategies for how best to both engage their participation and improve quality.Juliet Bromer, Erikson Institute; Toni Porter, Early Care and Education Consulting; Susan Savage, Child Care Resource Center; Eva Marie Shivers, Indigo Cultural Center; Holli Tonyan, California State UniversityLocation: Annapolis 3

166. Diverse Leadership as a Driver for System Sustainability and Continuous Quality Improvement How are we identifying, nurturing and supporting our future leadership? What will leaders need to know and be able to do through the next developmental stage of QRIS? How can we be intentional in supporting leaders who represent our diverse fi eld? Th is panel discussion off ers perspectives on leadership development from long respected and emerging leaders in the fi eld of early care and education.Miriam Calderon, BUILD Consultant; Tobeka Green, National Black Child Development Institute; Laura Johns, National Center on Child Care Quality Improvement; Joan Lombardi, Early Opportunities, LLC; Antonia Lopez, National Council of La RazaLocation: Annapolis 4

169. A Road Map to Core CompetenciesCompetencies are the foundation of workforce development. Th ere is growing recognition of the need to use competencies to identify the knowledge, skills, behaviors, and attitudes necessary to ensure high- quality child care practice. Using core competencies, it is possible to improve recruitment, orientation, pre-service and continuing education, and professional development, as well as identify career ladders and engage in performance evaluation. Th is session will look at Maryland and Pennsylvania’s advancement of competency development through historical context, methods and next steps.Kimberly Browning and Pat Browning, Evaluation Strategies; Leslie Roesler, Pennsylvania Key; Traci Verzi, Maryland State Department of EducationLocation: Camellia 4

Friday, July 17, cont.

www.buildinitiative.org • www.qrisnetwork.org


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182. Opportunities through QRIS to Promote Cultural Competence in Family Engagement and Early Childhood Education Practices in Support of Children’s Learning Th is workshop will present research-based policy and practice recommendations and real-world examples of QRIS standards and quality improvement strategies that promote cultural competence in early care and education settings, with a special focus on family engagement with diverse families. Th e workshop panel will include national experts and state offi cials and off er opportunities for participants to exchange ideas and share experiences. Katrina Montaño-White, New Mexico Children, Youth and Families Department; Mary Lee Porterfi eld, North Carolina Department of Health and Human Services; Sheila Smith and Sam Stephens, National Center for Children in PovertyLocation: Baltimore 2

208. QRIS Incentives and Program Quality: A Discussion of State Approaches and the Eff ectiveness of IncentivesStates off er a variety of QRIS incentives – both fi nancial and non-fi nancial – but how do states determine what to off er and how to structure these incentive plans? Th is engaging session will provide an overview of the types of QRIS incentives currently used by states and will explore the impact of these incentives on providers, practitioners, and parents. We will discuss which supports or combinations of supports are most eff ective at improving and sustaining program quality, and also explore which supports provide the most cost-eff ective path to quality improvement. Representatives from a number of states will share their experiences and kick off a group discussion as we engage in this important topic.Jim Bates, National Center on Child Care Subsidy Innovation and Accountability; Darlene Hamilton, National Center on Child Care Quality Improvement; Anne Mitchell, Early Childhood Policy Research; Simon Workman, APA ConsultingLocation: Baltimore 3

224. Access to Quality: How Can Communities and States Better Measure Access?In this session, presenters will describe methods that can be used to understand access to early care and education at both the local and state levels. Th ey will discuss innovative analytical methods currently being used to measure access at the local level and will then off er guidance to adapt the methods to measure access statewide. Session presenters will discuss the federal reporting requirements related to access issues and facilitate a discussion about how these methods can support program and policy changes to improve access to high quality early care and education.Sarah Friese, Child Trends; Ira Goldstein, Th e Reinvestment Fund; Carlise King, Child Trends; Herman Knopf, University of South CarolinaLocation: Baltimore 4

233. Coaching and Quality Improvement: How Does Program Quality Change Over Time?Th is presentation will describe the results of research in Indiana to track providers over time to understand their progress in the QRIS and changes in their perceptions and experiences. In addition to the discussion of the Indiana project, the presenters will encourage group discussion about the broad array of issues related to quality improvement.James Elicker, Zachary Gold, Aura Mishra and Karen Ruprecht, Purdue University; Noreen Yazejian, Frank Porter Graham Child Development InstituteLocation: Camellia 2

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Thursday, July 16h, cont.Friday, July 17, cont.

