Glossary

The name of the Quality Improvement System operating in the state or locality.

The organization(s) primarily responsible for the administration and management of the QIS.

Geographic area eligible to participate in the QIS.

A test-run of a QIS that takes place in a defined service area during a specific timeframe.  A pilot is designed to identify and address program issues before broad scale implementation. 

The date the last major revision to the QIS was implemented and a description of the last significant revision to the QIS. A revision includes any major changes to the policies, processes, and rating standards of the QIS.

The year the QIS began operating within the state/locality.

If not statewide, a description of the counties, cities, or other geographic area the QIS covers.

A general overview of the QIS operating within the state or locality. 

The articulated purpose or vision statement of the QIS program and/or anticipated results of program activities.

The responsibility, name, and type of partner agency. Additionally, the type of agreement with partner agency responsible for the overall management of the program.

Information about the ways the QIS incorporates an approach to racial equity.

Information about the ways the quality initiative incorporates topics around mental health.

Indication of whether the quality initiative has a plan for how they intend to achieve long-term goals. 

The approximate date the upcoming revisions will take place and a description of the upcoming revisions. A revision includes any major changes to the policies, processes, and rating standards of the QIS. 

Information about other quality initiatives or activities happening in the QIS's geographic area, outside of the QIS itself. Note, this may not be an exhaustive list of quality initiatives operating within the QIS's geographic area.

Whether QIS participation is voluntary or required by law, regulation, or program type.

Total number of programs currently enrolled in the QIS, whether rated or unrated, at the time of data collection.

Percent of rated programs by program type. Due to the various ways in which states calculate density, these numbers are only for rated licensed center-based or family (home-based) child care. The numerator is the number of programs of each type with a QIS rating; the denominator is the total number of licensed programs of that type in the state or locality.

The number of unrated programs currently participating in the QIS. Programs can be considered participating and unrated if they have signed some sort of participation agreement and are in the process of receiving a rating.

The number of programs with a rating in the QIS per program type and rating level.

Information about whether the QIS mandates participation for programs receiving certain types of funding.

The frequency with which the QIS uses participation data to understand ECE program participation in high-poverty communities

A description of the number of rated and unrated programs participating in the QIS.

Other information about program density.

Information about which populations the QIS targets for recruitment and how these groups are targeted. 

The time in months that it takes for a program to receive a QIS rating after they complete an application or enroll in the QIS.

If applicable, a description of the re-rating process for programs participating in the QIS. 

The number of levels in the QIS.

Three different methods are typically used in a QIS for combining information from the quality indicators: a building block approach in which a set of quality indicators must be met in full before a program can receive the rating for that level, a points system in which points are awarded for meeting each quality indicators and then a summary score is created by adding the points from each indicator and then assigning the program to a quality level based on the number of points earned, or a combination of the building block and points approach. 

If hybrid rating structure was selected, follow up questions are asked to capture more information.

The length of time that a rating is valid.

Information about the process used to determine the program rating.

Information about the process used to verify rating informations.

Whether parts of the rating process take place in an online format.

The flexibility with which programs can apply for and receive ratings.

Basic information about if there are different requirements for different types of programs.

Information on whether an automatic rating/Alternative Pathways to rating is available to programs based on achievement of standards as defined through an "alternative" system.

Reasons a program may receive a re-rating prior to rating expiration.

Process for appeals in the QIS.

Description of the people or process used to make determinations of overall QIS ratings.

Process to ensure the reliability of the people or process used to make determinations of overall QIS ratings.

Additional comments or details to note about ratings in the QIS.

Whether and how the QIS incorporates continuous quality improvement in the rating process.

Fees associated with re-rating for programs in the QIS.

The monitoring processes that occur between ratings.

The funding type, amount, and sources for the QIS in the most recent fiscal year.

Additional comments or details regarding QIS funding.

The types of financial incentives programs receive to participate in the QIS, the range in the amounts a program can receive for each financial incentive type, and the types of programs that are eligible to receive the financial incentive.

If tiered reimbursement is an incentive, the percent or number above the maximum reimbursement  rate programs receive at each rating level.

