Glossary
Data Option Glossary Terms
Definitions for the option sets for a select number of data elements. For example, these glossary terms will include explanation of the differences in types of program, initial versus on-going reliability, or explanation about the different types of ratings structure. Browse to the category with the data element glossary term and then look for the related option set choices.
- Partnerships- Partner Agreement Type
Competitive Contract: Multiple organizations placed bids on services needed.
Sole-source Contract: Only one organization can bid on and provide the contractual services needed.
MOA/MOU: Memorandum of Agreement (MOA) and Memorandum of Understanding (MOU) are written agreement or understanding between parties to work together.
- Service Area
Statewide: QIS operates throughout the state.
Counties: QIS only operates within certain counties.
Localities: QIS only operates within localities across the state.
Other: The service area of the QIS operates in a different manner.
- Overall Management- Managing Organization Type
State Agency: A state administrative body or unit of government.
Resource and Referral Agency: A local and/or statewide nonprofit organization involved in supporting child care services.
- Other quality initiatives or activities - organization implementing
State agency: A state administrative body or unit of government.
Child care resource and referral (CCR&R): A local and/or statewide nonprofit organization involved in supporting child care services.
External contractor: The organization implementing the other quality initiative or activity is an external contractor.
Unkown: The type of organization implementing the other quality initiative or activity is unknown.
- Other quality initiatives or activities - primary focus or purpose
Administration: The primary focus is on administration of early care and education.
Classroom quality: The primary focus/purpose is classroom quality.
Family engagement: The primary focus/purpose is engagement with families.
Equity: The primary focus/purpose is equity.
- Other quality initiatives or activities - participation requirements
Voluntary: QIS participants may participate in this quality initiative or activity voluntary.
Mandatory: QIS participants must participate in this quality initiative or activity.
- Racial Equity Approach
Participation: A description of the ways the QIS incorporates a racial equity approach into who is and who is not participating in the QIS.
Quality improvement: A description of the ways the QIS incorporates a racial equity approach into their quality improvement practices.
Rating: A description of the ways the QIS incorporates a racial equity approach into rating processes.
Recruitment: A description of the ways the QIS incorporates a racial equity approach into program, practitioner, and family recruitment processes.
Other: A description of any other ways the QIS incorporates a racial equity approach into their system.
- QIS Participation- Program
Licensed center-based programs: Non-parental, state licensed, center-based child care programs.
Head Start/Early Head Start: Federally-funded preschool program providing services to low-income families.
School-operated early childhood programs: Early childhood or preschool programs operating within schools.
Licensed family child care: Non-parental, state licensed, home-based child care programs.
Legally licensed-exempt home based providers: License-exempt, home-based care operating legally with a license such as a provider caring only for his/her relatives.
Legally licensed-exempt center-based providers: License-exempt, center-based care operating legally with a license such as before and after school run programs.
School-aged programs: Before- and after-school run child care programs.
Tribal early childhood programs: Programs operated by federally-recognized tribes.
Other: Another type of QIS participating program.
Participation by program type unknown: Individual program participation was not reported.
- QIS Participation- Participation Rule
Voluntary: This program type may participate in the QIS voluntarily.
Licensed programs enrolled at the first level: This program type is automatically enrolled in the QIS at the first level if they are licensed.
Mandatory participation for all programs: This program type is required to participate in the QIS.
- QIS Rules by Funding Stream
Programs with children receiving CCDF subsidies: Whether child care programs serving children receiving Child Care and Development Fund (CCDF) subsidies must participate in the QIS.
Programs receiving Head Start/Early Head Start funding: Whether child care programs receiving federal or state Head Start/Early Head Start funding can participate in the QIS voluntarily or are required to participate.
Programs with children receiving IDEA funding: Whether child care programs serving children with Individuals with Disabilities Education Act (IDEA) funding can participate in the QIS voluntarily or are required to participate.
Programs receiving state Pre-K funding: Whether child care programs receiving funding for public Pre-K can participate in the QIS voluntarily or are required to participate.
Other: Whether child care programs receiving other funding streams can participate in the QIS voluntarily or are required to participate.