236. Best in CLASS: Coaching Teachers on the CLASS ToolWhen building QRIS, we must focus on high-quality coaching that promotes teacher growth and improves child outcomes. We’ll examine a systematic approach that combines CLASS data with individualized professional development to improve teacher-child interactions. We’ll review six principles to marry what we know from research works with classroom realities. Colleagues from a state-level implementation will discuss how they leveraged these strategies to deliver on the promise of CLASS.Bentley Ponder, Georgia Department of Early Care and Learning; Hilary Ritt, TeachstoneLocation: Baltimore 1

242. QRIS - Version 3.0Engage with a panel discussing new ideas emerging from a BUILD QRIS 3.0 Th ink Tank about how to address QRIS as a framework going well beyond its initial focus on child care, and whether and how QRIS can and should evolve as a vital part of our early learning system. We’ll share a series of QRIS “composite” models and theories of change based upon work all around the country, discuss big questions, and help QRIS leaders - planners and implementers - sharpen their thinking and actions.Rhian Evans Allvin, National Association for the Education of Young Children; Harriet Dichter, BUILD Consultant; Liz Kelley, Maryland State Department of Education; Debi Mathias, BUILD Initiative; Diane Schilder, Evaluation Consultant Location: Annapolis 1

245. Trends and Innovations through an Equity Lens on Professional Development and the Early Childhood Education Workforce A growing body of research over the past 30 years demonstrates that the quality of early childhood programs is largely determined by the quality of the providers. Learn some of the innovations underway across the country in building a strong professional development system and a workforce that refl ects and is responsive to the diversity of the children and families they are serving.Aisha Ray, Erikson Institute; Randi Wolfe, TIKKUN ConsultingLocation: Woodrow Wilson Ballroom

10:00 am Break

10:15 am Plenary Session: Two Provocative Talks with Important Messages to Take Home Joan Lombardi, Early Opportunities, LLC

Location: Woodrow Wilson Ballroom

Meaningful Family Engagement in the Early Childhood SystemOften family engagement in QRIS takes the form of checking a box. Sometimes it is an awareness campaign, as if families are merely consumers we want to impact, getting them to choose what we have defi ned as high quality. Sometimes family engagement takes the form of resources that advise families on how to be better teachers to their children. What would meaningful, “two-way” engagement look like? Focus on family engagement can be a meaningful attempt to embrace a child’s family, allowing that family to share its culture, values, and knowledge of the child, to be a co-creator of the child’s learning experiences. In this session, Byron Garrett will share his thoughts on what partnering with families might look like in an early childhood system that engages families authentically to meet their needs, the children’s needs, and the needs of the system.Byron Garrett, National Family Engagement Alliance

www.buildinitiative.org • www.qrisnetwork.org

Reconceptualizing Leadership in Early Care and Education Leadership matters if we are to reconceptualize and transform the existing early care and education system into one that is comprehensive and equitable for all children, and the teachers and providers who care for and educate them. Who leads infl uences the perspectives we privilege, and decisions we make about quality improvement strategies and investments. Th is conversation will explore what it means to lead in early childhood, and how we can shift our conception of leadership to include more disparate voices and experiences.Lea Austin, University of California at Berkeley

11:55 pm Closing Remarks Debi Mathias, BUILD Initiative

12:00 pm Meeting adjourns


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Swati Adarkar has a wealth of experience in research, communications, child advocacy and public policy development, and is a champion of high-quality early care and education for children pre-birth to age 8. She helped found the Children’s Institute and has shaped its growth since its inception, fi rst serving as vice president of research and communications. Swati was an instrumental leader in the 2007 expansion of Oregon Head Start Prekindergarten. She conceived the Institute’s Early Works initiative, and launched the fi rst demonstration site at Earl Boyles Elementary School in east Portland in 2010. Swati served on Oregon’s fi rst Early Childhood Matters Advisory Council for former Governor

