The revision of the early childhood quality improvement system (QIS), led by the state revision team, resumed fall of 2022. Consistent with legislated requirements, the state is adopting a single set of quality indicators for licensed early childhood programs in Delaware.

Delaware’s revised Quality Improvement System (QIS) includes three Quality Indicators that represent broad content areas. Each Quality Indicator includes a set of Key Practices that help to define the Quality Indicator. Quality Indicators and Key Practices for both early childhood center-based programs and family child care programs have been finalized and can be viewed below.

Pathways to support and guide programs in meeting each Key Practice will be coming soon.

Please stay tuned for additional updates.

The Delaware Department of Education, Office of Early Learning has released the Guide to Quality Improvement for Early Care and Education Programs in Delaware.

Updates Shared from the Delaware Department of Education

Frequently Asked Questions: Quality Improvement Awards

1. It was shared that programs can include a line item to cover taxes in their QI award application. Is there a maximum percentage for what programs can set aside for taxes? What if programs will not be paying those taxes before the date that the funds need to be spent?

The Delaware Department of Education is unable to provide tax advice.  Programs should consult an accountant or tax professional for assistance.

2. For programs that are already providing higher staff salaries and would like to apply for a QI award for a different area than the 5 priority key practices, what needs to be submitted in the QI award application? Is additional documentation required, and do programs need approval before submitting the QI award application?

Programs that would like to receive QIAs to work towards quality outside of the five priority key practices for fiscal year 2024, in addition to the budget narrative and the aligned quality improvement plan identifying which practices they would like to enhance, programs should submit with their application the policies, procedures and practices already in place aligning with the 5 priority key practices.  This might include a short narrative, or video explaining how the priority key practices are already imbedded in program services. Programs should use each key practice’s pathway as a guide to assess whether services are meeting this level of quality.

Programs may identify ways for which they will work to meet the level of quality outlined by the priority key practices and pathways that may not require funding.  In this circumstance, programs would submit the quality improvement plan, and a narrative to share that they are working on the priority key practice(s), and will not need funding for those activities, but would like funding for other key practices.  Programs should then share the quality improvement plan and the aligned budget for which they are requesting the QIA.

Programs will need to submit supporting documentation. Please refer to page 13, tables B and C, of the “Guide to Quality Improvement for Early Care and Education Programs in Delaware” for ideas on items to submit when sharing how the program already incorporates this year’s priority key practices.

3. For programs that would like to request to purchase a new curriculum as part of the QI award, is there a list of curricula that programs should select from? Will there continue to be an approved or recommended list of curricula moving forward?

The Curriculum Consumer Report can support programs in selecting an appropriate curriculum. The report provides review summaries and ratings of comprehensive infant and toddler, preschool, and family childcare curricula. These are merely suggestions. Currently, the Office of Early Learning is not maintaining a list of approved curricula.  Please work with Stars TA or your assigned Quality Improvement Specialist to assist in selecting curricula that will best meet your program’s needs.

4. For expenses to be eligible for the QI award, what time period do they need to be incurred/accrued during? Can the QI award be applied to past expenses, given that they were incurred/accrued during the eligible period?

QIAs are for activities/purchases that improve the quality of the program. For fiscal year 2024, programs can apply funding to expenses as long as the payment occurred this fiscal year (July 1, 2023 – May 14, 2024).

5. It’s noted that programs must implement an assessment tool with fidelity to be eligible for a QI award. If a program has not regularly used an assessment tool, are they required to wait until they are fully implementing to be eligible to apply for a Quality Improvement award?

The Office of Early Learning requires implementing or working towards implementing a formative assessment tool in order to apply for a Quality Improvement Award. Licensed early care and education programs may use Fiscal Year 24 (July 1, 2023-June 30, 2023) as a timeframe to establish and fine-tune the processes required to fully implement a formative assessment tool to fidelity.