- Process to Ensure Reliability- Type of Process
Initial reliability: The initial process to ensure a rater is accurately and consistently rating programs.
Ongoing reliability: The ongoing (annual or monthly) process to ensure a rater is accurately and consistently rating programs.
- Automatic Rating/Accelerated Rating Available
Accredited center-based programs: Nationally recognized center-based child care programs.
Head Start/Early Head Start: Federally-funded preschool program providing services to low-income families.
School-operated early childhood programs: Early childhood or preschool programs operating within schools.
Accredited family child cares: Nationally recognized family child care programs.
Legally license-exempt home based programs: Home-based care provider operating legally without a license (i.e. a provider caring only for his/her relatives).
Legally license-exempt center-based programs: Center-based care provider operating legally without a license (i.e. child care programs run by religious organizations).
School-age programs: Before- and after-school run child care programs.
- Hybrid Rating Structure
Blocks at early levels & points at later levels: At early levels, the hybrid rating structure uses blocks, meaning all standards in one level are met before moving to the next. Higher levels incorporated a points system, which means each standard is assigned a certain number of points. Block standards met and the total number of points earned reflects a program's level.
Mix of blocks and points at all levels: Each level is composed of mandatory standards (blocks) and additional points-based standards.
Largely a point system with some specific requirements: The system uses a points rating structure but has some specific criteria. A common example a licensing requirement that is equivalent to the first level.
- Rating Structure
Block: The QIS uses a building block model to determine the rating. Programs must meet all the criteria at a certain level to earn that rating.
Points: The QIS uses a points structure to determine the rating. Programs have the flexibility to choose which requirements they will meet to earn points that correspond to different ratings.
Hybrid: The QIS uses a mixture of blocks and points to determine rating.
- Monitoring
Annual Report: A written document each year for measuring progress.
Annual CQI Plan: A Continuous Quality Improvement (CQI) plan is a written guide for improving outcomes and processes.
Intermittent Visits: Visits by a licensing specialist or other licensing official on an irregular basis to monitor compliance.
Licensing Has a Role Between Ratings: Before a program can change QIS rating, the licensing system has some role (may vary between states).
Other: Other monitoring practices.
- Funded Activities
Administration: Administration funding sources for the most recent fiscal year.
Quality Improvement Incentives (e.g., grants, bonuses, scholarships): Quality improvement funding sources for the most recent fiscal year.
Evaluation: Evaluation funding sources for the most recent fiscal year.
Technical assistance (e.g. coaching, consultation): Technical assistance for program staff for the most recent fiscal year.
Marketing/Public Awareness: Marketing efforts, such as advertisements, for the most recent fiscal year.
- Funding Sources
Child Care and Development Fund: The QIS is supported by the Child Care and Development Fund (CCDF). Authorized by the Child Care and Development Block Grant Act and the Social Security Act, CCDF, in part, aims to improve quality child care and promotes coordination among early childhood development and after school programs.
State funding (e.g., Pre-K, education): State funding allocated to pre-kindergarten or education.
RTT-ELC: Race to the Top-Early Learning Challenge is a competitive grant aimed to support state's efforts to reach disadvantaged children and design and implement a system of high quality early learning programs and services.
Local funding (e.g., school district, property tax): Local funding allocated to pre-kindergarten or education.
Foundation funding: Funding is received from a non-governmental organization such as a nonprofit corporation or a charitable trust.
- Financial Incentive Type
Quality award/bonus: Monetary award or bonus used to improve a program's quality.
Startup award: Monetary award given to starting programs.
Improvement grant: Funds given to developing programs.
T.E.A.C.H. scholarship: Scholarships to support early childhood staff in earning a higher degree in early childhood or a related field.
Staff scholarship: Funding granted to a staff member to pursue educational opportunities.
Staff bonus: Funding granted on a one-time basis to reward a staff member.
Staff wage supplement: Funding provided to increase hourly wages or salary for a staff member on a continuous basis.
- Technical Assistance Provider Type
State agency partner: A partnered state administrative agency.
Resource and referral agency: A local and/or statewide nonprofit organization involved in supporting child care services.