Additional comments or details about financial incentives.

Training, certification, or approval is required of onsite assistance providers in the QIS or in the professional development system more broadly.

The target population for onsite assistance.

Onsite assistance follows a particular model or sequence/process with designated steps and assessment of progress.

Additional comments about the improvement process.

The typical length of time programs receive quality improvement technical assistance.

Information about the providers of quality improvement technical assistance to programs participating in the QIS.

The types of technical assistance provided to programs participating in the QIS.

The focus or content of the technical assistance provided to programs participating in the QIS.

A description of the people providing quality improvement assistance to programs in the QIS. Include people whose positions are at least partially dedicated to working with programs in the QIS.

How the quality initiative measures the effectiveness of technical assistance provided to programs.

The ways in which technical assistance is made available to providers and practitioners. 

Information about which programs are eligible to receive technical assistance provided by the QIS. 

The number of center-based and family child care providers reached with each type of TA in the past year.

The process for establishing initial reliability with an anchor for the observational tool.

The process for establishing ongoing reliability.

Additional comments about the use of observational tools.

The observation tool, the type of classroom selection, and the number of classrooms selected (in each age group). 

The score on any Environment Rating Scale tool that is required by the quality initiative to receive a specific rating.

The score on any Classroom Assessment Scoring System (CLASS) tool or subscale that is required by the quality initiative to receive a specific rating.

Whether providers or practitioners can receive the observation in their preferred language.

The status of evaluation of the QIS.

How the evaluation addresses validation.

A list of research questions/topics addressed in past evaluations.

Includes the name, date, and hyperlinks of published reports.

Additional comments about evaluation.

The name of the external evaluator. 

Additional comments about evaluation.

The years each evaluation started and ended.

A list of research questions/topics addressed in ongoing evaluations.

The groups receiving public awareness communications, the entities providing them, and the methods of provision. Public awareness may include information about ratings for parents, recruitment information, or promoting general awareness of the QIS.

Amount of funding dedicated to promoting awareness of the QIS to parents, providers, and the community.

A description of how feedback on the QIS is gathered from different groups, how that information is used, and the methods used to reach people who speak a language other than English.

Information about the QIS data system.

Description of the types of data included within the QIS data system.

A description of how the quality initiative's data are linked or integrated with other data or data systems. Linkages include connecting different data that are stored in separate systems to one another using a common identifier or matching process. Integration includes connecting data that are stored in the same system.

Description of the various ways data is used.

Year the QIS data system first became operational.

Additional comments about data systems.

Whether data can be disaggregated by race/ethnicity.

A description of the kinds of data the QIS collects on children served by programs participating in the QIS.

A description of the kinds of data the QIS collects on programs and practitioners participating in the QIS.

The number of categories used to organize center-based indicators in the QIS.

The names and associated categories for the center-based indicator used in the QIS.

If licensing is required for enrollment of child care centers in the QIS.

If there is a process for license-exempt programs in the QIS.

If licensing is required at the first level of the QIS and no other requirements are in place to achieve the first level.

Components related to health and safety included in the QIS indicators.

Features related to curriculum included in the QIS indicators.

If curriculum for infants/toddlers is identified in the QIS indicators and if so, which curriculum is approved.

If curriculum for preschoolers is identified in the QIS indicators and if so, which curriculum is approved.

If self-developed or bundled curriculum are allowable, whether the QIS reviews curriculum as part of the rating process.

Features related to observational child assessment included in the QIS indicators.

If observational child assessment(s) are identified in the QIS indicators, and if so, which assessments are approved.

Description of the stand-alone environment and interaction-related indicators in the QIS or whether those features are captured as part of an observational assessment by an outside rater or a self-assessment.

Components related to program administration, management, and leadership included in the QIS indicators.

Different ways accreditation is incorporated in the QIS rating.

List of accrediting bodies approved by the QIS.

Description of how accreditation is used as alternative pathway to rating.

Components related to family partnerships and engagement included in the QIS indicators.

Other center indicators included in the QIS.

Features of the professional development indicators for licensed center-based programs.

