2016 FINAL PERFORMANCE REPORT

RacetotheTopEarlyLearningChallenge

FinalPerformanceReport

CFDANumber:84.412

Massachusetts2016

Due:4/3/2017

U.S.Departmentof Education

Washington,DC20202

PerformanceReport:CoverSheet

GeneralInformation

1.PR/Award#:S412A120017 2.GranteeName(Block1oftheGrantAwardNotification.):OfficeoftheGovernor,Stateof Massachusetts 3.GranteeAddress51Sleeper St.,4thfloor,Boston,MA02210 4.ProjectDirectorName: Thomas L.Weber Ph#:(617)9886612Ext:(extension)EmailAddress:Tom.Weber@state.ma.us

Title: Commissioner Fax#:(617)9882451

ReportingPeriodInformation5.ReportingPeriod: From:01/01/2012to:12/31/2016

IndirectCostInformation6.IndirectCostsa.Areyou claimingindirectcostsunder thisgrant?XYes Nob.Ifyes,doyouhavean IndirectCostRateAgreement(s)approvedby theFederalGovernment?X Yes No c.Ifyes,providethefollowinginformation:

PeriodCoveredby theIndirectCostRateAgreement(s):

From:7/1/2013to:6/30/2016

ApprovingFederalagency: X ED HHS Other:pleasespecify. (Attach currentindirectcostrateagreementto thisreport.)

Certification7.The Granteecertifiesthatthestateiscurrentlyparticipatingin:

TheMaternal,Infant,andEarlyChildhoodHomeVisitingprogram(seesection511ofTitleVoftheSocialSecurityAct,asaddedbysection2951oftheAffordableCareActof2010(P.L.111148));

X YesNo

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Programsauthorizedundersection619ofpartBandpartCoftheIndividualswithDisabilitiesEducation Act (IDEA);

X YesNo

TheChildCareandDevelopmentFund(CCDF)program

X YesNo

Tothebest ofmyknowledgeand belief,alldatainthisperformancereportaretrueand correctandthe reportfullydisclosesallknownweaknessesconcerningtheaccuracy,reliability,andcompletenessofthedata.

NameofAuthorizedRepresentative:ThomasL.WeberTitle:Commissioner

Date:3/30/2017Signature

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ExecutiveSummaryTheExecutiveSummaryistheStatesopportunitytotellthestoryofitsRacetotheTopEarlyLearningChallenge(RTTELC)Grant.ReflectonyourStatesaccomplishmentsoverthegrantperiodand,inacoupleofpages, share(1)thevisionforRTTELCinyourState(2)WhathaschangedintheStateandinearlylearningprogramsasaresultofRTTELC(3)thelessonslearnedinimplementingacomprehensivereformagenda.Youmayalsowanttoshareplannednextstepsforthiswork. TheExecutiveSummaryshouldbenomorethantenpagesinlength.

Introduction

Fundingfrom theRacetotheTopEarlyLearningChallenge(RTTELC)granthasallowedMassachusettsanunprecedented opportunitytoaccelerate early childhoodeducationsothatthestateschildrenhaveaccesstohighqualityearly education thatwillputthemonanearlypathtoschoolsuccessand productivecitizenship.TheMassachusettsDepartmentofEarlyEducationandCare(EEC),theleadagencyfortheRTTELC grant,setanambitiousagenda toimproveearlylearning throughthefollowinggoals: improvingthequalityofearlylearningprogramsthroughincreased participationinthestates QualityRatingandImprovementSystem(QRIS)

establishing aseamlesssystemof developmentallyappropriatelearning anddevelopmentstandardsforchildrenfrombirthtothirdgrade

implementingcomprehensiveassessmentpracticesthroughdevelopmentalscreeningsandformativeassessmenttomeasurechildrensgrowth

engagingfamiliesandlocalcommunitiestosupportchildrensschoolreadiness,inparticularearlyliteracy,STEM educationand socialemotional learning

supporting earlyeducatorstoincrease theirknowledge,skills andcompetencies inordertoprovidehigh qualitylearning experiences forchildren

buildinginfrastructure tosystematicallysupportearlylearningthroughenhancedITcapabilitiesandcrosssectorcollaborations

Whatfollowsisasummaryofthe accomplishmentsandsuccesses achievedbyMassachusettsfrom2012to2016 aspartoftheRTTELCgrantperiod,including theoneyear nocostextension period.

Overall Accomplishments

AspartoftheRTTELCgrant,Massachusettspilotedand/orscaledmultipleinitiativestosupportearlylearning. Theseeffortsareorganizedinsevencategories:ProgramQuality,EarlyLearningandDevelopmentStandards,ComprehensiveAssessment,Familyand

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CommunityEngagement,BirthtoThirdGrade Alignment,Workforce Development,and SystemInfrastructure. Program Quality

TheMassachusettsQualityRatingandImprovementSystem(QRIS), whichwaslaunchedin 2011,sawasignificant increaseby 2013inthe numbersofearlylearningprogramsparticipatinginQRISduringthecourseofthe RTTELCgrantperiod. In2013,therewas46%participationinQRISbyeligiblelicensedprogramsandin 2016, theparticipationincreasedto53%.ThestrategiesimplementedbyEECresultedinanupwardtrendofprogramsreaching the uppertiers oftheQRIS (Level3and Level4). Oneoftheprimaryreasonsthestatesaw a steadyincrease in QRISparticipation wasthesupporttheyreceivedbytheEECProgramQualitySpecialists(PQS). EECusedtheRTTELCfundstohiresix ProgramQualitySpecialiststoprovide realtime direct andonlinetechnicalassistancetoearlyeducators(suchasonetooneconsultationsandwebinars)onimplementingtheQRIS standards. ThePQSteamalsodevelopedcomprehensive protocoltoverifyqualityandcreatedtoolssuchastheContinuousQualityImprovementPlan(CQIP),tohelpearlyeducatorsthinkstrategicallyaboutprogramimprovementsthatlead topositive childoutcomes.The PQSbuiltcollaborativerelationshipswithearly learningprogramsthroughoutthestatethatfosteredgreatercommunication andunderstandingofthevalueofQRIS. Anotherfactorthatcontributed to theincreasein earlylearningprogramsparticipatinginQRISwasthatEECprovideddirect grantstoearlyeducatorsthroughtheQRISProgram ImprovementGrantsfor durablegoodsandplanningtime.TheseQRISProgramImprovementgrants enabledthese programsto makeessentialchangestoenhancethequalityoftheirprograms.DuringthefouryearsoftheRTTELCgrant,thestateprovided$7,799,922 infunding to717early learningprograms.ThesegrantsprovidednecessarysupportforprogramstoadvanceinQRISand offerhigher levels ofqualityforallofthe childrentheyserved. MassachusettsconductedavalidationstudyofitsQRISfrom20122016.TheQRISValidationStudymeasuredkeycomponentsofquality,assesseddifferences inqualityacrosslevels,andrelatedlevelsof qualitytochildrensdevelopmentaloutcomes.Theresultsofthe QRISValidationStudy demonstratedthatthe state'sQRISdoesindeedhavedistinguishedlevelsof quality amongthedifferentlevels and thatthechildrenintheuppertiersofQRISlevels3and4showedbetteroutcomesinthestudy.

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Early Learning and Development Standards

From2012to2013,EECconductedtheMassachusettsAlignmentStudy,acomprehensiveanalysisoftheexisting earlylearningstandards.Thestudyidentified agapinpreschoolandkindergartensocialandemotionalstandardsstate andstandardstosupportduallanguagelearners.EECinvested RTTELCfundstodeveloptheEarlyEnglishDevelopmentStandards(EELDS)forchildrenages2.55.5yearsandtheSocialand EmotionalLearningandApproachestoPlayandLearningStandards(SEL/APL)forpreschoolandkindergartenchildren.Thestandards were approvedbytheBoardofEarlyEducationand Carein2016andtranslatedinmultiplelanguages.EECprovidedregionalprofessionaldevelopment trainingsto assist educatorsand administratorstoimplementthese standardsindaily classroompractice andwithin families. TheEELDS,developedaspartof state'sstrategytosupportduallanguagelearnersintheir earlylearningsettings, helpguideeducators withcurriculumdevelopmenttoensurethatthelinguisticneedsofduallanguagelearners arebeingmetandcanprogressinEnglishlanguageacquisition.TheEELDS arealigned withtheK12English LanguageStandardsby theDepartmentofElementaryand SecondaryEducation(ESE).The SEL/APLStandards forPreKand Kwerecreatedtosupportpreschoolandkindergarten childrento developandmaintaintrusting,healthy, andpositiveinteractions andrelationshipswith bothadultsandpeers; developapositivesenseofself and selfefficacy; expressa healthyrangeofemotionsinsociallyandculturallyappropriateways. Comprehensive Assessment

Massachusettssawsuccessin implementingcomprehensiveassessmentstrategiesto understand childrens growthand development.Onestrategywas thedisseminationofdevelopmentalscreeningtools,theAges and StagesQuestionnaire(ASQ)andAgesandStagesQuestionnairefor Social Emotional(ASQSE),throughthe statesCoordinatedFamilyandCommunityEngagement(CFCE)grantees. TheseCFCEgranteeswereabletooffer developmentalscreenings tofamiliesofyoungchildrenwhowerenotinformalearlylearningsettings. Over thecourseoftheRTTELCgrant, over2,100 childrenwerescreenedwiththeASQ. Inbuilding acomprehensiveassessmentsystem,thestateimplementedasecondstrategyofengaging thepublicschooldistrictsintheMassachusetts KindergartenEntry Assessment(MKEA)initiative.MKEAbrought formativeassessmentpractices andtoolstokindergartenteachers andadministrators,includingprincipals. Approximately165public schooldistrictsparticipated inMKEAandover47,000children were assessed.

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Thethirdstrategywas torequire theuseofformative assessment toolsinearly learningprogramsatthetwohighestlevelsoftheQualityRatingandImprovementSystem(QRIS).AllprogramsatQRISlevels3and 4 were trainedonusing formativeassessment practices,includinghowtousethedatato informclassroompracticesso that childrencanhavehigh qualitylearning experiences. Birth to Third Grade Alignment

MassachusettshasembracedBirth toThirdGradealignmentasa comprehensivestrategythatseekstoimproveyoungchildrensaccess tohighqualitybirthtograde threeprograms,andstrengthensthecapacityof elementaryschoolstosustainstudentlearning gains intheearlyelementaryschoolyears. EEChasinvestedRTTELCfunds tohelpsupportcommunitieswiththegoalofimprovingchildoutcomesthroughbuildingalignmentamongsystemsserving infants,youngchildren,schoolagedchildrenandtheirfamilies. From2012to2015,EECawardedtheBirthto GradeThree(B3)CommunityImplementation/Planning grants totwelvecommunities:Lowell,Boston,Springfield,Somerville,Pittsfield,CapeCod,Holyoke,Lawrence,New Bedford,NorthAdams,NorthernBerkshires,andWorcester. Communitiesused thegrantto strengthen theexisting B3infrastructuresuchasfamilyengagement, improving alignmentandtransitions amongcommunity basedearly learningprogramsand publicschools,improving3rdgrade literacyscores,professionaldevelopment foreducatorsandadministrators, andschoolreadiness.AtthecoreoftheB3communities'workwasdevelopingstrong partnershipsandcollaborationamongpartnersservingyoung childrenand their familiestoimproveoutcomesforyoungchildren.In2015,thesuccessofthis B3 alignmentworkhelpedpositionthe DepartmentofEarly EducationandCare toreceive theFederalPreschool ExpansionGrant(PEG)toawardfundingfor fiveoftheseB3communities.Massachusettshasreceived$45millionin PreschoolExpansionGrant fundingover threeyears andiseligibletoreceivea fourthyearoffundingintheamountof$15million,subjecttoappropriation.Eachyearofgrant fundingprovidesayearoffreehighqualitypreschoolfor850fouryearoldchildrenacrossthefive communities. Family and Community Engagement

Recognizingthatparentsareachildsfirstteacher,MassachusettsallocatedRTTELCgrantfunding toimplementcomprehensiveapproachestobolsterthecapacityofadultsandcommunitiestosupportearlylearningof youngchildren.From 2012to2015,EEC developed partnerships andresourcesforfamiliesandlocalcommunitiestopromoteschoolreadiness and familyfinancialstability, sothatchildrenandfamilieshave safe andhealthyenvironmentstolearnand grow.