6. Is there guidance around what types of expenses will/will not be approved? Who should programs reach out to if they have questions about specific expenses?

Internally, OEL is creating a list of eligible expenses.  We will share the list of possible expenses as soon as possible.  Eligible expenses are similar to those of Stabilization Grants. Programs can reach out to the OEL Program Manager (Takeisha.Edmonds@doe.k12.de.us) with questions about specific expenses. In many cases, programs will need to apply and wait for feedback.  If a program’s application is not approved, programs will have the opportunity to review our responses, answer questions, and resubmit the application.

7. Are there preferred vendors for purchasing materials for the QI awards? Are there vendors with discount codes for this initiative? 

No.

8. After the QI award is approved and funds are granted, if program expenditures don’t occur as projected, will programs be allowed to request adjustments to the award?

In these circumstances, programs can request changes to how they would like to allocate budget line items up to the amount the program is awarded. Programs must spend funds on Key Practice goals by May 14, 2024.

9. The eligibility criteria include that programs must be using a formative assessment tool. Are programs allowed to use any formative assessment tool, including their own homegrown?

Quality Improvement Award applications should align with state Quality Indicators and Key Practices.  The Key Practice that directly relates to the use of formative assessment tools is, “Implements a research-based, comprehensive curriculum individualized through the use of a curriculum-based developmental assessment.” This implies that the formative assessments tools used should be gathering data connected to the curriculum content. In early learning environments, formative assessments are typically authentic in nature, and in the best scenarios “…used only for the populations and purposes for which they have been demonstrated to produce reliable, valid information” (NAEYC).  It is for these reasons that we would not recommend the use of homegrown assessment tools.

10. For family child care providers choosing to apply for the quality improvement award for an increase in salary or bonus, what documentation will be needed?

Family child care providers will need to share the amount they are requesting and how they will spend the full amount of the award. For example, if the award is being used to increase salary, we will want to see the current salary and the new salary. No additional evidence will be needed outside of the award for small family child care centers. If the award is used to provide bonuses, we would like to know the amount of the bonus during each bonus period, as well as how many employees will receive the bonus. LFCCs can share returned checks, or payroll documentation as evidence of payments made to employees.

11. For programs choosing to provide bonuses to staff members, is there a limit on the size of the bonuses?

No, however, we will question sizeable differences between bonuses administrators receive and teaching staff.  Do bonus amounts have to be in accordance with the compensation scale? No

12. In terms of supporting staffing, can a quality improvement award be used to fully fund a new position?

Yes, if a program can justify the need for the new position.  In this case, programs should consider how they would fund this position should the Quality Improvement Award amounts change in future fiscal years.

Frequently Asked Questions: State-Funded Early Care and Education

1. How many state-funded seats were awarded to programs this year?

1263 for preschool; 118 for infants and toddlers

2. For state-funded programs that need to submit a waiver for a practice area, how are those waivers reviewed? Are waiver requests guaranteed to be approved?

Each waiver is approved on a case-by-case basis because no waiver is the same.  Each waiver has unique circumstances that guide/prompt the request. Consideration is given to the impact of the waiver on program quality. Waivers that do not include a plan to meet the intent of the policy or procedure will be denied until such time as a plan is created.

3. For the state-funded programs in the “getting ready” cohort group, is there any information about whether additional state-funded seats will be available next year? If not, will there be another Quality Improvement Award available?

We are not able to answer this question as we do not know what the budget for the next fiscal year will be at this time. We do plan to offer Quality Improvement Awards in upcoming fiscal years. Again, this depends on funding for early childhood education in the next fiscal year.

4. In terms of eligibility and selection, when the HSPPS calls out a percentage (10%, 90%) of program composition, how do those guidelines apply to programs that only have a few funded seats?

For center-based care, programs should work toward meeting the percentage. Round up (for example, if you have 15 contracted seats and 10% must be children with disabilities, 2 children should be children with disabilities). 

