Incremental growth matters!
As anyone who has been to a CLASS training can attest, we are all about incremental growth, resisting the urge to promise a “quick-fix.” But, it can be hard to resist the urge to promise overnight changes, even though many indications point to slow, steady improvement being more likely to lead to lasting change.
The growth of state adoption of Quality Rating Improvement Systems (QRIS) has been slowly increasing, as seen in the above map above showing the vast majority of states now having a statewide QRIS, and the remaining ones having QRIS based in their counties, localities, or regions, or are in the planning phase of QRIS adoption. Additionally, the territories Puerto Rico, Guam, and American Samoa are in the process of planning their QRIS, while the Virgin Islands’ QRIS is in the pilot phase.
Likewise, inclusion of the CLASS for either evaluation and/or professional development in QRIS is growing, too, with our new QRIS map (below):
You can see that this maps shows that:
Here are highlights of the changes since we created our first map in 2014:
In 2013, the state of Alaska allocated funds to manage the development and implementation of their QRIS, revising the original Alaska 2008 QRIS plan. Recently, as part of their three-year renewal grant requirements, teachers who are Alaska pre-elementary program grantees must participate in the MyTeachingPartner (MTP) Coaching Project. This is part of an overall effort to improve interactions between teachers and students. The CLASS is being used for both observation and professional development, specifically, MTP Coaching.
Lastly, and importantly, the new Head Start Program Performance Standards include in Sec. 1302.53 a requirement, with the exception of American Indian and Alaska Native programs, that a Head Start grantee must participate in its state or local QRIS, if
Please let us know how your state is implementing its QRIS and what support you need to ensure that effective interactions are recognized as a key characteristic of quality in all early childhood programs serving children from birth to grade 3 or beyond. Here’s a link to our map. We hope we can add your state in the growth pathway of CLASS adoption.
Nicole Hsu, research and pulbic policy intern at Teachstone, is a Bay Area native in her third year at UC Berkeley. She studies Cognitive Science and Disability Studies, and is passionate about supporting youth and improving the state of education through policy, research, and community engagement. Aside from her love for kids and education, Nicole enjoys eating ice cream, traveling, and learning French.
On a hot summer day in July 2016, I had the good fortune of being the one not on vacation on our small policy and research team. Instead, I went to DC to serve as Teachstone’s representative for a convening of policymakers, researchers, and ECE practitioners. They were gathering to discuss if and how exemplary Head Start grantees might be identified for Leading by Exemplar, an initiative funded by the Bill and Melinda Gates Foundation and led by Bellwether Education Partners.
Decades of evidence indicate that high-quality early childhood education positively affects children. Yet studies reveal that too few programs implement high-quality programming. To date, improvement efforts have primarily focused on what occurs within the classroom. The Ounce of Prevention Fund (Ounce), in partnership with the University of Chicago Consortium on School Research (UChicago Consortium), strives to broaden the focus of improvement efforts beyond the classroom to organizational conditions that support teachers and the relationships among staff, children, and families.
If you’ve been following the news lately, a lot is going on in North Carolina for young children and families! Leaders across the state—from businesses to state government to county municipalities—are leveraging partnerships that use research-based assessment and professional development models (like CLASS) to guarantee more of the state’s youngest residents have access to the high quality care they need and deserve.