Ted Kulongoski and on Governor John Kitzhaber’s Early Childhood and Family Investment Transition Team. She received the 2011 Women Leaders of Oregon Award from Portland State University’s Center for Women, Politics & Policy, and is a member of the Board of Trustees for Portland State University and the International Women’s Forum of Oregon. Previously, she advised nonprofi t organizations on public policy and communications, served as Policy Director for Children First for Oregon, and was Director of Community Aff airs for Children Now. She has a Master’s in Public Administration from Harvard University’s John F. Kennedy School of Government and a Bachelor’s in Communications Studies from UCLA.

Rhian Evans Allvin became Executive Director of the National Association for the Education of Young Children (NAEYC), in Washington, DC, in August 2013. Before joining NAEYC, Rhian was a guiding force in Arizona’s early childhood movement for more than 15 years. In 2006, she co-wrote the citizen’s ballot initiative that created First Th ings First (FTF) which set aside Arizona’s tobacco tax monies for children birth to fi ve and created a state agency that aims to ensure all Arizona children start kindergarten prepared to be successful in school and in life. She served for four years on FTF’s state board before resigning to become the organization’s chief executive offi cer (CEO). As

CEO, Rhian represented FTF with state and national constituents, oversaw operations and the distribution of $130 million in annual tobacco revenue, and led FTF coordination with policy makers, state department heads, providers, and community stakeholders. Prior to her work with FTF, she was a founding partner in the Brecon Group and Senior Advancement Offi cer at the Arizona Community Foundation. Rhian holds a bachelor’s degree from Northern Arizona University and a master’s degree in business administration from Arizona State University. She is married to Paul Allvin, and they live in Falls Church, Virginia, with their three young children.

Linda Hassan Anderson is Vice President of Education for Knowledge Universe with responsibility for leading curriculum development and implementation, teacher preparation and assessment eff orts for all early care and education brands under Knowledge Universe. For almost 40 years, Linda’s work in early childhood education has spanned direct service, program administration, program design and public policy advocacy. In her previous role as Senior Director of the NAEYC Academy for Early Childhood Program Accreditation, she had direct infl uence on the quality of child care located in the U.S. and its territories affi liated with the U.S. Department of Defense schools and

child care centers. Prior to joining the national staff at NAEYC, Linda served as president of the Atlanta Affi liate of the National Black Child Development Institute for over twelve years. Her work in Georgia involved a number of projects aimed at improving the lives of young children, including a large and nationally respected accreditation facilitation project. Beyond her work as a national advocate, Linda has an extensive background in nonprofi t management and administration, Head Start, staff training and development, family support, and special education. She has been featured on radio and television broadcasts and cited in national and local publications as an early childhood expert.

Plenary Speakers and BUILD Staff


Lea J. E. Austin joined the staff of the Center for the Study of Child Care Employment at the University of California at Berkeley in 2010 and is a senior member of the research and evaluation team. She has extensive experience in the areas of workforce development, early childhood leadership competencies and curricula, and public policy and administration. In previous roles Lea developed leadership programs in higher education and community settings, and implemented a professional development initiative focused on attainment of college education. She is a co-author of Leadership in Early Childhood: A Curriculum for Emerging and Established Agents of Change. Lea

earned a master’s degree in Public Administration from California State University, Hayward, and a master’s degree and doctorate in Educational Leadership from Mills College.