Family child care should focus on filling seats by either following the income requirement for families (please see family income on page 25 the Policies and Procedures manual), and/or enrolling a child with a disability.  Programs in this category can schedule a time to meet with OEL for further discussion.

See Chart below for income eligibility guidelines:

55% below 100% FPL35% at 100-130% FPL10% Children over income

5. For programs that were offered a spot in the state-funded “getting ready” cohort group, if they decide not to participate this contract year, would they still be eligible to engage next year or in year 3, or would they need to reapply during the next RFP?

Programs that scored below the threshold for seats are required to participate in a “Getting Ready” cohort prior to receiving seats. At this time, we cannot guarantee the facilitation of a “Getting Ready” cohort in FY 25. Therefore, programs that choose to forgo participation in this fiscal year’s “Getting Ready” cohort may not have an opportunity to participate in a cohort in the future, and therefore, would not be eligible for seats.

December Provider Call

Quality Improvement Awards

  • John Fisher-Klein shared the Office of Early Learning’s Guide to Quality Improvement for Early Care and Education Programs (posted above).
    • John highlighted the five key practices that the Office of Early Learning is prioritizing this year.  
    • The idea was to provide a workforce support strategy and several of the key practices focus on retaining, recruitment or supervision and the team encourages using funds for workforce support. 
    • Eligibility requirements are also listed in the guide. 
    • John reminded everyone that those who were not previously in stars can access the Delaware ECE portal on January 2, 2024 to begin their application for a Quality Improvement Award.   
  • John went over a Quality Improvement Plan sample form that would be filled out for those applying for a Quality Improvement Award. 
  • John went over a wages worksheet that is relevant to Family Child Care providers.
    • The worksheet allows Family Child Care providers to place themselves on a professional compensation scale. This would allow Family Child Care providers to award themselves based on qualification criteria. This will be used to supplement salaries as Family Child Care providers.   
  • Eligible Amounts (Based on OCCL Capacity):
    • Family Childcare: $15,000 
    • Large Family Childcare: $15,000  
    • Small Center (less than, or equal to 59 children): $40,000  
    • Large Center (greater than, or equal to 60 children): $50,000   
  • Eligible Amounts for State-Funded Early Care and Education:
    • Family Childcare: $20,000 
    • Large Family Childcare: $20,000 
    • Small Center (less than, or equal to 59 children): $45,000 
    • Large Center (greater than, or equal to 60 children): $55,000  
  • Once approved, providers will receive a notification through the Delaware ECE portal.

September DECC Call

Quality Improvement Process

  • During fiscal year 2024, programs will be able to submit for a quality improvement award based on 5 key practices of priority. Four of the 5 key practices will enhance program services to support the development of young children. The fifth key practice will assist in recruitment and maintenance of high quality staff. 
  • To be eligible for a quality improvement award, programs must be licensed by the Office of Child Care Licensing. Programs must be open and available to provide services. Programs must work with a Stars quality improvement specialist to create their quality improvement plan aligned with a quality indicator and key practice. 
  • All applications must be submitted by April 1, 2024.
    • State-funded programs had access to submit an application on August 21st. 
    • Historical Stars 3-5 programs will have access to submit an application on October 1st. 
    • All other licensed programs and school district early care and education programs will have access to submit an application on January 1, 2024. 
  • All expenditures associated with a quality improvement award must be submitted to the Office of Early Learning by May 15, 2024.
    • Please note: If a program applies for a quality improvement award on April 1, 2024, they will only have 45 days to spend funds and submit documentation for expenditures. 