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EECcollaborated with UnitedWay ofMassachusettsBayandMerrimackValleyto developthe Brain Building in ProgressSM campaign. Brain Building in ProgressSM isamultifacetedcampaignthatiscomprisedoftargetedmessagesthatalignwith the componentsofquality earlylearningexperiencesandprograms,engagementof keystakeholdersandcommunitiesand resourcesforfamilies.RTTELCfundswereused toexpandthereachof Brain Building in ProgressSM througheffortsincluding:adcampaignswithstate andlocalagencies,thedevelopmentanddisseminationoftrainingonthe sciencebehind"brain building",andacompleteredesignofthe Brain Building in ProgressSM website, which includesasearchablecalendar of"brainbuildingevents" offeredinthestate,a"brainbuildingzonefinder", tipsonhowtobea"brainbuilder",and featuredcampaignpartnersincludingtheMassachusettsBay TransitAuthority,Registry of Motor Vehicles,andVroom. IncollaborationwithBostonChildrensMuseum(BCM),EECengagedover119librariesand52museumsacrossthestate toprovidedevelopmentallyappropriateactivitiesfor childrenand their familiesin theareasof early literacyand schoolreadiness(including preparation forkindergartenand increasing interest and awarenessofSTEM(Science, Technology, EngineeringandMath). ThemuseumsandlibrariesalsocollaboratedwithEECinthepublicawarenesscampaign Brain Building in ProgressSM,topromotetheimportanceofearly educationand care. ThroughEECsnetworkof99family andcommunityengagementprograms,the CoordinatedFamilyandCommunity Engagement(CFCE) grantees,communitybasedorganizationswereabletoprovideevidence basedliteracyprogramstoover90 localcitiesandtownsacrosstheCommonwealth.Theseorganizationsoffered avarietyofearly literacyactivitiestobuildthe capacityof adultstosupport childrensreadingand languagedevelopmentskills.Eachyear oftheRTTELCfunding,approximately7,000childrenand5,000parentsparticipated intheseearlyliteracyactivitiesledbytheCFCEgrantees. TheWGBHEducationFoundation partneredwithEECto develop Resources for Early Learning,acomprehensive, earlychildhooddigitallibrary featuring morethan 2,500freemediabasedtoolsforteaching andlearning. WithastrongfocusonEnglishLanguageArts(ELA)andScience, Technology,Engineering,andMath(STEM), Resources for Early Learning featuresacomprehensive,digitalpreschoolcurriculum,videocenteredprofessional developmentmodules,andresourcesforparents. Resources for Early Learning wasdesignedtobuildthecapacity ofpreschoolclassroomteachers andfamilychildcareproviderstopromotethegrowth ofyoungchildren,andtosupportandengageparentsintheirrole as theirchildsfirst teacher. Inadditiontobuildingthecapacityoffamiliestosupportschoolreadiness,EEC investedRTTELCgrantfundsto assist familiestoincreasetheirfinancialliteracyskills.Therationale forthisstrategywas byincreasing financialliteracyskills,familieswillbebetter

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positionedtoprovidegreater economicsecurityfortheir children.EECpartneredwiththeMassachusettsCommunity ActionPrograms(MASSCAP) todevelop a Financial LiteracyEducationonlinecourse(withatrainingmodule)tosupportfamilies ingaininglongterm economicindependenceandselfsufficiency skills.Over394communityagenciesparticipatedinthe financialeducationinitiativeand thosecommunityagencies haveprovided financialliteracyeducationtoover1,200families. Communitiesofpracticewerealsoestablishedasasustainability strategyto continuesupportingthework. Workforce Development

Massachusettsinvested theRTTELCgrantfundstoimplementseveralactivities toimprovetheknowledge,skillsand competenciesof early educators. Someactivitiesfocusedontheleadershipdevelopmentofearlyeducators,while otherscenteredon improving individualskillsof educators.Grantfundswerealsoinvestedintoresearchstudiestohelpthestatebetter understandthe workforce developmentneedsoftheearly educators. In2012,thePostMastersCertificateProgram(PMC)inEarlyEducation,Research,Policy,andLeadershipwasdevelopedthroughtheUniversityofMassachusettsBoston(UMB).ThePMC is aninnovative12creditpostmasterscertificateprogramthatadvancesresearch,policy,leadership,anddatadriven practice in early educationandcare.ThepurposeofthePMCistoimprove theknowledge,skills,andabilitiesofearlychildhoodeducatorsfrompublicandprivateprogramsthathavealreadyachievedtheirMastersdegreesandarestillworking inearlylearning programs.From 2012to2015,threecohorts(of15studentseach)weresupportedwithfullscholarshipstoparticipatein thePMCprogram.Giventhe successof thePMCandthedemandforsuchaprograminMassachusetts,UMBcreatedthefirstadoctoralprograminearlychildhoodeducationinMassachusetts.TheEarlyChildhoodEducationandCarePhDprogrambeganin September2016. From2012to2015,EECconductedtheEarly EducatorsFellowship Initiative(EEFI),acommunitybasedleadershipseriesforearlyeducationandcare providers,includingprincipalsanddirectors,inpublicandprivate programsservingchildren frombirthtogradethree.ThepurposeofEEFI wastoorganize,equipandempowerMassachusettseducatorsto buildhighqualitylearning environmentsforyoung children, inpartnershipwithfamiliesandcommunities.EEFIfocusedonsystemsbuildingamongearly educators,principals,directors andlocalcommunities. EECdevelopedthePeerAssistance andCoaching(PAC)modeland abusiness planningcoursetoimproveskillsofindividualeducators.PACwasdesignedtoassist earlychildhoodteachersanddirectors inimproving theirpracticethrougheffective peersupport

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andcoaching inorderto strengthenadultchildinteractions(especiallyamonghighneedschildren).PACutilizedtraining andcoachingmethods(suchas videotechnology)toimprovethoseeducator competencies.Teachershadthe opportunitytoobserve theirpeersimplementbestpractices,as wellastry outeffectiveinstructionalpracticesintheirownclassroomsandreceive realtimefeedback abouttheirefforts fromcoachesthroughan onlinevideoplatform. RTTELCfundswerealsousedtodevelopanonlinebusinessplanning coursetohelpearlyeducators(specificallyfamilychildcareproviders)toimplementsoundbusiness practicesandthusretainhighqualitystaff. Thiscoursewasdesignedtoassist centerbasedprogramsandfamilychildcareproviders toperformeffectively ontheProgramAdministrationScale(PAS)andthe BusinessAdministrationScale(BAS)andthusmeet higherlevel criteriaon QRIS. InadditiontoPACandthebusinessplanningcourse,EECconductedmonthlywebinarsonvariousQRIStopicssuchasfamily engagement,healthandsafety,childassessment,andplanningfor continuousquality improvement. Allofthesewebinars were recordedsothat earlyeducatorscanaccessthemin thefuture. Tworesearchstudieswereconductedduring theRTTELCgrantperiodtobetter understandtheneedsof theearly educationworkforceinMassachusetts1)theValidationofEducatorCompetenciesand2)OpeningPathways:StrengtheningOpportunitiesforMassachusettsEarlyEducatorsWhoAreEnglish Language Learners.TheValidation ofEducatorCompetenciesfocused onexaminingtherelationshipsamongeducatorsupports,instructional practices, and childoutcomes inearly childhood settings.TheOpeningPathways reportprovidedresearchandrecommendationsonsupporting theneedsof EnglishLanguageLearner earlyeducatorsastheynavigatethehighereducationsystemtobesuccessfulcollegestudents andobtainadvanceddegrees.

System Infrastructure

EECpartneredwithotherhealthandhumanservice stateagenciesto strengthen the capacityofproviderstosupport youngchildrensgrowth anddevelopment.RTTELCgrant fundswere distributed tofive agencies,theDepartmentofChildren andFamilies (DCF),Departmentof MentalHealth(DMH),DepartmentofHousingandCommunityDevelopment(DHCD), DepartmentofMentalHealth(DPH),andtheOfficeofRefugeesandImmigrants(ORI),toimprovepoliciesonchilddevelopmentwithintheirrespectiveagencies andprovidetrainings tostaff.Below arehighlightsoftheprogressmadebetweenEECscollaborationswiththesefivestateagencies.

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TheinteragencypartnershipwiththeDepartmentof Childrenand Families(DCF)andEECwasestablishedtopromoteearly childhoodandchilddevelopment within thechildwelfaresystem.DCFincorporatedresearchandbest practices in earlychildhooddevelopmentandeducation intoallaspectsoftheir workincluding: revisingexisting policiesand creatingnewpoliciesandproceduresforDCFsocialworkersandotherstaff; enhancingtraining fornewandcurrentDCFstaff;providinggreateraccesstoquality earlyeducationandcareprogramsforDCFinvolvedfamiliesand fosterparents; increasing awarenessamongall stakeholders (internal andexternal)aboutthe importance ofearlychildhoodexperiences andrelationships,especiallyfor childrenatriskofabuseand neglect;andproviding concretesupportandinformation fortheirparents/familiesto helpthemsupporttheirchildrenshealthy,positivedevelopment. Theinteragencypartnershipwith theDepartmentofMentalHealth(DMH)andEECwas established toaddress themental healthneedsofyoungchildren andtheirfamiliesand strengthen thecomprehensive statewide systemof mentalhealth supportsforchildrenandfamilies throughouttheCommonwealth.DMHprovidedtrainingon theevidencedbased Positive Parenting Program topediatricians andclinicians acrossthestate.DMHalsoconductedtrainingsandconsultationsonearlychildhood mental healthusingtheCSEFEL(CenterontheSocialandEmotionalFoundationsforEarlyLearning)frameworktosupportearlyeducatorstoaddressbehavioralchallengesintheclassroom.Additionally,DMHcreatedanddistributedthe Early Childhood Mental Guide for Early Childhood Educators,a60pageresourcehandbookinEnglishandSpanish,toover5,000 programsand educators statewide. Theinteragencypartnershipwith theDepartmentofHousingand CommunityDevelopment(DHCD)andEECwasestablishedtofocusonaligning andimprovingaccesstoearlyeducationandcareservices forchildrenexperiencing homelessness.Projects includeddevelopingandimplementing a systemforscreening all children,connectingfamilies experiencinghomelessnesswithlocalservices,identifyingservicegapsforrehousedfamiliesandthoseexperiencinghomelessness andtheirchildrenandprovidingprofessional developmenttostaff workingwiththesefamiliesonearlychildhooddevelopment.Specifically,EEC, DHCDandDPHcollaboratedtoprovidethree roundsofregionaltrainingandcoachingtostaffworkinginhomelesssheltersonusingthe PyramidModel.Asaresultofthistraining,thestaffreportedincreasedconfidenceandskillinsupportingparentstobuildtheir childrenssocialemotionalcompetence. Theinteragencypartnershipwith theDepartmentofPublicHealth(DPH)andEECwasestablishedtobuildandstrengthenthesystemofhealthandmentalhealthsupportsforyoungchildrenandtheirfamiliesacrossearly education andcareandotherchildandfamilyservingsystems.Toachievethisgoal,DPHactivitiesweredistributedacrossfour

