DM#152299

Healthy. Safe. Strong.

DRAFT 4/29/2020

All Resources and Efforts Focus On Achieving The Target • • • •

Born healthy Safe from neglect and abuse Ready for kindergarten Have access to quality afterschool and summer programs

Building an Early Childhood System of Care

Education and Outreach Healthy Beginnings Quality Child Care: • Early Education • Afterschool BRIDGES Professional Development Program & System Performance Data Systems

Quality Counts

• • • • • 1998, Quality Rating Improvement Systems (QRIS) considered best practice 2002, Palm Beach County pilot, 6 sites 2003, the system was named Quality Rating System, 40 sites 2006, Palm Beach County and 11 other counties in Florida, formed the Multi-County Collaborative to align the standards in Florida – System renamed Quality Counts (tri-county; Palm Beach County, Miami-Dade County, and Broward County.) 2013, Quality Counts has 210 sites serving approximately 11,000 children

Why a New System?

• • • • • • New evidence & research Focus on child outcomes Return on investment (ROI) Feedback from national experts Feedback from stakeholders Most intentional high quality providers

Theory of Change

We assume if appropriate supports and resources are utilized, providers who have the intention and motivation to achieve high quality standards are capable of offering quality environments to children.

Motivation and change theory for organizations suggests those who acknowledge the need to change, and are motivated to change, will be more likely to succeed and benefit from the support and resources provided (Owens & Valesky, 2010; Senge, 2006; Berkley, 2004). As pointed out by Zaslow et al. (2010), certain thresholds of early care and education quality need to be met before more positive outcomes for children are seen, which is why we need to set a relatively higher-quality standard for the participating childcare providers.

Theory of Change

Timeline

2011/2012

• • • • Due Diligence National experts recommendations based on review Exploration Professional Development redesign

2012/2013

• • • • • Planning Data Analysis Gold Pilot Class Pilot Coaching to Technical Assistance model

2013/2014

• • • • Framework design of new system Provider interviews Incorporate Continuous Quality Improvement philosophy Development of new data systems

2014/2015

• • • • • Sunsetting Quality Counts (December 31, 2014) Rebranding Launch new system (January 1, 2015) Launch new data systems Piloting Incredible Years Parenting (infant/toddler)

2015/2016

• • • • • Full implementation Literacy Initiative Resource development initiative (out-of system) Incredible Years Series Accreditation Support (out-of system)

Vision, Mission, & Goals

Vision:

Children will have quality early educational experiences that will increase their chances of achieving school success and becoming productive members of society

Mission:

To use research and data to increase the quality of early care and education programs through integrated supports and resources offered to the early learning community, children and their families.

Goals:

• • • Children are ready for school To improve children’s learning and development To improve teacher-child interactions To improve parent engagement

Guiding Principles

We  Are solution focused  Are accountable for child outcomes   Are research & data driven Are advocates for children and families  Are strength-based  Are culturally competent and value diversity  Are invested in technology and resources  Are motivated and intentional   We Believe  In access to quality child care for all children     In maximizing resources to get the best outcomes for children In community partnerships In program leadership as the driving force of change In continuous quality improvement (through assessment, professional development, Evaluation) A well trained & educated work force will lead toward child outcomes Children thrive when engaged in positive relationships with peers, adults, and families  Quality child care will help close the achievement gap for at risk children

Vision For a Coordinated Approach

Children’s Services Council • Primary prevention and early intervention • Targeting the earliest developmental stages • Theoretical integrity • Minimal sufficiency • Data driven and evidence-based • Continuous learning and improvement • High return on investment System Network • Quality Supports and /services • Responsive Customer Service • Culturally Competent • Data Driven and evidence based decisions • Continuous learning and improvement • Leadership Children are Ready for Kindergarten Families • Actively participate in the learning process by supporting children in learning and development • Ensure children attend • Ensure children are prepared to engage and participate • Advocate for continuous quality improvement • Partner with local networks to enroll children in the highest quality providers Providers • Meet expectations for child outcomes and professional improvement • Support teachers and staff • Measure progress through regular observations, ERS, Pre k CLASS, and Teaching Strategies GOLD • Ensure families have information to make high quality choices and partnership opportunities Adapted from the Louisiana We Believe, 2014

Emerging Initiative targeted at increasing quality child care in identified areas of need Promising Targeted supports provided for a limited time to assist child care providers move to in-network status In-Network Full Access to System Resources

System Elements for In-Network Status

Pre-Entry/Eligibility/Annual Requirements Professional Development •Salary Supplements •Scholarships •Career Advising •Formal & Informal Training Targeted Technical Assistance •Teaching Strategies Gold •Infant/Toddler •Observation & Assessment/ Curriculum Planning & Instruction •CLASS •Behavior Management/Special Needs •Accreditation Facilitation Support Valid and Reliable Assessments •Environment Rating Scale(Infant/Toddler & Family Child Care) •Pre-K CLASS •Teaching Strategies Gold Navigation Support Child/Family Supports •Healthy Beginnings •CSC Scholarships •Bridges Tiered Reimbursement Supplement

In-Network Status Pre-Entry Requirements

• • • School Readiness Agreement is active Head Start Agreement is active (if applicable) In good standing with: School Readiness -VPK -Child Care Licensing -Early Head Start/Head Start (EHS/HS) *

In good standing is defined as no compliance plan/assurance plan within the last 12 months.