Professional Standards and Competencies

  • A PowerPoint presentation outlining professional standards and competencies for early childhood can be found here.
    • The professional standards and competencies were created as a part of NAEYC’s Power to the Professions, a movement to create nationally agreed upon core standards and competencies for early childhood educators working with children ages birth to 8. 
    • The Delaware Department of Education has agreed to use these as we shape the qualifications and pathways for our future workforce. More information on professional standards and competencies can be found here

August Provider Call

  • There are three tiers to the revised quality improvement system (Delaware Stars for Early Success).  All licensed programs have access to the first two levels of support.
    • Tier 1 supports consist of monthly e-newsletters, introductory training on various topics, access to technical assistance as well as resources on the DIEEC website. 
    • If programs decide they would like to receive more targeted support, or Tier 2 supports, they can collaborate with a Delaware Stars Quality Improvement Specialist to create and implement a quality improvement plan. 
    • State Funded Early Care and Education partners participate in the quality improvement system engaging with Tier 3 supports.  These programs must have an active QIP and must work with a Quality Improvement Specialist to implement.  Additionally, state funded ECE programs participate in an induction program, coaching, and group reflective experiences.
  • Programs deciding to receive targeted support will work with a Quality Improvement Specialist to cycle through the continuous quality improvement process using state Quality Indicators and Key Practices as a guide.  There are three parts to a continuous quality improvement cycle, Data Gathering, Quality Improvement Planning and Quality Improvement Supports.  During fiscal year 2024, programs will have access to targeted support on the following schedule:
    • July 15: State-Funded ECE Partners
    • October 1: Historical Stars 3-5 Programs
    • January 1, 2024: All other licensed or school district early care and education programs
  • One type of Quality Improvement Support is the Quality Improvement Award (QIA). During FY24, programs will be able to apply for a QIA based on five Key Practices of priority.  Four Key Practices will enhance program services to support the social-emotional development of children.  The other Key Practice supports programs’ ability to recruit and retain high quality staff. To be eligible for a QIA programs must be licensed, open and available to provide services, have a QIP that was co-created with a DE Stars Quality Improvement Specialist that is aligned with state prioritized Key Practices, and use a developmental assessment tool with fidelity. Programs can only apply for a QIA when the window opens for their group.
    • August 21: State-Funded ECE Partners
    • October 1: Historical Stars 3-5 Programs
    • January 1, 2024: All other licensed or school district early care and education programs
  • All expenditures associated with a QIA must be submitted to the Office of Early Learning by May 15, 2024.
  • To engage in the continuous quality improvement process at the state level, the Office of Early Learning will offer many opportunities for programs and professionals to provide feedback following experiences with the Quality Improvement System. Consider this year a year of CoDesign.  Even though the new system has launched, we will continue to get feedback and implement system improvements. As users of the new system, your input will be extremely valuable to its efficiency, directly impacting the outcomes of children and families.  Please use the feedback form to share your thoughts about the new Quality Improvement System (DE Stars for Early Success).

July DECC & Provider Calls

  • Purchase of care reimbursement rates move to 100% of the 75th percentile as of July. New tiered reimbursement rates become effective as of July as well.
  • Quality Improvement Award – Process
    • After requesting support through the Delaware ECE portal, licensed programs will be assigned a Quality Improvement Specialist and will be placed on the Quality Improvement Specialist’s caseload. The Quality Improvement Specialist will contact programs to share general information and offer support in creating a Quality Improvement Plan.
    • Program leadership and the Quality Improvement Specialist will look at what programs are already doing to meet the key practices of quality indicators, and then identify areas in which additional support might be needed.
    • After working with a Quality Improvement Specialist to develop a Quality Improvement Plan, programs can apply for a Quality Improvement Award. Award applications are simple but must align with Quality Improvement Plans.
    • By accepting a Quality Improvement Award, programs are agreeing to work with a Quality Improvement Specialist to implement their Quality Improvement Plan.
    • Documentation of all expenditures will be a requirement and funds will be one-time awards, awarded annually.
    • Programs who wish to apply will submit a budget narrative that aligns with their Quality Improvement Plan. This will be completed in the Delaware ECE portal.
    • As programs incorporate key practices into their policies, procedures, and services, they will be eligible for quality “badges.” Quality “badges” will be part of an online program profile that families can explore as they search for early care and education on the OCCL website. DOE is currently designing this phase of the revised Quality Improvement System for provider feedback in early summer.
  • Quality Improvement Awards – Amounts
    • The following award maximums are for fiscal year 2024 (June 1, 2023 – June 30, 2024).
Program TypeQI Award CeilingQI Award Ceiling for State-Funded Programs
Family Child Care$15,000$20,000
Large Family Child Care$15,000$20,000
Center (capacity 59 or less)$40,000$45,000
Center (capacity 60 or more)$50,000$55,000
  • Quality Improvement Awards  – Timeline
    • August 1, 2023 – Quality Improvement Award applications open for state-funded programs
    • October 1, 2023 – Quality Improvement Award applications open for historical Star 3-5 programs
    • January 1, 2024 – Quality Improvement Award applications open for all other licensed programs
    • February 2024 – Monitoring begins for state-funded programs
    • March 2024 – Monitoring begins for historical Star 3-5 programs
    • April 2024 – Monitoring begins for all other licensed programs