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strategy areas:1)healthinfrastructureandsupports;2)mentalhealthinfrastructureandsupports;3)programqualityimprovement and;4)crosssystems training.Withinthese fourareas, DPHprovidedtraining, technicalassistance,and policyguidancetoprovide nurturing environments andrelationshipsthatpromotethehealthydevelopmentofyoung children,preventriskfactorsfrom impacting childrens wellbeing,andaddresschildrenschallengingbehaviors. Theinteragencypartnershipwith OfficeofRefugeesand Immigrants(ORI)andEECwasestablishedtosupportearlylearningandschoolreadinessfor immigrant andrefugeechildrenand their families.Thecollaboration focusedonoutreachandengagementofimmigrant andrefugeecommunitiestoincreasetheawarenessof earlyeducationbenefits andservices,andtechnicalassistance regarding effectivepoliciesandprogrammingfor duallanguagelearners. ORIconductedregionaltrainings forearlychildhoodeducators andadministrators on immigrationpolicyasitimpactschildren and families;culturalcompetency;childdevelopment;andeducationalprinciplesinthecontextofmultilingualhomesandmulticulturalenvironments.ORI collaboratedwithtwo ethnicbasedcommunity organizationstoraise awarenessof thebrainbuildingbenefitsof early education andearlyliteracy.Theoutreachworkfocused onincreasingfamily engagementandchildparticipation inearlyeducationprograms. Inaddition tostrengtheningthecollaborationsamongstateagencies,RTTELCgrantfundswerealsousedtobuildEECsinformationtechnologyinfrastructureinorder tostreamlinethewayEECsupportsearlyeducationprogramsandcollectdata toinformpolicymaking.TheEarlyChildhoodInformation System(ECIS)wasbuilt asasingle,highqualitysourceof data forreporting(datawarehouse)toreducethetimerequired togeneratereportsandto supportotherstate agencies,such astheDepartmentofElementaryandSecondaryEducations (ESE)stateLongitudinalDataSystem(LDS).Thecreation ofECIShasalsoallowedthestate togatherdataon programs,childdemographicsand attendanceinordertomakemoreinformed policydecisions. RTTELCgrantfunds,alongwithotherstatefunds,wereusedto developtheLicensingEducation AnalyticDatabase(LEAD)asanew licensingdatasystemthatwillallowEECtosimplifythewayitconductslicensingandmonitoringof early educationprograms.Someof LEADsfeaturesincludetheuseof a mobiletabletvisit for EEClicensorsthatwillallowforalllicensing visit resultstobeimmediatelycapturedandcommunicatedtoprovidersandaproviderportaltoallowproviderstointeractwithEECelectronically(i.e.conductlicensingtransactionsonline).Thecreation andcontinueddevelopmentofLEADwillallowEECtomovefromapaperbasedlicensing trackingsystemtoan online electronicsystemthatenablesgreater efficiencyandcustomerservice.

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Lessons Learned

Themainlessonlearnedwasthat successfulimplementationofa comprehensive reformagenda ishighlydependenton infrastructure, planningandstaffcapacity.ThenumberofinitiativesintendedunderMassachusettsplanrequired asignificantstaffingeffortfortimelyimplementation.EECshouldhavebuiltastrongerinfrastructureofRTTELCdedicatedstaffduring thestartupoftheRTTELCgrant.PostingjobdescriptionsandhiringRTTELCstafftooklonger thanexpectedinthesecondyearoftheRTTELCgrant.

.Given the 12majorprojectsthat wereproposed,along withalloftheadditionalrelatedactivitiesandinitiatives,EECandRTTELCstaffneededtoprovideadditionaloversight andmanagementtoallof theinitiatives. EECwasabletosharetheirlessons learnedwithRTTELCgrantees in Phases 2 & 3 at nationalmeetings. Conclusion

From2012to2016,the Massachusettsearlyeducationlandscape wasstrengthenedsignificantlywiththeinvestmentoftheRTTELC grant. Thegrantenabledthe statetoinvestinEECscapacitytosupporttheearlyeducationandcarefieldthroughadditionalstaff,newandexistinginitiatives, collaborationswithkeystakeholders,andenhancedinfrastructure. Oneof the majorshifts thatoccurredwasthe increasedunderstandingofhighqualityearlyeducation as articulatedthrough theMassachusettsQRIS.ThroughtheRTTELCgrant,thestatewasabletobuildandstrengthentheQRIS,aswellashelpearlyeducators,legislatorsandthegeneralpublicunderstand thevalueofhighqualityearlyeducation.WiththesupportoftheProgram QualitySpecialistsunit, morecommunity basedandpublicschoolearlyeducationprogramsareparticipating in theQRIS,whichwillhelptosupport childrensearlylearningandsuccess. Anothersignificantoutcomethat resultedfrom theRTTELCgrant wasthestatesability toalignBirththroughGradeThree(B3)policies.EECestablishedkeyworking relationshipswithother stateagencies,includingtheDepartmentsofElementaryandSecondaryEducation, HigherEducation, PublicHealthandMentalHealthand externalstakeholdersincludingStrategiesfor Children andtheUnitedWaythat have ledto comprehensiveandcoordinatedpolicydecisions foryoungchildrenandtheirfamilies. TheB3policyframeworkhashadapositiveimpactonlocalcommunitiesacross Massachusettsas demonstratedbytheB3alignmentactivitiesconductedinthese communities.More

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communitieshaveimplementedstrategiesto coordinate B3activitiesand resourcestoensurethereisasmoothtransition fromearly educationprogramsto elementary schools.In2015,thesuccessofthisB3 alignmentworkpositionedMassachusettstoreceive theFederalPreschoolExpansionGrant(PEG)forfivecommunities. BuildingonthesuccessesachievedthroughtheRTTELCgrant,Massachusettsis positionedtocontinue tostrengthenthe early education andcare system. In2017andbeyond,EEChasastrategicfocusonworkforce development;specificallyimprovingthecompensation,knowledge,skillsandcompetencies ofearly educatorsalongacareertrajectory.EECwill alsobemakingrevisions tothe QRIS basedonthefindings oftheQRISValidationStudy withtheintentiontosimplythe processforprogramstoparticipateinQRISand supporttheir efforts toenhance andprovide highqualityearlyeducationacrossthestate.

CoreAreas

A.SuccessfulStateSystemsAligningandcoordinatingearlylearninganddevelopmentacrosstheState(SectionA(3)ofApplication)

OverallAccomplishments

ReflectandrelateyouraccomplishmentsduringthefouryeargrantandNoCost ExtensionperiodinaligningandcoordinatingearlylearninganddevelopmentacrosstheState.

Pleasereportonyourprogressagainstallapplicablegoals,targets,andprojectsintheStatesapplication. Provideanoverallassessmentofyourgrantimplementation(youmaywanttoexplainthemajoraccomplishmentsintheprojectsyououtlinedinyourRTTELCProjectPlan,identifystrategiesused,andhowidentifiedchallengesandlessonslearnedwillinformfuturework). DiscusshowRTTELCfundscontributedtoprojectgoalsandoutcomes.Includeevidence anddatatosupportyourdiscussion(e.g.,toolscreated,studentoutcomes,surveyresults,changesininstructionalpractice).

TheMassachusettsDepartmentof EarlyEducationandCare(EEC), theleadagencyforthegrant,set anambitiousagenda toimproveearlylearningthroughthefollowinggoals: improvingthequalityofearlylearningprogramsthroughincreased participationinthestates QualityRatingandImprovementSystem(QRIS)

establishing aseamlesssystemof developmentallyappropriatelearning anddevelopmentstandardsforchildrenfrombirthtothirdgrade

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implementingcomprehensiveassessmentpracticesthroughdevelopmentalscreeningsandformativeassessmenttomeasurechildrensgrowth

engagingfamiliesandlocalcommunitiestosupportchildrensschoolreadiness,inparticularearlyliteracy,STEM educationand socialemotional learning

supporting earlyeducatorstoincrease theirknowledge,skills andcompetencies inordertoprovidehigh qualitylearning experiences forchildren

buildinginfrastructure tosystematicallysupportearlylearningthroughenhancedITcapabilitiesandcrosssectorcollaborations

OverallMassachusetts wassuccessfulinachieving thesegoalsasdemonstratedbythefollowingaccomplishments: TheMassachusettsQualityRatingandImprovementSystem(QRIS), whichwas launchedin2011,saw a significantincreaseinthenumbersof earlylearning programsparticipatinginQRISduringthecourseoftheRTTELC grantperiod.In2013,therewas46%participation inQRISbyeligiblelicensed programsandin2016,the earlylearningprogramsparticipation increased to53%.In 2013,there wereonlyfourprogramsintheuppertiersof QRISlevels 3and 4, andby2016, therewere 265intheuppertiersof QRISlevels 3and4.

Thedevelopmentofthe EarlyEnglishDevelopmentStandards(EELDS)2.55.5years andSocialandEmotionalLearningandApproachestoPlay and LearningStandards(SEL/APL)forPreschoolandKindergarten. ThesestandardswereapprovedbytheBoardofEarlyEducationand Care and translatedin multiple languages. Regionalprofessional developmentwasprovidedtoassist educatorsandadministratorstoimplementthese standardsindailyclassroom practiceandwithinfamilies.

Over 2,100 childrenwerescreened withthedevelopmentalscreeningtoolAgesandStages Questionnaire(ASQ)throughlocal communityproviders andover47,000kindergartenchildrenwereassessedthroughtheMassachusettsKindergartenEntryAssessment(MKEA)initiative.

EECdevelopedpartnershipsandresourcesforfamiliesandlocal communitiesto promoteschoolreadinessand familyfinancial stabilitysothat childrenhavesafeandhealthy environmentstolearn andgrow. Highlightsincludedamultifacetedearlyeducationpublicawareness campaign,a comprehensive networkof over 119 museumsandlibraries providingearlyliteracy andSTEM education activities,and anearlychildhooddigitallibrary featuringmorethan2,500freemediabasedtools forteaching andlearning.

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Investment inbirththroughgradethree(B3)policiestoassisttwelvecommunitiesimprovechildoutcomes throughalignmentof systemsserving infants,young children,andtheir families.Thesuccessofthis B3alignment workhelpedto positionMassachusetts toreceive $15MfromtheFederalPreschoolExpansion Grant(PEG)forfive of theseB3communities.

Thedevelopmentoftwoinnovative modelstoimprovetheknowledge,skillsand competenciesofearlyeducators. ThePostMastersCertificate Program(PMC)inEarlyEducation,Research,Policy,andLeadership,developedthroughtheUniversityofMassachusettsBoston(UMB),isaninnovative 12creditpost masterscertificateprogramthatadvances research, policy,leadership,anddatadriven practice inearlyeducationandcare.ThePeer Assistance andCoaching(PAC)modelwas createdtoassistearlychildhood teachersand directorsinimproving theirpracticethrougheffectivepeer supportandcoachinginordertostrengthenadultchildinteractions.Teachers hadtheopportunityto observetheirpeersimplementbest practices as wellastry outeffectiveinstructionalpractices intheirownclassroomsandreceiverealtimefeedbackabouttheireffortsfromcoaches throughanonlinevideoplatform.

Partnershipswithfive healthand humanservicestateagenciestheDepartmentofChildren and Families(DCF),DepartmentofMentalHealth(DMH), Department of HousingandCommunityDevelopment (DHCD),DepartmentofMental Health (DPH),andtheOfficeof Refugees andImmigrants(ORI)tostrengthenthecapacityofproviderstosupportyoungchildrensgrowthanddevelopment throughimprovedpoliciesonchilddevelopmentwithintheirrespective agenciesandprofessional development trainingstostaff.

Thefurther developmentoftheEarlyChildhoodInformationSystem (ECIS)asingle,highqualitysourceofdatafor reporting(datawarehouse)toprovidedataonchildindicatorsandthelaunchofthe LicensingEducationAnalyticDatabase(LEAD),a newlicensingdata systemthatwill simplifythe waythestate licensorsmonitor earlyeducationprograms.

GovernanceStructure

PleaseprovideanyrelevantinformationandupdatesrelatedtothegovernancestructurefortheRTTELCStatePlan(includeinformationontheorganizationalstructureformanagingthegrant,andthegovernancerelatedrolesandresponsibilitiesoftheLeadAgency,StateAdvisoryCouncil,andParticipatingStateAgencies).