Gerry Cobb is the Director of State Services for the BUILD Initiative. She supports state leaders in the design and development of eff ective early childhood systems, designs learning community activities and leads BUILD’s National Meeting. In addition, Gerry led BUILD’s quality rating and improvement systems work during her fi rst year with the BUILD Initiative. She came to BUILD from the Smart Start National Technical Assistance Center, where she served as director. Gerry conceived, developed, implemented and directed the center and its programs and secured more than $6 million in funding. Th e center assisted communities and states in the development, implementation and

integration of comprehensive, community-based early childhood systems. While leading the center, Gerry also directed the SPARK Initiative, a $5 million grant program funded by the Kellogg Foundation; led the development of a set of school readiness indicators for North Carolina; and directed the annual National Smart Start Conference which annually drew 2000+ attendees. She also assisted with the Smart Start legislative advocacy eff orts, drawing on her previous experience as a legislative assistant in the U.S. Congress.

Deborah Flis is the Program Quality & Accreditation Specialist in the Connecticut Offi ce of Early Childhood. Her responsibilities include oversight of the statewide, state-funded Connecticut Accreditation Facilitation Project (CT AFP), as well as technical assistance provision for programs with compliance challenges and program improvement needs. Th e CT AFP has piloted initiatives including accreditation readiness models and family child care accreditation support. She served as a member of the National Commission on Accreditation Reinvention and the fi rst NAEYC Council for Accreditation, and has played other volunteer roles with national, state and local

Associations for the Education of Young Children.

Sarah Friese is a Senior Research Analyst in the Early Childhood Development area at Child Trends. She facilitates a group for the Offi ce of Planning, Research and Evaluation that is working to develop methodological approaches for measuring access to early care and education. Sarah has also worked on multiple evaluations of quality of early care and education settings and QRIS for the past seven years. Her specifi c expertise is in the design, implementation and management of early childhood data collection systems for state QRIS evaluations. She also manages the online QRIS Compendium for the BUILD Initiative, collecting and providing comprehensive data about all of the QRIS

operating in the U.S. Sarah also led the development of a data toolkit for states and authored a brief on current issues and challenges related to QRIS data collection, management and storage. She received a Master of Public Policy from the University of Minnesota.

Plenary Speakers and BUILD Staff, cont.

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Byron Garrett, one of the most compelling voices of our time, is Chairman of the National Family Engagement Alliance, a nonprofi t dedicated to transforming education through meaningful family engagement. Byron serves as the Director of Educational Leadership & Policy for Microsoft and as a consulting author for Scholastic. Currently, he serves on the Advisory Board for Th e Lincoln University in Pennsylvania, is a trustee for Th e Guyana Foundation and the CeCe Peniston Youth Foundation and was recently named to Th e Root 100, which recognizes emerging and established African-American leaders under 45 who are making extraordinary contributions.

Stacie Goffi n is Principal of the Goffi n Strategy Group. Established in 2004, the Goffi n Strategy Group dedicates itself to building early childhood education’s ability to provide eff ective programs and services for young children through leadership, capacity, and systems development. Stacie works with local and state non-profi ts, governments, national organizations, and philanthropy. A widely published author, Stacie’s conceptual leadership focuses on advancing early childhood education as a professional fi eld of practice. Prior to forming the Goffi n Strategy Group, Stacie led the fi ve-year eff ort to redesign the National Association for the Education of Young Children’s [NAEYC] early childhood program

accreditation system. She is a former senior program offi cer at the Ewing Marion Kauff man Foundation, higher education faculty member, and preschool educator. Stacie is an author of several seminal publications, including Ready or Not: Leadership Choices in Early Care and Education (with Valora Washington); Early Childhood Education for a New Era: Leading for Our Profession; and the recently released Professionalizing Early Childhood Education as a Field of Practice: A Guide to the Next Era. Both her writing and presentations have earned her a well-respected reputation as an eff ective provocateur and agent for change.

Jackie Govan is currently the Director for the Head Start State Collaboration Offi ce in the great State of Arkansas. She has an Ed.S. in Educational Leadership, a Masters degree in Educational Administration, and a Bachelor’s degree in Elementary/Special Education. She also is certifi ed in early childhood education and in English as a Second Language. She previously served as a classroom teacher on the high school and elementary levels, was an elementary principal, worked with the Arkansas State Department of Education and the Training and Technical Assistance Offi ce of Head Start, was a Coordinator for a State Early Reading First grant, and served as a training

consultant. Jackie is married and the proud mother of one son.

