PARTICIPANT IMPLEMENTATION GUIDE FISCAL YEAR 2015 1 CONTACT Quality First Coach Child Care Health Consultant (CCHC) Mental Health Consultant (Smart Support) Quality First Contact Page NAME AGENCY PHONE NUMBER Please be sure to fill in the contact information on this page as your Quality First Team is assigned. Early Care and Education Inclusion Coach (ECEI) Teacher Scholarship Specialist ADE Early Childhood Program Specialist Arizona Self-Study Specialist DHS Licensing Surveyor/DES Certification Specialist Other EMAIL TABLE CONTENTS Table ofOF contents INTRODUCTION: OVERVIEW OF QUALITY FIRST............................... 8 First Things First Regional Councils And Local Flexibility Future Funding Arizona School Readiness Indicators What is Quality First? Philosophy What Does a Quality Early Care and Education Program Look Like? Quality First Component Overview Star Ratings What Quality First Star Ratings Mean Quality First Star Rating Scale Quality First Website Promoting your Commitment to Quality SECTION ONE: QUALITY FIRST COACHING....................................... 16 The Role of the Quality First Coach Quality First Coach Activities Quality First Coach Visits Goal Planning How to Have a Successful Coaching Partnership Quality First Timeline SECTION TWO: QUALITY FIRST ASSESSMENT.................................. 22 The Role of the Quality First Assessor Quality First Assessment Activities Quality First Assessment Tools Environment Rating Scales (ERS) Classroom Assessment Scoring System (CLASS) Quality First Points Scale Quality First Assessment Reports How to Prepare for a Successful Assessment 4 SECTION THREE: QUALITY FIRST FINANCIAL INCENTIVES............... 30 Licensing Fee Assistance Quality First Incentives Quality First Scholarships SECTION FOUR: QUALITY FIRST SPECIALIZED ASSISTANCE............ 36 Types of Specialized Assistance Child Care Health Consultation Additional Specialized Assistance Birth to Five Helpline Early Childhood Mental Health Consultation (Smart Support) Early Care and Education Inclusion (ECEI) Arizona Department of Education Arizona Self-Study Project How to Benefit From Specialized Assistance SECTION FIVE: QUALITY FIRST PROFESSIONAL DEVELOPMENT...... 40 Types of Professional Development Teacher Education and Compensation Helps (T.E.A.C.H.) Early Childhood® Arizona Professional Career Pathways Project (P.C.P.P.) Quality First Coach Support Child Care Exchange Magazine The Professional Development Website Successfully Using Professional Development QUALITY FIRST ADMINISTRATIVE PRACTICES....................................... 42 Code of Ethical Conduct (NAEYC) Concern Resolution Informal Dispute Resolution Policy Confidentiality Appeals Process Corrective Action Process Extranet (Data Source) Expectations of Progress Lack of Enrollment of Children 0-5 Mandated Reporting Ownership Change Program Closure Regulatory Status State Standards Infant Toddler Developmental Guidelines Arizona Early Learning Standards Program Guidelines for High Quality Early Education: Birth - Kindergarten FORMS.................................................................................................. 48 4000 N. CENTRAL AVE., PHOENIX, AZ 85012 STE.800 602.770.5016 • AZFTF.GOV OVERVIEW OF QUALITY FIRST FIRST THINGS FIRST In November 2006, Arizona voters passed Proposition 203, a citizen’s initiative that funds quality early childhood development and health. The Proposition created a new state level board, the Arizona Early Childhood Development & Health Board, also known as First Things First. First Things First was established to help provide greater opportunities for all children birth through five in Arizona to grow up healthy and ready to succeed. At First Things First, getting Arizona’s children ready for kindergarten means a statewide financial commitment. Ninety cents of every tobacco tax dollar goes to programs like yours that benefit children, birth to five years old. Volunteer councils — people familiar with local priorities and needs — decide the best ways to apply those funds for the children in their communities. First Things First works at both the state and the local level to ensure that all children have opportunities that will help them be successful in school and in life. At the state level, First Things First has a nine-member Board of Directors that determines statewide child development goals. At the regional level the volunteers on our regional partnership councils — teachers, parents, community leaders, development experts and health care professionals — decide the best ways money can used to support the needs of young children in their communities. OUR VISION All Arizona’s children are ready to succeed in school and in life. OUR MISSION First Things First is one of the critical partners in creating a family-centered, comprehensive, collaborative and high-quality early childhood system that supports the development, health and early education of all Arizona’s children birth through age five. 8 REGIONAL COUNCILS AND LOCAL FLEXIBILITY First Things First’s regional partnership councils represent the richly diverse communities across Arizona. Members of each council are appointed by the Board and have direct responsibility to: collect information on the strengths and desires of their community, prioritize the specific needs, plan how to address those needs, choose who to partner and collaborate with to ensure success for the children in their communities, and identify the funding necessary to carry out their plan. Regional councils determine the number of Quality First programs they will be funding on an annual basis. Programs are selected by region based on the applications submitted by providers on a first-come first-served basis. Some regions may choose to prioritize selecting programs into Quality FIrst in high need areas to support the specific needs of the community. The selection schedule for enrolling new Quality First programs, although set annually, may change throughout the year based on the number of Quality First applicants in the system and changes in regional funding. Programs that have applied for Quality First will remain on a waitlist until selected or the application is withdrawn. Regular communication is sent to waitlisted providers regarding upcoming selections. For more information on regional partnership councils and to find your local regional partnership council, please visit: http://www.azftf.gov/pages/yourlocalcouncil.aspx. Contact information for all regional directors can be found at this website. Programs are encouraged to participate in their local regional partnership council meetings and become an active part in the process. FUTURE FUNDING First Things First desires the collection of benefits – services and financial incentives – available to providers under the Quality First program to continue in future years. Nevertheless, First Things First reserves the right to alter or eliminate these benefits at any time in whole or in part for any reason, including available funding, the availability of third party service partners, the cost of services, the effectiveness of the benefits or changes in funding priorities. Navajo Nation Coconino Hualapai Tribe Coconino Coconino La Paz/Mohave Navajo/Apache Yavapai Phoenix North Colorado River Indian Tribes Northwest Maricopa East Maricopa Phoenix South White Mountain Apache Tribe Gila Salt River Pima Maricopa Indian San Carlos Community Apache Tribe Southeast Maricopa Yuma Southwest Maricopa Gila River Indian Community Pinal Cocopah Tribe Pima South Tohono O’odham Nation Graham/Greenlee Pima North Pascua Yaqui Tribe Pima South Cochise Santa Cruz 9 Arizona School Readiness Indicators The following indicators are designed to guide and measure progress in building an effective early childhood system in Arizona. Taken collectively, they provide a comprehensive picture of how our state is preparing its youngest children for success in kindergarten and beyond. CHILDREN’S HEALTH Well-Child Visits % of Arizona children receiving at least six well-child visits within the first 15 months of life 2010: 64% 2020 Goal: 80% Healthy Weight % of Arizona children age 2-4 with body mass index (BMI) in healthy weight range 2010: 65% 2020 Goal: 75% Dental Health % of Arizona children age 5 with untreated tooth decay 2007: 35% 2020 Goal: 32% or less FAMILY SUPPORT & LITERACY Confident Families % of Arizona families report they are competent and confident about their ability to support their child’s safety, health and well being 2012: 42% 2020 Goal: 52% CHILD DEVELOPMENT & EARLY LEARNING School Readiness Benchmark related to developmental domains of socialemotional, language and literacy, cognitive, and motor and physical to be recommended in FY15 based on baseline data from Arizona kindergarten developmental inventory Quality Early Education % of Arizona children enrolled in an early care and education program with a Quality First rating of 3-5 stars 2013: 9% 2020 Goal: 29% Quality Early Education – Special Needs % of Arizona children with special needs/rights enrolled in an inclusive early care and education program with a Quality First rating of 3-5 stars 2013: 53% 2020 Goal: 73% Affordability of Quality Early Education % of Arizona families that spend no more than 10% of the regional median family income on early care and education programs with a Quality First rating of 3-5 stars 2013: N/A 2020 Goal: 100% Developmental Delays Identified in Kindergarten Benchmark to be recommended in 2014 after completion of the comprehensive opportunity analysis on the Arizona early intervention system for children birth to age 5 Transition from Preschool Special Education to Kindergarten % of Arizona children exiting preschool special education enrolled in kindergarten regular education 2010: 22% 2020 Goal: 30% www.azftf.gov ©2013 First Things First. All rights reserved. Published April 2014 10 WHAT IS QUALITY FIRST? Quality First – a signature program of First Things First – partners with child care and preschool providers across Arizona to improve the quality of early learning for children birth to 5. Quality First has established a statewide standard of quality for early care and education programs and funds quality improvements that research proves help children thrive. This includes training for teachers to expand their skills in working with young children and coaching to help programs provide learning environments that nurture the emotional, social, language and cognitive development of every child. PHILOSOPHY Research tells us that eighty-five percent of a child’s brain is fully developed by age three, and both in-home and out-of-home experiences can positively or negatively impact that development. The relationship between children and their caregivers profoundly impacts children’s learning and healthy development. That is why early childhood caregivers and teachers are so important to the future of young children. Participation in quality early care and education programs means children are engaged in activities with responsive, nurturing adults who stimulate development and learning and prepare children to successfully enter school. WHAT DOES A QUALITY EARLY CARE AND EDUCATION PROGRAM LOOK LIKE? A high-quality child care or preschool setting has teachers and caregivers with expertise in working with children 5 and younger, includes a learning environment that nurtures the emotional, social, and academic development of every child, and prepares children for kindergarten. Quality child care and preschool settings build on basic health and safety to include: • Teachers and caregivers who know how to work with infants, toddlers and preschoolers • Positive, nurturing relationships that give young children the individual attention they need • Learning environments that encourage creativity and imaginative play • Hands-on activities that stimulate and encourage positive brain connections in children • Caregivers who provide regular feedback to parents on the development of their child All of these elements combined make a child care environment that prepares children for kindergarten. 11 STAR RATINGS An important component of Quality First is the assignment of your Star Rating. Your Quality First Star Rating identifies the level of quality of early care and education that your program delivers to young children and their families based on the Quality First Assessments. The Quality First Assessments use valid and reliable tools that focus on what research shows are the key components of quality early care, including adult-child interactions, learning environments and staff qualifications. Based on these assessments, your program is given a Quality First Star Rating, ranging from 1 to 5 stars. WHAT QUALITY FIRST STAR RATINGS MEAN Quality early learning settings build on basic health and safety regulatory standards. Quality settings include teachers who know how to work with young children, learning environments that nurture the development of every child, and positive, consistent relationships and interactions that give children the individual attention they need. This is what your Star Rating represents. The Star Rating of your program is made public after at least one year of participating in Quality First and is posted at the program’s location as well as on the Quality First website. All Quality First programs will have their Star Rating posted on the Quality First website on the 2nd assessment. You have the option to publicly post your rating after your first assessment if you desire. Please contact your Quality First Coach to discuss a Request for Public Rating. The Request for Public Rating (see forms) allows your program’s star rating to be displayed on the public website for family review. QUALITY FIRST STAR RATING SCALE The Quality First Star Rating Scale details the necessary scores of the assessments for each Quality First Star Rating. For each Star Rating level, a participant must meet the scores indicated for all required assessments. 1 and 2 Star Ratings only require the Environment Rating Scale (ERS) Average Program Score. 3, 4, and 5 Star Ratings require the Environment Rating Scale (ERS) Average Program Score, the Classroom Assessment Scoring System (CLASS) Average Program Score and the Quality First Points Scale Scores. QUALITY FIRST WEBSITE QualityFirstAZ.com gives families information about why quality matters in child care and preschool and what quality looks like. It also gives parents tools they can use to find a quality child care and preschool setting that meets their needs. At QualityFirstAZ.com, your information will be listed according to your program information that is currently active on the Quality First Extranet. This information includes your program name, address, contact person, phone, email, and ages of the children served. Your program’s Star Rating will be posted on the website after the second assessment unless your program has chosen to post the rating prior to that time. If your program has a specific website, QualityFirstAZ.com will provide a link to the site for further information. 12 The website is available for families to search for a program based on the specific name, address or zip code. A map will display programs in a particular area based on the search parameters. Home providers will be listed by city and zip code only, without a designated street address. QualityFirstAZ.com offers information for Parents & Families regarding quality care as well as information for all Providers about Quality First and supplemental resources that support quality care for young children. PROMOTING YOUR COMMITMENT TO QUALITY Quality is an extremely important factor for families in choosing a child care setting for infants, toddlers and preschoolers. Participation in Quality First is a clear sign to families in your community that you are committed to improving the quality of your program to best serve the children in your care. Your program will be provided with a marketing toolkit, including signs and website graphics, to promote your participation in Quality First. These items are sure to catch the eyes of visiting families and start conversations about quality early care and education and your participation in Quality First. The Quality First marketing toolkit includes talking points and key messages to make it easy for you and your staff to have these conversations and spread the word about the great things happening in your program. This toolkit is available on the Quality First Extranet and will be sent directly to your program once you have a star rating. NŸŎŎÞǼǼs_ǼŸLJȖĶÞǼɴÞŎ˚ NJÝǢÝŗµǢǻNJ rNJǢɚsNj¶sƻNjŸ¶NjŎǢOŸNjs ƼƼNjŸOÌÞضLJȖĶÞǼɴǣǼŘ_˚ ƻNJŷµNJrǢǢÝŗµǢǻNJ ˢʳ˟–ˢʳ˨˨ rNJǢɚsNj¶sƻNjŸ¶NjŎǢOŸNjs ōssǼǣLJȖĶÞǼɴǣǼŘ_Nj_ǣ džȕĵÝǻɳ ŗŸOĶǣǣNjŸŸŎǣOŸNjsEsĶŸɠˢʳ˟ ˣʳ˟–ˣʳ˨˨ rNJǢɚsNj¶sƻNjŸ¶NjŎǢOŸNjs džȕĵÝǻɳƻĵȕǢ ŗŸOĶǣǣNjŸŸŎǣOŸNjsEsĶŸɠˢʳ˟ ˤʳ˟Ř_EŸɚs rNJǢɚsNj¶sƻNjŸ¶NjŎǢOŸNjs ®NjsɮOss_ǣLJȖĶÞǼɴǣǼŘ_˚ ǢǻNJNJǻÝŗµǢ rNJǢɚsNj¶sƻNjŸ¶NjŎǢOŸNjs ˡʳ˟–ˡʳ˨˨ ŗŸOĶǣǣNjŸŸŎǣOŸNjsEsĶŸɠˡʳˤ ËݵËrǢǻdžȕĵÝǻɳ ˠʳ˟–ˠʳ˨˨  NĵǢǢ™ɚsNj¶sƻNjŸ¶NjŎ   NĵǢǢ™ɚsNj¶sƻNjŸ¶NjŎ ÝǢ ˢʳ˟ NĵǢǢ™ɚsNj¶sƻNjŸ¶NjŎ ǢOŸNjs Nŷ ˥ʳ˟ NĵǢǢ™ɚsNj¶sƻNjŸ¶NjŎ rǢ ˥ʳ˟ NĵǢǢ™ ɚsNj¶sƻNjŸ¶NjŎ ÝǢ ˡʳˤ ǢOŸNjs ǢOŸNjs Nŷ ˤʳ˟ ǢOŸNjs rǢ ˤʳ˟ ŗˀ ÝǢ ˡʳ˟ ŗˀ  ƻ ˣ ǢdžʲǢǼ¯¯džȖĶÞ¯ÞOǼÞŸŘǣ ƻʲ_ŎÞŘÞǣǼNjǼÞɚsƻNjOǼÞOsǣ džȖĶÞǼɴ®ÞNjǣǼƻŸÞŘǼǣǢOĶs Ǣdž ˣ ˣ N džȖĶÞǼɴ®ÞNjǣǼƻŸÞŘǼǣǢOĶs N ˡ džȖĶÞǼɴ®ÞNjǣǼƻŸÞŘǼǣǢOĶs ƻ ˡ džȖĶÞǼɴ®ÞNjǣǼƻŸÞŘǼǣǢOĶs ǢOŸNjs Nŷ ˣʳˤ  džȖĶÞǼɴ®ÞNjǣǼƻŸÞŘǼǣǢOĶs Ǣdž ˡ ˠˡ˚ƼŸÞŘǼŎÞŘÞŎȖŎ N ˡ ˠ˟˚ƼŸÞŘǼŎÞŘÞŎȖŎ ƻ ˡ rǢʲrŎŸǼÞŸŘĶǢȖƼƼŸNjǼ^ŸŎÞŘ NĵǢǢ™̠NĶǣǣNjŸŸŎǣǣsǣǣŎsŘǼǢOŸNjÞضǢɴǣ˚ ǼsŎ™ Ǣdž ˡ ˥˚ƼŸÞŘǼŎÞŘÞŎȖŎ rǢ ˣʳˤ džȖĶÞǼɴ®ÞNjǣǼƻŸÞŘǼǣǢOĶs ŗˀ  ŗˀ  rNJǢ̠rŘɚÞNjŸŘŎsŘǼNJǼÞضǢOĶsǣ rNrNJǢʲrNjĶɴNÌÞĶ_ÌŸŸ_rŘɚÞNjŸŘŎsŘǼ ÝǻrNJǢʲÝŘ¯ŘǼˀǻŸ__ĶsNjrŘɚÞNjŸŘŎsŘǼ Component Overview SECTION ONE COACHING SECTION TWO ASSESSMENT • Individualized guidance and support • Environment Rating Scales (ERS) • Classroom Assessment Scoring System (CLASS) • Monthly on-site visits • Targeted training and technical assistance • Quality First Point Scale • Star Rating Calculated from Assessment • Support of goal development and implementation PROVIDER SECTION THREE FINANCIAL INCENTIVES • Financial Incentives • Quality First Scholarships SECTION FIVE PROFESSIONAL DEVELOPMENT • DHS Licensing Fees • Child Development Associate (CDA) credential or Associate’s Degree in ECE or related field • Varied supports for continuing education SECTION FOUR SPECIALIZED ASSISTANCE • Birth to Five Helpline 1-877-705-5437 • Child Care Health consultation on-site • Mental Health consultation (regional funding) • Inclusion coaching (regional funding) • Department of Education Early Childhood Program Specialist (regional funding) SECTION ONE: Quality First Coaching THE ROLE OF THE QUALITY FIRST COACH One of the most important components of the Quality First program is the coach and the relationship that is established between the coach, you and your program’s staff. The Quality First Coach is assigned to your program to offer continuing guidance and support through regular and ongoing visits, communication and assistance. This partnership will establish a strong foundation for all quality improvement efforts and can provide added value to your program, staff, and administration. Your program’s improvement and progress in Quality First is driven by you. A Quality First Coach can bring additional insights to the program practice and support movement toward quality goals. Quality First Coaches are selected based on well-established knowledge and experience in the field of early childhood education with a focus on promoting adult learning and positive interactions. Coaches receive initial and ongoing training in the quality improvement process, all assessment tools, early learning standards and development guidelines to help partner with providers in creating quality environments for young children. Every effort is made to create positive connections between providers and coaches, and the Quality First team will work diligently to make sure that a good fit is established. The Quality First Coach will make it a priority to respect your program, its practices and culture and create a trusting relationship with an emphasis on confidentiality. QUALITY FIRST COACH ACTIVITIES The primary role of the Quality First Coach in working with your program is to partner with you in support of all improvement efforts to create quality learning environments for the children you serve. The coach will be available to fully explain the process and the assessment tools, review the Participant Implementation Guide, offer staff development based on the needs of your program, discuss goals that would be achievable and beneficial, and assist in the quality improvement planning and implementation. The coach is your primary contact in Quality First. Once an initial contact has been made and the coach has had the opportunity to visit your program and meet your staff, there will be a review of the assessment results and a discussion about the strengths of your program and areas where improvements can be made. Goals will be established by you with support from your coach. The goals will address areas identified in the assessment and action steps with a timeline created to move forward in the process. The coach will be able to help in determining purchases for your program based on the goals established and how the Quality First Financial Incentives can best be used to create high quality environments and interactions. 16 Once goals and action plans have been established, the coach will meet with you and your staff to offer assistance and guidance in a number of ways based on the specific needs of your program. It is important to remember that quality improvement is a process that takes time and practice and through the shared partnership with your coach, you will continue to successfully work through challenges. QUALITY FIRST COACH VISITS Your Quality First Coach will schedule regular visits to your program that best meet your needs. Visits will ideally occur at least 4-6 hours per month based on the identified needs of your program as designated by the assessment and star rating. These visits will be planned in advance with a common understanding of what will occur during the coach’s time at your program. In the event you are unavailable or unable to meet for a planned visit, it is your responsibility to notify your coach in advance and make plans for a follow up visit to be scheduled. This will provide a more consistent relationship between the coach and your program and allow more time for shared work toward goals. Coaching visits may include but are not limited to meeting with the program director/administration for planning, observing in classrooms to offer assistance and feedback to teachers, offering staff development through new materials and resources, and continuing open and consistent communication about progress. Coaches may use videotaping equipment with permission from the program to highlight staff successes and opportunities for growth. Flexibility and adaptability are key to making the most of coaching visits, and it is your responsibility to provide input based on what you see are the primary needs of your program in reaching set goals and quality levels. To make the most of your coaching visits, let the coach know your desires for the quality improvement process and how you can work together to achieve quality goals. If you work with a staff, it is helpful to let them know of the process and how the coach can best support staff needs as well. The staff will be an important part of the overall program improvement. Consider what quality might look like in your program and then share your thoughts with your coach in order for him or her to best assist you in creating a realistic plan to work toward improvement. Take advantage of the resources available to you through Quality First and collaborate with your coach to make the most of these opportunities. After each visit, the Quality First Coach will write a summary of the activities accomplished and any plans for upcoming visits. After you and the coach sign the document, a copy will be given to you for your own records and a copy kept with the coach for your program file. The information will also be uploaded in the Quality First Extranet to track visits and improvement efforts in the First Things First system database. A Rating Only program has access to coaching support for up to 24 hours per assessment cycle. This time can be scheduled on an as needed basis throughout the span of the cycle in order to best meet the needs of your program and staff. Coaching support can be used for Extranet updates, trainings, professional development, assessment review and goal planning. 17 GOAL PLANNING As part of the quality improvement process, you will establish goals with the assistance of your Quality First Coach. The goals will be based on information gained through the assessment report(s), observations and additional feedback you may provide regarding your program’s specific needs. For each assessment cycle, you will have goals established that are Specific, Measurable, Attainable, Realistic, and Timely (S.M.A.R.T.). These goals will also have action steps to provide a framework and timeline to achieve the desired outcomes. Your Quality First Coach will document these goals and provide you with a copy to work together in reviewing steps toward quality improvement (see forms). This document will also be uploaded to your program profile in the First Things First database (Quality First Extranet) where progress will be noted as steps are completed and goals accomplished. As each year’s assessment cycle is renewed, new goals and action steps will be established to continue working toward creating high quality learning environments for the children you serve. Some goals may be carried through from year to year to establish strong practices and sustained improvement. HOW TO HAVE A SUCCESSFUL COACHING PARTNERSHIP Working with your Quality First Coach is a partnership and requires a commitment to a strong working relationship. Here are some tips to make the most of this partnership: • Talk with your coach about the type of communication that works best for you. If you prefer to meet at a certain time or would appreciate regular emails, let your coach know so that he or she is able to best work within your preferences. • Introduce your coach to your entire staff at the beginning of your participation. This will help to establish a familiarity and a comfort level for activities within your program. Be sure that the children are introduced to your coach as well to alleviate any stranger anxieties. • Let your families know that your program is participating in Quality First and that you will have regular visits from a coach and potentially other consultants to provide ongoing support for your program. Families will appreciate knowing who will be working in your program and how your improvement efforts can benefit their children. • Set aside time to meet with your coach in order to create a protected time for you to focus on your program’s improvement efforts. This will not only help you in planning ahead but also demonstrate for your staff the importance of the Quality First process. • For center based programs, be sure that the coach is able to continue with visits even if the Director is not available to work directly with the staff to support overall program improvement. • Be sure to choose a program designee (see forms) to act on your behalf when you may not be available. • Keep all of your documentation regarding Quality First in one place so that it is easy to access and refer back to as needed. This information can contain all of your Quality First contacts, forms, reports and resources you may want to share with your staff. • Plan ahead for your visits with your coach with questions, needs, clarifications or plans. This will save time during your on-site meetings so that you and your coach are ready to accomplish any activities you have planned. 18 • This is YOUR improvement process; let your coach know your preferences about how you will be implementing change, your program philosophy and how you want your staff involved in the process. Your commitment to the process will create ongoing sustainability. QUALITY FIRST TIMELINE • Your program is selected for participation and your coach will be your first point of contact. • An assessor will contact you to schedule your initial assessment within the first 4-6 weeks. • All assessment results are completed and approved and available for your review within 14-16 weeks of your selection notification. The timing of the availability of these results depends on the number of assessments to be completed and the size of your program. • Your Quality First Coach will meet with you to review the assessment results, and you will sign the Enrollment Agreement to begin participation. Your Star Rating will be available for yourown review but not posted on the public website unless you choose to request a public posting. Your Enrollment Agreement will begin your official participation and the availability of your incentives package. • Goals will be established in partnership with your Quality First Coach and uploaded to the Extranet. • The Quality First improvement process begins with regular coaching visits, ongoing assessment cycles, and program participation.The timeline listed below provides a general guideline; your program may advance more quickly or require more time. 19 Timeline WEEK 1 WEEK 2-3 Contact from your quality first coach WEEK 4-6 Assessment contact and scheduled visit WEEK 14-16 Assessment results available for review WEEK 15-19 Sign enrollment agreement; participation begins WEEK 20 Goal development; quality improvement begins AND ONGOING 20 Selection Notification SECTION TWO: Quality First Assessment The Quality First Assessment is a valuable support for your program in the improvement process. The purpose of receiving ongoing assessments is to offer objective and reliable measures of the everyday experiences the children in your program are having and to provide a guide for achieving best practices. THE ROLE OF THE QUALITY FIRST ASSESSOR Quality First Assessors are trained professionals in the field of early childhood and receive extensive training on the assessment tools to ensure they are measuring program practices accurately. The assessment provides important information for you to build upon your strengths as well as to identify areas where improvements can be made. The Assessor will remain objectively removed from the environment to gather as much information as possible according to the tools that are being used. A Quality First Assessor will visit your program to complete an assessment at the very beginning of your participation. This assessment provides a baseline of information that is the foundation for you to build on in establishing program improvements. The assessors will strive to represent a positive demeanor and will focus on maintaining a professional stance at all times. While the assessors will be in your program, they will not initiate or extend an interaction with a child, but will never ignore a question, curiosity, or request for attention. The Quality First Assessor is dedicated to the same measures of confidentiality as coaches and will show respect in a professional and respectful manner. Although the assessor will be collecting information during the visit, no feedback will be provided at that time. The assessment results will be shared through your Quality First Coach once the information is available for review. QUALITY FIRST ASSESSMENT ACTIVITIES The Quality First process begins with your initial assessment, which will set a foundation for all quality improvement efforts. This is the beginning stage and will provide information to help you move forward – setting a baseline for quality improvement efforts. This baseline Star Rating will not be posted publicly on the Quality First website unless you choose to do so. The following represents some general activities related to your Quality First Assessment: • An assessor will contact your program to schedule an actual date for your initial assessment. It is your responsibility to contact the assessor within 72 hours of a phone or email message. In subsequent years, you will be provided a three week time frame in which the assessment will be conducted. The assessor can come at any time within these three weeks other than specified blackout dates. 21 • You will have an opportunity to inform the assessor of dates that would preclude an assessment visit. For instance, days that your program is closed, planned field trips, special events, scheduled Quality First partner visits and days when you will typically have low attendance may all interfere with a proper assessment. • More than one assessor may attend a program assessment at one time for the purpose of training, reliability testing and/or to accommodate the size of your program. You will be notified in advance if this is the case. • Before conducting the assessment, assessors will review your information from the Extranet (Contact information, Staffing tab, Classroom tab) to determine how many classrooms to assess and which tools to use during assessment based on the age groups you serve. Assessors will contact you in advance to confirm this number and to determine your typical daily enrollment per classroom or group. • If your program has more than one classroom or group, the assessor will conduct a random draw to determine which classrooms/groups to assess upon arrival. The assessor will ask that the random draw be witnessed to ensure accuracy and also have a program designee signature at the time. A random draw is not conducted for the Points Scale Assessment. • Assessors will assess ⅓ of the number of classrooms/groups for your program to include at least 1 infant/toddler classroom and one preschool classroom, if applicable. • Assessors will complete all Environment Rating Scales Assessments first before conducting any CLASS assessments, with one exception. o If your program is accredited by a nationally recognized organization (see forms) or is a Head Start program, the CLASS assessment will be conducted first. This is to recognize your efforts to support quality standards through accreditation or Federal Head Start regulations. o If your accredited/Headstart program’s CLASS assessment meets the 3, 4, or 5 star levels, you will start the process to prepare for the Quality First Points Scale assessment. Your program will be given 6 months to prepare for the Points Scale Assessment the first time you go through the process. o If your accredited/Headstart program’s CLASS assessment scores do not meet the 3, 4, or 5 star levels, the assessor will call to schedule the ERS assessment. • If your program begins with an ERS assessment and receives an average program score of 3.0 or higher with no individual classroom score below 2.5, the assessor will conduct a CLASS assessment in ⅓ of the program’s toddler environments and ⅓ of the preschool environments. The CLASS assessment will not be conducted during the same visit as the ERS assessment, but you will be contacted to schedule this next level of assessment. • Whenever possible, assessors who conduct the ERS assessments should not be the same assessors who conduct the CLASS assessments. 