TheDepartmentofEarlyEducationandCare(EEC)wastheleadagencyforthe RTTELCgrant.EECispartoftheExecutiveOfficeofEducation,one ofeightExecutiveOffices

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undertheGovernor. TheCommissionerofEarlyEducationandCare,ThomasL.Weber,hasmanaged theDepartmentofEarly EducationandCaresince2013. AnelevenmemberBoardofEarlyEducationandCaresetspoliciesandregulations relatedtoearly educationandcareprogramsandservicesintheCommonwealthof Massachusetts. EECpartneredwiththefollowingstateagenciestoimplementgrant initiativesfrom20122015: DepartmentofElementary andSecondaryEducation DepartmentofHigherEducation Department ofChildrenandFamilies Departmentof MentalHealth Department ofHousingandCommunityDevelopment DepartmentofPublicHealth OfficeofRefugeesand Immigrants

StakeholderInvolvement

DescribeStateprogressininvolving representativesfromParticipatingPrograms,EarlyChildhoodEducatorsortheirrepresentatives,parentsandfamilies,includingparentsandfamiliesofChildrenwithHighNeeds,andotherkeystakeholdersintheimplementationoftheactivitiescarriedoutunderthefouryeargrantandNoCost Extensionperiod.

Massachusettsinvolved manystakeholdersintheimplementation ofitsRTTELCgrantinitiatives. Stakeholdergroupsincludeleadershipgoverningbodies, advisory committees,andworkinggroupsfromtheearlyeducation field.The followingis alistofcommitteesandadvisorycouncilsthatsupportedand/orguidedEEC'sworkduringthefouryeargrantperiodandtheNoCostExtensionperiod: Board Early Education and Care:asdescribedabove,theBoardis thegoverningbodyoftheDepartmentofEarlyEducationandCare(EEC)andconsistsofmembersthat are acrossdisciplinary groupthatrepresents education,health and humanservices,highereducation,earlychildhoodprograms,andfamiliesandcommunity members.TheBoardprovidedguidanceon thedevelopment,implementation andsustainabilityplanningofvariousRTTELCinitiatives.

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EEC Advisory Council: TheAdvisoryCounciliscomprisedofawider representationofstakeholdersinvolved inthesystemsofearly education andcare, as wellasfamilysupportandhumanservices.TheAdvisory Councilprovidesguidanceto theagency'sworkandinitiativesandprovides acomprehensivestakeholderaudience togatherfeedbacktovet theworkof theagency. TheAdvisoryCouncilofferedguidance onhow EECcouldimplement andsustain variousRTTELC initiativeswithintheexistingstateinfrastructure. Project Specific Advisory Committees:InadditiontothegovernanceoftheBoardandguidancefromtheAdvisoryCommittee,EECconvenedseveralgroupstoprovidestakeholderinputonspecificprojectsandinitiatives,including: PostMastersCertificateProgramAdvisoryCommittee PeerAssistanceandCoachingAdvisoryPanel BrainBuildingin ProgressAdvisoryCommittee QRISWorkingGroup QRISProfessionalDevelopmentReview Team QRISPublicSchoolTaskForce QRISValidationStudy Advisory Board BirththroughGradeThreeAdvisoryGroup

Otherkeypartnersthatplayedan activerole in RTTELCgrant initiativesinclude: UnitedWayofMassachusetts BayandMerrimackValley University ofMassachusetts WGBHEducationalFoundation BostonChildren'sMuseum MassachusettsAssociationof EarlyEducationandCare StrategiesforChildren

ProposedLegislation,Policies,orExecutiveOrders

Describeanychangesorproposedchangestostatelegislation,budgets,policies,executiveordersandthelikethathadanimpactonorwastheresultoftheRTTELCgrant.Describetheexpectedimpact.

Legislation Therewere nochanges tostate legislation that impactedorweretheresultofthe RTTELC grant.

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Policies NoEECpoliciesimpactedtheMassachusetts'EarlyLearningPlan in2016. ExecutiveOrders NoneoftheExecutive Orders enactedin 2016impacted Massachusetts'EarlyLearningPlan.

ParticipatingStateAgencies

DescribeanychangesinparticipationandcommitmentbyanyoftheParticipatingStateAgenciesintheStatePlanduringthefouryeargrantandNoCostExtensionperiod.

Overthelifeofthegrant,EECcollaboratedwithotherstateagenciestostrengthentheknowledge andcapacity ofproviderswhoworkwithyoungchildrenandtheirfamilies.TheinteragencypartnershipsincludetheDepartmentof Housing andCommunityDevelopment(DHCD), theDepartmentofPublicHealth(DPH),the Departmentof MentalHealth(DMH),theDepartmentof Children and Families(DCF),andtheOfficeofImmigrantsandRefugees(ORI).Thestatehasalsostrengthened relationshipswithotherstateeducationagenciestheDepartmentof Elementary andSecondaryEducation(DESE)andtheDepartmentofHigherEducation(DHE).ThesestateagenciespartnersremainedcommittedincollaboratingwithEECtoimplementtheMassachusettsEarlyLearning PlanandwillcontinuetoworkcollaborativelywithEECinthefuture.

B.HighQuality,AccountableProgramsOverallAccomplishments

ReflectandrelateyouraccomplishmentsduringthefouryeargrantandNoCost ExtensionperiodintheareaofimprovingqualityinearlylearningprogramsinyourState,includingdevelopmentanduseofaTieredQualityRatingandImprovementSystem(TQRIS).

Pleasereportonyourprogressagainstallapplicablegoals,targets,andprojectsintheStatesapplication. Provideanoverallassessmentofyourgrantimplementation(youmaywanttoexplainthemajoraccomplishmentsintheprojectsyououtlinedinyourRTTELCProjectPlan,identifystrategiesused,andhowidentifiedchallengesandlessonslearnedwillinformfuturework). DiscusshowRTTELCfundscontributedtoprojectgoalsandoutcomes.Includeevidence anddatatosupportyourdiscussion(e.g.,toolscreated,studentoutcomes,surveyresults,changesininstructionalpractice).

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Background

TheRaceto theTopEarlyLearning Challenge Granthasbeen the primaryfoundation for buildingandstrengthening theMassachusettsQRIS;allowingthe statetodevelopmetrics for,evaluating,andsupporting programstobeofhighquality. Inthelastfiveyears,the QRIShasevolvedtobetterrespond totheneedsofparticipatingprograms,adapteditstechnicalassistancemodeltomeet thoseneeds,andvalidatedtheperformanceofthatmodel. Withfunding fromthe American Recovery andReinvestmentActof 2009(ARRA)andtheChildCare DevelopmentFund(CCDF),MassachusettsimplementedthestatestieredQRISin2011.In 2012,EEC focusedonfurthereducatingand training providers aboutQRIS, clarifying QRISrelated policies,linkingfinancialresourcestoQRISparticipation and creating themeanstovalidate the statesQRIS. In2012withRTTELCfunds,Massachusettsengagedin a studyto examinethe 2010provisionalQRISstandardswithevidencebasedresearch andto determine ifthesestandards were alignedwithbest practices as perceived bythosein thefield.Theresearchfindings includedstrongevidenceofcorrelationbasedonexperimentalstudies. In2013,Massachusettscommissionedasurveyofearlyeducation andcareprogramsandproviders. Thepurposeofthesurveywas togather inputandfeedbackabouthowtheQRISwasworkingforparticipatingcenters,schools,andfamilychildcareproviders, aswellastheways in whichthesystemand supportforthesystemcouldbeimproved.The confidential surveywas administeredtoarandomselection ofearlyeducationandcareprogramsfromDecember2013toJanuary2014,bytheUMassDonahueInstitute(UMDI),anindependent appliedresearchandprogramevaluationorganization. Recommendations fromthisstudyincluded: Developarobustinfrastructure tohelpprogramsandproviders improveandadvance;

SimplifyandalignQRISwithotherqualitymeasuresandrequirements; Removeorreducecommonbarrierstomaximizesuccess;and Enhancecommunicationandmessagingtobuildoninitialsuccess ofQRIS.

Technical Assistance Model

Inresponsetotheserecommendations,Massachusettsadaptedits technicalassistancemodeltomeet theneedsofprogramsandprovidersparticipating in, orconsidering

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participatingin,the QRIS.By2014,Massachusettswasfullystaffedwithsix ProgramQualitySpecialists.Bythistime,the statehadestablisheditstechnicalassistance modelthroughtheQRIScontinuum:programsatlevels1and2weresupportedlargelythroughgroupandonlinetrainings,alongwithsupportfromcoachesandmentors that werestaffedfrom EECsfivestatewideEducatorandProviderSupport (EPS)grantees.ProgramsatQRISlevel3wouldreceive a TechnicalAssistanceSiteVisit. Thisvisitwouldserveasbothonsite verification ofprogram qualityusingtheEnvironmentRatingScales(ERS),andanopportunity forfacetofacetechnicalassistancebetween a providerandaProgramQualitySpecialist. ProgramsapplyingforQRISlevel4wouldrequirea visit fromanERSreliablerater,andmust meetminimumsubscaleandoverallERS benchmarksduringthat reliableratervisit. Continuous Quality Improvement Plan (CQIP)

Akeycomponentof the QRISisidentifying thetechnicalassistance neededtoimproveprogramquality.Tothisend,MassachusettspilotedaContinuousQualityImprovementPlan(CQIP) toolduringin2014. The CQIPhasallowedprograms toreflectonprogresstheymadein improvingprogramqualityandrecordthoseoutcomes.In2015,Massachusettsadapted theCQIP fora systemwidelaunch.TheCQIP isnowrequiredforallprograms applyingfor QRISatLevels2,3,and4,andis translatedinto multiplelanguages.Anevaluation oftheCQIP showedthatthismodelresultedin deepenedprogramand educatorengagementwithQRIS standardsandenhancedcapacityto create andmaintain highqualityenvironments. Alignment Studies

Toaddress commonbarriers,Massachusettscommissionedalignmentstudiestoreduceredundanciesin thecriteriaprogramsmustmeetbetweenthe QRIScriteria and thoseof:HeadStart, NationalAssociation for theEducationofYoungChildren(NAEYC),NationalAssociationforFamilyChildCare(NAFCC),andtheCouncilonAccreditation(COA).Criteriathatthese nationalprogramswererequiring were alignedascloselyaspossiblewiththe existing QRIScriteria toassistprogramsinmeetingtheQRISstandards. Participation and Number of Programs in Upper Tiers

Theseeffortshaveresultedinan upwardtrendinprogramparticipation.In2013,therewas46%participation inQRISbyalleligiblelicensedprograms and in2016, QRIS participationincreased to53%. Theseeffortshavealso resulted inanupwardtrendinprograms reachingtheuppertiersoftheQRIS(level3andlevel4). In2013,therewereonlyfourprogramsintheuppertiersofQRISandin2016,therewere265 programsinthehighertiersofQRIS.

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QRIS Validation and Next Steps

In2016,researchers fromWellesleyCollege andUMassDonahueInstitute finalizedtheMAQRISValidationstudy. TheMAQRISValidationstudyaddressed a rangeofapproachesandresearchquestions,withaparticularemphasisonassessingthe outputsoftheratingprocessand examining howratings areassociatedwithchildrensdevelopment.Theseare requiredcomponentsof validationstudiesconductedinstatesparticipating in theRTTTELC.Specifically,theMAQRISValidationstudyassessed whethercomponentsofqualityandthequalitylevelscanbereliedontoaccuratelydifferentiateprogramquality,andtheextent towhichQRISqualitylevels areassociatedwithexpecteddifferences inchildrensdevelopmentand growth. Theresearchersmaderecommendations for the future revisions oftheMAQRIS.Thusfar, theirrecommendations include:revisingthecriteriaand verificationrequirementsasdescribedabove;allowingNAEYCaccredited andHeadStartprogramstoentertheQRISasgrantedLevel2programs;reducing leadteachereducationqualifications;establishingareverification ofprograms atLevels3and4every3years;strengtheningtheselfassessmentprocessatLevel2;clarifying formalprofessionaldevelopment policy;andconsideringtheuseofahybridQRISsystemwith blocksatthelower3levelsandpointsat thehigher2 levels,creatinga5levelsystem. InNovember2016,the researchers andProgramQualitystaffheldpubliccommentstakeholdermeetingstodiscussvalidation studyresults, present researcher recommendations, andsolicitfieldinputintothenextrevision oftheQRIS.Massachusetts planstousefeedback fromthesemeetings inconjunction withresearchers recommendations toframetheMA QRISin2017andfutureyears.