Susan Hibbard, executive director of the BUILD Initiative, has more than 20 years of experience in the areas of early learning, early childhood systems, and social change with a focus on research and analysis, strategic planning, project management and skills training. As BUILD’s executive director, she oversees its daily operations, directs the BUILD staff team, coordinates governance and fi nancial management with fi scal sponsor Th ird Sector New England and leads all fundraising eff orts for BUILD. Susan also designs a vibrant learning community for state leaders to foster peer-to-peer networking and information sharing on a wide range of early childhood topics. She additionally oversees BUILD’s

research and evaluation eff orts, and manages the publication and dissemination of the BUILD Initiative’s research and policy briefs. Susan did her undergraduate work at Bryn Mawr College and received her Master’s degree from the New School University. She resides in Portland, Maine with her partner, Mary, and her two rambunctious sons, Max and Miles.


Megan Irwin is the Interim Director of Early Learning for the State of Oregon, heading the Early Learning Division within the Oregon Department of Education. Th e division oversees many state-funded programs and services to children from birth to kindergarten, including Head Start programs, health department work with young children, childcare licensing, and early intervention for children with developmental delays. Megan double-majored in political science and journalism and mass communications at Arizona State University. She began her career as a journalist in Phoenix, Arizona, focusing on issues related to children, families, and immigrants.

She is a two-time winner of the Payne Award for Ethics in Journalism and also has received multiple Arizona Press Club awards for her coverage of vulnerable children and families in the Phoenix-metro area. Megan also has worked in education advocacy, overseeing community organizing and family engagement programs in 11 states. She is the proud daughter of two public school teachers.

Joan Lombardi is a leading international expert on child development and social policy. She currently serves as Director of Early Opportunities LLC, as a Senior Advisor to the Buff ett Early Childhood Fund, and as a Senior Fellow at the Bernard van Leer Foundation. Over the past 40 years, Joan has made signifi cant contributions in the areas of child and family policy as an innovative leader and policy advisor to national and international organizations and foundations and as a public servant. She served in the U.S. Department of Health and Human Services as the Deputy Assistant Secretary for Early Childhood Development (2009-2011) in the Obama Administration; as the Deputy

Assistant Secretary for Policy and External Aff airs in Administration for Children and Families; and as the fi rst Commissioner of the Child Care Bureau, among other positions (1993-1998), during the Clinton Administration. Outside of public service, she served as the founding chair of the Alliance for Early Success and as the founder of Global Leaders for Young Children. She currently serves on the Board of Trustees for Save the Children.

Ivelisse Martinez-Beck is a Senior Research Analyst and the Child Care Research Team Leader in the Offi ce of Planning, Research and Evaluation (OPRE), Administration for Children and Families (ACF), U.S. Department of Health and Human Services (HHS). Prior to her appointment as Team Leader in OPRE, she held a Society for Research in Child Development Executive Branch Policy Fellowship with the Child Care Bureau, (currently Offi ce of Child Care). Before joining ACF, Ivelisse was an Assistant Professor in the Department of Psychology at Albion College in Michigan, where she focused her teaching and research on language and cognitive development of young

children from birth through fi ve. At OPRE, she focuses on the quality of early care and education (ECE) programs, research on Quality Rating and Improvement Systems (QRIS), professional development of the early childhood workforce, and access to high quality ECE by low-income families and children. She is the Project Offi cer for the National Survey of Early Care and Education (NSECE), funded by ACF. Ivelisse received a Bachelor’s degree in Liberal Arts from the University of Puerto Rico and a Ph.D. in Developmental Psychology and Linguistics from the University of Michigan in Ann Arbor.