22 • Prior to assessing a classroom, the assessor will ask you if there are any enrolled children with an IFSP (Individualized Family Service Plan), IEP (Individualized Education Plan) and/or medically diagnosed conditions (i.e., asthma, diabetes, severe allergies) to determine if accommodations need to be taken into account. As this information is confidential, assessors will not need to view the individual plans. • If any of your program classrooms have more than 50% of the children present on the day of the assessment with an approved IEP/IFSP, the CLASS score for this particular group will not be calculated in the Star Rating. The assessment report will be made available for your review for the purposes of classroom feedback and professional development. Another classroom will be selected if possible to determine your program’s star rating. • If your program is closed for the summer, your assessment will be planned between October and April. • Once all of the assessment reports have been completed and approved, you will have the opportunity to review this information on the Quality First Extranet. Your program’s assessment reports will remain confidential and are only available for review by you and your Quality First team. • Your program will receive ongoing assessments on a regular basis: o At the 1 and 2 star level, your program will have an assessment every 12 to 15 months. o At the 3, 4, and 5 star level, your program will have an assessment every 24 to 27 months. o If your program achieves a 3, 4, or 5 Star Rating in your first assessment, you will be assessed again in 12-15 months unless you submit a Request for Public Rating. A public rating of 3, 4, or 5 stars will move your program into an assessment cycle of 24-27 months. • You have the option of requesting your assessment to be completed up to two months prior to the end of your assessment cycle using Request for Early Assessment form (see forms). The request will be reviewed in advance to determine if this option is available, and you will be notified by the assessment team. A Request for Early Assessment cannot be made two assessment cycles in a row. A Rating Only program will assessed every 24 months due to the fact that your status as a Rating Only participant means you are at the 3, 4, or 5 star levels. QUALITY FIRST ASSESSMENT TOOLS There are three different assessment tools used in the Quality First program. Each one is used to determine the level of quality your program exhibits in the areas of environments, interactions and program administration. Each assessment builds on the next as you advance in your quality levels. The three tools are listed as follows with the general area of focus and a link to where more information can be found. ENVIRONMENT RATING SCALES (ERS) – The beginning measurement of the quality levels. Establishing high quality learning environments has been shown to positively support the development of young children and their early education. The Environment Rating Scales (ERS; Thelma Harms, Richard M. Clifford and Debby Cryer) are observational tools used to assess 23 the quality of the environment in early care settings. Observations using the Environment Rating Scales provide a brief snapshot of the classroom environment, as well as the children’s experiences in that classroom. There are three versions of the Environment Rating Scales, each designed to assess a specific age group and early care setting. 1. Early Childhood Environment Rating Scale (ECERS) This scale is designed to assess the quality of preschool environments (children 2 ½ - 5 years of age) located in center-based child care settings. 2. Infant Toddler Environment Rating Scale (ITERS) This scale is designed to assess the quality of care environments serving children birth to 30 months of age and is used in infant and toddler center-based child care settings. 3. Family Child Care Environment Rating Scale (FCCERS) This scale is designed to assess the quality of the environment in family child care settings with mixed-age groups. When an assessor conducts the ERS assessment, expect them to be in the classroom for 3 hours to complete the observation. The assessor will also ask to conduct an interview with the teacher observed once the assessment is complete to follow up on any information that wasn’t collected during the observation. Although the assessor will not be in the classroom for the entire day, the interview will give the teacher the opportunity to share information about the children’s experience that may not be observed on that day. More information can be found at http://ersi.info/ CLASSROOM ASSESSMENT SCORING SYSTEM (CLASS) – a next step in measuring quality interactions. Research demonstrates that positive teacher-child interactions in early care and education settings are a vital part of supporting children’s learning and development. The Classroom Assessment Scoring System (CLASS) is the next step in the assessment of your program’s quality. This tool is used when your program’s ERS Average Program Score is 3.0 or above, with no individual classroom scoring below a 2.5 or if your program is currently accredited by a national accrediting organization or as a federally recognized Headstart program. The Classroom Assessment Scoring System (CLASS PreK; Pianta, La Paro, & Hamre, 2005) is a system for observing and assessing the quality of interactions between teachers and students in toddler and preschool classrooms. The CLASS examines social-emotional and instructional interactions that contribute to student’s social competence and academic achievement in center and home based programs serving children from 18 months to five years of age. There are two versions of the Classroom Assessment Scoring System that Quality First uses in the Rating Scale, each designed to assess a specific age group and early care setting. 1. CLASS Pre-K This scale is designed to assess the quality of preschool environments (children 3 - 5 years of age) located in center-based and family child care settings. 2. CLASS Toddler This scale is designed to assess the quality of toddler environments (children 15 – 36 months of age) located in center-based and family child care settings. 24 A CLASS assessment will be conducted differently than the ERS assessment where the assessor will observe the classroom in at least four back-to-back 20 minute observations with a designated scoring time in between. The assessor will conduct the scoring between observations. More information can be found at: http://www.teachstone.com/about-the-class/ QUALITY FIRST POINTS SCALE – a finishing stage in the assessment cycle measuring program practices. Administrative practices are an important part of high quality early care and education programs. The Quality First Points Scale is a tool designed by First Things First that provides evidence of the quality levels of your program’s administrative practices. Information will be collected when your program meets both the ERS Average Program Score and the CLASS average program scores at the 3, 4, or 5 star levels. This assessment will be scored using both on-site observation and reviewing documentation that you will collect and present to the assessor during the scheduled visit. Curriculum and Child Assessment documents will be reviewed from classrooms that were selected in the current assessment cycle. The Quality First Points Scale was developed by First Things First to measure three additional areas of quality: 1. Staff qualifications* 2. Administrative practices, which includes Ratios and Group Sizes and Staff Retention 3. Curriculum and Child Assessment, which includes the use of the Arizona Early Learning Standards and Infant/Toddler Developmental Guidelines, Program Guidelines for High Quality Early Education, Curriculum and Developmental/Progress Assessment of individual children. The initial Points Scale Assessment will normally be scheduled ahead of time and will take place at your program. For all subsequent Points Scale Assessments, you will be given a three week window to notify you of the upcoming visit. The assessor will be reviewing the documentation that you have collected based on the Points Scale requirements and will be conducting a count of children in each classroom to establish the ratios and group sizes your program represents. No formal observations of classroom practice will take place at this time. In the event the assessor does not find the required documentation, you will be given a Missing Documents form and allowed 30 minutes to collect the documentation for assessor review. More information can be found at Quality First Point Scale.pdf (see forms) If any of your Lead Teachers/Administrators have college credits, official college transcripts must be received from a nationally accredited college and must be submitted for each staff member in their original, sealed envelope to: Quality First Assessment Transcript Verification 2850 North 24th Street, Phoenix, AZ 85008 Transcripts that have been removed from their original, sealed envelope or not received directly from the sending educational institution are not able to be accepted. As the provider, you are responsible for completing the Transcript Verification forms (see forms) and include the name of each staff member who has requested a transcript(s) and send the form directly to Quality First Assessment Transcript Verification. If a staff member has requested transcripts from more than one accredited college, each college should be listed individually. The Arizona Teaching Certificate/ 25 CDA Verification form (see forms) must be completed by those with an Arizona teaching certificate or CDA certificate. Copies of these certificates must accompany this form and be sent to the above address. See the Transcript Timeline (see forms) for information about the process. QUALITY FIRST ASSESSMENT REPORTS For every official assessment that is conducted at your program, you will receive an assessment report. The report is available online through the Quality First Extranet (Assessment Report tab) and can be printed to obtain a hard copy. Each tool that is used to conduct an assessment has a unique report with specific scores related to the indicators identified in each. You will find areas designated as strengths in your program as well as areas that can be used to focus your efforts in making improvements. Your Quality First Coach will thoroughly review these assessment reports with you and highlight specific areas for goal setting. In the event that you have a question about your assessment report or if you find any inaccurate information based on your program specifics, you have the opportunity to submit an Assessment Clarification Request. The request will be reviewed with your Quality First Coach and if no resolution is found, then sent on to either the Assessment team or to First Things First depending on the content of your question. The Assessment Clarification must be submitted within 30 business days of the assessment results being approved and a response will be provided within 15 business days as possible. If the clarification warrants a change in scores, this will be noted in the Extranet and your program assessment report updated. The goal of the Assessment Clarification Request (see forms) is to ensure clear communication about your assessment and to ensure the accuracy of the reports. Any video or audio recordings or photographs will not be considered in the assessment clarification process. The assessment process is conducted in live, on-site observations to capture the entire context of the classroom learning environment and interactions. In the event you are having difficulty reviewing your assessment reports online, please contact the Extranet Help Desk for assistance at Extranet@azftf.gov HOW TO PREPARE FOR A SUCCESSFUL ASSESSMENT In order to make the most of your Quality First participation and to help prepare your program for successful assessments, here are some considerations: • Review the assessment tools in advance with your Quality First Coach to ensure that you have a complete understanding of how your program will be evaluated. • Share this information about the Quality First assessment tools with your staff, if applicable, potentially through a staff meeting prior to the assessment. • Talk to your staff about what to expect in the assessment – how the assessor will be in the classroom, how long the assessor will be there, what the assessor will be looking for, and how to create a natural environment for the children. • Be sure that your program information is up to date in the Extranet and that all class rosters are accurate in advance. Gathering all of the birthdates of the children in the classroom is helpful in planning ahead. 26 • Although assessors will not need to look at the individual plans for children with special needs, it is helpful to make them aware so that they are able to focus on the environment in terms of the child’s unique needs. • Prepare your families for the assessment so they understand your program’s involvement in Quality First and your commitment to improvement. • Consider the unique needs of your program in planning for your assessment, you will be asked by the assessor about specific language of instruction or a unique population served in order to support individual requirements. • Plan your time accordingly so that you are available if the assessor may need additional information. Sometimes, a Lead Teacher may be asked for supporting information and need to have substitute coverage. • Have the teachers talk to the children about the role of the assessor to alleviate any fears and to help them to feel comfortable with the assessor’s presence. • You have the option of introducing the Quality First Assessor to the children when he or she is ready to assess the classroom. • If you are unsure about any part of the process before, during, or after the assessment is complete, be sure to ask questions of the assessor or through your Quality First Coach. • Understand that the assessment is a valuable piece of information to help provide guidance for your quality improvement efforts. • All assessment information collected prior to April 1st will be used to determine a program’s incentives and scholarships for the next fiscal year. • See The Day of Assessment (see forms) for more detailed information about the process. 27 SECTION THREE: Quality First Financial Incentives Every program that is enrolled in Quality First has access to different forms of financial incentives to support the improvement process and to provide access to children in quality early learning environments. Regional Partnership Councils budget an allotted amount of money for each Quality First participant in their region per fiscal year (July 1 – June 30). The amount budgeted supports all of the different components of the Quality First package including coaching, assessment, financial incentives, specialized technical assistance and professional development. The financial incentives are a part of this package of services offered. For a Rating Only participant, Quality First Financial Incentives will be offered only through the Quality First Scholarships. There are three different types of financial incentives offered to Quality First providers depending on the type of enrollment in which they are participating. Financial incentives begin once your program has signed the enrollment agreement to begin participation in Quality First. 1. Licensing fee assistance – for Quality First providers licensed by the Department of Health Services (DHS). 2. Quality First Incentives – for Quality First providers at the Rising (1) and Progressing (2) Star levels to support improvement efforts. 3. Quality First Child Care Scholarships – for Quality First providers rated at a Progressing (2) Star level or above to provide access to children in quality learning environments. (Beginning in fiscal year 2016 – only programs rated at a Quality (3) Star level or above will receive scholarships.) LICENSING FEE ASSISTANCE Once you have signed your enrollment agreement and are actively enrolled in Quality First, you will receive assistance with payment of licensing fees if you are regulated by the Department of Health Services (DHS). Fifty percent (50%) of your licensing fees will be paid by Quality First and you will pay the additional fifty percent (50%) when your license is renewed every three years. The Quality First assistance with licensing fees is automatically paid directly to the Department of Health Services (DHS) by First Things First so this payment is taken care of on your behalf. As part of your participation in Quality First, in collaboration with the Department of Health Services, you will need to participate in the Empower Pack program and 28 SMALL CENTER (0-5 licensed capacity = 50 or less) MEDIUM CENTER (0-5 licensed capacity = 51-150) LARGE CENTER (0-5 licensed capacity = 150+) GROUP HOME (DHS licensed capacity = 10) FAMILY CHILD CARE HOME (DES certified for 4 children or less) receive technical assistance as needed. For more information on the Empower Pack, visit http://www.azdhs.gov/empower-program/index.htm. The licensing fee assistance does not apply to family child care programs certified by the Department of Economic Security (DES) or tribal programs unlicensed by DHS. The chart below demonstrates the 50% amount you will be responsible for paying to the Department of Health Services every three years: SMALL CENTER MEDIUM CENTER LARGE CENTER GROUP HOME $500 $2,000 $3,900 $500 QUALITY FIRST INCENTIVES Making improvements in your program often is a challenge due to the associated costs and can become a barrier in the process toward providing high quality care. To assist you overcoming these challenges, Quality First Incentives are available to programs at the beginning rating (1, 2) levels to make program improvements. Once your program has signed the enrollment agreement for participation, Quality First Incentives will be available to your program. The following represents the total incentive amount that will be available to you for the fiscal year (beginning July 1, 2014 through June 30, 2015). Quality First Incentive funds are available to you each fiscal year at the Rising (1) and Progressing (2) Star levels and cannot be carried over from year to year if the full amount is unused. SMALL CENTER MEDIUM CENTER LARGE CENTER GROUP HOME FAMILY CHILD CARE HOME $3,675 $5,250 $8,400 $2,100 $1,050 Quality First Incentives are available for a variety of purposes as they are identified in the goal planning process with your Quality First Coach. The coach will provide assistance as you consider purchases required for your program improvements and orders will be submitted through the coaching agency. In order to support continuous quality improvement and applicable use of incentives, all purchases must be tied to a specific goal that has been developed for your program. Goals can be determined through the review of assessment reports, coach/consultant observations, and specific identified needs of your program. Some examples of how the Quality First Incentive funds can be used include: 1. Materials and Equipment: If your program has a specific need for additional learning materials and equipment, incentive funds can be used to purchase these items through an approved vendor. 2. Consultation and Specialized Services: Incentive funds can be used for consultation and specialized services. Your coach will provide this information to their agency who will work with the vendor to submit payment for services rendered. 29 3. Facility Improvements: Examples of facility improvement projects might include shelving, cement slabs, fencing, painting and carpet installation. You will work with your coach to complete a facility projects liability release for approval of these types of projects. Incentive checks will be made payable and mailed to the vendor delivering the service after it has been provided. Incentive funding requests for facility improvement projects cannot exceed 30% of the total incentive funds. Supportive documentation for these projects will be required for payment; your coach will provide the needed forms for your completion. 