Developingandadoptingacommon,statewideTieredQualityRatingandImprovementSystem(TQRIS)(SectionB(1)ofApplication).PleasecheckallthatapplyTheStatesTQRISisbasedona statewidesetoftieredProgramStandardsthataddressorarealignedwith:

X Earlylearninganddevelopmentstandards

X Acomprehensiveassessmentsystem

X Earlychildhoodeducatorqualifications

X Familyengagementstrategies

X Healthpromotionpractices

X Effectivedatapractices

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DescribeprogressmadeduringthereportingyearandacrossallfiveyearsofgrantimplementationindevelopingorrevisingaTQRISthatisbasedonastatewidesetoftieredProgramStandards.

In2012,Massachusettsengagedin astudytodeterminewhether the 2010provisionalQRISstandardswerestillcurrent andalignedwithbestpracticesin thefield. Theresearch includedstrongevidence ofcorrelationbased onexperimentalstudies. In2013,MassachusettslearnedthroughitspilotQRISValidationStudythatmany oftheQRISstandardsweredifficultto measure.Inresponsetothisfinding,EECworkedwithitscontentknowledgepartnerson QRIS evaluation,revisions, andpolicydevelopmentforallQRISprogramtypes.Thesegroupsreviewed theinitialQRISstandardsrevisionsrecommendedbyEECandmadeadditionalrecommendationsbasedon theprospectiveimpacttothefield. In2014,EEClaunchedastandardsrevisionprocessbasedondatafrom theQRISPilotValidationStudy,data fromERS ReliableRaters,feedback from thefieldandotherstakeholders,andnationalbest practiceresearch.Standardsandguidancerevisionsforallprogramtypes(i.e.centerbased,familychildcare,outofschooltimeandpublicschools)wereapprovedbytheEECBoardandimplementedin 2015.Revisionsincluded: Theintegrationof the EarlyEnglishLanguage DevelopmentStandards intothe QRIS criteria for curriculumandlearning;

MovingtheQRISHealthConsultantsite visitfromQRISLevel2 toLevel3becauseprogramswere notreadyforaHealthConsultantvisitatthisleveland programsatLevel3weremoredeeply engaged withQRIS; and

Requiringthatprogramsparticipatingin QRISofferbenefits to parttimestaff, as wellasclarifytherequirementsforwrittenbusinessplans.

MassachusettspilotedaContinuousQualityImprovement Plan(CQIP) toolin2014with recipientsoftheQRISQualityImprovementGrant.Programsused datacollectedthrough selfassessmentsand ReliableRaterobservationsto identifystrengths,aswellasareasfor potentialgrowth.Programsthendevelopedconcrete actionsteps and identified keyindividuals andresourcestosupportimplementationoftheactionsteps.TheCQIPhasallowedprogramstoreflectongainstheyhadmadeinimproving programqualityand recordthese outcomes.In2015,Massachusettsadapted theCQIP for a systemwide launch.TheCQIP isnowrequired forallprogramsapplyingfor QRISatLevels2,3,and4,andis translatedinto multiplelanguages.

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In2015,Massachusetts gathered anothersetof recommendations toreviseQRIS standardsfromitsthreeQRISWorkgroups. TheQRISWorkinggroupfocused onverificationguidance forprograms andproviders,inparticular,clarifying which measurementtoolsanddocumentationarerequired aspartof theQRISapplications,in ordertohelp eliminate inefficienciesincommunicationamongProgramQualitystaffand programsand providers.TheQRISProfessional DevelopmentReview Teamresearchedthetypesofqualificationsandprofessionaldevelopmentnecessary forhighqualityprogramsandmadesubsequentrecommendations. TheQRISPublicSchoolTaskForcecontinuedto developaQRISprogramtypetomeettheunique needsofpublicschoolpreschoolprograms.AlloftheQRISWorkinggroupsprovidedvaluableinputtoinformfuturerecommendationsandrevisions forQRIS. In2016,researchers fromWellesleyCollege andUMassDonahueInstitute finalizedthe QRISValidationStudy. Their recommendationsincluded: revisingthecriteriaandverificationrequirements;allowingNAEYCaccreditedandHeadStart programs toentertheQRISas grantedLevel2programs;reducingleadteachereducationqualifications;establishing areverificationofprogramsatLevels3and4every3years;strengtheningtheselfassessmentprocessatLevel2;clarifyingformalprofessionaldevelopmentpolicy;andconsidering theuseofahybrid QRISsystemwithblocksat thelower3levelsandpointsat thehigher2levels,creatinga5levelsystem. InNovember2016,the researchers andProgramQualitySpecialiststaffheldpubliccommentstakeholder meetingsto discusstheQRISvalidationstudy results,presentresearcher recommendations, and solicitfieldinputintothenextiteration oftheQRIS. Massachusettsplansto usefeedback fromthesestakeholdermeetings,inconjunctionwith researchers recommendations, toframetheMAQRISin2017.

PromotingParticipationintheTQRIS(Section B(2)ofApplication)

DescribeprogressmadeduringthereportingyearandacrossallfiveyearsofgrantimplementationinpromotingparticipationintheTQRIS.PleasedescribetheState'sstrategiestoensurethatmeasurableprogresswasmadeinthisareabytheendofthefouryeargrantperiodandtheNoCostExtensionperiod.

In2012,Massachusetts conducted aqualitativeinterviewstudy ofearlyeducation andcareprogramdirectorsthroughoutthe state withrepresentationfrom directorsofprograms whowereparticipatinginQRISandthosethathadnotstartedto engageinQRIS. Thisstudy

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wasconductedtobetterunderstandtheexistingchallengeswith QRISandtheopportunitiesforQRIS participation.Someofthestudysfindings included: Respondentshadgenerallypositivefeelings abouttheQRISand saw itasaworthwhiletoolthatmayfacilitateimprovement ofthequalityoftheirearlyeducation programs andwere motivatedtomove up within theratingsystemoftheQRIS. Althoughrespondents weremotivatedto improvequality,manyfeltdauntedbythe processof participating inthe QRIS andwere concernedthattheylackedtheresources necessaryto advance intheQRIS. Amajority oftheparticipantsdiscussedtheQRISstaff educationalrequirements asasignificantbarriertomovingup. Manyfeltthe systemshouldbeabletoreward staff experience inaddition toeducationalattainmentandmostwere doubtfulthattheywouldbeabletorequiretheirstafftoseekadvanced degrees.Similarly,respondentssuggestedthattheywouldbeunabletopay acommensuratesalaryforstaffthat didobtain advanced degrees.Lastly,respondentsvoicedtheirconcernsthatearlyeducation staffarehistoricallydifficulttoretainintheirearlychildhoodprogramsaftersuccessfulcompletionofanadvanceddegree. Respondentsreported a significantamountsoftimespentattempting tounderstand theQRISandcompletethe variouscomponentsoftheapplication.Respondents alsowished theyhadmoreaccessibletechnicalsupportfromEEC. Toaddress theseparticipationrelatedconcerns raisedbythestudy, Massachusetts: Developed anonlinefundamentals courseonQRISinmultiplelanguages(English,Spanish,HaitianCreole,Chinese,KhmerandPortuguese)forproviders.Thiscourseisdesignedtoprovideearlyeducationandoutofschooltimeeducatorswithanintroduction totheMassachusetts QRISsothattheybecomefamiliar withit and participate inQRIS.

Developed aBusiness Planning Courseforearlyeducators.The coursehelpseducatorsinfamilyandcenterbasedsettingstoimplementsoundbusinesspractices thatwillresult inhigherscoresonthe PAS,BASand APTandachieveahigherQRISlevel.

PartneredwiththeEducatorand ProviderSupport(EPS)grantees tosupportearlyeducatorsandprograms to:

o Increasecompetencyandearn adegree,certificate,orcredentialin early childhoodeducationorarelatedfield.

o Accesstothe resources andsupports(coachingandmentoring)tosetand achieveprofessionalandacademic goals.

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o Receivesupportsandresourcesto achieve and maintain accreditation. o Receivesupporttoachieveupward movement inthe QRIS.

In2013,EEC: Instituted monthlyQRISorientationsessionsineachofthefiveregionaloffices, immediatelyfollowing licensingrenewalmeetings.

Heldoverfivehundred individual QRISTechnicalAssistancemeetingsbetween theProgramQualitySpecialistunitandCenterBasededucatorsand programstaff,FamilyChildCareproviders, PublicSchoolandLicenseExempt educatorsandprogramstaff,andAfterSchool/OutofSchoolTimeeducatorsandprogramstaffacrossthestate.

EstablishedaQRISWorkingGroup forProgramAdministratorsand aQRISWorkingGroupforEducatorstoprovideinputonQRISpolicydevelopment suchastheEnvironmentRatingScalespolicy andQRISLevel1requirements for publicschool programs.

Revised its policyontheEnvironmentRatingScales(ERS) toencouragegreaterparticipationathigherlevelsofQRIS.

In2014,Massachusetts implementedmonthlytechnicalassistance webinarsforfamily childcaresystemsupportstaff.Thesewebinarsincluded UnderstandingtheEnvironmentRatingScalesandERSScoringPolicy,NavigatingtheProfessionalQualificationsRegistry,andThe ContinuousQualityImprovementProcess",andfocusedoncriticaltopicstosupportimprovedprogramquality. Massachusettslaunchedthe QRISOnlineCommunity(www.QRIScommunity.org) incollaborationwiththe UnitedWay ofMassachusettsBayandMerrimackValley.Thisresource,gearedtowardseducators,administrators,and providers, includedspecializedgroups,discussionforums,anda section forsharing resources andbestpractices. In2015and2016,Massachusetts offeredsupplementaltechnical assistancetoprogramsandprovidersinavarietyofways, including: Continuing Technical Assistance Webinars:Thesemonthlywebinar opportunitiesfocusedontopicsthat arecriticaltoprogramqualityandadvancementin theQRIS.In2015,webinartopics includedfamilyengagement,healthandsafety,childassessment,andplanningfor continuousquality improvement,andallofthewebinarswere recordedforfutureaccess. QRISNewsletter: This quarterly emailcommunicationannouncesupcomingwebinars,provideslinksforresources,and includescontactinformation forprogramqualitystaff.

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http:QRISOnlineCommunity(www.QRIScommunity.org

Developing the QRIS Toolboxes:Massachusettsadded userfriendly,accessibleresources,called"QRIS Toolboxes,"toitsQRISwebpage,inan effort to helpprogramsandprovidersunderstand therequirementsofthe QRIS,andprepare toparticipate andadvancein theQRIS.Resourcesin theQRISToolboxinclude: Checklistsofrequirements(selfassessmentscores,requireddocumentationwith descriptive guidance, andrequiredprofessionalqualifications andprofessionaldevelopment)foreachprogramtype(centerbased/schoolbased, familychildcare,andafterschool/outofschool time)ateachQRISLevel.

ContinuousQualityImprovementPlans(CQIPs)foreachprogramtype,availablein6differentlanguages.

Resourcestohelpprogramsimprovetheirenvironmentssuchasmealguidelines,andproceduresfordiaperingand tablewashing.

Information Technology:InanefforttoimprovethecurrentQRISInformationTechnology (IT)infrastructureand bettersupportprogramsinQRIS,Massachusettsworkedwithaninformationtechnologycontractorintoconduct aneedsassessmentanddeveloprecommendationsforfutureITimprovements.Theserecommendations willinformthe newITsystemwhenit isfullydevelopedtoalignwithanyfuturerevisionsto QRIS.

PerformanceMeasure(B)(2)(c)

IntheFinalProgressReportExcelWorkbook providedataonthenumbersandpercentagesofEarlyLearningandDevelopmentProgramsthatareparticipatingintheStatesTQRISbytypeofEarlyLearningandDevelopmentProgram.TargetsmustbeconsistentwiththoseintheStatesapplicationunlessachangehasbeenapproved.GranteeswillneedtopopulatethetableusinglastyearsAPRdataandincludedataonActualsfortheNoCostExtensionperiod.

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Performance Measure (B)(2)(c): Increasing the number and percentage of Early Learning and Development Programs participating in the statewide TQRIS.

