Transcript Quality Performance Report (QPR) Context

Child Care Development Fund
Quality Performance Report
Presentation to the EEC Board
December 11, 2012
Quality Performance Report (QPR) Context
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What the QPR is:
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What the QPR is not:
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A “new” reporting requirement from the federal
government imposed on States receiving CCDF funds
A chance for states to report on progress made
towards the Health & Safety and Quality Improvement
goals identified in the FFY12-13 CCDF State Plan
An opportunity for the Office of Child Care (OCC) to
gather consistent data from states on a national level
An insight into the program performance measures
that the federal government will review annually
A grant application; the QPR does not have any impact
on existing CCDF funding
QPR Guiding Principles
To assist states in completing the QPR, OCC established 5
Guiding Principles:
1. The FY12 QPR is an introductory baseline report – it is
the 1st ever data collected by ACF on CCDF quality funds
2. The main goal of the QPR is to provide states with an
opportunity to report on quality improvement goals
3. Information collected on the QPR will align and build
upon existing quality improvement efforts
4. The QPR will provide an annual snapshot of the child care
quality indicators tied to quality improvement efforts
5. QPR acknowledges that quality improvement efforts vary
from state to state, thus the report allows states to
provide narrative information to support data
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QPR Topic Areas
The QPR focuses on the Health & Safety and Quality
Improvement Activity goals set forth in the FFY12-13 CCDF
State Plan:
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The QPR contains 4 Component Areas:
1. Ensuring the Health and Safety of Children
2. Establishing Early Learning Guidelines
3. Pathways to Excellence for Child Care Programs through
Program Quality Improvement Activities (i.e., QRIS)
4. Pathways to Excellence for the Child Care Workforce:
Professional Development Systems and Workforce
Initiatives
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For each section, states must provide a narrative update on
progress, as well as data to support these quality activities
Ensuring the Health and Safety of Children
The QPR requires states to report the following data elements to
support health and safety progress:
1. Number of licensed programs
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2,913 (LGSA)/7,718 (FCC) – Total: 10,613 licensees as of 9/30/12
2. Information related to program monitoring visits and
their frequency
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~37% of LGSA visited / ~37% of FCC visited
3. Number of licenses suspended/revoked
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6 Suspensions / 3 Revocations
4. Number of programs terminated from the subsidy system
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0 programs terminated from subsidy system
5. Number of programs previously exempt from licensing
that applied for and received a license
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Unknown – EEC does not currently track this data
6. Number of injuries that occurred in child care settings
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890 complaints received noted injuries to children
7. Number of fatalities that occurred in child care settings
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4 children died in child care settings – 3 were in unlicensed care
Establishing Early Learning Guidelines (ELG)
The QPR requires states to report the following data elements to support ELG
progress:
1. Number of programs trained on ELGs
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“Trained on the ELGs” is defined as the director or other designated lead
receiving at least 2 hours of training specifically on the ELGs within the past
federal fiscal year
2. Number of children served in programs that have implemented ELGs
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At this time, EEC is unable to provide the level of detail requested by ACFOCC:
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EEC requires that Educator and Provider Support (EPS) grantees provide training
related to elements of the ELGs. In FY12, the following trainings were offered:
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80 PD opportunities aligned with Infant and Toddler Guidelines
118 PD opportunities aligned with the Preschool Guidelines
115 PD opportunities aligned with the MA Curriculum Frameworks
5 on-line continuing education opportunities on Infant and Toddler Guidelines; 60
educators participated
5 on-line continuing education opportunities on Preschool Guidelines; 106 educators
participated
EEC does not collect/maintain data on programs that implement ELGs, so data on
children served is unavailable.
EEC is reviewing how professional development data is recorded and maintained to
provide more granular data in future responses.
Pathways to Excellence for Child Care
Programs through Program Quality
Improvement Activities (i.e. QRIS)
The QPR requires states to report the following data elements to
support QRIS progress:
1. Number of programs that received targeted technical
assistance
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Over 1,700 educators received TA related to QRIS and/or
Accreditation, but EEC does not currently collect specific content areas
2. Number of programs that received financial support to
achieve and sustain quality
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One-time QRIS awards: 196 LGSA /111 FCC
Infant-Toddler Rate Increase: 785 LGSA /646 FCC
3. Number of Programs that advanced along QRIS
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254 LGSA /383 FCC /19 exempt
Zero programs “moved down” as EEC provided T/TA to meet selfreported levels
4. Percentage of subsidized children in QRIS programs
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Over 88% of programs in QRIS receive subsidy payments
Nearly 50% of programs receiving subsidy payments in QRIS are at
Level 2 or higher
Pathways to Excellence for Child Care
Programs through Program Quality
Improvement Activities (i.e. QRIS)
6. Number of Programs participating in QRIS at each level
LGSA Programs
Level
Programs
FCC Programs
Level
Programs
Exempt Programs
Level
SelfAssessed
1,449
SelfAssessed
3,110
SelfAssessed
137
Validated
115
Validated
53
Validated
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7. QRIS Participation Rate*
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Programs
*FFC QRIS Participation increased from 784 to 3163 in 2012
*LGSA QRIS Participation increased from 574 to 1564 in 2012
Pathways to Excellence for the Child Care
Workforce: Professional Development
Systems and Workforce Initiatives
The QPR requires states to report the following data elements to
support Workforce progress:
1. Total Number of Educators with CDA, State Credential or
Degrees (e.g., AA, BA, MA or PhD)
Type of Degree
LGSA Educators
FCC Educators
CDA
372
195
State Credential
16,029
845
Associate’s Degree
3,181
518
Bachelor Degree
6,996
710
Graduate /Advanced Degree
2,482
243
2. Number of educators included in the professional
qualifications registry
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22,392 LGSA /4,100 FCC /1,752 Exempt
Pathways to Excellence for the Child Care
Workforce: Professional Development
Systems and Workforce Initiatives
3. Number of educators that received credit-based training
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28,986 LGSA /3,484 FCC /61,457 Exempt
4. Number of credentials and degrees awarded in past year
Type of Degree
LGSA Educators
FCC Educators
Exempt
CDA
3,980
249
3,441
State Credential*
N/A
N/A
N/A
All Degrees*
N/A
N/A
N/A
*EEC does not collect information related to dates CDA or Degrees received
5. Number of educators that received coaching/mentoring
or consultation
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Over past 12 months, EPS grantees provided coaching/mentoring to
over 12,500 educators representing 6,107 programs
Topics included: Academic Advising, Career Counseling, CDA Advising,
IPDP Development, Accreditation Counseling, QRIS Consults, etc.
6. Type and number of financial supports provided to
educators (i.e. scholarships)
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890 Scholarships
Cohort College Courses to support 1,375 Educators
477 Individual Seats
QPR Submission Timeline and Next Steps
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December 11th to December 31st – EEC prepares QPR for final
submission to ACF, which includes reviewing and analyzing data to ensure
the Commonwealth accurately and positively highlights the progress that
the Department has made in each of the aforementioned quality areas
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December 31st – QPR submitted to ACF’s OCC
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January 2013 – ACF’s OCC will review QPR submissions for states and
follow up, as needed
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February 2013 – ACF anticipates release of national data on CCDF quality
activities from a national level
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Ongoing – EEC plans to utilize the data from the QPR to help develop its
goals for the upcoming FFY13-14 CCDF Plan, which is due June 30, 2013.
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In addition, EEC continues to analyze its data collection systems to
identify areas to improve data collection efforts to better respond to
the quality performance measures as identified in the QPR