• 100% of all staff are members of the Registry • Meet CSC Child Safety Licensing Policy (CSLP) – Zero (0) class 1 violations within the last 12 months – No more than two (2) class 2 violations within the last 12 months • Accredited within 3 years of membership (Gold Seal) • *Agreement to use Teaching Strategies GOLD *Those programs using another formative assessment will reviewed on a case by case basis

In-Network Eligibility Requirements

 Avg. Score of 4.0 on identified items of FCCERS-R • Randomized assessments conducted every other year

ERS Identified Items (17)

Expert Combined ITERS-R Items (17)

Indoor Space used for Children Furniture for routine care, Play & Learning Provision for relaxation and comfort Arrangement of Indoor space for Children Display for Children Helping Children understand Language Helping children use language Using Books Fine Motor Promoting acceptance of Diversity Supervision of Play and Learning Interactions Among Children Provider-Child Interaction Discipline Schedule Free Play *Provisions for children with disabilities

SUBSCALE

Space & Furnishing Space & Furnishing Space & Furnishing Space & Furnishing Space & Furnishing Listening & Talking Listening & Talking Listening & Talking Activities Activities Interaction Interaction Interaction Interaction Program Structure Program Structure Program Structure

In-Network Annual Renewal Requirements

• • • • Pre-Entry Requirements plus (+) 75% of all children enrolled are assessed using Gold 100% of all eligible children are to screened using the ASQ – Publicly funded Avg. Score of 4.0 on identified items of FCCERS-R

*ERS Assessments will be conducted every other year

In-Network Professional Development

• • • • • • • • Career Advising Education & Training – – Informal Hybrid – Formal CLASS/ERS Training Teaching Strategies GOLD Registry Membership Scholarships (SEEK) Salary Supplements (ACHIEVE) Online/distance/e-learning

In-Network Targeted Technical Assistance

• • • • • • Teaching Strategies Gold Infant/Toddler Observation & Assessment/ Curriculum Planning & Instruction CLASS Behavior Management/Special Needs Accreditation Facilitation Support

Valid and Reliable Assessments

• Family Child Care Environment Rating Scale Revised(FCCERS-R)

*Future use of CLASS assessment tools

Navigation Supports

• Ongoing navigation supports to include linkages to CSC Early Childhood System of Care: – System Supports – Out-of-System Supports – Child/Family Supports • • Healthy Beginnings Bridges

Child/Family Supports

• Healthy Beginnings System Entry Access – Child Screening & Assessment • Referrals to appropriate services for families – CSC Child Care Scholarships • Bridges Entry Access – Parent/Community Engagement

In-Network Financial Supports

• Tiered reimbursement supplement based on child enrollment at 3 checkpoints throughout the year •

*between the learning hours of 6am-6pm not to exceed licensing capacity

– Entry – 1 st week in October – 1 st week in April Paid monthly

In-Network Tier 1

• Score of 4.0 on identified items of FCCERS-R

In-Network Tier 2

• Score of 5.5 or higher on identified items of FCCERS-R

Family Child Care

HPZC=High Poverty Zip Code HPCT=High Poverty Census Tract

• • HPZC/HPCT Non-HPZC/Non-HPCT  # Publicly funded Children enrolled • Non-HPZC/HPCT  # Non-Publicly funded Children enrolled

Tier 1

% % %

Tier 2

% % %

System Elements for Emerging and Promising Status Navigation Supports Professional Development • Scholarships (SEEK) • Career Advising • Formal & Informal Training • Registry Limited Technical Assistance Literacy Initiative Incredible Years Series Resource development initiative Child/Family Support Adapted from the Louisiana We Believe, 2014

Emerging Status

• • • • Provider defined as needing additional supports and resources towards increasing the level of quality child care.

Participation in this independent initiative (in development) is voluntary and can be accessed through an application.

Working towards achieving membership for In-Network System Does not receive tiered reimbursement supplements

How to Become an Emerging Provider

• Pre-Entry Requirements are met • and Assessments Scores: □ less than 3.5 average on identified items of the FCCERS-R

Promising Status

• Promising provider is defined as needing Targeted supports for a limited time up to a six (6) month period to assist child care providers move to in-network status • Working towards achieving membership for In-Network System • Does not receive tiered reimbursement supplements

How to Become a Promising Provider

• Pre-Entry Requirements met • and Assessments Scores: □ fall between 3.5-3.99 average on identified items of the FCCERS-R

Future Work

• • • • • • • More online opportunities Video Vignettes Development of an evaluation of the system Incredible Years Series Literacy Initiative Leadership Development Emerging Provider Initiative

Thank you We have come a long way, but have many miles to go.

This work is urgent.

“A child is becoming today what he will be tomorrow.”

-- S. Bruce McDonald, Palm Beach County Leader