Number and Percent of Early Learning and Development Programs inthe TQRIS TARGETS

Typeof EarlyLearningandDevelopment Program in

the State

Baseline Baseline Year 1 Year 2 Year 3 Year 4

# % # % # % # % # %

Statefundedpreschool

Early Head StartandHead Start1

ProgramsfundedbyIDEA, PartC

ProgramsfundedbyIDEA, PartB, section619

ProgramsfundedunderTitle I of ESEA

Programs receiving fromCCDFfunds

Licensed Family Child Care HomesandLicensed

CenterBased Facilities not receiving CCDFfunds

1 IncludingMigrantand Tribal HeadStart locatedin the State.

Performance Measure (B)(2)(c): Increasing the number and percentage of Early Learning and Development Programs participating in the statewide TQRIS.

Number andPercentof EarlyLearningand Development Programs inthe TQRIS ACTUALS

Type of Early Learning and Development Programs in the State

Baseline Year 1 Year 2 Year 3 Year 4 Year 5 #Programs in theState

#in the TQRIS

% #Programs in theState

#in the TQRIS

% #Programs inthe State

#in the TQRIS

% #Programs in the State

#in the TQRIS

% #Programs in the State

#in the TQRIS

% #Programs in theState

#in the TQRIS

%

Statefunded preschool

Specify

Early HeadStart and Head Start1

Programs funded by IDEA, Part C

Programs funded by IDEA,Part B, section

619 Programsfundedunder

Title I of ESEA

Programs receiving from CCDF funds

Licensed Family Child CareHomesand

Licensed CenterBased Facilities not receiving

CCDF funds 1 IncludingMigrant andTribal Head Start locatedin the State.

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(B)(2)(c)DataNotes

2016 Performance Measure (B)(2)(c) Data Notes

Indicateifbaselinedataareactual orestimated; describethemethodologyused tocollectthedata,including anyerrorordataqualityinformation;andpleaseincludeanydefinitionsyouused thatarenot defined inthenotice.

UPK: The data is from the FY 2016 UPK Program Survey and is cross-referenced with the Commonwealths QRIS Program Manager (QPM), EEC's online QRIS application management system. The total number of UPK programs participating in QRIS is 184: 98 Center-based programs; 10 public schools; and 9 FCC Systems (representing 76 System-affiliated FCC Providers). The FY 2016 UPK Grant supports a total of 524 classrooms serving a total of 7,973 preschool-age children.

Head Start: FY 2016 Head Start Program information is cross-referenced with the Commonwealths QRIS Program Manager (QPM), EEC's online QRIS application management system. The data includes Head Start Center Based programs and Family Center Based programs that are required to be in QRIS (it does not include Home-Based programs as they are not required to participate in QRIS). There are 182 Head Start programs participating in QRIS.

IDEA Part C: The state does not report on IDEA part C for this performance measure. The MA QRIS Standards were not designed to address program quality in Early Intervention (EI) programs (under Part C of IDEA) The Commonwealth's Early Intervention service delivery model operated by the Massachusetts Department of Public Health, is designed to support children and families in their natural environments. Children and families do not receive EI services within a designated program site.

IDEA Part B: Data was obtained from the MA Department of Elementary and Secondary Education. For school year 2016-2017, there are 519 public schools in Massachusetts that offer a Grade PK

(Prekindergarten).

Of these schools, 513 received funding under Part B- 619 of IDEA. As of December 31, 2016, 164 of

the public schools that received funding under Part B-619 of IDEA were participating in QRIS.

Title I: Data was obtained from the MA Department of Elementary and Secondary Education. For school year 2016-2017, there are 519 public schools in Massachusetts that offer a Grade PK

(Prekindergarten).

Of these public schools with Grade PK, 215 received Title I school wide funding. As of December 31,

2016, 49 Title I school wide schools with PK were participating in QRIS.

CCDF: The CCDF data comes from the Early Childhood Information Systems (ECIS) which extracted the financial billing data for CCDF from January to December 2016. There are 4,235 programs receiving CCDF funding between January and December 2016 and of this total 3,710 programs are participating QRIS. The numbers of CCDF programs in QRIS in the state vary from grant year because programs close and new programs open. Programs close voluntarily or because of financial constraints.

License Exempt: According to data provided by the QRIS Program Manager, EEC has identified 376 license-exempt programs (public schools, private schools, community based organizations, and faith-

based organizations) that are participating in QRIS. Of this total, 223 have a QRIS Rating. EEC does

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not have data on the total number of license-exempt programs throughout the state because these programs are overseen by other local entities.

IPLE: Data is from the IPLE Performance Report was verified using the with the Commonwealths QRIS Program Manager (QPM), EEC's online QRIS application management system. As of December 31, 2016, 121 IPLE-funded program receive funding. Of these, 110 IPLE-funded programs have been granted a QRIS Rating by EEC; while 11 of the IPLE-funded programs are participating in QRIS (demonstrated by the successful submission of a QRIS Application with a status of Final submitted to EEC.

RatingandmonitoringEarlyLearningandDevelopmentPrograms(SectionB(3)of Application).

DescribetheStatesprogressmadeindevelopingandenhancingasystemforratingandmonitoringthequalityofEarlyLearningandDevelopmentProgramsthatparticipateintheTQRISduringthereportingyearandacrossallfiveyearsofgrant.

ThroughouttheMAQRIS,anumberofcriteriareferencespecificpracticesorpoliciesareverifiedbyusingprogramsoverallscoresonthefollowingmeasurementinstruments.

EnvironmentalRating Scales(ERS): Infant/ToddlerEnvironmentalRatingScaleRevised(ITERSR) EarlyChildhoodEnvironmentalRating ScaleRevised(ECERSR) FamilyChildCareEnvironmentalRatingScaleRevised(FCCERSR) SchoolAgeCareEnvironmental RatingScaleRevised(SACERS)

BusinessandProgram AdministrationScales: ProgramAdministrationScale(PAS) BusinessAdministrationScale(BAS)

OtherScales: ClassroomAssessmentScoringSystem(CLASS) Arnett CaregiverInteractionScale (ArnettCIS) StrengtheningFamilies SelfAssessmentTool(SFSAT)

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Whiletheseinstrumentsplayacentralrolein definingandmeasuringtheStandards,thesystemalso encompassesarange of otherspecificstandards.In 2013,Massachusettsbegantoenhancesupportsforprogramqualityalongthe continuum.Educatorsandfamilychildcareprovidersin thelowerQRIStiers(Levels1and 2)weresupportedlargelythroughgroupandonline trainings,alongwithsupportfromcoachesandmentorsthatarecontracted withourEducatorand ProviderSupportgrantees.Shiftingsomeofthesupportforprogramsandprovidersin thelowerQRIS tiers toEPSgrantees allowedtheProgram QualitySpecialiststoprovidemoreindividualizedtechnicalassistance.TheProgramQualitySpecialists'expertiseinthequalitystandards,professionaldevelopmentrequirementsandmeasurementtools,helpsto bothsupportprogramsthatare inthefocuseddevelopment stageof QRISlevel3,whilealsopreparingthemforassessmentby ReliableRatersinQRISlevel4. In2014,MassachusettsbeganconductingQRIS level3technical assistancesitevisitstoverifyquality.Duringthesevisits,theProgramQualitySpecialistsconductedEnvironmentalRatingScale(ERS) observations.IfaprogrammetalloftheERScriteria,theyweregrantedaQRISLevel3status.Thatsameprocessof ERSobservationscontinuedforQRISlevel4,inadditionto therequirement thatprograms mustalsobeverifiedbyanERSreliablerater.The benchmarksonallmeasurementtools(ERS, BusinessAdministrationScale/ProgramAdministrationScale,ClassroomInteractionScoringSystem,Arnett CaregiverInteractionScale,Assessmentof After SchoolProgramPracticesToolObservationand Questionnaire),policy andproceduredocumentation,andprofessionalqualificationrequirementsbecamemorerigorousat thehigherQRISlevels3 and4. In2015and2016,Massachusetts focusedonmonitoring programqualitybyprovidingtoolsandresourcestosupporteducatorsinunderstandingandmeetingthecriteriaofthestandards. ThePQSunitdevelopedguidance toclarifywhatwasrequiredto meettheQRISstandards. TheadditionalguidanceformeetingQRIScriteriaresultedinincreasedinterrater reliabilityof documents,professionalqualifications, and observedprogramqualityacross thestate.

Massachusettsaddeduserfriendly,accessible resources,called "QRIS Toolboxes",toitsQRISwebpage,inanefforttohelpprogramsandprovidersunderstandtherequirementsoftheQRIS,andpreparetoparticipateand advancein theQRIS.

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ResourcesintheQRISToolboxincluded: Checklistsofrequirements(selfassessmentscores,requireddocumentationwith descriptive guidance, andrequiredprofessionalqualifications andprofessionaldevelopment)foreachprogramtype(centerbased/schoolbased, familychildcare,andafterschool/outofschool time)ateachQRISLevel.

ContinuousQualityImprovementPlans(CQIPs)foreachprogramtype,availableinsevendifferentlanguages.

Resourcestohelpprogramsimprovetheirenvironmentssuchasmealguidelines,andproceduresfordiaperingand tablewashing.

ProgramQualitySpecialistsstreamlinedtheirprocessforQRIS caseloadmanagement. Thenumberofopenapplications arecalculatedmonthly,aswellas thenumberofprogramsgrantedateachLevel.TheProgram QualitySpecialistsusethis datato identifyandaddresstrendsincaseloadmanagement and tostrategicallyprioritize their technicalsupport. Throughthenewmonthlycaseload reviewprocess,theProgramQualitySpecialistunitisabletoprocess96%ofQRISapplicationswithinonemonthofsubmission. TheProgramQualitySpecialistunitcontinues toworkcloselywithcontractedEnvironmentRatingScales(ERS)ReliableRaters fromWellesley College.ERSReliable Ratershaveprovided extensivetrainingstothe ProgramQuality Specialists inthe comprehensivesetofERStoolsincludingInfant/Toddler (ITERS),EarlyChildhood(ECERS),FamilyChildcare(FCCERS),andSchoolAgeChildcare(SACERS).Thetrainingsincludedclassroompresentations, groupandindividualonsite practice,and reliability checksforeachattendee. WellesleyCollegealsoprovidedongoingERS support,answeredERSrelatedquestionsfromtheProgramQualityUnit,hostedERSwebinarsfor thefield,andprovided resourcesandtoolsforthefieldtoaddressERSchallenges.WellesleyCollegeprovideddetailedsitevisit summaryreports thatserved asaguide forprogramstodeveloptheirContinuousQualityImprovementplanwiththeirProgram QualitySpecialists. PromotingaccesstoHighQualityEarlyLearningandDevelopmentProgramsforChildrenwithHighNeeds(SectionB(4)ofApplication).

PleasecheckallthatapplyTheStatehasmadeprogressinimprovingthequalityoftheEarlyLearningandDevelopmentProgramsthatareparticipatinginyourStateTQRISthroughthefollowingpoliciesandpractices:

X Programandprovidertraining

X Programandprovidertechnicalassistance

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Financialrewardsorincentives

X Higher,tieredchildcaresubsidyreimbursementrates

Increased compensation

DescribetheprogressmadeimprovingthequalityoftheEarlyLearningandDevelopmentProgramsthatareparticipatinginyourStateTQRISduringthereportingyearandacrossallfiveyearsofgrantimplementationbasedonthepoliciesandpracticesabove.