4. Transcript Payment: Incentive funds may be used to cover the cost of requesting transcripts for staff during the Quality First Points Scale preparation process. To receive a prepayment or reimbursement for transcript request, you will work with your Quality First Coach to fill out the Transcript Verification Form. 5. Staff Release Time: Incentive funds may be used to cover the cost of staff release time for scholars using T.E.A.C.H. scholarships. Quality First Incentives are not available to programs at the 3, 4, and 5 Star Rating levels as the incentives will be offered through the Quality First Child Care Scholarships. QUALITY FIRST SCHOLARSHIPS Quality First Scholarships are part of the financial incentive package available to you at the Progressing (2) Star level and above. Scholarships will provide you with payments to support families who qualify at or below 200% of the Federal Poverty Level to pay the full or partial cost of care for their children age five and younger. Quality First Scholarships are considered an ongoing commitment to help families afford higher levels of quality care and to support your achievement and maintenance of quality improvements. Access to high quality early care and education is an important factor in school readiness and is particularly important for high-risk children living in poverty. Most of the evidence for providing scholarships rests on what we know about children who cannot access high quality early care and education programs. Without access, these children are less ready to begin and realize success in school and later in life. The number of scholarships and payment rate of scholarships are determined by the size of your program and your Quality First rating. Your program’s Star Rating as of April 1st will determine your scholarship allotment for the upcoming year. If your program is in the Points Scale Assessment process, your estimated Star Rating will be used in determining your scholarship allocation. Scholarships are most often used for full-time care, but a full time scholarship can be split into two part-time slots. Part-time slots could be considered if a child is attending less than 28 hours per week or a part-time model best meets the needs of the families. 30 The number of Quality First Scholarships available to you in the “Base” Model are: SMALL CENTER MEDIUM CENTER LARGE CENTER GROUP HOME 2 STAR 4 6 9 1 3 STAR 6 9 12 2 4 STAR 8 11 15 3 5 STAR 9 12 17 4 The annual amount you will be reimbursed for scholarships per child is noted below. If your program does not operate for twelve months out of the year, this amount will be prorated: TYPE CENTER HOME AGE 2 STAR 3 - 5 STAR 0-36 MONTHS $7,969.00 $11,300.00 37-72 MONTHS $6,000.00 $7,300.00 0-36 MONTHS $5,625.00 $7,600.00 37-72 MONTHS $4,875.00 $6,200.00 Some Regional Councils may approve funding for additional scholarships if a specific community need has been identified. The additional scholarships may be awarded based on your program’s ability to use them and you will be contacted in advance to make this determination. If you choose to charge a copayment to families, it is the recommendation of First Things First that families receiving scholarships would pay no more than 10% of their gross monthly income on any co-payments that would be charged to the family. If your program charges tuition that is less than the scholarship amount you are receiving, it is recommended that these additional funds be used to support your ongoing quality improvement efforts. Beginning July 1, 2015, only programs that receive a Star Rating at the Quality level and above (3, 4, and 5) will receive Child Care Scholarships. Programs at the Rising and Progressing Star levels (1 & 2) will continue to receive Quality First Incentives for program improvements. Rating Only programs may receive scholarships as an incentive depending on the regional funding available. 31 The number of scholarships your program receives can be found on the Quality First Extranet under the Scholarship Tab with specific contact information. For more information about Quality First Scholarships, you can visit the http://qfscholarshipsreporting.org/ website or contact the Valley of the Sun United Way – Scholarship Team using the contact information noted below: Valley of the Sun United Way - Scholarship Team 1515 East Osborn Road Phoenix, Arizona 85014 Provider helpline: (602)240-6325 Parent helpline: (602)240-6324 or (866)973-0012 Fax: (602)240-6326 regionalscholarships@vsuw.org The primary purpose of these Quality First Financial Incentives are to provide support for quality care and learning experiences for the children and families in your community. All assessment information collected prior to April 1st will be used to determine a program’s incentives and scholarships for the next fiscal year. 32 SECTION FOUR: Quality First Specialized Assistance Through your ongoing participation in Quality First, you will have the opportunity to receive additional services through various specialized assistance to support the individual needs of your program as you work toward quality improvement. Specialized assistance basically gives you the chance to really look at the unique needs of your program to determine what services would be most beneficial. The Quality First Specialized Assistance that is offered also provides a foundation for ongoing collaboration. Collaboration is the act of working together to coordinate service efforts to meet a common goal. The process involves teams that partner with one another to obtain greater resources, share knowledge, learn together and build consensus. Collaboration does not imply any type of authority or hierarchy, but a group of people with similar interests and complementary areas of expertise participating equally. Your Quality First Coach will collaborate with other early childhood education consultants including, but not limited to Child Care Health Consultants, Mental Health Consultants, Inclusion of Children with Special Needs Coaches, Arizona Self Study Project Specialists, ADE Early Childhood Specialists, DHS Surveyors, DES Certification Specialists and T.E.A.C.H. Early Childhood® ARIZONA Specialists as they are available to help with goal setting and quality improvement planning. Joint collaboration activities may include: • Joint visits with you and your coach and other consultants/specialists • Collaboration on goal setting and planning visits • Feedback and input on your program needs and where to place your focus • Sharing of training resources and materials • Joint trainings and/coordination of events TYPES OF SPECIALIZED ASSISTANCE Child Care Health Consultants All programs enrolled in Quality First have access to a Child Care Health Consultant (CCHC), either through phone consultation or on-site visits. Since 1987, CCHCs have been working side by side with early childhood programs to support their efforts in providing a healthy and safe environment for the children, staff, and families they care for every day. In Arizona, a CCHC is a Nurse or Professional Health Educator who has completed specialized training based on the most currently established best practice standards. CCHCs provide health and safety trainings and 33 are familiar with licensing requirements and local resources to link early care providers to their community. You and your CCHC can work as a collaborative team to develop a customized plan for health and safety for your unique environment and the specific needs of your program. A few examples of topics you might collaborate on include: development of health and safety policies to support your staff and children’s well-being, development of an oral health program and how to incorporate tooth brushing with young children, education and training on nutrition through family style meals, and how to promote daily physical activity both inside and in the outdoors. You can seek more information on working with a CCHC through your Quality First Coach or by contacting the Birth to Five Helpline at (877)705-KIDS (5437). Additional Specialized Assistance There are a number of additional support services that may be available to your program depending on which region you are located. Please understand that not all specialized assistance services are available in all regions; therefore, the Birth To Five Helpline offers assistance via the phone for ALL participants who may need support in a specific area. • The “Birth to Five Helpline” for Quality First participants links callers to experts who will provide telephone consultation in the areas of child care health, early childhood mental health and inclusion of children with special needs. The Birth to Five Helpline telephone number is (877)705-KIDS (5437). An example of a how you could use the Helpline would be in the event a child is exhibiting some questionable behaviors and a teacher is looking for some guidance in how to respond appropriately or to offer valuable resources to the family. • Early Childhood Mental Health Consultation System (Smart Support) - Smart Support is an evidence-based strategy proven to support the social and emotional development of all children in care and help providers respond to children with behavioral challenges. In regions that offer this support, consultants are available to work directly with teachers to develop strategies to work most effectively with children in early learning settings. Contact your Coach to find out if Smart Support is available in your area and a specific contact. An example of services that might be provided through Smart Support would be training for teachers on helping children to label emotions and create helpful activities that assist children in learning how to deal with strong feelings. • Early Care and Education Inclusion (ECEI+) – ECEI+ is to address the need of quality early care and education for young children with special needs ages birth to five. Specific focus is on improving the skill of child care staff and providing training and assistance to support quality inclusive settings for children. Contact your coach to find out if Early Care and Education Inclusion is available in your area and a specific contact. An example of how this specialized assistance could be provided would be in helping you find assistive learning devices for children who may have developmental or learning delays and using these learning tools effectively for the child’s benefit. 34 • Arizona Department of Education (ADE) - ADE offers free training to all early childhood professionals throughout the state in a number of areas including the Arizona Early Learning Standards, the Infant Toddler Developmental Guidelines, and the Program Guidelines for High Quality Early Education. An ADE Early Childhood Program Specialist may also be available to participants in some regions to support the transition of children from early care and education settings into Kindergarten. An example of the services offered through the Department of Education could be to invite a representative to your facility to offer hands-on training for you and your staff to discuss and learn more about the Infant Toddler Developmental Guidelines. If your group is too small to have a representative at your site, you could partner with another provider in your area or have your staff attend a regularly scheduled training that is listed on the ADE website. • Arizona Self-Study Project (ASSP) – ASSP is an accreditation facilitation project for early care and education programs committed to improving the quality of child care for Arizona’s children. ASSP staff provides technical support throughout the accreditation process and assists programs with integrating developmentally appropriate practices into the learning environment. An example of how the Arizona Self-Study Project could support your program would be if you are interested in seeking accreditation for your program. If your program is at a Quality level or above (3,4, or 5), ASSP will work collaboratively with you and your coach to help make the accreditation process seamless and ASSP Specialists, who are accreditation experts, will provide specialized support. HOW TO BENEFIT FROM SPECIALIZED ASSISTANCE In order to make the most of the Specialized Assistance available to you as a Quality First participant, here are some considerations: • Do some research to find out what types of Specialized Assistance services are available in your area. Visit the www.azftf.gov website and input your program zip code in the box “Find Your Local Council” – this is the Regional Council that represents your area and funds the services available to you. Once you are directed to the appropriate page, click on the link on the right hand side of the page. 35 • Talk with your Quality First Coach to discuss your specific needs. Consider some of the goals you have established for program improvement and how the Specialized Assistance can be used to meet these unique needs. • Reach out to the staff you work with. What are their needs in providing the best care to the children and families they serve? What types of Specialized Assistance could they engage in to support their teaching? • Review your Assessment rteports and find areas that may indicate more work is needed to provide quality care. If it is in the area of creating appropriate lesson plans with the Arizona Early Learning Standards, call the Arizona Department of Education. If it is in the area of Personal Care Routines, call your Child Care Health Consultant. • Communicate with your families about the types of Specialized Assistance that you are using in your program. Help your families know the coaches and consultants who will be supporting your program as they may see them in your program on a regular basis. • Quality First financial incentives can be used to support payment for professional membership in early childhood organizations, such as the National Association for the Education of Young Children (NAEYC) or the Family Child Care Association (NAFCC). 36 SECTION FIVE: Quality First Professional Development Professional Development is an important part of your Quality First participation and in working towards providing quality care to the children in your program. The opportunity to engage in professional development offers continuous learning for anyone working in the field of early education. Growing in levels of knowledge and the development of current skills based on the most recent research and standards of best practice can only benefit your program, the staff and the children. There are a variety of ways in which professional development can be offered to you and your staff based on your goals, staff qualifications, unique program needs and availability. TYPES OF PROFESSIONAL DEVELOPMENT • Teacher Education and Compensation Helps (T.E.A.C.H.) Early Childhood® ARIZONA T.E.A.C.H. is a comprehensive scholarship program that links education, compensation, and commitment to promote professional development and improve the quality of early childhood care and education experiences for young children. As a Quality First provider, you and your staff will receive priority in awarding these scholarships, which can be used to obtain an Associate’s Degree in Early Childhood Education or to pay for the cost of an assessment for a CDA credential. T.E.A.C.H. Specialists are available to help connect you with local colleges and universities that offer courses to support your professional development and can assist you in the process of getting started. For more information on T.E.A.C.H. as a professional development opportunity, contact (480)829-0500 or (800)535-4599 at the Association for Supportive Child Care. • Professional Career Pathways Project (P.C.P.P.) – The Professional Career Pathways Project is a professional development program available to you as an early care and education provider. The Pathway offers financial assistance for tuition and textbooks for those interested in taking courses in early childhood education in the majority of community colleges across the state of Arizona. Participants can pursue coursework for a CDA credential, and the CDA Assessment fee and/or a CDA Mentor are also services where financial assistance may be provided. This professional development opportunity is only available in certain areas; please consult with your coach or contact the P.C.P.P. specialist for more information at (520)494-5077. • Quality First Coach Support – Your Quality First Coach is another source of professional development for you and your program and can provide trainings and workshops in a variety of areas including Classroom Environments, Positive Guidance, Child Development and other relevant topics in the field of early childhood. Your coach is also an excellent resource for helping you to find community resources to meet your professional development needs. Local and national conferences, workshops and seminars can all be funded using Quality First Incentives that align with your goals for quality improvement. 