QIS managing organization: Organization (state or local) that oversees QIS efforts.
Educational institution: A community college or university that provides assistance to the QIS.
- Technical Assistance Type
Mentoring: Training provided to staff by a higher-level staff member.
Coaching: An individualized approach to professional development that provides staff with close instruction.
Consultation: Staff have an outside consultant (individual or group) to whom they go for help.
Professional Development Advising: Advisors work with child care providers to explore, define, and achieve professional development goals.
Peer-to-Peer: Staff have the opportunity to work with their peers, either within their program or across other programs.
- Technical Assistance Focus
Summary of Focus Options:
- Health and safety
- Children's mental health
- Trauma-informed care
- Social-emotional development
- Behavior management
- Continuous quality improvement
- Inclusion
- Infants and toddlers
- Improving teacher child interactions
- Using observatinal assessment tools for program improvement purposes
- School-age care
- Dual lanaguage learners
- Curriculum and assessment
- Understanding and using developmental screenings
- Program administration and management practices
- QIS rating assistance
- Equity
- Other
- Observational Tool Type
CLASS: Classroom Assessment Scoring System (CLASS) is an observational tool used to determine the quality of teacher-child interactions and classroom environment in child care programs.
FCCERS-R: Family Child Care Environment Rating Scale-Revised (FCCERS) is designed to assess process quality in family child care programs conducted in a provider’s home.
ECERS-R: The Early Childhood Environment Rating Scale-Revised (ECERS-R) is designed to assess process quality in group programs for preschool-kindergarten aged children, from 2 through 5 years of age.
ITERS-R: The Infant/Toddler Environment Rating Scale-Revised (ITERS-R) is designed to assess process quality in group programs for children from birth to 2 ½ years of age.
SACERS-R: The School-Age Care Environment Rating Scale-Revised (SACERS-R) is designed to assess process quality in after-school group care programs for school-age children, 5 to 12 years of age.
ECERS-3: The Early Childhood Environment Rating Scale-Third Edition (ECERS-3) is a major revision that introduces innovations in both the content and administration of the scale, designed to measure of quality in education and care in programs.
ITERS-3: The Infant Toddler Environment Rating Scale-Third Edition (ITERS-3) is a major revision that introduces innovations in both the content and administration of the scale, designed to measure of quality in education and care in programs.
FCCERS-3: The Family Child Care Environment Rating Scale-Third Edition (FCCERS-3) is a major revision that introduces innovations in both the content and administration of the scale, designed to measure of quality in education and care in programs.
SACERS-U: The School Age Care Environment Rating Scale-Updated (SACERS-U) is an updated version of SACERS-R.
Self-developed/home grown tool: A QIS-created observational tool.
ACSES: The Assessing Classroom Sociocultural Equity Scale (ACSES).
- Training for Observers
Trained in-person by the tool's author: The observational tool's author trains observers in person.
Trained in-person by an official tool anchor: The observational tool's trained anchor trains observers in person.
Training completed online through the tool publisher: Observers complete an online training made by the tool's publisher.
Trained in-house by an unofficial trainer: Observers are trained by an in-house, unofficial trainer, such as a colleague with previous experience.
Anti-bias training: Observers are trained to have an anti-bias approach.
Other general training: Observers receive other general trainings beyond those listed.
- Initial Reliability
Exact agreement: The observation trainee's score must be in exact agreement with the tool's anchor.
Agreement within 1: The observation trainee must be in agreement with the tool's anchor.
At least 80% agreement: The observation trainee's score must match with at least 80% of the anchor's score.
At least 85% agreement: The observation trainee's score must match with at least 85% of the anchor's score.
- Topic of Past or Ongoing Evaluation
Implementation: The evaluation monitors the fidelity of the QIS.
Includes program outcomes: Investigates whether the QIS causes demonstrable effects on program-level outcomes.
Includes child outcomes: Investigates whether the QIS causes demonstrable effects on child development.
Includes systems outcomes: Investigates whether the QIS causes demonstrable effects on system-level outcomes.
Workforce: Evaluates and monitors the workforce.
- Evaluation Agreement Type
Competitive contract: Multiple organizations place bids on services needed.
