System Framework: Resource Search Results

System Framework
Resource Name Quality Indicator(s) Notes
WWW: QRIS Compendium (updated regularly)
  • QS4
  • QS5
  • QS6

This website features a catalog and comparison of Quality Rating and Improvement Systems (QRIS) to promote thoughtful design, analysis and ongoing improvement in early care and education systems building.

  • QS4
  • QS5
  • QS6

This tool is meant to help states and communities as they consider key issues and make decisions during the planning and implementation of a quality rating and improvement system (QRIS). It provides information on state status related to a variety of activities to improve the availability and quality of early care and education programs. The crosswalk tool (a searchable database) allows registered users to examine the alignment of national standards from a number of government and non-profit organizations. (National Center on Child Care Quality Improvement)

  • QS4
  • QS5
  • QS6

This book chapter addresses the measurement of quality of early care and education (ECE) programs for children with disabilities. It cites a number of resources for measuring program quality.

  • QS4
  • QS5
  • QS6
This brief summarizes the findings of a review of state QRIS websites to identify the extent to which criteria relating to inclusion were incorporated. It includes conclusions drawn from interviews with national experts identifying innovative, promising models for incorporating inclusive practices substantively into QRIS standards. State QRIS administrators provided insights on the development and implementation efforts which result in promising practices to promote inclusion in state QRIS. (CEELO FastFact)
  • QS4
    • a (pg. 6)
    • b (pg. 6)
    • c (pg. 6)
    • e (pg. 8)
  • QS5
    • a (pg. 6)
    • b (pg. 6)
    • c (pg. 6)
    • d (pg. 6)
    • e (pg. 6)
    • g (pg. 8-10, 14)
  • QS6
    • a (pg. 6)
    • c (pg. 6)

The DEC Recommended Practices were developed to help bridge the gap between research and practice. They are intended to provide guidance to practitioners and families about effective ways to enhance outcomes and promote the learning and development of young children, birth through age 5, who have or are at-risk for developmental delays or disabilities. They highlight those practices that have been shown to result in better outcomes for young children with disabilities, their families, and the personnel who serve them. (Division for Early Childhood of the Council for Exceptional Children)

  • QS4
    • a (pg. 6,8,9,21)
    • b (pg. 6)
    • c (pg. 6, 8, 9)
    • d (pg. 8,9)
    • e (pg. 19)
    • f (pg. 19)
    • g (pg. 19)
    • h (pg. 11, 15, 16)
  • QS5
    • c (pg. 12)
    • d (pg. 8, 21)
    • e (pg. 8,9)
    • f (pg. 19)
    • g (pg. 19)
  • QS6
    • a (pg. 6, 13, 17)
    • b (pg. 11-13)
    • c (pg. 6, 13)
    • d (pg. 6,15,16)
    • e (pg. 19)
    • f (pg. 19)
    • g (pg. 6, 15, 16)

This ZERO TO THREE Policy Center tool provides information on the progress made by states to include standards and supports in their Quality Rating and Improvement Systems (QRIS) that specifically address the needs of children from birth to 3 years old. QRIS have become a "framework to support quality in a systemic way." This document is part of the ZERO TO THREE Policy Center's Supporting Babies Through QRIS series, which is being developed to help ensure that QRIS are supporting the needs of infants and toddlers.

  • QS4
    • d (pg. 1, 3)
    • h (pg. 3)
  • QS5
    • a (pg. 3)
    • a (pg. 3)
  • QS6
    • a (pg. 3)
    • c (pg. 3)
    • d (pg. 3)

This document provides an overview of basic program standards and the related rationale in the areas of: relationships, curriculum, teaching, assessment of child progress, health, teachers, families, community relationships, physical environment, leadership and management. (National Association for the Education of Young Children)

  • QS1
    • a (pg. 30)
    • b (pg. 13-14)
    • c (pg. 13-14)
    • d (pg. 30-31, 36)
    • e (pg. 30-31)
    • f (pg. 18, 30, 38)
    • g (pg. 10-11, 17)
    • h (pg. 15, 18, 30, 38)
    • j (pg. 20-21, 36-43)
    • m (pg. 20-31, 36-43)
    • n (pg. 20-31)
  • QS2
    • a (pg. 11-12, 33-35, 41-42)
    • b (pg. 11-12, 33-35, 41-42)
    • c (pg. 32-35)
  • QS3
    • a (pg. 32, 34, 42)
    • b (pg. 32, 34, 42)
    • c (pg. 11-12, 34, 39)
    • d (pg. 18, 38)
    • e (pg. 35, 43)

This resource provides recommendations and describes key decisions for state committees to consider as they develop or revise their Early Learning Guidelines (ELGs). It includes a section on implementation. Similar content is found on the Early Learning Guidelines-Standards Website (http://www.earlylearningguidelines-standards.org) and the section on implementation (http://www.earlylearningguidelines-standards.org/content.php?s=planning_how_to_implement_elgs).