37 • Child Care Exchange Magazine – This professional journal is provided to you free of charge as a Quality First participant and offers valuable information about the field of early care and education with resources to support your staff, the families you serve and ideas for program practice. • The Professional Development Website for the State of Arizona will be available to all early care and education professionals sometime in 2015. This valuable resource will provide information on Workforce Knowledge and Competencies, Training and Workshop offerings, Career Opportunities, as well as a Registry component for early childhood professionals to document and track their experience, education and knowledge over time. More information about this website will be available as plans are finalized. SUCCESSFULLY USING PROFESSIONAL DEVELOPMENT In order to make the most of Professional Development, here are some considerations: • Take advantage of professional development opportunities as often as possible to not only increase your knowledge, but also to support your understanding of the needs of today’s children and how best to support them. It is never too late to learn new things! • When you or your staff members attend professional development events or complete course work through a college or university, provide opportunities for the information to be shared among all members of your team. This will not only create common learning opportunities but also create an advanced skill for the individual sharing the information. • Create a mentor role in your program for a staff member who has specialized or advanced knowledge or skills so that others can receive ongoing support and mentoring from within your own team. • Consider the philosophy and values of your program in establishing professional development plans for you and your staff. As you and your staff learn more ways to support the uniqueness of your program, the greater opportunities for unity and common understanding. For instance, if your program believes that “risk-taking” for young children is a part of your program philosophy, send your staff to training on how to create safe outdoor play environments that support these types of behaviors. • Read your Exchange magazine and share it with all of your staff. Copy articles for families, do an article review with a group, or experiment with new ideas you find on the pages. The Exchange magazine also often publishes opportunities for continuing education credits available online or through correspondence. • Seek out opportunities to learn about quality improvement efforts and how to be a leader in your program in supporting these changes. Make professional development a part of your goal planning process and have your coach or specialized assistance team help you to grow in this area. 38 QUALITY FIRST ADMINISTRATIVE PRACTICES This section offers guidance on policies and state standards to support your participation in Quality First. These practices are listed in alphabetical order for easy review. CODE OF ETHICAL CONDUCT (NAEYC) The Code of Ethical Conduct is a document that provides a framework and guidance for the early childhood professional in working with families and young children. The Code outlines the Core Values of the early childhood profession and details the Ethical Responsibilities to children, to families, to colleagues, and to the community. This Code is a recommended tool for your work and can help in making ethical decisions and to develop sound policy and practice guidelines for your program. The Code of Ethical Conduct can be found on line at http://www.naeyc.org/files/ naeyc/file/positions/Ethics%20Position%20Statement2011.pdf. CONCERN RESOLUTION If you have a concern regarding your Quality First participation, the following processes are in place for your reference: • Informal Dispute Resolution Policy If you have a concern or disagree with a Quality First program decision that cannot be resolved through informal methods of discussion with your coach or coach supervisor, you have the opportunity to submit a Quality First Complaint form. In the Complaint form (see forms), you will provide a description of your concern and any attempts made to resolve the issue as well as recommendations of possible solutions. The form will then be submitted to the Quality First Director at: Quality First Director First Things First 4000 N. Central Avenue, Suite 800 Phoenix, Arizona 85012 Email: qualityfirst@azftf.gov Fax: (602) 274-6351 The Quality First Director will attempt to resolve the dispute through a meeting with all involved parties, ideally within 14 days of receiving the Complaint form. A decision will be made by the Director and you will be notified of the decision within 14 days of the meeting. The goal of this process is to come up with a mutually agreed upon decision that supports your participation and compliance with the Quality First policies and procedures. • Confidentiality All Quality First partners (coaches, assessors, child care health consultant, supervisors, and other support services) are expected to maintain confidentiality about your program in their work with others in the process. Program records, staff information, assessment 39 results and quality improvement efforts are not made public, nor are they shared with individuals outside of the Quality First program, except as required by law. If you feel your confidentiality has not been maintained, please discuss this with your coach or coach supervisor to address this issue. • Appeals Process There are two scenarios in which you have the opportunity to file an Appeal within Quality First: 1. Star Rating* 2. Termination of your participation *If you are appealing your Star Rating, you must first go through the Assessment Clarification process. The first step in filing an Appeal in one of these two scenarios is a review of the Appeal by the Quality First Director at First Things First. You have 60 days to file your Appeal after your Star Rating has been assigned or your program has been disenrolled. The Appeal must be submitted in writing using the Request for Appeal form (see forms) to: Quality First Director First Things First 4000 N. Central Avenue, Suite 800 Phoenix, Arizona 85012 Email: qualityfirst@azftf.gov Fax: (602) 274-6351 Once received, the Quality First Director and the Senior Director for Early Learning, the Chief Program Officer (CPO), and/or the Chief Executive Officer (CEO) will review the Request for Appeal and provide a written response, which includes a scheduled meeting date, to you within 14 days of the receipt of your Appeal. At the conclusion of this process, if you remain unsatisfied with the result, you will have the opportunity to appeal further by requesting a formal hearing conducted by an Administrative Law Judge with the Office of Administrative Hearings. First Things First will notify you in writing when the opportunity to request a formal hearing is available. After receipt of that notice, you will have 30 days to appeal further by requesting a hearing in writing. The request must include the name and address of the program seeking the hearing, the decision being appealed and a concise statement of the reasons for the appeal. Written requests must be submitted to: General Counsel First Things First 4000 N. Central Avenue, Suite 800 Phoenix, Arizona 85012 Fax: (602) 274-7040 40 All Quality First services and benefits, including incentives, coaching, assessment and consultation services, will be placed on hold during the hearing process. The only possible exceptions to this hold are listed below: • If you have a current T.E.A.C.H. scholar/employee, that person will be able to continue receiving the scholarship for the remainder of their current contract. • Quality First Child Care Scholarships will continue until a final decision has been made through the Administrative Hearing. • If an employee has been deemed eligible for an award through FTF Professional REWARD$, that award will remain valid for the timeframe for which it was awarded. • Once a recommendation decision is made by the Office of Administrative Hearings, the First Things First Board will review the decision and take action to accept, reject or modify the recommendation. You will receive a written copy of the final Board decision. CORRECTIVE ACTION PROCESS As a Quality First participant, you have a key responsibility in the overall improvement process and working together with your coach and other consultants to implement the necessary policies and procedures noted in this Participant Guide. If additional support is needed to regain compliance with these standards, your coach will partner with you in the Corrective Action process to designate specific steps to be taken to get back on the right track. In the event that you continue to struggle in complying with these standards, your participation may be reconsidered through a collaborative discussion between your Quality First Coach, the Coaching Grantee (Valley of the Sun United Way), and the Quality First Director at First Things First. EXPECTATIONS OF PROGRESS A significant investment is being made through Quality First to support the achievement and maintenance of quality early experiences for children birth – age five. The expectation is that all programs make progress and overcome barriers to increase quality throughout enrollment in Quality First. If progress is not made, your ongoing participation in Quality First may be terminated. The guidelines below outline the expectations for progress: • Programs rated at 1 star must increase their rating to a 2 star or higher within 3 assessment cycles. This means that a program rated at 1 star will have 2 years of improvement supports before a 2 star or higher is expected. • Programs rated at 2 stars must increase their rating to a 3 star or higher within 3 assessment cycles. This means that a program rated at 2 stars will have 2 years of improvement supports before a 3 star or higher is expected. After the third assessment has been finalized, the First Things First Quality First Team will review each program individually that has not achieved the expectations above to determine next steps. • See the Quality Firsnt Expectation of Progress policy for more detailed information (see forms). 41 EXTRANET (DATA SOURCE) The Extranet is where you can access all of your Quality First information in one place and track all of your improvement data over time to note your progress and program status. As a Quality First participant, you have the responsibility of updating your information on a quarterly basis in the areas of program information, classroom enrollment, identification of children with special needs, staffing information and your ongoing Quality Improvement plans. This data is extremely helpful in keeping up to date on staffing trends, enrollment changes, and your movement in scores across time. Your Quality First Coach will invite you to the Extranet with your own personal log in and password. If you have challenges logging in or navigating this database for your program, assistance is available at Extranet@azftf.gov. See the Extranet User Guide for more detailed information (see forms). LACK OF ENROLLMENT OF CHILDREN 0-5 If you are at a place where you have no enrollment of children in your program that are age birth to five, your Quality First Coach will partner with you to consider how to support new enrollments. You will have up to 45 days from the last day of care to replace enrollment. During this 45 day period, your Quality First Coach will offer assistance in developing a marketing plan to recruit new families. After the marketing plan is developed, your coach will maintain contact through phone calls and email communication. If there are still no children enrolled in your program at the end of 45 days, your continuation of Quality First services will be reconsidered. MANDATED REPORTING As an early childhood provider, you are a designated Mandated Reporter by law (as outlined in A.R.S. § 13-3620). Mandated reporters are individuals who are obligated by law to report suspected cases of child abuse and neglect. In general, any person who has contact with children in a professional capacity is a mandated reporter. Mandated reporter laws are designed to catch child abuse in its early stages, so that children are protected from physical or emotional trauma. If you reasonably believe a child in your program is a victim of abuse or neglect, you are required to report this information to Child Protective Services or your local law enforcement authority. If you have an incidence of child abuse in your program, it is your responsibility to contact your regulatory agency to make a report – DHS, DES or a tribal authority. OWNERSHIP CHANGE If your program has an ownership change, you will need to notify Quality First to update your information and ensure continuous participation. The following information will help to guide you in the process: • DHS licensed programs must remain in good standing and work with their licensing surveyor to ensure that the proper paperwork has been filed and approved. • Any change in information must be communicated to your Quality First Coach in order to ensure your program information is accurate and up to date on the Extranet, including updating Extranet access. 42 • A new enrollment agreement must be signed by the new owner to ensure understanding of the Quality First program guidelines and responsibilities. • If a new license is issued, this information will need to be shared with your Quality First Coach and any modifications to the program size or licensed capacity updated in the Extranet. PROGRAM CLOSURE In the event your program has an unexpected closure, your Quality First Coach will work with you to establish a modified schedule to support continued participation during this time. Some examples of a temporary program closure include: • Facility/property damage due to natural disasters such as fire or flooding • On-site staff/child medical emergency • Health epidemic/personal medical conditions If your program does not resume services after a 30 business day period, your ongoing enrollment in Quality First will be reconsidered, taking into account any extenuating circumstances on a case by case basis. If your program chooses to close and will be disenrolling from Quality First, it is recommended that all materials purchased with your financial incentives be redistributed to other providers serving children in your region. Your Quality First Coach will provide assistance to you in this process. If you will be disenrolling from Quality First, but continue to serve children, you may retain the materials purchased with your financial incentives to support the ongoing development of the children. For programs that may be moving to a new location, it is important to discuss this move with your Quality First Coach to ensure that the new location has Quality First funding available. A program staying in the same region can maintain participation in Quality First with an update in the program information and licensing. REGULATORY STATUS As part of your participation in Quality First, you are required to maintain your regulatory status and remain in ‘good standing’ to ensure compliance with state regulatory standards (DHS, DES, and/or tribal or military authority). If your program experiences an event that causes you to be placed in enforcement action with DHS or on probation with DES, you will not be able to access your Quality First Financial Incentives during that time. Once your program is removed from this status, you will be able to regain access to your incentives and continue participation. If your program is noted as not in good standing with your regulatory agency for over 60 days or if you have more than one incident in a twelve month period, your participation in Quality First may be jeopardized. It is important for you to maintain open communication with your Quality First Coach and other consultants to help in supporting your compliance with state standards. Your licensing surveyor or certification specialists are also available to support you in the process of creating a plan of improvement for your success. 43 STATE STANDARDS The State of Arizona through its various agencies has a wealth of resources available to you as an early childhood professional in your work with young children. Quality First, through First Things First, partners with these state agencies in providing documentation to guide your practice. The following tools are available to you free of charge and are excellent sources of information for you and your program to establish best practices in your work with the children you serve. • Infant and Toddler Developmental Guidelines Arizona’s Infant and Toddler Developmental Guidelines are part of a continuum of early learning guidelines which provide a framework for understanding and communicating a common set of developmentally appropriate expectations for young children, presented within a context of shared responsibility and accountability for helping young children meet these expectations. Specifically, these guidelines will describe expectations about what infants and toddlers should know (understand) and do (competencies and skills) across multiple domains of development during specific age ranges, as well as what adults can do to support children’s optimal learning and development. (Click on the link below to access these Guidelines) Arizona’s Infant and Toddler Developmental Guidelines (http://www.azftf.gov/WhoWeAre/Board/Documents/az_infant_toddler_guidelines.pdf) • Arizona Early Learning Standards The Arizona Early Learning Standards have been developed to provide a framework for the planning of quality learning experiences for all children three to five years of age. The standards cover a broad range of skill development and provide a useful instructional foundation for children from diverse backgrounds and with diverse abilities. The standards are intended for use by all those who work with young children in any early care and education setting in urban, rural and tribal communities. (Click on the link below to access these Standards) Arizona Early Learning Standards (http://www.azed.gov/early-childhood/files/2011/11/arizona-early-learning-standards-3rdedition.pdf) • Program Guidelines for High Quality Early Education: Birth Through Kindergarten The Program Guidelines for High Quality Early Education: Birth through Kindergarten are not a list of requirements, but rather a set of recommended practices for programs to use as they strive for excellence in the care and education of young children throughout Arizona. This document is intended to provide guidance by delineating quality and providing a set of indicators that concretely describe what a program will look like when providing high quality early care and education for children birth through age six. (Click on the link below to access these Guidelines) Program Guidelines for High Quality Early Education: Birth Through K. (http://www.azed.gov/early-childhood/files/2011/10/program-guidelines-complete.pdf) 44 Participant  Name  and  Address:       Requested  By:   C C Coach                 Participant   h h Date  of  Assessment  Report  Clarification:   Assessor  Comments                       Quality  First  Assessment  Report  Clarification  Request  FY15     Comments/Questions         Quality  First  Assessment  Report  Clarification  Request   Participant  ID#:   Assessment  Tool/Classroom  Name:     Date  of  Assessment:   The  coach  and/or  participant  will  use  this  form  to  identify  questions  or  comments  that  are  not  resolved  through  review  of  the  All  About  book  and  clarifications   on  the  ERS  website  or  CLASS  tool.  