Sole-source contract: Only one organization can bid on and provide the contractual services needed.
MOA/MOU: Memorandum of Agreement (MOA) and Memorandum of Understanding (MOU) are written agreement or understanding between parties to work together.
- Public Awareness Funding Types
Funded through FTE: Funding comes from the salaries of employees responsible for public awareness.
Funded through a budget set-aside or line item: A predetermined amount is allocated for public awareness.
- Features of Program Administration, Management, and Leadership Indicators
Program Administration Scale (PAS): http://mccormickcenter.nl.edu/program-evaluation/program-administration-scale-pas/
- Content Categories Included in QIS Indicators
Ratio and group size: Child to Staff Ratio: the amount of staff required, based on the number of children present and the ages of these children. Group Size: The number of children assigned to a caregiver/teacher or team of caregivers/teachers occupying an individual classroom or well defined space within a larger room.
Health and safety: Regulations and procedures intended to prevent accident or injury in the facility.
Curriculum: Curriculum is an organized framework that outlines appropriate content to learn and delineates processes to achieve curricular goals
Child assessment: Gathering information from formal child assessments to make informed instructional decisions.
Environment: The evironment of the classroom including layout and materials used.
Interactions: Teacher-child interactions.
Accreditation: Accreditation is the process in which certification of credibility is presented to programs that apply and meet certain standards/criteria.
Family partnerships and engagement: The involvement families in the program operations, ranging from parent advisory board to periodic family surveys.
Provisions for children with special needs: Criteria specific to serving children with special needs is included in the QIS.
- Developmental Screening for Infants and Toddlers
Ages and Stages Questionnaires: http://agesandstages.com/
Brigance Screens: http://www.curriculumassociates.com/products/detail.aspx?title=BrigEC-Screens
Batelle Developmental Inventory: http://www.assess.nelson.com/test-ind/bdi.html
Early Screening Inventory-Preschool or Early Screening Inventory-Kindergarten: http://schools.nyc.gov/Academics/EarlyChildhood/prekscreen
Developmental Indicators for the Assessment of Learning (DIAL): http://clas.uiuc.edu/special/evaltools/cl02542.html
Denver Developmental Screening Test: https://doctorguidelines.com/2016/08/03/child-development-assessment-developmental-milestones-and-denver-developmental-screening-test/
Learning Accomplishment Profile-Diagnostic (LAP-D): http://www.chtop.org/Products/LAP-System/The-LAP-D.html
Parents' Evaluation of Developmental Status (PEDS): http://www.pedstest.com/default.asp
- Developmental Screenings for Preschoolers
Ages and Stages Questionnaires: http://agesandstages.com/
Brigance Screens: http://www.curriculumassociates.com/products/detail.aspx?title=BrigEC-Screens
Batelle Developmental Inventory: http://www.assess.nelson.com/test-ind/bdi.html
Early Screening Inventory-Preschool or Early Screening Inventory-Kindergarten: http://schools.nyc.gov/Academics/EarlyChildhood/prekscreen
Developmental Indicators for the Assessment of Learning (DIAL): http://clas.uiuc.edu/special/evaltools/cl02542.html
Denver Developmental Screening Test: https://doctorguidelines.com/2016/08/03/child-development-assessment-developmental-milestones-and-denver-developmental-screening-test/
Learning Accomplishment Profile-Diagnostic (LAP-D): http://www.chtop.org/Products/LAP-System/The-LAP-D.html
Parents' Evaluation of Developmental Status (PEDS): http://www.pedstest.com/default.aspx
- Curriculum Identified for Infants/Toddlers
Creative Curriculum for Family Child Care: http://teachingstrategies.com/curriculum/
The High Scope Infant/Toddler Curriculum: http://www.highscope.org/content.asp?contentid=62
