Transcript Slide 1

EARLY LEARNING COALITION OF DUVAL
Helping parents choose, preparing children to learn
QUALITY CONNECTIONS
Presentation at the Board Meeting
August 25, 2010
1
COALITION VISION STATEMENT
All Jacksonville Early Learning
Programs will provide high quality
care and early learning services that
result in demonstrated positive school
readiness outcomes for all children.
2
QUALITY CONNECTIONS - PROGRAM OBJECTIVE
To empower school readiness providers to
offer quality early learning experiences to
school readiness children as required by
Florida Statute 411.01, based on a system
of environment assessments, sustained
support, and professional guidance.
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QUALITY CONNECTIONS - MEASURABLE OUTCOME – FY 09-10
Number of classrooms assessed - 2 classrooms
 Overall AVERAGE score of 3.0 (year 1 or year 2
serviced centers) or above, on ITERS* + ECERS*
 Overall AVERAGE score of 3.50 or above (centers
which have received more than 2 years of service).
 In the 7 point scale, 5 is considered high quality.
According to Dr. Cryer (author of ERS) “A score of 5 is
considered the benchmark for high quality”.
____________________________________________________________________
*ITERS – Infant Toddler Environmental Rating Scale – 0 to 30 months
*ECERS – Early Childhood Environmental Rating Scale – 31 to 60 months
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DEFINITION OF ENVIRONMENT IN ITERS & ECERS
ITERS & ECERS define environment in a broad sense
and guide the observer:
to assess the arrangement of space both indoors
and outdoors
the materials and activities offered to children
the supervision and interactions (including
language) that occur in the classroom
and the schedule of the day, including routines
and activities.
The definition is much broader than just physical
space.
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ITERS-R / ECERS-R SUBSCALES
ITERS-R – Birth to 30 months
ECERS-R – 31 months to 5 yrs
1. Space and Furnishings
2. Personal Care Routines
3. Language and reasoning
4. Activities
5. Interaction
6. Program Structure
7. Parents and Staff
In the first 6 subscales, there
are 32 items and over 350
indicators which are scored.
In the first 6 subscales, there
are 37 items and over 400
indicators which are scored.
1.
2.
3.
4.
5.
6.
7.
Space and Furnishings
Personal Care Routines
Listening and Talking
Activities
Interaction
Program Structure
Parents and Staff
1 - INADEQUATE
3 - MINIMAL
5 - GOOD
7 - EXCELLENT
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“It is the average total
score that is related to
positive child
development, but not any
of the single requirements
by themselves.” (All About the
ECERS-R, xii)
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TECHNICAL ASSISTANCE – ENVIRONMENT SUPPORT

Introductory meeting – Director & Specialist
 Center staff meeting to discuss expectations with the
teachers

Support strictly anchored to ITERS and ECERS
Learning materials purchased for the supported
classrooms

 Average number of technical assistance visits to each
center during the period August through March – 12 to 14
 Spring (Post) Assessments conducted in April / May