Please  use  one  form  per  classroom  and  assessment  (i.e.  One  form  for  ECERS  in  Classroom  A  and  a  separate  form  for  CLASS  in   Classroom  A).       Clarification  questions  regarding  ERS  and/or  CLASS  assessments  will  be  sent  on  to  the  Assessment  Program  Manager  at  kromero@awhd.org.     Clarification  for     the  Points  Scale  assessment  will  be  sent  to  the  Quality  First  team  at  qualityfirst@azftf.gov.  The  Assessment  Clarification  must  be  submitted  within  30  business   days  of  the  assessment  results  being  approved  and  a  response  will  be  provided  within  15  business  days  as  possible.     If  the  clarification  warrants  a  change  in   scores,  this  will  be  noted  in  the  Extranet  and  your  program  assessment  report  updated.     The  goal  of  the  Assessment  Clarification  Request  is  to  ensure  clear   communication  about  your  assessment  and  to  ensure  the  accuracy  of  the  reports.       Item/Indicator                           Any  video  or  audio  recordings  or  photographs  will  not  be  considered  in  the  assessment  clarification  process.  The  assessment  process  is  conducted  in  live,  on-­‐site   observations  to  capture  the  entire  context  of  the  classroom  learning  environment  and  interactions.                 AZ  Teaching  Certificate  Verification/CDA  Verification   Participant  Name:                                 Previous/Maiden  Name(s)       Educator  ID  Number     (N/A  for  CDA   Verification)     Last  four  digits  of     Social  Security  #     Participant  ID  #:   Address:                                 Date     Date               AZ  Teaching  Certificate  Verification/CDA  Verification  FY15               ADE  Verification/CDA  Verification   (This  is  for  ADE  Certification  Office  and     CDA  Certification  use  only)           Please  use  the  following  form  to  list  all  staff  members  who  have  a  current  Arizona  State  Teaching  Certificate  or  a  current  Child  Development  Associate  Certificate  (CDA).     The   certificates  will  be  verified  with  the  Arizona  Department  of  Education  or  with  the  Council  for  Professional  Recognition  as  part  of  the  Quality  First  Point  Scale  Assessment  process.     Include  current  name,  previous  or  maiden  name,  and  attach  a  copy  of  the  Arizona  Teaching  Certificate  or  the  CDA  Certificate.     Please  use  one  row  per  staff  member.  Multiple   forms  may  be  used  as  necessary.   Please  use  one  of  the  ways  below  to  submit  this  form  to  Southwest  Human  Development  Transcript  Verification  Team  and  provide  a  copy  to  your  Quality  First  Coach:   • Fax  to  (602)  468-­‐3402   th • Mail  to  2850  N.  24  St.  Phoenix,  AZ  85008,  Attention  Jeanette  Brainard.     • E-­‐mail  to  jbrainard@swhd.org   Date:     Name   Coaching  Agency:                                     Print  Name,  Center  Director/Program  Designee                           Signature,  Center  Director/Program  Designee             Print  Name,  Coach                           Signature,  Coach       Quality  First  Complaint  Form       Participant  Name  and  Address:       Participant  ID#:       Telephone  Number:     Coaching  Agency  Name:       Date  Form  Completed:       Director/Owner  Name:         Directions:  Please  complete  this  form  and  submit  to  the  Quality  First  Director  at  btravis@azftf.gov  or   qualityfirst@azftf.gov.  All  submissions  will  be  reviewed  by  First  Things  First.     The  questions  below  are  to  be  answered  by  the  person  making  the  complaint  or  by  a  person  acting  with  knowledge  and   consent  of  the  person  making  the  complaint.       1. Describe  the  complaint/issue.           2. Has  there  been  any  attempt  to  resolve  the  complaint  with  the  Quality  First  team  (coach,  assessor,  consultant,   supervisor  etc.)?  If  so,  please  describe  details  of  the  telephone  discussion,  meetings,  or  written  correspondence.   Please  also  include  a  copy  of  the  Corrective  Action  Plan  as  applicable.             3. Do  you  have  recommendations  for  possible  solutions?                                                                                                                                                                                       Signature  of  Person  filing  the  complaint     Print  Name           Date                                                                                                                                                                                 Signature  of  person  completing  the  form   Print  Name           Date   (if  other  than  the  person  filing  the  complaint)   Quality  First  Complaint  Form  FY15     Quality  First  Expectation  of  Progress       The  purpose  of  Quality  First,  Arizona’s  Quality  Improvement  and  Rating  System,  is  to  support  the  quality  of  the  early   care  and  education  provided  to  children  birth  –  age  5.       The  Quality  First  Rating  Scale  indicates  the  quality  of  programs  from  a  Rising  Star  through  the  Highest  Quality  (1  star   through  5  stars).     Once  a  program  is  rated,  supports  are  provided  to  help  remove  barriers  to  increasing  quality  within  the   program.    Supports  include:   • A  Quality  First  Coach  who  partners  on-­‐site  with  the  provider  to  develop  quality  improvement  goals,  provide   classroom  observations  and  feedback,  customize  training  for  the  program  staff,  review  program  policies  to   support  best  practices  in  implementation  and  provide  resources;   • Financial  incentives  that  can  be  used  to  purchase  materials  and  supplies  that  enhance  the  learning  environment,   offset  costs  of  facility  improvements  that  enhance  the  environment,  and  to  support  professional  development   opportunities  for  program  staff;   • Formal  assessment  reports  that  provide  the  program  an  outside  look  at  the  environment  and  practices  based  on   standardized  program  assessment  tools;   • Child  Care  Health  Consultation,  either  on-­‐site  or  over  the  phone,  to  ensure  that  best  practices  in  health  and   safety  are  incorporated  in  the  program;   • T.E.A.C.H.  Early  Childhood  Arizona®  Scholarships  to  support  the  attainment  of  a  Child  Development  Associate   Credential  (CDA)  or  Associate’s  Degree  in  Early  Childhood  Education.   • Phone  consultation  in  Early  Childhood  Mental  Health  and  Inclusion  of  Children  with  Special  Needs.     A  significant  investment  is  being  made  to  support  the  achievement  and  maintenance  of  quality  early  experiences  for   children  birth  –  age  five.    The  expectation  is  that  programs  make  progress  and  overcome  barriers  to  increase  quality   throughout  their  enrollment  in  Quality  First.     If  progress  is  not  made  by  a  program,  termination  from  Quality  First  may  occur.    The  guidelines  below  outline  the   expectations  for  progress:   • Programs  rated  at  1  star  must  increase  their  rating  to  a  2  star  or  higher  within  3  assessment  cycles.    This  means   that  a  program  rated  at  1  star  will  have  2  years  of  improvement  supports  before  a  2  star  or  higher  is  expected.     • Programs  rated  at  2  stars  must  increase  their  rating  to  a  3  star  or  higher  within  3  assessment  cycles.    This  means   that  a  program  rated  at  2  stars  will  have  2  years  of  improvement  supports  before  a  3  star  or  higher  is  expected.     After  the  third  assessment  has  been  finalized,  the  First  Things  First  Quality  First  Team  will  review  each  program   individually  that  has  not  achieved  the  expectations  above.    The  individual  review  will  include  obtaining  information  and   communicating  as  identified  below:   1. A  Quality  First  Team  Member  will  contact  the  program  Director/Owner  to  inquire  about  barriers  to  achieving   expectations.   2. A  Quality  First  Team  Member  will  contact  the  Coaching  Grantee,  Coaching  Agency  and  Coach  to  inquire  about   the  program’s  participation  in  Quality  First.   3. The  First  Things  First  Early  Learning  Implementation  Team  will  review  the  information  and  make  a  final   determination  regarding  the  enrollment  status  of  the  program.   4. A  Quality  First  Team  Member  will  communicate  the  final  enrollment  decision,  in  writing,  to  the  program  with  a   copy  to  the  Quality  First  Coaching  Grantee,  Quality  First  Coach,  and  First  Things  First  Regional  Director.     Programs  that  are  terminated  from  Quality  First  due  to  not  meeting  the  Expectations  of  Progress  will:   Quality  First  Expectation  of  Progress  FY15  Page  1  of  2     • • • • • • • have  the  opportunity  to  appeal  the  termination  using  the  Appeal  Process  outlined  in  the  Quality  First   Implementation  Guide;   be  allowed  to  keep  the  purchases  made  with  Quality  First  incentives,  as  long  as  the  program  continues  services   to  children;   maintain  their  T.E.A.C.H  scholarship  contracts  for  staff  utilizing  the  scholarships  through  the  end  of  each  staff   contract  with  T.E.A.C.H.   have  access  to  the  Birth  to  Five  Helpline  for  technical  assistance  and  support,  although  on-­‐site  CCHC  services   may  discontinue  if  the  region  has  not  funded  CCHC  outside  of  the  Quality  First  package;   not  be  reimbursed  for  child  care  and/or  Pre-­‐K  scholarships  as  of  the  date  of  termination;   have  their  Star  Rating  and  Program  information  removed  from  the  Quality  First  Website;  and   not  be  able  to  reapply  for  Quality  First  for  three  (3)  years  from  the  date  of  termination.    First  Things  First  will   monitor  applications  to  ensure  this  policy.     Programs  that  are  not  terminated  from  Quality  First:   • May  go  through  the  corrective  action  process.   • Will  maintain  access  to  their  T.E.A.C.H  scholarships,  child  care  scholarships,  CCHC  services,  and  incentives.     Starting  August  1,  2013,  all  programs  enrolled  in  Quality  First  will  be  monitored  on  the  expectations  listed  above.    The   expectations  will  not  be  retroactive  to  programs  that  have  been  enrolled  in  Quality  First  prior  to  August  1,  2013.    The   timeline  for  monitoring  the  above  expectations  starts  on  August  1,  2013.   Quality  First  Expectation  of  Progress  FY15    Page  2  of  2     Goal  Statement  (one  per  form):       Action  Steps         Quality  First  Goal  Planning  Form       Yes                   No Yes                   No   Yes                   No                     Persons  Responsible                         Expected  Completion                           Yes                   No   Yes                   No     Enhancement   Funds  Required?   Yes                   No                     Yes                   No   Yes                   No         Yes                   No           Quality  First  Goal  Planning  Form  FY15   List  purchases  and/or  services  necessary  for  this  goal  (i.e.  shelves,  tables,  chairs,  art  supplies,  math  supplies,  block  supplies,  changing  table,  etc.):   Comments  /  Notes:     National  Accrediting  Organizations         National  Accrediting  Organizations   Transcripts  must  be  received  from  an  accredited  institution.    “Accredited”  means  approved  by  the:   • New  England  Association  of  Schools  and  Colleges,   • Middle  States  Association  of  Colleges  and  Secondary  Schools,   • North  Central  Association  of  Colleges  and  Schools,   • Northwest  Association  of  Schools  and  Colleges,   • Southern  Association  of  Colleges  and  Schools,  or   • Western  Association  of  Colleges  and  Schools     National  Early  Childhood  Education  Accrediting  Organizations   • Association  Montessori  Internationale  (AMI)   • National  Association  for  the  Education  of  Young  Children  (NAEYC)   • The  National  Early  Childhood  Program  Accreditation  Commission  (NECPA)   • Association  for  Christian  Schools  International   • American  Montessori  Society  (AMS)   • National  Accreditation  Commission  for  Early  Care  and  Education  (NAC)   • National  Family  Child  Care  Accreditation  (NAFCC)       National  Accrediting  Organizations  FY15     Quality  First  Program  Designation       Participant  Name  and  Address:       Participant  ID#:     Coaching  Agency:     Quality  First  Coach:         I                 designate  authority  to  the  program  staff  identified  below  to  serve  as  the   primary  onsite  contact  for  all  programmatic  decisions  regarding  Quality  First  improvement  activities.  I  have  read  the   Quality  First  Enrollment  Agreement  and  understand  the  commitment  of  the  director  and  staff  that  is  required  to  ensure   success  and  improve  program  quality.  I  understand  the  role  and  responsibilities  of  the  Quality  First  coach  and  support   all  activities  that  are  outlined  in  the  quality  improvement  process.     I  further  understand  that  the  responsibilities  of  the  designated  program  staff  identified  below  include  following  all   participant  responsibilities  outlined  in  the  Enrollment  Agreement:     ! Participation  in  onsite  coaching  visits  that  may  include  coordination  of  staff  training,  classroom  observations,   and  technical  assistance.     ! Cooperation  in  the  scheduling  and  administration  of  all  assessment  and  rating  activities  including  an  initial  rating   and  rating  renewal  assessments  for  the  purpose  of  receiving  a  public  star  rating.     ! Shared  decision  making  with  the  Quality  First  coach  and  any  technical  assistance  providers  working  with  the   program  regarding  the  development  and  prioritization  of  goals  identified  in  the  quality  improvement  plan  and   the  expenditure  of  program  improvement  grants.     Designated  Staff:                 Position:                 I                 do  not  designate  authority  to  any  program  staff  to  serve  as  the  primary   onsite  contact  for  all  programmatic  decisions  regarding  Quality  First.  I  have  read  the  Quality  First  Enrollment   Agreement  and  understand  the  commitment  of  the  director  and  staff  that  is  required  to  ensure  success  and  improve   program  quality.  I  understand  the  role  and  responsibilities  of  the  Quality  First  coach  and  support  all  activities  that  are   outlined  in  the  quality  improvement  process.       As  the  designated  authority  and  primary  contact,  I  understand  that  my  responsibilities  include  following  all   participant  responsibilities  as  outlined  in  the  Quality  First  Enrollment  Agreement:   ! Participation  in  at  onsite  coaching  visits  that  may  include  coordination  of  staff  training,  classroom  observations,   and  technical  assistance.     ! Cooperation  in  the  scheduling  and  administration  of  all  assessment  and  rating  activities  including  an  initial  rating   and  rating  renewal  assessments  for  the  purpose  of  receiving  a  public  star  rating.     ! Shared  decision  making  with  the  Quality  First  coach  and  any  technical  assistance  providers  working  with  the   program  regarding  the  development  and  prioritization  of  goals  identified  in  the  quality  improvement  plan  and   the  expenditure  of  program  improvement  grants.     I  recognize  that  if  I  am  unable  to  fulfill  the  responsibilities  as  outlined  in  the  enrollment  agreement,  my  Quality  First   participation  may  be  terminated.                                     Signature  Participant  Owner/Regional  Manager   Type  Name         Date                                   Signature  Participant  Director       Type  Name         Date   Quality  First  Program  Designation  FY!5               5.6.2014 DIRECTIONS 1. The Quality First Points Scale will be reviewed and assessed for programs that meet the 3-, 4and 5-Star Rating scores for the ERS and CLASS assessments (see Quality First Star Ratings Scale). 2. If all indicators in one column are “yes”, continue to the next column. 3. If any indicator is “no”, stop. Page 1 of 11 4. All indicators in each column must be marked “yes” in order to earn the points indicated at the end of each column. 5.6.2014 Staff Qualifications – OFFICE OF CHILD CARE LICENSING REQUIREMENTS (regulations are paraphrased) Family Child Care - Providers have the following education and experience: R9-3-303 Center Based - Assistant Teachers have the following education and experience: R9-5-401 Center Based - Teachers have the following education and experience: R9-5-401 1. Current and continuous enrollment in high school or a high school equivalency class; 2. High school or high school equivalency diploma 3. Enrollment in vocational rehabilitation, as defined in A.R.S. § 23-501 4. Employment as a teacher-caregiver aide for 12 months 5. Service as a volunteer in a child care facility for 12 months; 1. If the staff member will work with enrolled children only while supervised by the provider or assistant provider, be at least 16 years of age or registered as a Level I with S*CCEEDS; 2. If the staff member will work with enrolled children without being supervised by the provider or assistant provider:  Be at least 18 years of age and have a high school diploma, high school equivalency diploma, associate degree, or bachelor degree OR  Be registered as a Level II-A with S*CCEEDS Center Based - One Administrator (Director or Assistant Director) has the following education and experience: R9-5-401 1. Six months of child care experience and:  A high school diploma or high school equivalency diploma OR  At least 12 credit hours from an accredited college or university, including at least six credit hours in early childhood, child development, or a closely-related field; 2. Associate or bachelor degree from an accredited college or university in early childhood, child development, or a closelyrelated field OR N.A.C., C.D.A., or C.C.P. credential; N/A Page 2 of 11 1. At least 24 months of child care experience, a high school or high school equivalency diploma, and:  Six credit hours or more in early childhood, child development, or a closely-related field from an accredited college or university OR  At least 60 hours of training in early childhood, child development, or a closely-related field, and an additional 12 hours of training in program administration, planning, development, or management; 2. At least 18 months of child care experience and:  An N.A.C., C.D.A., or C.C.P. credential OR  At least 24 credit hours from an accredited college or university, including at least six credit hours in early childhood, child development, or a closely-related field; 3. At least six months of child care experience and:  An AA or AAS in ECE, child development or closely related field. 