Montessori: http://www.montessoritraining.net/curriculum_materials/infant_toddler_program.htm
Program for Infants and Toddlers (PITC): https://www.pitc.org/pub/pitc_docs/home.csp
- Curriculum Identified for Preschoolers
Core Knowledge: http://www.coreknowledge.org/mimik/mimik_live_data/view.php?id=1833&record_id=189
Creative Curriculum for Preschool: http://teachingstrategies.com/national/national-system.html
Curiosity Corner: http://www.successforall.org/Early-Childhood/Powerful-Instruction/Curiosity-Corner/
DLM Early Childhood Express: https://www.mheonline.com/program/view/5/7/2180/DLM2011/
The High Scope Preschool Curriculum: http://www.highscope.org/content.asp?contentid=63
Houghton Mifflin Pre-K: http://www.eduplace.com/marketing/prek/
Investigator Club: http://www.investigatorclub.com/about-the-program.aspx
Montessori: http://www.montessoritraining.net/curriculum_materials/preschool_kindergarten_program.htm
Opening the World of Learning (OWL): http://www.pearsonlearning.com/microsites/owl/main.cfm
Scholastic Early Childhood Program: http://teacher.scholastic.com/products/secp/
- Child Assessments Identified
High/Scope Infant-Toddler Child Observation Record (COR): http://www.highscope.org/Content.asp?ContentId=851
High/Scope Preschool Child Observation Record (COR): http://www.highscope.org/Content.asp?ContentId=851
Teaching Strategies-Gold Assessment (TS-Gold): http://teachingstrategies.com/assessment/
Work Sampling System (WSS): https://www.worksamplingonline.com/
Brigance Inventory of Early Development II: http://www.triangleeducationassessments.com/
- Observational Tool Name
ERS: Environment Rating Scales http://ers.fpg.unc.edu/
CLASS: Classroom Assessment Scoring System http://teachstone.com/the-class-system/
- Approved Accrediting Bodies
National Association for the Education of Young Children (NAEYC): http://www.naeyc.org/accreditation
Council on Accreditation (COA): http://coanet.org/about/about-coa/
National Early Childhood Program Accreditation (NECPA): http://www.necpa.net/necpastandards.php
American Montessori Society (AMS): https://amshq.org/School-Resources/AMS-School-Accreditation
Association of Montessori International (AMI): http://amiusa.org/about-us/
National Center for Montessori Education: http://www.public-montessori.org/about-us
- Features of Family Partnership and Engagement Indicators
Strengthening Families checklist: http://www.cssp.org/reform/strengthening-families/resources/SF_Program-SelfAssessment_2012.pdf
- Features of Program Administration, Management, and Leadership Indicators
Program Administration Scale (PAS): http://mccormickcenter.nl.edu/program-evaluation/program-administration-scale-pas/
- Content Categories Included in QIS Indicators
Ratio and group size: Child to Staff Ratio: the amount of staff required, based on the number of children present and the ages of these children. Group Size: The number of children assigned to a caregiver/teacher or team of caregivers/teachers occupying an individual classroom or well defined space within a larger room.
Health and safety: Regulations and procedures intended to prevent accident or injury in the facility.
Curriculum: Curriculum is an organized framework that outlines appropriate content to learn and delineates processes to achieve curricular goals
Child assessment: Gathering information from formal child assessments to make informed instructional decisions.
Environment: The evironment of the classroom including layout and materials used.
Interactions: Teacher-child interactions.
Accreditation: Accreditation is the process in which certification of credibility is presented to programs that apply and meet certain standards/criteria.
Family partnerships and engagement: The involvement families in the program operations, ranging from parent advisory board to periodic family surveys.
Provisions for children with special needs: Criteria specific to serving children with special needs is included in the QIS.