Unit Cost per Quality Connections center - $11,000
 Balance between technical assistance & provider
accountability
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SUMMARY OF 3 YEARS OF ENVIRONMENT RATING SCALES SCORES – QUALITY CONNECTIONS
QUALITY CONNECTIONS
2007-2008
2008-2009
2009-2010
3.0
100
200
6
4.64
3.0
100
251
5.5
4.14
3.5
100
303
5.5
4.02
ERS Benchmark Requirement
# of Centers supported (approx.)
# of Classrooms
# of Full Time Staff
Average ERS Score ----------------------------
AVERAGE ENVIRONMENT RATING SCORE - 2007-2008, 2008-2009 & 2009-2010
Scores show the shifting balance between Support and Accountability
7.00
6.00
5.00
4.64
4.14
4.02
2008-2009
2009-2010
4.00
3.00
2.00
1.00
2007-2008
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QUALITY CONNECTIONS - SPRING ITERS - 2007-2008, 2008-2009 & 2009-2010
7.00
6.00
5.00
4.00
3.00
2.00
1.00
-
5.39 5.10 5.10
4.48
3.95
3.56
3.08
4.45 4.36 4.61
5.20 5.17
4.59
4.72
4.22 4.35
4.54
4.07 3.95
2.38 2.12
Space & Furn
Personal Care
Routines
Listening & Talking
Activities
Interaction
Program Structure
OVERALL
2007-2008
4.48
3.08
5.39
4.45
5.20
4.72
4.54
2008-2009
3.95
2.38
5.10
4.36
5.17
4.22
4.07
2009-2010
3.56
2.12
5.10
4.61
4.59
4.35
3.95
QUALITY CONNECTIONS - SPRING ECERS SCORES - 2007-2008, 2008-2009 & 2009-2010
7.00
6.00
5.00
4.00
3.00
2.00
1.00
-
5.17
4.60
3.673.47
4.624.95
4.93 4.815.08
5.25
5.16 4.854.93
4.75
3.82
3.67
2.94
4.73
4.224.09
2.58
Space & Furn
Personal Care
Routines
Lang & Reasoning
Activities
Interaction
Program Structure
OVERALL
2007-2008
4.60
3.67
5.17
4.93
5.25
5.16
4.73
2008-2009
3.67
2.94
4.62
4.81
4.75
4.85
4.22
2009-2010
3.47
2.58
4.95
5.08
3.82
4.93
4.09
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FY 2009-2010 - ITERS SCORES DISTRIBUTION
QUALITY CONNECTIONS CENTERS
40%
37%
35%
30%
25%
20%
17%
15%
15%
13%
11%
10%
7%
5%
0%
< 3.00
3.00 to 3.49
3.50 to 3.99
4.00 to 4.49
4.50 to 4.99
5.00 to 5.49
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FY 2009-2010 - ECERS SCORES DISTRIBUTION
QUALITY CONNECTIONS CENTERS
35%
32%
30%
30%
25%
20%
14%
15%
13%
9%
10%
5%
2%
0%
<3.00
3.00 to 3.49 3.50 to 3.99 4.00 to 4.49 4.50 to 4.99
> 5.00
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CENTERS WHICH MISSED THE QUALITY BENCHMARK
Program Year 2007-2008 – none of the centers
missed the benchmark of 3.0
Program Year 2008-2009 – 8 centers went through
the 30-day corrective action plan process and 7
centers made the benchmark; one center’s school
readiness agreement was terminated
Program Year 2009-2010 – 5 Quality Connections
centers and 3 Guiding Stars supported centers went
through the corrective action plan process; one
center’s school readiness agreement was
terminated
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A LOOK BACK AT 3 YEARS OF QUALITY CONNECTIONS
Quality Connections – initiative - approved by the
board members at the April 25th, 2007 board meeting,
and was launched during fiscal year 2007-2008
Objective was to establish a measure of quality using a
nationally and internationally used tool which had been
tested to reliability and validity
ITERS and ECERS – were used as the tools to measure
the level of quality of early learning experiences of the
children
Support based on ITERS and ECERS has been provided
to approx 100 child care centers each fiscal year for the
past 3 years – 07-08, 08-09 and 09-10
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FY 2007-2008 – YEAR 1 OF QUALITY CONNECTIONS
 BENCHMARK - Environment Rating Scales were used to
establish a minimum benchmark of quality for providers who
serve school readiness children; benchmark expected – 3.0
 Support was provided only in 2 classrooms – the youngest
care level and the oldest care level – Infants or Young Toddlers
and VPK Classrooms (or 4 year old classroom)
 # of Centers -100 child care centers - 200 classrooms
 # of Support Staff - 6 full time equivalent staff
 Gradual introduction of the scales to providers; Anticipation of
significant improvements between pre & post assessments
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PRE-POST ITERS SCORES - FY 2007-2008
Overall
ITERS-R
Score
7.00
6.00
5.00
5.39
5.20
4.48
3.08
2.00
4.54
3.86
4.00
3.00
4.72
4.45
3.16
2.67
2.56
2.25
1.87
2.63
1.00
SPACE &
PERSONAL CARE
FURNISHINGS
ROUTINES
LISTENING &
TALKING
ACTIVITIES
PRE-ITERS
INTERACTION
PROGRAM
STRUCTURE
OVERALL
AVERAGE SCORE
POST-ITERS
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PRE-POST ECERS SCORES - 2007-2008
Overall
ECERS-R
Score
7.00
6.00
5.25
5.17
5.00
5.16
4.93
4.60
4.73
4.46
4.00
3.67
3.93
3.60
3.05
3.00
3.22
2.73
2.21
2.00
1.00
SPACE &
FURNISHINGS
PERSONAL CARE
ROUTINES
LANGUAGE &
REASONING
ACTIVITIES
PRE-ECERS
INTERACTION
PROGRAM
STRUCTURE
OVERALL
AVERAGE SCORE
POST-ECERS
