QRS Implementation Guidelines

States and Territories are involved in a variety of activities to improve the availability and quality of early and school-age care programs. Most often these activities are supported by quality set-aside funds from the Child Care and Development Fund (CCDF). A growing number of States use CCDF funds to create quality rating systems (QRS). A QRS is a systemic approach to assess, improve, and communicate the level of quality in early and school-age care programs. Similar to rating systems for restaurants and hotels, QRS award quality ratings to early and school-age care programs that meet a set of defined program standards. These systems, which may also be called quality rating and improvement systems (QRIS), provide an opportunity for States to increase the quality of care for children, increase parents’ understanding and demand for higher quality care, and increase professional development of child care providers. A QRS can also be a strategy for aligning components of the early and school-age care system for increased accountability in improving quality of care. Additional information about QRS is available on NCCIC’s Web site at http://nccic.acf.hhs.gov/topics/topic/index.cfm?topicId=44

All QRS are composed of five common elements: (1) standards, (2) accountability measures, (3) program and practitioner outreach and support, (4) financing incentives, and (5) parent/consumer education efforts. Currently, 17 States (Colorado, District of Columbia, Indiana, Iowa, Kentucky, Louisiana, Maine, Maryland, Montana, New Hampshire, New Mexico, North Carolina, Ohio, Oklahoma, Pennsylvania, Tennessee, and Vermont) have a statewide QRS.

The following is a sample of implementation guidelines that can be used as States are considering the options and issues in development (or improvement) of QRS. The implementation guidelines are not listed in order of priority, and some tasks will need to occur simultaneously in the planning stage. In addition, some strategies can be considered when implementing the system (although they may be re-examined as the system evolves), and others will be ongoing. Questions for QRS Planning and Implementation, a companion document, is available at http://nccic.acf.hhs.gov/pubs/qrs-questions.html.

Early Planning/Design

1. Identify implementing agency(ies).
   1. Address staffing issues, staff training, and continuous support for the implementing agency staff.
2. Include a plan for evaluating the impact of the system on the quality of care and child outcomes from the beginning of system implementation.
3. The following forms are needed to implement a QRS:
   1. Application;
   2. Monitoring form; and
   3. Other forms specific to the developed quality criteria.
4. Develop policies and procedures to include the appeals process for a child care facility. The policies and procedures should address the following:
   1. Clear instructions on how applications are handled if incomplete when submitted;
   2. If, and how, quality levels might be reduced if monitoring reveals that a program no longer meets criteria; and
   3. Appeals procedures on disputed decisions.
5. Train the subsidy/eligibility agency staff on the QRS and its benefits for families. Staff are often the first contact families have when looking for financial assistance for child care. Staff in the subsidy office must be trained, particularly those working with families and their applications, even if they are not the implementing staff for the QRS.
6. Develop and maintain a tracking system that reflects the participating number of facilities and children impacted.

Drafting Quality Levels or Steps

7. If education/training is part of the standards, the following must be addressed:
   1. A professional development system must be in place and providers made aware of it;
   2. Educational/training entities need to be apprised of the effort and their potential involvement;
   3. If the Child Development Associate (CDA) credential is part of the quality criteria, the Council for Professional Recognition needs to be apprised, and the State must have enough trained CDA advisers; and
   4. Providers must be educated about the CDA, the Certified Childcare Professional (CCP), and other national and/or State early childhood credential requirements that will be included in the quality criteria.
8. Within the levels of standards, establish definitive compliance guidelines for meeting the standards. What are the requirements to meet at each designated level of the QRS?
9. If accreditation will be part of the QRS, which accrediting organizations will be recognized? What tool will be used for evaluating the national accreditation organizations applying for recognition in the State’s system? What will be the appeals process for the accrediting organizations?

Monitoring For Compliance with QRS Standards

10. If a classroom assessment will be part of the QRS, what instrument(s) will be used? If classroom assessments (environment rating scales, Arnett Measure of Teacher Sensitivity, etc.) are part of the standards, who will do the assessments? How often? Who will train the evaluators? How often will the evaluators be trained? Where will the evaluators be housed?
11. Will there be a system for monitoring a child care program’s compliance with the QRS standards? For example, using a tool or form to monitor compliance with the identified standards, such as staff qualifications/training, administrative policies and procedures, parent/family involvement, etc. If yes, who will monitor it? How often?
12. If licensing compliance will be one of the standards, establish an acceptable licensing threshold (i.e., substantial compliance/good history with licensing).

Support For Programs and Practitioners

13. Inform and recruit the early childhood community to participate in the system.
14. Provide mentoring, and support early childhood providers in the application process and help them understand the QRS.
15. Establish a formal link with the child care resource and referral agencies.

Sustainability and Public Awareness

16. Develop a public relations campaign to supply brochures, public service announcements, billboards, etc., to parents and the general public.
17. Provide awards and acknowledgements for providers such as certifications, signs, brochures, pins, etc.
18. Review, refine, and revise by listening to feedback from providers, implementing staff, parents, the public, etc.
19. Always remember your identified goals and keep focused!

Updated September 2008