4. At least three months of child care experience and:  A BA or BS in ECE, child development or a closely-related field. 5.6.2014 Points Earned 2b. 50% have Experience: 6 months of experience working in an early care and education program Center Based - Assistant Teachers have the following education and experience: Staff Qualifications (must meet standards in all columns of each row to receive points) Center Based - Administrators (Director and Assistant director) and Teachers*have the following education and experience: 2a. July 1, 2011 25% have Education: 12 college credit hours in early childhood or related fields listed in the documentation requirements section. OR Certificate of completion in ECE or child development from a community college OR CDA 5.6.2014 2c. Family Child Care - Providers have the following education and experience: 2 points Education: 6 college credit hours in early childhood or related fields listed in the documentation requirements section. OR Certificate of completion in ECE or child development from a community college OR CDA AND Experience 1 year of experience in an early care and education program Page 3 of 11 *Teacher refers to one who is primarily responsible for the classroom operations, including writing the lesson plans, conducting the parent-teacher conferences, and documenting the children’s developmental progress. AND Experience: 1 year of teaching in or administration of an early care and education program Points Earned 4b. 50% have Experience: 6 months of experience working in an early care and education program Center Based - Assistant Teachers have the following education and experience: Staff Qualifications (must meet standards in all columns of each row to receive points) Center Based - Administrators (Director and Assistant director) and Teachers* have the following education and experience: 4a. A total of 75% have the following education Education: 25% have 12 college credit hours in early childhood or related fields listed in the documentation requirements section. OR Certificate of completion in ECE or child development from a community college OR CDA AND 50% have AA or AAS in ECE OR AA or AAS that includes at least 15 college credit hours in early childhood or related fields listed in the documentation requirements section. OR BA in any field w/at least 15 college credit hours in early childhood or related fields listed in the documentation requirements section. 5.6.2014 4c. Family Child Care - Providers have the following education and experience: 4 points Education: 12 college credit hours in early childhood or related fields listed in the documentation requirements section. OR Certificate of completion in ECE or child development from a community college OR CDA AND Experience 1 year of experience in an early care and education program Page 4 of 11 *Teacher refers to one who is primarily responsible for the classroom operations, including writing the lesson plans, conducting the parent-teacher conferences, and documenting the children’s developmental progress. AND Experience: 1 year of teaching in or administration of an early care and education program Points Earned Center Based - Assistant Teachers have the following education and experience: Staff Qualifications (must meet standards in all columns of each row to receive points) Center Based - Administrators (Director and Assistant director) and Teachers* have the following education and experience: 6b. 50% have Experience: 6 months of experience working in an early care and education program STAFF QUALIFICATIONS - Documentation Requirements 6c. Family Child Care - Providers have the following education and experience: 6 points Education: AA or AAS in ECE OR AA or AAS that includes at least 15 college credit hours in early childhood or related fields listed in the documentation requirements section. OR BA or BS in any field w/at least 15 college credit hours in early childhood or related fields listed in the documentation requirements section. AND Experience: 1 year of experience in an early care and education program  Official Transcripts for all staff with college credits or diplomas. Only courses with a grade of C or better will be accepted.  Complete staffing tab in the Quality First Dashboard, for each employee.**coach verifies  Enter each staff using the Add new row link.  Enter Director, Assistant Director, Teacher, and Assistant Teachers are included. Do not include staff who do not work directly in the classroom with children.  Click on Edit_Details for each staff member and enter the information required. Do not enter college credits or degrees. Child and Family Studies Human Development Elementary Education Special Education     Developmental Psychology Social Work Consumer Studies Human Services The related fields below are considered for college credits and degrees:     5.6.2014 Page 5 of 11 *Teacher refers to one who is primarily responsible for the classroom operations, including writing the lesson plans, conducting the parent-teacher conferences, and documenting the children’s developmental progress. 6a. 25%** have Education: BA or BS in ECE or related field OR State of AZ Provisional/Standard Teaching Certificate in Early Childhood Education OR State of AZ Provisional / Standard Teaching Certificate in Early Childhood Special Education with ECE endorsement. OR State of AZ Provisional/Standard Teaching Certificate in Elementary Education with ECE endorsement. AND Experience: 6 months of teaching in an early care and education program AND The remaining percentage of teachers meets the requirements at the 2 point level. Points Earned 1. The provider or the assistant provider is present and actively involved at the child care group home when one to five enrolled children are at the child care group home 2. At least one adult staff member in addition to the provider or the assistant provider is present and actively involved at the child care group home when six to 10 enrolled children are at the child care group home. R9-3-306 Family Child Care - Ratios and Group Sizes None All Programs - Retention Administrative Practices - OFFICE OF CHILD CARE LICENSING REQUIREMENTS (regulations are paraphrased) Center Based - Ratios and Group Sizes Age of youngest child determines ratio of group. All classrooms will be assessed. R9-5-404.A Infants 1:5 or 2:11 1-year-old children 1:6 or 2:13 2-year-old children 1:8 3-year-old children 1:13 4-year-old children 1:15 5-year-old children not school-age 1:20 6 – 10 children enrolled  1:5, max of 10 children Up to 5 children enrolled  1:5, max of 5 children 2b. Ratios and group sizes are the following: Family Child Care - Ratios and Group Sizes*** N/A 2 points Page 6 of 11 If a program falls below 60%, 2 points will be earned with a written retention plan to address barriers and propose recommendations to be implemented. 2c. In the past 2 years, the retention rate for Director, Assistant Director and Lead Teachers or Family Child Care Provider does not fall below 60%. All Programs - Retention Administrative Practices (must meet standards in all columns of each row to receive points) Center Based - Ratios and Group Sizes*** Age of youngest child determines ratio of group. All classrooms will be assessed. Infants 1:5, max of 10 children 12-24 months 1:6, max of 12 children 2 year olds 1:8, max of 16 children 3 year olds 1:13, max of 26 children 4-5 year olds 1:15 max of 30 children 2a. Group sizes are a maximum of no more than two times the ratio of children per a single adult      5.6.2014 Points Earned Points Earned  4b. Ratios and group sizes are the same as the previous level. Family Child Care - Ratios and Group Sizes*** If a program falls below 65%, 4 points will be earned with a written retention plan to address barriers and propose recommendations to be implemented. 4c. In the past 2 years, the retention rate for Director, Assistant Director and Lead Teachers or Family Child Care Provider does not fall below 65%. All Programs - Retention Administrative Practices (must meet standards in all columns of each row to receive points) Center Based - Ratios and Group Sizes*** Age of youngest child determines ratio of group. All classrooms will be assessed. 4a. Group Sizes are the following:  Infants 1:5, max of 10 children  12-24 month 1:6, max of 12 children  2 Year Olds 1:8, max of 16 children  3 Year Olds 1:12, max of 24 children  4-5 Year Olds 1:13, max of 26 children 6 – 10 children enrolled  1:4 max of 10 children Up to 5 children enrolled  1:4, max of 5 children 6b. Ratios and group sizes are the following: Family Child Care - Ratios and Group Sizes*** 6c. In the past 3 years, the retention rate for all classroom staff or Family Child Care staff does not fall below 65%. If a program falls below 65%, 6 points will be earned with a written retention plan to address barriers and propose recommendations to be implemented. All Programs - Retention Administrative Practices (must meet standards in all columns of each row to receive points) Center Based - Ratios and Group Sizes*** Age of youngest child determines ratio of group. All classrooms will be assessed. Infants 1:4, max of 8 children 12-24 months 1:4, max of 8 children 2 year olds 1:6, max of 12 children 3 year olds 1:9, max of 18 children 4-5 year olds 1:10, max of 20 children 6a. Ratios and Group Sizes meet the following:      Ratios and groups sizes at the 6 point level are based on NAEYC Accreditation Standards. ADMINISTRATIVE PRACTICES – Documentation Requirements  Complete staffing tab in the Quality First Dashboard, for each employee.  Ensure that hire date and termination date is accurately reflected for each employee, including those that are no longer employed.  Do not remove any employees that are no longer employed. The “Active?” checkbox should be empty for people no longer employed. 5.6.2014 4 points 6 points Page 7 of 11 ***Group Size. There may be more than one group in a particular room. When more than one group occupies the same classroom, staff must be able to identify which children they are responsible for supervising at any time during the day. The ratios and group sizes at each point level will be assessed for each group that occupies the same classroom.  Complete the classroom ratios and group sizes form. Points Earned Points Earned Center Based - Curriculum All Programs – Child Assessment None N/A 2 points Page 8 of 11 Parent Teacher conferences are offered once per year. AND 2c. Assessment of children’s growth and development is an ongoing process and is conducted during children’s daily activities and routines to assess progress in the 4 domain areas of social, emotional, cognitive and physical development. All Programs - Child Assessment**** R9-3-401 6. The program at the child care group home is: a. Structured to meet the following: i. The age and developmental level of each enrolled child; ii. The needs of each enrolled child; and iii. The enrolled children's need for familiarity, consistency, and routine; and b. Based upon a weekly schedule that includes: i. Routines, such as meals and snacks and rest periods, that follow a familiar and consistent pattern; ii. If weather and air quality permit, outdoor activities; iii. Stories, music, dancing, singing, and reading; iv. Listening and talking opportunities; and v. Creative activities such as water play, cutting and pasting, painting, coloring, dramatic play, and playing with blocks; Family Child Care - Curriculum Curriculum and Child Assessment - OFFICE OF CHILD CARE LICENSING REQUIREMENTS (regulations are paraphrased) All Programs - State Standards and Program Guidelines None R9-5-501.C.5 1. Prepares and posts a dated lesson plan in each indoor activity area for each calendar week, which is maintained on facility premises for 12 months after the lesson plan date and provides opportunities for each child to:  Gain a positive self-concept  Develop and practice social skills  Think, reason, question, and experiment  Acquire language skills  Develop physical coordination skills  Participate in structured large muscle physical activity  Develop habits that meet health, safety, and nutritional needs  Express creativity  Learn to respect cultural diversity of children and staff  Learn self-help skills  Develop a sense of responsibility and independence There is a written process for sharing curriculum with families. AND 2b. The Arizona Early Learning Standards and InfantToddler Developmental Guidelines (when complete) are clearly reflected in the written activity plans. All Programs - Curriculum Curriculum and Child Assessment (must meet all columns of each row to receive points) All Programs - State Standards and Program Guidelines 2a. Teachers*, Directors and Assistant Directors have completed the approved 2 hour training on the Introduction to the Arizona Early Learning Standards (AZELS)* and Infant – Toddler Developmental Guidelines (ITDG). The Infant-Toddler Developmental Guidelines will be required when written and available. *A valid Arizona Early Childhood Teaching Certificate or Endorsement is accepted in lieu of training. 5.6.2014 Points Earned Points Earned All Programs - Child Assessment**** *Teacher refers to one who is primarily responsible for the classroom operations, including writing the lesson plans, conducting the parent-teacher conferences, and documenting the children’s developmental process. 4b. Written curriculum plans include specific learning objectives for children based on each child’s documented or observed assessment information. All Programs - Curriculum Curriculum and Child Assessment (must meet all columns of each row to receive points) All Programs - State Standards and Program Guidelines 4a. Programs follow the Arizona Program Guidelines for High Quality Early Education Birth through Kindergarten. recommendations for transitions between environments. 4c. Assessment of children’s growth and development includes gathering and documenting information received from families either from child information surveys, daily communications with families, or formal conferences held with the families. AND All Programs - Curriculum All Programs - Child Assessment**** Programs use a variety of methods that include observation/anecdotal notes, children’s work samples, developmental checklists. All Programs - State Standards and Program Guidelines 6c. Additional child assessment strategies include developmental and sensory screening activities (either provided directly or arranged for by the provider) and, when necessary, families are referred to appropriate health or intervention agencies. Curriculum and Child Assessment (must meet all columns of each row to receive points) 6a. Teachers*, Directors and Assistant. Directors have completed the approved training on at least two of the modules of the Arizona early Learning Standards or Infant – Toddler Development Guidelines (when written and available). 5.6.2014 4 points 6 points Page 9 of 11 *Teacher refers to one who is primarily responsible for the classroom operations, including writing the lesson plans, conducting the parent-teacher conferences, and documenting the children’s developmental progress. Parent teacher conferences are offered twice per year. AND 6b. Written activity plans include strategies, modifications, and/or adaptations to fully involve all children with special health and/or developmental needs, including gifted and talented (e.g. adaptive materials are listed to be gathered, wide range of materials allow for individual use based on development, etc.). This item may be N/A Points Earned Points Earne d CURRICULUM AND CHILD ASSESSMENT – Documentation Requirements  AZELS and/or ITDG training certificates for all Lead Teachers, Directors, Assistant Directors and Family Child Care Providers.  Certificates for the Introduction to the standards.  Certificates for individual modules.  Curriculum plans for each classroom/group for the most recent full month (4 weeks of plans per classroom). curriculum plan.  (2 points) AZELS or ITDG is indicated on each curriculum plan.  (4 points) individual children’s goals are reflected on the curriculum plan or documented and linked to the curriculum plan.  (6 points) Modifications for children with special health and/or developmental needs are indicated on the curriculum plan or documentation is provided that links to the CURRICULUM AND CHILD ASSESSMENT – Documentation Requirements  Five child assessments including at least one child in each classroom in the program. Assessor will choose randomly.  Documentation of social development is included in each child’s assessment.  Documentation of emotional development is included in each child’s assessment.  Documentation of cognitive development is included in each child’s assessment.  Documentation of physical development is included in each assessment.  Parent-teacher conference schedule which indicates how many time per year conferences are offered.  Observation/anecdotal records are included in each child’s assessment.  Children’s work samples are included in each child’s assessment.  Developmental checklists are included in each child’s assessment.  Information received from families is included in each child’s assessment. Documentation includes, but is not limited to the following:  Family surveys about child’s growth and development.  Documentation of communications with families about child’s growth and development.  Documentation of formal conferences that include the family’s perspective.  