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FY 2008-2009 – YEAR 2 OF QUALITY CONNECTIONS
 BENCHMARK - benchmark expected 3.0
 Support was provided in the same 2 classrooms from FY
2007-2008 (maintenance classrooms)and 2 new classrooms
were added – total of 4 classrooms in most of the centers and
3 classrooms if the center only had a total of 3 classrooms
 # of Centers - 100 child care centers - 251 classrooms
 # of Support Staff - 5.5 full time equivalent staff
 The objective was to shift the balance between support
and provider accountability, and to empower the directors to
take ownership of the support of the 2 maintenance
classrooms.
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PRE POST ITERS SCORES - FY 2008-2009
7.00
Overall
ITERS-R
Score
6.00
5.17
5.10
5.00
4.36
4.00
3.95
4.17
4.22
3.83
3.04
2.92
2.82
3.00
4.07
2.95
2.38
1.80
2.00
1.00
Space &
Furnishing
Personal Care
Routines
Listening &
Talking
Activities
PRE
Interaction
Program
Structure
Overall Score
POST
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PRE POST ECERS-R - FY 2008-2009
7
Overall
ECERS-R
Score
6
5
4.81
4.62
3.67
4
3.41
2.96
2.94
4.85
4.75
4.22
3.58
3.16
3.29
3.15
3
2.41
2
1
Space &
Furnishing
Personal Care
Routines
Language &
Reasoning
Activities
Interaction
Program
Structure
Overall Score
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FY 2009-2010 – YEAR 3 OF QUALITY CONNECTIONS
 Benchmark – benchmark set at 3.50
 Support was provided primarily in the 2 new classrooms
which were added, and technical assistance provided on an
as-needed basis in the maintenance classrooms of the 2
previous years.
 # of Centers - 100 child care centers – 303 classrooms;
Year 3 centers – 52; Year 2 – 15 centers; Year 1 – 33 centers
 # of Support Staff - 5.5 full time equivalent staff
 The objective was to persuade the directors to take greater
ownership of maintenance of quality everyday, since most of
them had gone through 2 years of support, while still receiving
guidance and support for the new classrooms.
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PRE POST ITERS SCORES – FY 2009-2010
7.00
Overall
ITERS-R
Score
6.00
5.10
5.00
4.61
4.59
4.35
3.90
3.80
4.00
3.95
3.56
3.27
3.00
2.89
2.82
2.90
2.12
2.00
1.73
1.00
Space & Furn
Personal Care
Routines
Listening &
Talking
Activities
Interaction
Program
Structure
OVERALL
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PRE / POST ECERS SCORES – 2009-2010
7.00
Overall
ECERS-R
Score
6.00
5.08
4.95
5.00
4.17
4.00
3.00
3.96
3.64
3.47
4.93
4.06
3.82
4.09
3.41
2.95
2.41
2.58
2.00
1.00
Space & Furn
Personal Care
Routines
Lang &
Reasoning
Activities
Interaction
Program
Structure
OVERALL
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TRANSITIONING TO…..
RESULTS BASED ACCOUNTABILITY (RBA)
Fundamentally, the process revolves around
answering three questions about the program or
services being provided:
1. How much did we do? (the quantity of service)
2. How well did we do it? (the quality of the service)
3. Is anyone better off? (the quantity and quality of
the service outcome)
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FOUR QUADRANTS OF RBA
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TURN THE CURVE – QUALITY CONNECTIONS
AVERAGE ERS SCORE – 2007-2008, 2008-2009, 2009-2010**
QUALITY CONNECTIONS - AVERAGE ERS SCORE - 5 = HIGH QUALITY
7.00
6.50
6.00
5.50
Trend Line
Turn the Curve
5.00
4.64
4.50
4.14
4.02
4.00
3.50
Average ERS Score
2007-2008
2008-2009
2009-2010
4.64
4.14
4.02
2010-2011
2011-2012
** RBA TEMPLATE – QUALITY CONNECTIONS – SEPARATE HANDOUT
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NEXT STEPS - Are the children and families better off?
Continuous quality improvement
Data Development Agenda
• Comparison
of ECERS scores to VPK Readiness Rates?
• Data sharing agreement with Duval County Public Schools?
Select measures to turn the curve
• Percentage
of centers which will have an average score above 4.00
•Percentage change in the overall score – to turn the curve in an upwards
trajectory
Information & Research Agenda
• Review
current processes to determine what works & what does not work?
•Hold provider focus groups to understand their challenges – turnover, drop
in enrollment
Engage all our partners – JCC, ECS, DCF, FSCJ
• Maintain steady communication with our partners to ensure that the focus
remains on child outcomes
• Are children and families better off?
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If you have a lot of
things to do, get
the nap out of the
way first.
An 8-year old
THANK YOU to all the
coaches, Specialists,
team leaders, partners,
Board members,
providers and families !
http://www.youtube.com/watch?v=9gnvQwIA7H0
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