June Provider Calls

  • Quality Improvement Awards
    • In early July, an update on the Quality Improvement Award ceilings will be emailed to providers, providing the maximum award amount based on the passed budget. The minimum amount Quality Improvement Awards will be is $7,500 for family child care programs, $10,000 for large family child care programs, $20,000 for small center programs, and $25,000 for large center programs.
    • More detail on the Quality Improvement Awards will be shared on the Delaware Early Childhood Council meeting on July 11. Meetings will be at 10:00am for child care centers and 1:30pm for family child care programs.
    • Quality Improvement Awards will be taxable income.
  • Tiered Reimbursement
    • If the Governor’s budget passes, Purchase of Care will begin paying 100% of the 75th percentile of the 2021 market rate for all licensed programs effective July 1, 2023.
    • Some licensed programs currently receive more than 100% of the market rate as a result of both Purchase of Care and Tiered Reimbursement payments. If the Governor’s budget passes, DOE will adjust Tiered Reimbursement payments so that programs will continue to receive the same amount as FY23, although programs will see an increase in their check from Purchase of Care and a decrease in their check for Tiered Reimbursement.

Early Childhood Center-Based Quality Indicators & Key Practices

Quality Indicator: Creating Conditions for Quality

Programs implement policies, procedures, and systems that support children, families, and early childhood professionals in the provision of early care and education.

Key Practices

  1. Develops and implements a vision, mission, and program goals with meaningful input from families and the community.
  2. Implements an effective financial management system​.
  3. Implements a comprehensive risk management plan.
  4. Implements practices to recruit and maintain highly quality educators, consultants, and contractors.
  5. Implements procedures to orient staff.
  6. Promotes professional growth and personal well-being for all educators and staff​.
  7. Provides effective and meaningful supervision on teaching practice.
  8. Creates an effective and positive organizational climate.

Quality Indicator: Positive Climate and High-Quality Interactions

Programs create culturally responsive, playful learning environments, using intentional and responsive interactions to promote relationships between educators and children and build a sense of community, while using developmentally-appropriate approaches to support each child’s learning and development.

Key Practices

  1. Incorporates a whole child approach, intentionally supporting children through positive interactions.
  2. Uses culturally responsive and identity affirming practices to build meaningful connections and foster a sense of community in the classroom.
  3. Implements a comprehensive and research-based developmental screening process that is linked to follow-up.
  4. Implements a research-based, comprehensive curriculum individualized through use of curriculum-based developmental assessment.
  5. Implements inclusive practices and provides environments that are responsive to the developmental needs of all children enrolled in the program.
  6. Provides accessible indoor and outdoor learning environments that promote curiosity and playful exploration.

Quality Indicator: Family Engagement and Community Services

Programs promote families in their roles as their child’s first teacher and engage in collaborative relationships with community organizations to holistically support children and their families.

