Thursday, July 17, 2008
Final Ratings Schedule
Are providers required to complete their final assessment based on the calendar established by the QRIS staff or do they have the option to request it earlier or later?
Wednesday, July 16, 2008
VPK Pre and Post Assessments
I am trying to find a VPK pre and post assessment for one of my centers. Does any one know where I can find one that's not complicated?
VPK CLASSROOM QUESTION
Nob Hill would like to know if it is ok to convert their VPK classroom. The VPK classes are in 1 large room divided by shelves. Ms. Ana wants to create 1 Dramatic play area on one side of the classroom for both classes and 1 Discovery area on the other side for both classes. The room will be covered by two teachers and two assistants would this change be ok?
Tuesday, July 1, 2008
QRIS Binder Questions
The questions below were asked during a recent visit with a provider:
(i) On the form entitled “Individual Classroom Enrollment List”, it requests the highest number allowed to be enrolled in a classroom. Since enrollment can surpass capacity limits, as long as the children are not all present, does this refer to the maximum number of children permitted under square footage and staffing?
(ii) Since the learning environment section consists of the classroom ratings, can the school submit other items, such as classroom pictures for this section? Is it better to leave it blank?
(iii) Under Curriculum 4A, does the averaged score come from the final rating or the pre-assessment? If from the final rating, what should the school supply for this item if they are not opting to select the second documentation option by supplying standards on lesson plans?
Thank you.
(i) On the form entitled “Individual Classroom Enrollment List”, it requests the highest number allowed to be enrolled in a classroom. Since enrollment can surpass capacity limits, as long as the children are not all present, does this refer to the maximum number of children permitted under square footage and staffing?
(ii) Since the learning environment section consists of the classroom ratings, can the school submit other items, such as classroom pictures for this section? Is it better to leave it blank?
(iii) Under Curriculum 4A, does the averaged score come from the final rating or the pre-assessment? If from the final rating, what should the school supply for this item if they are not opting to select the second documentation option by supplying standards on lesson plans?
Thank you.
Tuesday, June 24, 2008
Questions from a center director and answers
My name is Cindy and I work at BCC/FAU CDC. I have a few questions to ask about QRIS and was wondering if you could help me.
1. How do you want the organizational chart with staff schedules laid out?
This would be part of your operating procedures for the star 4 level in administration. I think an easier way to do it would be to make a chart showing the hours of the day and listing staff within their hours as shown in the boxes. An excellent resource, which I’ve shown the mentors, is the book Handbook for Early Childhood Administrators by Hilde Reno. There is staffing pattern chart on page 176, and a sample is available on the companion website at www.ablongman.com/reno1e
There are many wonderful samples of forms as well as other resources in the book and website.
2. We do not have blinds on our windows but if we get the college to tint them would that be sufficient?
This is a level 7 issue in both the ITERS-R and the ECERS-R on item 1, indoor space. It asks that natural light from windows, doors and/or skylights be controlled (so the children can rest in dimmer light during naptime or so that glare can be reduced during very sunny times of the day). Typically we look for curtains or blinds. Tint would not be something that can be controlled. There are often facility issues that may not be able to be addressed. The authors of the scales have stated that it is the overall score that is important, more so than individual items. As long as the subscales are all at level 3 or higher, the goal is to eventually reach an overall score of 5 or higher.
3. We have a playground checklist but not for the classrooms and the rest of the school maintenance is done as needed should we make a checklist for that?
Do you arrange for the maintenance yourself or does the college have you on their maintenance schedule? I would suggest making a basic classroom checklist that the teachers follow, but for larger maintenance, if the college does it, ask their maintenance dept. what their procedure is and include a written description of that in your portfolio. There are sample checklists in the Reno book/website.
4. For the professional development plans what exactly do you want?
Each teacher is at a certain level in their education. The professional development plan would spell out the next steps that you and each person agree on at the annual evaluation time. It may be to sign up for a CDA preparation program for some people, or to take one course toward an Associate degree for others. You may want to put in writing the expectation that they complete a certain amount of inservice hours for the year. There is a sample on pg. 272 of the above referenced book.
5. Is there a checklist for staff and their qualifications?
There is a Professional Development Report Form which you’ll complete for each person. Your mentor has a copy. We are producing a manual for all participating programs which explains each domain in depth and has samples of the QRIS report forms. We hope to have it back from the printer by mid-summer.
1. How do you want the organizational chart with staff schedules laid out?
This would be part of your operating procedures for the star 4 level in administration. I think an easier way to do it would be to make a chart showing the hours of the day and listing staff within their hours as shown in the boxes. An excellent resource, which I’ve shown the mentors, is the book Handbook for Early Childhood Administrators by Hilde Reno. There is staffing pattern chart on page 176, and a sample is available on the companion website at www.ablongman.com/reno1e
There are many wonderful samples of forms as well as other resources in the book and website.
2. We do not have blinds on our windows but if we get the college to tint them would that be sufficient?
This is a level 7 issue in both the ITERS-R and the ECERS-R on item 1, indoor space. It asks that natural light from windows, doors and/or skylights be controlled (so the children can rest in dimmer light during naptime or so that glare can be reduced during very sunny times of the day). Typically we look for curtains or blinds. Tint would not be something that can be controlled. There are often facility issues that may not be able to be addressed. The authors of the scales have stated that it is the overall score that is important, more so than individual items. As long as the subscales are all at level 3 or higher, the goal is to eventually reach an overall score of 5 or higher.
3. We have a playground checklist but not for the classrooms and the rest of the school maintenance is done as needed should we make a checklist for that?
Do you arrange for the maintenance yourself or does the college have you on their maintenance schedule? I would suggest making a basic classroom checklist that the teachers follow, but for larger maintenance, if the college does it, ask their maintenance dept. what their procedure is and include a written description of that in your portfolio. There are sample checklists in the Reno book/website.
4. For the professional development plans what exactly do you want?
Each teacher is at a certain level in their education. The professional development plan would spell out the next steps that you and each person agree on at the annual evaluation time. It may be to sign up for a CDA preparation program for some people, or to take one course toward an Associate degree for others. You may want to put in writing the expectation that they complete a certain amount of inservice hours for the year. There is a sample on pg. 272 of the above referenced book.
5. Is there a checklist for staff and their qualifications?
There is a Professional Development Report Form which you’ll complete for each person. Your mentor has a copy. We are producing a manual for all participating programs which explains each domain in depth and has samples of the QRIS report forms. We hope to have it back from the printer by mid-summer.
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