Documentation of parent interviews to understand the child’s development from the family perspective.  Developmental Screening and/or referral forms for families to receive screenings. Page 10 of 11 ****Recommendations have been made to First things First to designate a standardized, statewide child assessment tool. First things First will consider this recommendation for future implementation in the Quality First Points Scale. 5.6.2014   Request  for  Appeal       Directions:  Please  complete  this  form  and  submit  to  the  Quality  First  Director.  All  appeal  requests  are  reviewed  by  First   Things  First.  In  addition,  please  include  all  documentation  that  has  been  received  in  regards  to  enrollment  termination  or   Star  Rating.  Documentation  may  include  but  is  not  limited  to:  Corrective  Action  Plans,  Quality  Improvement  Plans,   Assessment  Reports,  meeting  notes,  emails  or  any  written  correspondence.       Participant  Name  and  Address:           Participant  ID#   Telephone  Number:       Email  Address:       Date  Form  Completed:       Director/Owner  Name:         The  questions  below  are  to  be  answered  by  the  person  making  requesting  the  appeal.     1. What  is  reason  for  the  appeal?     Star  Rating           Enrollment  Termination       2. Have  you  reviewed  the  Quality  First  Star  Rating  Policy  and/  or  the  Participant  Selection  Policy?   Yes   No       3. Provide  the  reason  for  appealing  the  action.         4.   Have  you  met  with  the  Quality  First  coaching  team  to  discuss  the  action?  If  so,  please  describe  details  of  the   telephone  discussion,  meetings,  or  written  correspondence.         5. Is  there  any  other  information  you  would  like  to  share  relevant  to  this  appeal  request?                               ______________________________________               Signature  of  Person  requesting  the  appeal   Type  Name               Date       _                       ______________________________________       __________________     Signature  of  Person  requesting  the  appeal   Type  Name               Date   (if  other  than  the  person  filing  the  complaint)           Quality  First  Request  for  Appeal  FY15         Quality  First  Request  for  Early  Assessment     Please  complete  the  information  below  to  request  your  program  assessment  completion  be  scheduled  before  the  typical   time  frame.     Submit  this  form  to  the  Quality  First  Coach.     The  form  will  be  forwarded  to  the  Coaching  Grantee  and   Assessment  Grantee  within  5  business  days.     The  Grantees  will  recommend  to  approve  (A)  or  not  approve  (N)  the   request  and  forward  to  First  Things  First  within  5  business  days.     First  Things  First  will  approve  (A)  or  not  approve  (N)   the  request  and  notify  the  Provider,  Coaching  Grantee  and  Assessment  Grantee  of  the  decision.       When  not  approved,   rationale  will  be  provided  within  5  business  days.   Participant  Name  and  Address:       Participant  ID#:       Requested  Assessment  Time  Period:   Current  Assessment  Cycle  End  Date:     Please  attach  a  statement  of  the  reason  for  requesting  an  early  assessment   Please  initial  each  statement  of  understanding:   I  understand  that  the  First  Things  First,  Quality  First  Team  will  review  the  rationale  and  decisions  of  the  Coaching   and  Assessment  Grantees  to  make  a  final  decision  of  approval.   I  understand  that  by  requesting  an  early  assessment,  the  results  will  be  based  on  a  reduced  Quality   Improvement  time  period  (less  than  the  typical  12  –  15  month  timeline).   I  understand  that  these  assessment  results  will  be  effective  throughout  the  assessment  cycle.     Another   assessment  will  not  be  completed  prior  to  12  –  15  months  from  the  assessment  completion  date.   I  understand  that  I  am  not  guaranteed  an  early  assessment.     The  assessment  grantee  will  review  the  request  to   determine  feasibility  in  the  assessment  schedule.   I  understand  that  requests  to  schedule  earlier  than  10  months  from  the  last  assessment  will  not  be  approved.         Participant  Name                     Participant  Signature                 Date                 Coach  Grantee  Name                     Coach  Grantee  Signature             Date                 Assessment  Grantee  Name                     Assessment  Grantee  Signature           Date                 FTF  Quality  First  Director                     FTF  Quality  First  Director  Signature           Date           Quality  First  Request  for  Early  Assessment  FY15     Request  for  Public  Rating       Participant  Name:   Address:       Participant  ID#:     Coach  Name:       Programs  who  achieve  a  Star  Rating  of  3,  4  or  5  in  their  initial  rating  cycle  have  an  option  to  publicly  post  the  Star  Rating   at  that  time  rather  than  waiting  for  the  Rating  Assessment.   • ‘‘Grandfathered’  programs  that  enrolled  in  Quality  First  prior  to  July  1,  2011  have  an  assessment  cycle  schedule   as  follows:     1. Initial  Assessment  (not  public)  –  year  one   2. Progress  Assessment  (not  public)  –  year  two   3. Rating  Assessment  (public)  –  year  three   4. Rating  Renewal  (public)  –  year  4  –  ongoing     Programs  that  enrolled  in  Quality  First  after  July  1,  2011  have  an  assessment  cycle  schedule  as  follows:   1. Initial  Rating  (not  public)  –  year  one   2. Rating  Renewal  (public)  –  year  2  –  ongoing   My  program  has  achieved  a  Star  Rating  of  3,  4  or  5  at  the  Initial,  Progress  or  Initial  Rating  cycle.   • €   I  choose  to  have  the  current  Star  Rating  publicized  and  receive  a  Rating  Assessment  24  –  27  months  from  the   date  of  my  current  assessment.       Director/Owner/Designee  Name     Signature           Date   Signature           Date     Coach  Name         This  form  must  be  faxed  to  Quality  First  at  602-­‐274-­‐6351,  scanned  and  e-­‐mailed  to  qualityfirst@azftf.gov,  or  mailed  to:   First  Things  First   Quality  First  Team   4000  N.  Central  Ave.  Ste.  800   Phoenix,  AZ  85012   Please  maintain  a  copy  of  this  form  for  your  records     Copy  sent  by  FTF  to:         assessment  grantee             coaching  agency       coaching  grantee   Request  for  Public  Rating  FY15   The  Day  of  Assessment                         The  Assessor  will  call  to  schedule  your  program’s  assessment.  For  centers,  the  assessor  will  assess  your  classrooms   based  on  the  chart  below.  If  you  care  for  infants  and  toddlers,  both  an  ITERS  and  ECERS  will  be  completed.     • 1  classroom  =  1  classroom  assessment   • 2-­‐6  classrooms  =  2  classroom  assessments   • 7-­‐9  classrooms  =  3  classroom  assessments   • 10-­‐12  classrooms  =  4  classroom  assessments   • 12  +  classrooms  =  1/3  of  the  number  of  classrooms   Family  child  care  home  will  have  the  areas  assessed  which  are  part  of  the  child  care  program.   When  the  assessor  arrives,  they  will  need  to  gather  some  initial  information  regarding  the  total  number  of  children   enrolled,  the  number  of  children  in  attendance  that  day,  information  about  children  with  special  needs  and  the   birthdates  of  the  youngest  and  oldest  child  enrolled  in  the  classroom  selected.   If  more  than  one  classroom  is  being  assessed,  the  Assessor  will  ask  you  to  randomly  draw  which  classroom  will  be   assessed  that  day.  In  order  to  maintain  the  integrity  of  the  assessment,  the  providers  cannot  choose  which   classrooms  will  be  assessed  in  multi-­‐room  programs.   The  assessor  will  remain  at  your  program  for  at  least  three  hours.  They  may  stay  longer  if  they  need  to  gather   information  they  were  unable  to  collect  during  the  first  three  hours.  The  Assessor  will  not  talk  to  the  staff  during  the   assessment.  They  are  unable  to  answer  questions  or  provide  information  during  the  assessment.  They  will  move   around  the  classroom,  collect  data  on  materials,  watch  interactions  and  routines,  and  write  notes.  After  they  have   completed  collecting  the  data,  they  will  request  an  interview  with  the  Lead  Teacher  from  the  classroom.  The   interview  may  be  arranged  (time  and  location)  before  the  assessment   begins.   It  is  required  that  the  Lead  Teacher  be  allowed  to  participate  in  the  interview  process,  as  this  is  a  part  of  the  overall   assessment.  The  questions  asked  will  relate  to  things  the  assessor  did  or  did  not  see  during  the  assessment,  and  a   series  of  other  questions  relating  to  the  program.  In  some  cases,  the  Assessor  may  ask  for  clarification  from  program   administration.   Once  the  interview  is  completed,  the  Assessor  will  leave  the  site  and  begin  their  scoring  and  report  writing  using  the   notes  they  collected  at  your  site.  Once  the  report  is  complete,  the  Quality  First  Coach  will  receive  notice  that  the   assessment  is  ready  for  review.  You  and  the  Coach  will  review  the  results  and  move  forward  with  the  Quality   Improvement  Plan  (QIP).   If  you  have  questions  or  concerns  about  the  assessment,  please  discuss  them  with  your  Coach.  The  Assessor  is  not   permitted  to  share  any  results  or  information  about  the  assessment  with  the  program,  nor  are  they  allowed  to   provide  technical  assistance.   It  is  important  to  prepare  the  classroom  staff  for  the  assessment.  Your  Coach  can  facilitate  a  meeting  to  discuss   further  the  assessment  process  with  the  teaching  staff.  It  is  important  to  inform  them  that  an  assessment  will   occur  as  part  of  your  participation  with  Quality  First.   The  Day  of  Assessment  FY15   Transcript  Timeline       In  order  to  ensure  efficient  processing  of  transcripts  as  well  as  respect  the  timeline  of  the  program’s  assessment  cycle,   the  following  timeline  has  been  created.    This  timeline  will  be  included  as  part  of  the  transcript  verification  process  in   the  Quality  First  Implementation  Guide.   1. Program  requests  transcripts  at  the  beginning  of  their  six  month  Point  Scale  preparation  period  and  submits  the   Transcription  Verification  and  Fee  Request  form  to  Southwest  Human  Development  Transcript  Verification  Team   and  provides  a  copy  to  the  Quality  First  Coach.    The  program  is  encouraged  to  also  keep  a  copy  for  their  own   records.     2. Program  ensures  that  for  each  staff  member,  the  date  transcripts  requested  is  input  on  the  Staffing  Tab  in  each   staff  member’s  details  page.     3. When  a  program  is  three  months  away  from  their  Point  Scale  preparation  end  period  the  coach  will  check  the   Extranet  to  see  which  staff  member’s  transcripts  have  been  received  by  the  Southwest  Human  Development   Transcript  Verification  Team.    If  a  staff  member’s  transcripts  are  not  showing  as  received  in  the  Extranet  the   staff  member  is  responsible  for  working  directly  with  the  accredited  college/university  to  obtain  official   transcripts  or  determine  why  the  transcript  has  not  been  sent.     4. If  transcripts  have  not  been  received  by  the  end  of  the  Point  Scale  preparation  period,  the  Southwest  Human   Development  Verification  Team  will  contact  the  provider  and  be  given  three  weeks  to  rectify  the  missing   transcripts.    If  official  transcripts  are  not  received  within  this  three  week  period,  the  staff  member  may  submit   unofficial  transcripts  as  a  temporary  measure  until  the  official  transcripts  are  received.    The  unofficial  transcripts   will  be  verified  with  the  accredited  college/university.     5. If  a  participant  has  already  gone  through  the  Points  Scale  Assessment  and  transcripts  have  been  submitted,   there  is  no  need  to  request  new  transcripts  unless  additional  coursework  has  been  completed  or  new  staff   members  have  been  hired  who  have  college  coursework  to  be  reviewed.           Transcript  Timeline  FY15           Participant  Name:     Transcript  Verification  and  Fee  Request               $   $   $   $               Name  of  Institution     Transcript  Fees   Please  use  the  following  form  to  list  all  staff  members  who  will  be  requesting  transcripts  for  the  Quality  First  Point  Scale  Assessment  process.     Include  current   name,  previous  or  maiden  name,  and  the  name  of  the  institutions  sending  the  transcript.     Please  use  one  row  per  transcript  requested  (i.e.  one  staff  member   that  is  requesting  multiple  transcripts  would  list  their  name  on  multiple  lines).     This  will  ensure  that  the  transcript  evaluation  grantee  includes  all  transcripts   prior  to  identifying  the  highest  education  achieved  and  the  number  of  ECE/related  field  credits.  Multiple  forms  may  be  used  as  necessary.     Please  use  one  of  the  ways  below  to  submit  this  form  to  Southwest  Human  Development  Transcript  Verification  Team  and  provide  a  copy  to  your  Coach:   • Fax  to  (602)  468-­‐3402   • Mail  to  2850  N.  24th  St.  Phoenix,  AZ  85008,  Attention  Jeanette  Brainard.     • E-­‐mail  to  jbrainard@swhd.org   Date:     Name       Last  four  digits  of     Social  Security  #  OR     birthdate     Previous/Maiden   Name(s)   Request  for  Reimbursement  (receipts  must  be  attached  to  this  request)   Coaching  Agency:   Participant  ID  #:       Address:     Please  check  one  of  the  options  below:   Request  for  Pre-­‐Payment  (receipts  must  be  submitted  within  2  weeks  of  pre-­‐payment)                       Transcript  Verification  and  Fee  Request  FY15   Date: Participant ID #: Address: Participant Name: Previous/Maiden Name(s) Coaching Agency: Name Names of Institution Date   $ Print Name, Center Director/Program Designee Date Last four digits of Social Security # OR birthdate $ $ $ $ $ $ Signature, Center Director/Program Designee Print Name, Coach $ Signature, Coach Transcript Fees   Transcript  Verification  and  Fee  Request  FY15           2014 User  Guide:    Extranet  Log  in  –  Quality  First       1/1/2014   Welcome  to  FTF  Extranet!     To  access  FTF  Extranet,  please  go  to  the  following  website  or  click  here:   https://extranet.azftf.gov/Extranet/Pages/default.aspx   1)    Click  Log  In       2) Log  in  window  will  pop  up  to  enter  Username  and  Password.   a. Username  must  include  backslash  (\);  not  a  forward  slash   • This  is  typically  the  first  initial  of  first  name  and  last  name   b. Password  is  case  sensitive;     • You  will  be  sent  a  temporary  password,  which  you  can  change  once  logged   in.    Passwords  must  be  minimum  8  characters  and  include  at  least  one  capital   letter  and  one  number.     Username:    AZFTF\jsmith   Password:    Cartoons8     Page  2  of  8       3) Click  Ok.    You  will  be  on  the  main  Dashboard.  Click  in  Quality  First  Graphic.           4) Click  on  My  Center  or  Home  link.         5) Click  Select  to  access  your  Provider  Profile.             Page  3  of  8     6) The  first  page  is  the  Profile  Summary.     7) To  update  our  provider  profile,  click  on  the  Left  Navigation  Link  to  access   each  area  of  your  profile.     Page  4  of  8     Troubleshooting  Username  and  Password  Issues  for  FTF  Extranet:     1. Username  and  Password  Error:     • •   Check  that  your  username  is  being  entered  correctly.       • The  back  slash  is  a  “  \”  and  must  be  entered  as  AZFTF  \username.         • A  common  error  is  for  users  to  put  in  their  username  with  the  forward  slash   AZFTF/username;  this  will  cause  an  error.     Your  Password  is  case  sensitive.         Page  5  of  8     2. Forgotten  Your  Username:   a. You  can  request  to  have  your  username  sent  to  you  via  email  by  accessing  the   main  FTF  Extranet  Dashboard  and  selecting  the  FORGOT  USERNAME  link.       (https://extranet.azftf.gov/Extranet/Pages/Default.aspx)         b. You  will  be  requested  to  enter  in  the  email  address  that  was  used  to  provide   your  original  username  and  password.    Your  username  will  be  emailed  to  you.       3. Reset  Forgotten  Password:     a. If  your  username  is  correct  and  you  need  to  Reset  Forgotten  Password  you  can  request   a  reset  password  be  sent  to  you  by  accessing  the  FTF  Extranet  Dashboard  and  selecting   the  FORGOT  PASSWORD  link.      (https://extranet.azftf.gov/Extranet/Pages/Default.aspx)         You  will  be  requested  to  enter  in  your  username  (AZFTF\username)  that  was  provided   to  you.    A  temporary  new  password  will  be  emailed  to  you.    If  you  do  not  have  your   username,  you  must  complete  steps  in  #2  to  obtain  your  username.     Page  6  of  8     4. To  Change  a  Password  (not  FORGOT  Password),     a. You  can  change  your  password  by  logging  in  to  the  Extranet  with  your   AZFTF\username  and  password.       b. Once  logged  in,  you  will  be  at  the  main  Welcome  Page  of  the  Extranet.       c. Select  the  CHANGE  PASSWORD  link.           a. You  will  be  prompted  to  enter  in  your  current  password  along  with  your  New   Password  and  Confirm.       b. Next,  select  Change  Password.   c. IMPORTANT:    a  pop  up  window  will  appear  after  you  click  Change  Password;  you   will  need  to  enter  your  Username  AND  your  NEWLY  CHANGED  password.     Page  7  of  8       IMPORTANT:    a  pop  up  window  will  appear  after  you  click  Change  Password;  you  will  need  to   enter  your  Username  AND  your  NEWLY  CHANGED  password.     Page  8  of  8