If the QIS has professional development indicators for centers for staff, and if so, which staff type.

The content of trainings that licensed center-based programs are required to complete to achieve points or levels within the QIS. Include trainings that are required at any level, not just those required at every level.

Further information about indicators related to cultural/linguistic diversity.

A description of the observational tools used in the QIS rating process. This includes the age groups observed using the observational assessment, the frequency at which the observations are completed, and the minimum and maximum scores for rating or points. 

 Whether there are indicators related to developmental screening for preschoolers and if so which developmental screens are used.

Whether there are indicators related to developmental screening for infants and toddlers and if so which developmental screens are used.

The features of the QIS indicators related to supports for teachers in center-based programs.

Further information about indicators related to community involvement.

Further information about indicators related to Continuous Quality Improvement.

Features of the staff qualification indicators for licensed family child care programs.

Inclusion for children with identified or suspected delays, disabilities, or special medical needs

A description of the observational tools used in the QIS rating process. This includes the age groups observed using the observational assessment, the frequency at which the observations are completed, and the minimum and maximum scores for rating or points. 

Features related to observational child assessment included in the QIS indicators.

The number of categories used to organize family child care indicators in the QIS.

The labels for the indicator categories used in the QIS. (i.e., What are the different categories of QIS indicators called in your state/region, for example "Partnering with Families" or "Learning Environment."

If licensing is required for enrollment of family child care programs in the QIS.

If there a process for license-exempt family child care programs in the QIS.

If licensing is required at the first level of the QIS and no other requirements are in place to achieve the first level.

Components related to health and safety included in the QIS indicators.

Features related to curriculum included in the QIS indicators.

If curriculum for preschoolers is identified in the QIS indicators and if so, which curriculum is approved.

If curriculum for infants/toddlers is identified in the QIS indicators and if so, which curriculum is approved.

If self-developed or bundled curriculum are allowable, whether the QIS reviews curriculum as part of the rating process.

If observational child assessment(s) are identified in the QIS indicators, and if so, which assessments are approved.

Description of the stand-alone environment and interaction-related indicators in the QIS or whether those features are captured as part of an observational assessment by an outside rater or a self-assessment.

Components related to program administration, management, and leadership included in the QIS indicators. 

Different ways accreditation is incorporated in the QIS rating.

List of accrediting bodies approved by the QIS.

Description of how accreditation is used as alternative pathway to rating.

Additional comments about incorporating accreditation.

Components related to family partnerships and engagement included in the QIS indicators.

Other indicators included in the QIS.

Features of the professional development indicators for licensed family child care programs.

If the QIS has professional development indicators for FCC for staff, and if so, for which staff type.

The content of trainings required of licensed family child care programs to achieve points or a level within the QIS. Include trainings required at any level, not just trainings required of all levels.

Further information about indicators related to cultural/linguistic diversity.

 Whether there are indicators related to developmental screening for preschoolers and if so which developmental screens are used.

Whether there are indicators related to developmental screening for infants and toddlers and if so which developmental screens are used.

Further information about indicators related to community involvement.

Further information about indicators related to Continuous Quality Improvement.

Features of the staff qualification indicators for licensed family child care programs.

The names and associated categories for the FCC indicator used in the QIS.

Inclusion for children with identified or suspected delays, disabilities, or special medical needs

URL of the QIS website used by the public.

Hyperlink to language from state statute that refers to the QIS (if available).

A hyperlink to the QIS ratio tables, if available.

A link to the QIS Logic Model, depicting the relationships among program activities and desired outcomes.

A link to the Career Lattice or Ladder, which designates steps or levels for individual ECE professionals. Lattice or Ladder levels typically include a combination of trainings, college credits, credentials, or work experience. 

A link to the QIS implementation manual.

A link to a document describing the career lattice or ladder used in the QIS.

A link to the QIS financial incentives chart. 

A link to the QIS licensing standards.

A link to the QIS standards or indicators by level of quality.

A link to the QIS technical assistance manual.

A link to the relevant competencies required or suggested by the QIS for technical assistance providers.

A link to the QIS tiered reimbursement schedule.