  • QS1
    • a (pg. 12, 16)
    • b (pg. 9-10, Appendix B)
    • c (pg. 17, Appendix B)
    • d (pg. 9-19, 12, 16)
    • e (pg. 6-7, 12, 21)
    • f (pg. 9-10)
    • g (pg. 6-7, 14, 18-20)
    • h (pg. 11, 12, 18, 19)
    • i (pg. 22)
    • j (pg. 7-8, 12)
    • m (pg. 7-8, 12)
    • n (pg. 7-8, 12)
  • QS2
    • a (pg. 9, 14-15)
    • c (pg. 11)
  • QS3
    • a (pg. 13-14)
    • b (pg. 13-14)
    • c (pg. 12)
    • d (pg. 11, 14-15, 24)
    • e (pg. 14-25)

This brief addresses the unique challenges of creating or revising child level standards for infants and toddlers. It also provides examples of strategies that various states have used to address these challenges. (ZERO TO THREE)

  • QS1
    • a (pg. 4-5)
    • b (pg. 5)
    • c (pg. 5)
    • d (pg. 6)
    • e (pg. 5)
    • f (pg. 5)
    • g (pg. 6)
    • h (pg. 4-5)
    • i (pg. 5)
    • j (pg. 6)
    • m (pg. 6)
    • n (pg. 6)
  • QS2
    • a (pg. 6)
    • b (pg. 6)
    • c (pg. 6-7)
  • QS3
    • a (pg. 8)
    • b (pg. 8)
    • c (pg. 8)
    • d (pg. 6-7)

This joint position statement addresses educational, ethical, developmental, programmatic, assessment, and policy issues related to early learning standards. It discusses four essential features of developmentally effective early learning standards. The recommendations are most relevant to young children of preschool or prekindergarten age, with and without disabilities, in group settings (state prekindergarten programs, community child care, family child care, and Head Start). However, they can also be used to help guide the development and implementation of standards for younger and older children. The four elements of the position statement are briefly summarized in the 2009 Where We Stand document found at: http://www.naeyc.org/positionstatements/learning_standards (National Association for the Education of Young Children, and National Association of Early Childhood Specialists in State Departments of Education)

  • QS1
    • b (pg. 6-7)
    • f (pg. 6-7)
    • h (pg. 6-7)
  • QS2
    • a (pg. 2-3, 4)
    • b (pg. 2-3, 4)
    • c (pg. 2-3, 4)
  • QS3
    • a (pg. 5)
    • b (pg. 2-5)
    • c (pg. 2-4)
    • d (pg. 2, 6-7)
    • d (pg. 2-3, 6-7)

This paper uses data from interviews conducted in 2010 with representatives of eight states on the implementation and alignment of their Early Learning Guidelines (ELGs) for infants and toddlers. It describes the status of ELGS in these states and provides suggestions and examples related to disseminating and training on the ELGs and embedding them into professional development and quality improvement systems. It also provides definitions and examples of aligning the ELGs for infants and toddlers both vertically, with guidelines for older children, and horizontally, with other parts of the infant-toddler system. (ZERO TO THREE Policy Center.)

  • QS1
  • QS2
  • QS3

All 56 States and Territories have developed ELGs for preschool children, and virtually all have ELGs for infants and toddlers. This document provides a link to all States that have their early learning guidelines on a public Web site. (NCCCQI)

  • QS1
    • e

This resource provides two tables that show:

  1. where dual language learners (DLLs) are referenced in state and territory early learning guidelines, standards, and supporting documents, and;
  2. portions of text from the state and territory guidelines or standards that refer to supporting dual language learners.
  • QS1
    • i

This website provides information about the three main principles of UDL (representation, expression, and engagement), as well as practical suggestions for how to implement these principles.

  • QS1
    • i

This article discusses the principles of universal design and identifies ways to apply these principles in early childhood programs. It provides examples of how early childhood programs can ensure that all children, regardless of their abilities, needs, or cultural heritage, have access to a rich learning environments that are designed to help them acquire the skills they need to be successful in school and life.

  • QS1
    • e

This report provides information on the approaches that 23 states have taken to support dual language learners in their Early Learning and Development Standards (ELDS) for pre-k-aged children. It includes individual state profiles with exemplary language highlighted where possible. It also provides recommendations to help states better support the needs of young dual language learners in their ELDS and in other aspects of their early childhood system.

Early Childhood Technical Assistance Center

  • CB 8040
  • Chapel Hill, NC 27599-8040
  • phone: 919.962.2001
  • fax: 919.966.7463
  • email: ectacenter@unc.edu

ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

Project Officer: Julia Martin Eile

  • FPG Child Development Institute
  • IDEAs that Work