Throughout thecourseofRaceto theTopEarlyLearningChallengeGrant,MassachusettsofferedaQRISImprovementGrant tosupportearlyeducatorsto improvequalitywithin theirclassroomsandadvancewith thestate'sQRIS.Educatorsused thesegrant fundstopurchasedurablegoodstoaddress theareasof potentialgrowth they identified intheirCQIP.Granteeswere intentionalin orderingdurablegoodsthat wouldhelpthemmake necessaryimprovementsand over80%ofthesegranteesreported thattheymadechangesbasedondatafromtheirmeasurementtoolassessments.TheQRISImprovementgrantshavemotivatedandsupportedprogramstoapplyforthenextlevelofQRISwith over85%ofprogramsreporting thatthey plannedtoapplyforthenextlevelofQRIS.TheQRISProgramQualityImprovementgrantalsoprovided fundingforprogramplanning,sothateducatorscouldreview theirmeasurementtoolsandselfassessment scoresand usethatdatatodevelopContinuousQualityImprovementPlans(CQIP). ThesuccessoftheQRIS ImprovementGranthasprovided thestatewithcriticaldatato design policiesfor providing technicalassistancetothefield.AnevaluationoftheQRISImprovementGrantandtheCQIP showedthatthismodelresulted in deepenedprogramandeducatorengagementwithQRISstandardsandenhancedcapacitytocreate and maintainhighqualityenvironments.Themodelprovideda blueprintforuniversaladoptionof theCQIP. Massachusettsadapted theCQIPforasystemwidelaunch inApril2015.The CQIPis now required forallprogramsapplyingforQRISatLevels2,3,and4,andistranslatedintomultiplelanguages. In2015,Massachusetts completedanalignmentstudybetween QRISandHeadStart,inordertoreduceredundancyandeasethe QRISapplicationprocessforHeadStartprograms.ThestatelearnedthatITissuespresent thelargest obstaclestoHeadStart programsparticipatinginQRIS. In2016,researchers fromWellesleyCollege andUMassDonahueInstitute finalizedthe QRISValidationStudy. Theresearchersmaderecommendations for thenextgenerationoftheQRIS.Theirrecommendations include:revisingthecriteria and verification requirementsasdescribedabove; allowingNAEYCaccredited and HeadStartprogramsto

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enterthe QRISasgrantedLevel 2programs;reducinglead teacher educationqualifications;establishing areverificationofprogramsatLevels3and4every3years;strengtheningtheselfassessmentprocessatLevel2;clarifyingformalprofessionaldevelopmentpolicy;andconsidering theuseofahybrid QRISsystemwithblocksat thelower3levelsandpointsat thehigher2levels,creatinga5levelsystem. InNovember2016,the researchers andProgramQualitySpecialiststaffheldpubliccommentstakeholder meetingsto discussvalidationstudyresults,presentedresearcherrecommendations, andsolicited fieldinputintothenext iterationoftheQRIS.Massachusettsplansto usefeedback fromthesemeetings inconjunctionwithresearchers recommendations toframetheMA QRISin2017. Performance Measures (B)(4)(c)(1) and (2)

IntheFinalProgressReportExcelWorkbook,providedataonthenumberofEarlyLearningandDevelopmentProgramsinthetoptiersoftheTQRIS.TargetsmustbeconsistentwiththoseintheStatesapplicationunlessachangehasbeenapproved.

IntheFinalProgressReportExcelWorkbook,providedataonthenumberandpercentageofchildrenwithhighneedswhoareenrolledinEarlyLearningandDevelopmentProgramsinthetoptiersoftheTQRIS.TargetsmustbeconsistentwiththoseintheStatesapplicationunlessachangehasbeenapproved.

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Performance Measure (B)(4)(c)(2): Increasing the number and percentage of Children with High Needs who are enrolled in Early Learning and Development Programs that are in the top tiers of the TQRIS.

TARGETS Numberandpercentageof ChildrenwithHighNeeds in programs intoptiers oftheTQRIS

Typeof EarlyLearningandDevelopment Program in

the State

Baseline Baseline Year 1 Year2 Year3 Year 4

# % # % # % # % # %

Statefundedpreschool

EarlyHeadStartandHeadStart1

Programs fundedbyIDEA, Part C

Programs fundedbyIDEA, PartB, section619

Programsfundedunder Title I of ESEA

Programs receiving fromCCDF funds

First 5 CaliforniaChild Signature Program

1 IncludingMigrant andTribal HeadStart locatedin the State.

Performance Measure (B)(4)(c)(2): Increasing the number and percentage of Children with High Needs who are enrolled in Early Learning and Development Programs that are in the top tiers of the TQRIS.

ACTUALS Number andpercentage of Children with HighNeeds in programs intoptiers of the TQRIS

Type of Early Learning andDevelopment Programs inthe State

Baseline Year 1 Year 2 Year 3 Year 4` Year 5 #Programs in the State

#in the TQRIS %

#Programs in theState

#in the TQRIS %

#Programs in the State

#in the TQRIS %

#Programs intheState

#in the TQRIS %

#Programs intheState

#in the TQRIS %

#Programs inthe State

#in the TQRIS %

Statefundedpreschool

Specify

EarlyHeadStartand Head Start1

Programs fundedbyIDEA, Part C

Programs fundedbyIDEA,Part B,section

619 Programs fundedunder

Title I of ESEA Programs receiving from CCDF funds

First 5 CaliforniaChild Signature Program

1 Including Migrant and Tribal HeadStartlocatedin the State.

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DataNotes

2016 Performance Measure (B)(4)(c)(2) Definition of Highest Tiers ForpurposesofPerformanceMeasure(B)(4)(c)(2), howistheStatedefiningitshighesttiers?

Describethemethodologyusedtocollectthedata,includinganyerrorordataqualityinformation;andpleaseincludeanydefinitionsyouusedthatarenotdefinedin thenotice.

ThedataprovidedaboveisfromtheQRISProgramManager(QPM),EEC'sonlineQRISapplicationmanagementsystem.Thedataprovidedreflectsthe numberofprogramsineachtier/level ofQRIS thathavebeengranted aQRISRatingbyEEC. ThetotalnumberofprogramsparticipatinginQRISis5,318.OftheprogramsparticipatinginQRIS, 5,239programshavereceivedaQRISRating.Thefollowinglistrepresentsthenumber ofprogramsaccordingtothe highestQRIS Rating Grantedby EEC. ThisnumberincludesallQRISProgramTypesforbothEEClicensedandEEClicensedexemptprograms.ThenumberofprogramsbytheirhighestQRISRatingisasfollows: QRISRatingLevel1:3,508programs QRISRatingLevel2:1,501programs QRISRatingLevel3:207programs QRISRatingLevel4:23programs

Pleasenote: ForRTTELCYear1andYear 2: Allprogramsthatwereparticipatingin QRISincludedthenumberofprogramsthathadsubmitted aQRISApplicationwithastatusofFinal SubmittedtoEEC.ForRTTELCYear1andYear2,programtierclassificationswerereportedbased upontheprogramsselfassessedQRISlevel.

ForRTTELCYear3,Year 4andYear 5: Allprogramsthatwereparticipatingin QRISincludedthenumberofprogramsthathadsubmitted aQRISApplicationwithastatusofFinal SubmittedtoEEC.ForRTTELCYear3,Year,andYear5,programtierclassificationsreportedisbaseduponeachprogramshighestQRISRatinggrantedbyEEC.Currently QRISRatingLevel4isconsideredthehighestQRIS ratinginMassachusetts.

TheQRISisbuilton astrongfoundationoflicensing,whichis QRISLevel 1,andthey becomemorerigorous at thehigherLevelsto bring qualityprogrammingtochildrenandfamilies.TheQRISLevelsbegin withLevel1,whichrequiresthataprogramiseitherEEClicensedormeetsEEClicensingstandards. AteachLevel,thestandardsaredesignedtograduallyincrease towardsthe fullintegrationofpracticesknowntobeindicatorsofhighqualityeducationandcareacrossthemixeddeliverysystem.Level2istitled"CommitmenttoQuality,"andrequiresLevel1 criteriaanda seriesofselfassessmentsusingQRISmeasurementtools. Programsareencouraged tostartaContinuousQualityImprovementPlan. PolicydocumentsandprofessionalqualificationsareverifiedbytheEECbeforeprogramsaregrantedLevel2. Level3istitled"FocusedDevelopment,"andrequiresallLevel2criteriaplus higherbenchmarksonQRISmeasurementtoolsscores. AtLevel3,EECverifiespolicydocuments,professionalqualifications,andatthis Level,EEC ProgramQualitySpecialistsobserve

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classroomsusingEnvironmentRatingScalestoconfirmminimumsubscaleandoverallscorebenchmarks. Theminimumoverallbenchmark forLevelis4.5. Level4istitled "FullIntegration,"and requiresall Level3criteriaplushigherbenchmarksonQRIS measurementtools. AtLevel4, EnvironmentRatingScalesreliableratersperformanobservationtoconfirmbenchmarksoneachERSsubscale,andanoverallminimumscoreof5.5.EECverifiesrequiredpolicydocumentsand professionalqualifications.

2016 Performance Measure (B)(4)(c)(2) Data Notes Please indicate whetherbaselinedataareactualorestimated;anddescribethemethodologyused to collectthedata,includinganyerrorordataqualityinformation;andpleaseincludeanydefinitionsyou usedthatarenotdefinedinthenotice.

UPK:ThisdataisfromtheFY2016UPKProgramReport.Therewere5,730highneedschildrenservedbyUPKprogramsinthetoptiersofQRIS(levels2,3and4).PleasenotethattheFY2016UPKGrantwasacompetitiveprocurementwhichrequiredallapplicantstobe,ataminimum,Level2inQRIS.

HeadStart:ThisdataisfromtheFY2016MassachusettsHeadStartProgramInformationReport.ThisincludesHeadStartCenterBasedprogramsandFamilyCenter BasedprogramsthatarerequiredtobeinQRIS (itdoesnotincludeHomeBasedprogramsastheyarenotrequiredtoparticipateinQRIS).Therewere12,136highneedschildrenservedinHeadStartprogramsparticipatinginQRISatalllevels. Ofthistotal,therewere11,297highneedschildrenin programsatthe toptiersofQRIS(levels 2,3and4).Thepercentagecalculation wasbasedonthefollowing:11,297(totalnumberhighneedschildrenintoptiersofQRIS)dividedby12,136(totalnumberhighneedschildrenin allQRISlevels1,2,3and4)equals93%.

IDEA,PartC:Thestatedoesnotreport onIDEA partCforthisperformancemeasure.TheMAQRIS StandardswerenotdesignedtoaddressprogramqualityinEarlyIntervention (EI)programs (underPartCofIDEA)TheCommonwealth'sEarlyInterventionservicedeliverymodeloperatedbythe MassachusettsDepartmentofPublicHealth,isdesignedto supportchildrenandfamiliesintheirnaturalenvironments.ChildrenandfamiliesdonotreceiveEIserviceswithinadesignated programsite.Thestateisdoesnotcollectdata onchildrenreceivingEIservicesinearlyeducationprogramsparticipatinginQRIS.

IDEA,PartB:DatawasobtainedfromtheMA DepartmentofElementaryandSecondaryEducation.Forschoolyear20162017,16,887preschoolagechildrenidentifiedwithhighneedswereservedin 513publicschoolsfundedunder ofIDEAPartB619.1,738preschoolagechildrenidentifiedwithhighneedswereenrolledinoneofthe 43PartB619fundedpublicschoolthathad alsoreceivedaQRISRating Grantedat QRISLevels2,3or4.

TitleI:Datawasobtained fromtheMA DepartmentofElementaryandSecondaryEducation.Forschoolyear20162017,7,659preschoolagechildrenwereidentifiedbyschooldistrictsasstudentswithhigh needsandserved inschoolsthat receivedTitleI schoolwidefunding(TitleISW).Ofthe49Title ISWschoolsparticipatinginQRIS,eightofthese(8) schoolshadreceived aQRISRatingGranted

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atQRISLevels2,3or4.Schoolbuildinglevelenrollmentdata onTitleISW. isnot availablegradelevel.

CCDF:The DepartmentofEarlyEducationandCare(EEC)implemented anewfinancialassistancesysteminJuly2015.Datafrom2015onlyincludeddatafromJanuaryJune2015duetoadelayinthebillingfunctionalityinthenewsystemsbeingimplemented.ThenewfinancialassistancesystemhasprovidedEECwith ahigher dataquality.The datasourceistheEarlyChildhoodInformationSystem(ECIS). Inyear5,therewere 59,201highneedschildreninCCDFfunded programsparticipatingin QRIS. Ofthistotal,19,379childrenareinQRISprogramsatlevels 2,3and4.