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Debi Mathias serves as the Director of the QRIS National Learning Network for the BUILD Initiative. Prior to her work with BUILD, Debi was the Director of Early Learning Services for the Pennsylvania Offi ce of Child Development and Early Learning (OCDEL) for seven years. Her responsibilities included design, implementation and accountability for teams responsible for a variety of programs and initiatives including Keystone STARS, Family Support programs, state Pre-K program, state Head Start program and the Head Start State Collaboration Offi ce, the state’s professional development system, standards aligned systems, the PELICAN data base system, program

evaluation, and research. She was Program Director for the SUM Child Development Inc. from 1978 to 2005, where she began a child care program that grew into a multi-site NAEYC-accredited early care and education program serving 800+ children ranging in age from 6 weeks to 12 years. In that role, Debi led a talented staff of 95+ at six early learning and eleven school-age sites and collaborated with Head Start and Early Intervention.

Carey McCann is Assistant Director of State Services for the BUILD Initiative. She supports state leaders in their eff orts to develop eff ective early childhood systems, set policy that guides implementation of services, and advocate for children birth to age fi ve. Carey came to BUILD after more than 12 years at the Ounce of Prevention Fund, where she led the National Policy Team’s consultation practice and peer learning with 18 states on early childhood policy and advocacy. Prior to her national work, Carey coordinated the Ounce’s Birth to Five Project, a statewide eff ort to identify system gaps, develop solutions, and link the many eff orts that were underway for young children in Illinois. She developed

an expertise in early childhood mental health policy and was a board member of the Illinois Association for Infant Mental Health for eight years. Carey started her career in child welfare in Rochester, N.Y. She has a bachelor’s degree in psychology from the University of Rochester, and a master’s degree from the University of Chicago’s School of Social Service Administration with a concentration in policy and a fellowship in family support.

Dara Piltz is the Owner and President of Pro Meeting Management, a meeting planning company she founded in 2009. She has been a corporate meeting planner for the past 23 years, coordinating and executing all aspects associated with events such as trade shows, conventions, product launches, business meetings and incentive travel for an independent meeting planning fi rm in Dallas, as well as a non-profi t association in Denver. Working with fortune 500 clients, she arranged incentive group programs attending high-profi le sporting events such as the Super Bowl, the NCAA Final Four and the World Series. She has planned and executed incentive programs for clients traveling to Mexico, Bermuda and

Paris, France. Dara has a Bachelor’s degree in Hotel and Restaurant Management from Kansas State University and currently resides in Wisconsin with her husband of 15 years and her 11 year-old son and 10 year-old daughter.

Aisha Ray is Senior Vice President and Dean of Faculty of the Erikson Institute. Her areas of research include cultural and situational contexts of child development, early childhood professional development, father-child relationships in urban communities, and early childhood services for immigrant children and families. She is currently leading a project with Professor Barbara T. Bowman to understand and improve teacher preparation to successfully educate children of diverse cultural, linguistic, and economic backgrounds. She is also a senior research associate at the University of Pennsylvania’s National Center on Fathers and Families and previously taught on the faculty of DePaul

University’s School of Education. She has served as a consultant with the BUILD Initiative, Annie E. Casey Foundation, the Illinois Fatherhood Initiative, National Center for Strategic Nonprofi t Planning and Community Leadership, and Child Trends.



Meghan Robinson, a native of Detroit, Michigan, serves as the BUILD Initiative’s Communications and Learning Community Manager. She works with BUILD staff and partner organizations on internal and external communications. Meghan also works closely with the director of the QRIS National Learning Network, providing support to states in creating comprehensive early learning systems. Her responsibilities at BUILD include facilitation and technology management for learning community programs, oversight of the BUILD Initiative and QRIS National Learning Network websites, social media outreach and strategy, plus design and distribution of e-Communications.

She previously worked at Women in Government and Teaching Strategies, Inc. before spending three years in event management with Kimpton Hotels & Restaurants and a year as a conference planner with ARAMARK. Meghan is a graduate of Th e George Washington University with a Bachelor’s degree in Hispanic languages and literature and a minor in psychology. She also studied at the Universidad de Salamanca in Spain.