Key Practices

  1. Implements policies and practices that encourage families to be involved and connected with their children’s development and learning.
  2. Uses culturally responsive and anti-bias strategies to intentionally engage with and respond to the needs of both the children and families enrolled in the program.
  3. Engages with community organizations to support and promote child and family well-being.
  4. Supports children and families with transitions to and from new learning environments.

Early Childhood Family Child Care Quality Indicators & Key Practices

Quality Indicator: Creating Conditions for Quality

Programs implement policies, procedures, and systems that support children, families, and early childhood professionals in the provision of early care and education.

Key Practices

  1. Develops and implements a vision, mission, and program goals with meaningful input from families and the community.
  2. Implements an effective financial management system​.
  3. Implements a comprehensive risk management plan.
  4. Promotes professional growth and personal well-being for self and LFCC staff.
  5. Promotes positive relationships with other adults within the child care program and home.
  6. Implements practices to recruit, maintain, and orient high quality educators, substitutes, consultants, and contractors (as needed).
  7. (LFCC) Provides effective and meaningful supervision on teaching practice.

Quality Indicator: Positive Climate and High-Quality Interactions

Programs create culturally responsive, playful learning environments, using intentional and responsive interactions to promote relationships between educators and children and build a sense of community, while using developmentally-appropriate approaches to support each child’s learning and development.

Key Practices

  1. Incorporates a whole child approach, intentionally supporting children through positive interactions
  2. Uses culturally responsive and identity affirming practices to build meaningful connections and foster a sense of community in the program.
  3. Implements a comprehensive and research-based developmental screening process that is linked to follow-up.
  4. Implements a research-based, comprehensive curriculum individualized through use of curriculum-based developmental assessment.
  5. Implements inclusive practices and provides environments that are responsive to the developmental needs of all children enrolled in the program.
  6. Provides accessible indoor and outdoor learning environments that promote curiosity and playful exploration.

Quality Indicator: Family Engagement and Community Services

Programs promote families in their roles as their child’s first teacher and engage in collaborative relationships with community organizations to holistically support children and their families.

Key Practices

  1. Implements policies and practices that encourage families to be involved and connected with their children’s development and learning.
  2. Uses culturally responsive and anti-bias strategies to intentionally engage with and respond to the needs of both the children and families enrolled in the program.
  3. Engages with community organizations to support and promote child and family well-being.
  4. Supports children and families with transitions to and from new learning environments.

Why the Revision?

Like your program, Delaware Stars is in a continuous quality improvement cycle. We use what we’ve learned to improve the system to support you in providing quality care and education.

To formally evaluate the Delaware Stars system, Delaware contracted with the RAND Corporation from 2013-2016 to conduct an independent evaluation. Additionally, we looked at other states’ QIS to gain insights on Delaware Stars.

Here are some of the key learnings:

  • Program quality increased modestly as star levels increased.
  • FCCs tended to have higher quality scores.
  • Children’s executive functioning skills were modestly higher in star level 5 programs
  • Management & Administration and Qualifications & Professional Development domains moderately (positively) related to children’s cognitive skills.
  • We need to pay more attention to workforce issues.
  • Program and classroom quality measurement needs improvement.
  • We may be leaving out important quality variables such as– children’s engagement, continuity, stability, etc.

Revision Reference Materials (for previously-named QRIS):

Past QRIS Updates:

Revision Goals

Following are the goals that are guiding the revision.

  • Ratings are closely aligned to factors proven to improve and sustain child, family, workforce, and program outcomes.
  • The Stars system incorporates multiple indicators of program quality.
  • Each level of Stars incorporates a cycle of Continuous Quality Improvement (CQI).
  • Equity and inclusion are demonstrated throughout the Stars system.
  • The financial incentive and provider support structures are revised to better meet the needs of all programs and support CQI.
  • Further align early childhood systems and create/improve data linkages.

Your Voice Counts!

Your input is vital for the revision and its implementation to be successful.

QIS Comment Box

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