IPLE: Datawasobtained fromtheIPLE PerformanceReportandwasverifiedusingthewiththeCommonwealthsQRISProgramManager(QPM),EEC'sonlineQRISapplication managementsystem. TheIPLEprogramsserved2,062childrenwhowereidentifiedashighneeds.Fortythree(43)IPLEprogramswereinthetop tiersofQRIS(QRISRating Grantedat Level2,3,or4andserved885childrenwhowereidentifiedwithhigh needs.

ValidatingtheeffectivenessoftheStateTQRIS(SectionB(5)ofApplication).

Describeprogressmadeduringthereportingyear,andacrossallfiveyearsofgrantimplementation,invalidatingtheeffectivenessoftheTQRISduringthereportingyearandacrossallfiveyearsofgrantimplementation,includingtheStatesstrategiesfordeterminingwhetherTQRIStiersaccuratelyreflectdifferentiallevelsofprogramqualityandassessingtheextenttowhichchangesinratingsarerelatedtoprogressinchildrenslearning,development,andschoolreadiness.DescribetheStatesstrategiestoensurethatmeasurableprogresswasmadebytheendofthefouryeargrantandNoCostExtensionperiod.

In2012EECinitiatedtheQRISValidationStudytoensurethat programsareratedproperlyandthatthehighertiersofthe QRISarelinkedtoimprovedchildoutcomes.Theresearchstudywasdesignedto incorporate thefollowing phases:

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1. Methodsplanningandpilotstudy2. Atscalevalidationofkeyqualitycomponents andassociatedprovisionalstandards,andassessingdifferencesinqualityacrosslevels

3. Atscalevalidationofthelinkbetweenquality levelsand childrens development andgrowthtrajectories

4. Finaldataanalysis and reportingTheQRISValidationStudygoalsweretovalidatekeycomponents of quality,assessdifferences inqualityacrosslevels,andrelatelevelsofqualitytochildrensdevelopmentaloutcomes. In2013,Massachusetts conducted apilotstudytodevelopandtestspecific instruments andtoassessproceduresfordatacollectionandcommunication with providers. Thestudy includedprograminformationquestionnaires, director interview protocols,teachersurveys,parentsurveys,andchildassessments.Whileoverall pilotresultswereencouraging,especiallyrelatedto datacollectionand response rates,itbecame evident that theQRISwasstillin an earlystate ofimplementation. MassachusettshiredUMassDonahueInstitute(UMDI)in2014toconductanatscalestudyoftheQRIS.ThestudyreceivedapprovalbyEECandtheNewEnglandInstitutionalReviewBoardinJune2014.UMDIandWellesleyCenters forWomenrevisedtheresearchstudy plantoincludethefollowinganalyses: 1. Examiningthevalidity ofkeyunderlyingconceptsin the QRIS2. Examiningthemeasurementstrategiesusedto accessquality3. Assessingtheoutputs oftheratingprocess4. Examining howratings areassociatedwithchildrensdevelopment

Centerbasedprogramswere randomlyselectedforparticipation from alistofallprogramsthatwere participating intheQRIS atthat time.Participantsincluded 192eligiblepreschoolandtoddlerclassroomsrepresentingQRISLevels1,2,and3. Inaddition,sixclassroomsatQRISlevel4wereincludedasacasestudy. Programleveldatawerecollectedthroughstaff interviews andsurveysaboutbusinesspractice,professionaldevelopment,workforcequalifications,familyandcommunityengagement,curriculum,andassessment.Classroomlevel datawerecollectedusingthe EarlyChildhoodEnvironmentRatingScales(ECERSR).Childleveldatawerecollectedusingaprepostdesignusingthefollowingtools: PeabodyPictureVocabularyTest,4th Edition(PPVT4);2 subtestsoftheWoodcockJohnsonTestsofAchievement, 3rd Edition (WJIII);Devereaux EarlyChildhoodAssessmentfor Preschoolers,2nd Edition(DECAP2);andthePreschoolLearningBehaviorScale(PLBS). Additionally,theDevereauxEarly ChildhoodAssessmentforToddlers(DECAT)wasusedwiththetoddlersample.

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Observationanddata collectionlaunchedin 2015andresultswere analyzedin 20152016.TheQRISvalidationstudyincludedmanykey findings: 1. Programcharacteristicsbyaffiliation(i.e.,multiservice agencyorFCCsystemaffiliation) differedsignificantlybylevel.ProgramsachievinghigherlevelsintheQRISwere increasingly morelikely toclaimmultiservice agency orFCCsystem affiliationthanprogramsinthelowerlevels.

2. AverageECERSRandITERSRscoresrose as programsprogressed throughthelevelsoftheQRIS.

3. Programsexhibited thegreatest strengthintheParents & Staff and Language & Reasoning/Listening & Talkingsubscalesofthe EnvironmentRatingScales.

4. Programsexhibited thegreatestchallenge intheSpace& Furnishings andPersonalCareRoutinessubscalesofthe EnvironmentRatingScales.

5. Significant differences were found inprogramsbyQRISLevel. Preschoolclassroomsinlevel3programswereofsignificantlyhigherqualitythanpreschoolclassroomsinlevel1andlevel2programson overallECERSR,PersonalCare Routines,Language&Reasoning,Interactions,and Parents&Staff.Level3washigherthanlevel1onSpace&Furnishings.Levels2and 3were higherqualitythanlevel1 onActivities.

6. Infant/toddlerclassroomsinlevel 2andlevel3programswere of significantlyhigherqualitythaninfant/toddlerclassroomsinlevel1programsonoverallITERSR,Listening&Talking,andActivities.Level2 washigher qualitythanlevel1onSpace&Furnishings.Level3was higherqualitythan level1onInteractions.Level3washigherthanlevel2,andlevels2and3werehigherthan level1,onParents&Staff.

7. Foramajorityof theQRIScriteria (68%),there weresignificantdifferencesbyQRISlevelinthenumberofprograms thatmetthecriteria.Differences for anadditional 10%wereapproachingsignificance.Despitethis,researchersrecommendmodificationstomostcriteriaand/orverificationrequirements inordertobetterdifferentiaterequirements, furtherdefinequality,establishgreaterconsistency,andclarify ambiguities.

8. Significant gainswere notedonchildmeasuresacrossalllevelsoftheQRIS.Specifically, childreninlevel3programsshowedsignificantly greaterimprovementintheirPPVTscoresovertime thandidchildreninlevel 2programs (p

AllowingNAEYCaccredited andHeadStartprogramstoenter the QRISasgrantedlevel2programs

Reducingleadteacher educationqualifications Throughpolicychanges,prioritizingthesupportofvettedcurriculathroughfutureiterationsoftheQRISImprovementgrants

Reducingthe requirementforMemorandaofUnderstandingbetween programsand serviceproviders

Supportinglicensingto ensurebasicsafety,environmental,and healthpractices are inplace

Establishingareverificationofprogramsatlevels3and4every3years Strengtheningtheselfassessment processatlevel2 Clarifyingformalprofessionaldevelopmentpolicy Consideringtheuseof a hybridQRISsystemwithblocksatthe lower3levelsandpointsat thehigher2levels,creatinga5level system

Massachusettsplansto usefeedback fromthe 2016publicmeetingsonQRIS,inconjunction withresearchersrecommendations,tomake changes totheQRISin 2017andbeyond.

FocusedInvestmentAreasSections(C),(D),and(E)

Checkthe FocusedInvestmentAreasaddressed inyour RTTELC StatePlan:

X (C)(1) Developingandusingstatewide,highqualityEarlyLearningandDevelopmentStandards. X (C)(2) Supportingeffective usesofComprehensiveAssessmentSystems.(C)(3) Identifying andaddressingthehealth,behavioral,anddevelopmentalneedsofChildren

withHigh Needstoimproveschoolreadiness. X (C)(4) Engagingand supportingfamilies.

(D)(1) DevelopingaWorkforceKnowledgeandCompetencyFrameworkandaprogressionofcredentials.

X (D)(2) SupportingEarlyChildhoodEducatorsinimprovingtheirknowledge,skills,andabilities.

X(E)(1) Understandingthestatusofchildrenslearninganddevelopmentatkindergartenentry. X(E)(2) Building orenhancinganearlylearning datasystemtoimproveinstruction, practices,

services,andpolicies.

GranteeneedstocompleteonlythosesectionsthatcorrespondwiththefocusedinvestmentareasoutlinedinthegranteesRTTELCapplicationandStatePlan.

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FocusedInvestmentAreas

C.PromotingEarlyLearningOutcomes

EarlyLearningandDevelopmentStandards (SectionC(1)ofApplication)

Describetheprogressmadeinthereportingyearandacrossallfiveyearsofgrantimplementation,includingsupportsthatareinplacetopromotetheunderstandingofandcommitmenttotheEarlyLearningandDevelopmentStandardsacrossEarlyLearningandDevelopmentPrograms.PleasedescribetheStatesstrategiestoensurethatmeasurableprogresswasmadeintheseareasbytheendofthefouryeargrantandtheNoCostExtensionperiod.

TheRTTELCgrantenabledthestatetocreate twonewsetofstandards:theEarlyEnglishLanguageDevelopment Standards (EELDS)forchildrenages2.5to 5.5yearsoldandtheSocialand EmotionalLearningandApproachestoPlayandLearningStandards(SEL/APL)forpreschoolandkindergartenchildren.Bothsetofstandards were approvedbythe BoardofEarlyEducationandCare andweretranslatedintofive differentlanguages. From2012to2013,the EELDSweredevelopedaspartof state's strategytosupportduallanguagelearnersintheirearly learning.Specifically,theStandards weredesignedto: helpguidelessonplanningtoensure thatthedifferent linguisticneeds ofduallanguagelearnersare beingmet throughtheirprogram day;

supportduallanguage learnersto reachtheir nextlevelof EnglishLanguage Development;

makeprogrammaticdecisionsaboutclasscomposition, staffing, curriculum,andassessment inprogramsthatserveduallanguagelearners;and

advancewithintheMassachusettsQRIS. ThegoalsfortheSEL/APLStandardswereto supportallchildrento: developandmaintain trusting,healthy,andpositiveinteractionsandrelationships withbothadultsandpeers;

developapositivesenseofself and selfefficacy;expressa healthyrangeofemotionsinsociallyandculturallyappropriateways;

understand theroleof socialinteractions; and developtheskillsneededtoregulateattention,impulses,and behavior.

Theseareas areconsideredimportantfactorsinschoolreadiness,includingtheabilitytotackleandpersistatchallenging orfrustratingtasks, follow directions,takerisksandmakemistakes, andworkas partofagroup. Thestateprovidedprofessionaldevelopment onbothsetofstandardsthrougharegionaltrainthetrainermodel(TOT)duringYear4andtheNonCostExtensionyear.Trainers

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were requiredtoprovidefreecommunitytrainingsonthestandards toeducators andadministratorsacrossthestate. AnonlinecourseontheSEL/APLStandardswasdevelopedinEnglishandSpanish. Thestate willcontinue toprovide professionaldevelopmentonthese standardsthroughtheEducatorandProviderSupport(EPS)grantees. TheDepartmentofElementaryand SecondaryEducationisalsopart ofcollaborationwith 17otherstatesandthe CollaborativeforAcademic,Socialand EmotionalLearning(CASEL)onthedevelopmentofpolicies, learningstandardsorgoals,andguidelinestosupportstatewideimplementationofsocialandemotionallearning.

ComprehensiveAssessmentSystems (SectionC(2)ofApplication)

Describetheprogressmadeduringthereportingyearandacrossallfiveyearsofgrantimplementation.PleasedescribetheStatesstrategiestoensurethatmeasurableprogresswasmadeintheseareasbytheendofthefouryeargrantandtheNoCostExtensionperiod.

Over thelastfive years ofthe RTTELCgrantandtheNoCostExtensionperiod,Massachusettssawsuccessin implementingcomprehensiveassessmentstrategiesto understand childrens growthand development.Onestrategywas thedisseminationofdevelopmentalscreeningtools,theAges and StagesQuestionnaire(ASQ)andAgesandStagesQuestionnairefor Social Emotional(ASQSE),throughthe statesfamilyandcommunity engagement in