- Developmental Screening for Infants and Toddlers
Ages and Stages Questionnaires: http://agesandstages.com/
Brigance Screens: http://www.curriculumassociates.com/products/detail.aspx?title=BrigEC-Screens
Batelle Developmental Inventory: http://www.assess.nelson.com/test-ind/bdi.html
Early Screening Inventory-Preschool or Early Screening Inventory-Kindergarten: http://schools.nyc.gov/Academics/EarlyChildhood/prekscreen
Developmental Indicators for the Assessment of Learning (DIAL): http://clas.uiuc.edu/special/evaltools/cl02542.html
Denver Developmental Screening Test: https://doctorguidelines.com/2016/08/03/child-development-assessment-developmental-milestones-and-denver-developmental-screening-test/
Learning Accomplishment Profile-Diagnostic (LAP-D): http://www.chtop.org/Products/LAP-System/The-LAP-D.html
Parents' Evaluation of Developmental Status (PEDS): http://www.pedstest.com/default.asp
- Developmental Screenings for Preschoolers
Ages and Stages Questionnaires: http://agesandstages.com/
Brigance Screens: http://www.curriculumassociates.com/products/detail.aspx?title=BrigEC-Screens
Batelle Developmental Inventory: http://www.assess.nelson.com/test-ind/bdi.html
Early Screening Inventory-Preschool or Early Screening Inventory-Kindergarten: http://schools.nyc.gov/Academics/EarlyChildhood/prekscreen
Developmental Indicators for the Assessment of Learning (DIAL): http://clas.uiuc.edu/special/evaltools/cl02542.html
Denver Developmental Screening Test: https://doctorguidelines.com/2016/08/03/child-development-assessment-developmental-milestones-and-denver-developmental-screening-test/
Learning Accomplishment Profile-Diagnostic (LAP-D): http://www.chtop.org/Products/LAP-System/The-LAP-D.html
Parents' Evaluation of Developmental Status (PEDS): http://www.pedstest.com/default.aspx
- Curriculum Identified for Infants/Toddlers
Creative Curriculum for Family Child Care: http://teachingstrategies.com/curriculum/
The High Scope Infant/Toddler Curriculum: http://www.highscope.org/content.asp?contentid=62
Montessori: http://www.montessoritraining.net/curriculum_materials/infant_toddler_program.htm
Program for Infants and Toddlers (PITC): https://www.pitc.org/pub/pitc_docs/home.csp
- Curriculum Identified for Preschoolers
Core Knowledge: http://www.coreknowledge.org/mimik/mimik_live_data/view.php?id=1833&record_id=189
Creative Curriculum for Preschool: http://teachingstrategies.com/national/national-system.html
Curiosity Corner: http://www.successforall.org/Early-Childhood/Powerful-Instruction/Curiosity-Corner/
DLM Early Childhood Express: https://www.mheonline.com/program/view/5/7/2180/DLM2011/
The High Scope Preschool Curriculum: http://www.highscope.org/content.asp?contentid=63
Houghton Mifflin Pre-K: http://www.eduplace.com/marketing/prek/
Investigator Club: http://www.investigatorclub.com/about-the-program.aspx
Montessori: http://www.montessoritraining.net/curriculum_materials/preschool_kindergarten_program.htm
Opening the World of Learning (OWL): http://www.pearsonlearning.com/microsites/owl/main.cfm
Scholastic Early Childhood Program: http://teacher.scholastic.com/products/secp/
- Child Assessments Identified
High/Scope Infant-Toddler Child Observation Record (COR): http://www.highscope.org/Content.asp?ContentId=851
High/Scope Preschool Child Observation Record (COR): http://www.highscope.org/Content.asp?ContentId=851
Teaching Strategies-Gold Assessment (TS-Gold): http://teachingstrategies.com/assessment/
Work Sampling System (WSS): https://www.worksamplingonline.com/
Brigance Inventory of Early Development II: http://www.triangleeducationassessments.com/
- Observational Tool Name
ERS: Environment Rating Scales http://ers.fpg.unc.edu/
CLASS: Classroom Assessment Scoring System http://teachstone.com/the-class-system/
- Approved Accrediting Bodies
National Association for Family Child Care (NAFCC): http://www.nafcc.org/
Council on Accreditation (COA): http://coanet.org/about/about-coa/
National Early Childhood Program Accreditation (NECPA): http://www.necpa.net/necpastandards.php
American Montessori Society (AMS): https://amshq.org/School-Resources/AMS-School-Accreditation
Association of Montessori International (AMI): http://amiusa.org/about-us/
National Center for Montessori Education: http://www.public-montessori.org/about-us
- Features of Family Partnership and Engagement Indicators
Strengthening Families checklist: http://www.cssp.org/reform/strengthening-families/resources/SF_Program-SelfAssessment_2012.pdf
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