Shannon Rudisill is the Associate Deputy Assistant Secretary for Early Childhood Development in the Administration for Children and Families in the US Department of Health and Human Services. Rudisill was previously Director of the Offi ce of Child Care, where she focused on raising the bar on quality in child care across the country, particularly for low-income children. From 2000 to 2007, Rudisill served as director of the Division of Technical Assistance at the Child Care Bureau (now Offi ce of Child Care). As Technical Assistance Director, she initiated new projects in the areas of infant and toddler care, the social and emotional development of young children, and school readiness. In addition, she

built bridges between these early childhood programs and programs at the U.S. Department of Education. Prior to that, she was Special Assistant to Assistant Secretary Olivia Golden and worked extensively on the Clinton Administration’s child care initiative. She is a graduate of Duke University and has a Master of social work degree from the George Warren Brown School of Social Work at Washington University in St. Louis.

Rachel Schumacher is the Director of the Offi ce of Child Care, where she is committed to increasing access to quality child care that promotes early learning and development of children in partnership with their families and communities. She leads the Offi ce of Child Care’s work to implement the Child Care and Development Block Grant Act of 2014 and enhance the quality and continuity of infant and toddler child care, including through collaboration with the Offi ce of Head Start for Early Head Start - Child Care Partnerships. Before coming to the Offi ce of Child Care, Rachel was an independent Early Childhood Policy Consultant. She has advised and conducted policy

analysis on behalf of national organizations and public agencies to identify and amplify strategies to enhance the lives of young children and their parents by strengthening early childhood systems and services. Rachel’s previous positions include Senior Fellow in Child Care and Early Education at the Center for Law and Social Policy, Early Childhood Policy Analyst at the Children’s Defense Fund and as a Legislative Aide in the Massachusetts House of Representatives. Rachel has a Bachelor’s degree from Brown University and a Master’s in Public Policy from the Irving B. Harris School of Public Policy at the University of Chicago.

Blanche Stokes is Executive Assistant with the BUILD Initiative. Prior to joining BUILD in June 2015, she was the Conference and Meeting Specialist for Th e North Carolina Partnership for Children, where she planned and managed the National Smart Start Conference. Before being promoted to that position, she served as Executive Assistant to the organization’s senior level management. She currently lives in Raleigh, North Carolina with her husband. Blanche is a mother of four and has one grandchild.


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Louise Stoney is an independent consultant specializing in early care and education fi nance and policy and co-founder of both the Alliance for Early Childhood Finance and Opportunities Exchange. Louise has worked with state and local governments, foundations, national policy organizations, early care and education (ECE) providers, industry intermediaries and child advocacy groups in more than 40 states and cities. In addition to leading the national Shared Services movement, Louise is currently focused on eff ective Quality Rating and Improvement Systems (QRIS) implementation, innovative early care and education policy, and using cost-modeling techniques to

inform early care and education fi nance.

Kathryn Tout is co-Director for Early Childhood Development at Child Trends, investigating how policies and innovations in early care and education can promote program quality, eff ective teaching and the well-being of young children and their families. She conducts research and evaluation to understand and identify best practices in Quality Rating and Improvement Systems, professional development for early childhood educators, early childhood curriculum and assessment, and family engagement in early care and education settings. At the federal level, Kathryn co-directs Child Trends’ Child Care and Early Education Policy and Research Analysis contract with the Offi ce of Planning,

Research and Evaluation, leading the Quality Initiatives Research and Evaluation Consortium which brings together researchers, policymakers and practitioners to identify critical issues in the fi eld of quality improvement and develop guidance and tools on best practices and evaluation strategies. At the state and local levels, Kathryn directs QRIS evaluations and validation studies in Minnesota, New Mexico, Vermont and Kentucky. As a co-Principal Investigator for a child care research partnership in Minnesota and Maryland, Kathryn studied early care and education choices, continuity and quality from the perspective of low-income parents. In each of her projects, Kathryn works to ensure that the research is policy-relevant and applicable to decision making.

Ruth Trombka is BUILD’s in-house Editor and Writer. She drafts various BUILD commun

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