Transcript Slide 1

Healthy. Safe. Strong.
DM#152300
DRAFT
7/18/2015
All Resources and Efforts Focus On Achieving The Target
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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
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1999 -2002 – 6 Pilot sites
2003 - Launched the 4 star Quality Rating System (QRS), 40 sites
2005 - renamed Quality Improvement System (QIS)
2006 - Palm Beach County and 11 other counties in Florida, formed the
Multi-County Collaborative to align the standards in Florida
• 2009-2010 - renamed Quality Counts (tri-county; Palm Beach County,
Miami-Dade County, and Broward County.)
– Transitioned to a 5 Star System
• 2011 to Present – Development of new system
– Quality Counts has 207 sites serving approximately 11,000 children
Why a New System?
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New evidence & research
Focus on child outcomes
Return on investment (ROI)
Feedback from national experts
Feedback from stakeholders
Most intentional high quality providers
Streamline Procedures & Process
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
Children are Ready for Kindergarten
Improving Child Learning
and Development
Improving Child Care Providers’
Learning Environment
Improving Child Care Practitioners’
Quality and Practice
Improving Family Supports and
Parent Involvement
Support Child Care Providers
Support Child Care Practitioners
Support Children and Families
Timeline
2011/2012
• Due Diligence
• National experts
recommendations
based on review
• Exploration
• Professional
Development
redesign
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2012/2013
2013/2014
2014/2015
Planning
Data Analysis
Gold Pilot
Class Pilot
Coaching to
Technical
Assistance model
• Framework design
of new system
• Provider
interviews
• Incorporate
Continuous
Quality
Improvement
philosophy
• Development of
new data systems
• 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-ofsystem)
• Incredible Years
Series
• Accreditation
Support (out-ofsystem)
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
We Believe
 In access to quality child care for all children
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Are accountable for child outcomes
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Are research & data driven
Are advocates for children and families
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Are strength-based
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Are culturally competent and value diversity
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Are invested in technology and resources
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Are motivated and intentional
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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
System Network
• 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
• 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
Providers
• 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
• Meet expectations for child outcomes and professional
improvement
• Support teachers and staff
• Measure progress through regular observations, ERS, Prek 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
Promising
In-Network
Initiative targeted
at increasing
quality child care
in identified areas
of need
Targeted supports
provided for a
limited time to
assist child care
providers move to
in-network status
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.
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100% of all staff are members of the Registry
• Meet CSC Child Safety Licensing Policy (CSLP)
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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
• Minimum Pre-K CLASS assessment Domain Scores of:
5.0 Emotional Support
4.0 Classrooms Organization
1.5 Instructional Support
• Avg. Score of 4.0 on identified items of ITERS
• Randomized assessments conducted every other year
• 50% of the classrooms will be assessed
ERS Identified Items (17)
Expert Combined ITERS-R Items (17)
SUBSCALE
Indoor Space
Space & Furnishing
Furniture for routine care and play
Space & Furnishing
Provision for relaxation and comfort
Space & Furnishing
Room Arrangement
Space & Furnishing
Display for Children
Space & Furnishing
Helping Children understand
Language
Listening & Talking
Helping children use language
Listening & Talking
Using Books
Listening & Talking
Fine Motor
Activities
Promoting acceptance of Diversity
Activities
Supervision of Play and Learning
Interaction
Peer Interaction
Interaction
Staff-Child Interaction
Interaction
Discipline
Interaction
Schedule
Program Structure
Free Play
Program Structure
*Provisions for children with
disabilities
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 ITERS
• Minimum Pre-K CLASS assessment Domain Scores of:
5.0 Emotional Support
4.0 Classrooms Organization
1.5 Instructional Support
10% increase from prior assessment
*ERS & CLASS Assessments will be conducted every other year
In-Network Professional Development
• Career Advising
• Education & Training
– Informal
– Hybrid
– Formal
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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
• Infant/Toddler Environment Rating Scale-Revised (ITERS-R)
• PRE-K Classroom Assessment Scoring System (CLASS)
*Future use of Infant and Toddler 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 full-time enrollment at 3 checkpoints
throughout the year
*between the learning hours of 6am-6pm
– Entry
– 1st week in October
– 1st week in April
• Paid monthly
In-Network Tier 1
• Score of 4.0 on identified items of ITERS-R
(center-based & school-based)
• Minimum Pre-K CLASS domain scores
□ 5.0 Emotional Support
□ 4.0 Classroom Organization
□ 1.5 Instructional Support
 10% increase from previous assessment
In-Network Tier 2
• Score of 5.5 on identified items of ITERS-R
(center-based & school-based)
• Minimum Pre-K CLASS domain scores
□ 6.5 Emotional Support
□ 5.5 Classroom Organization
□ 3.0 Instructional Support
 10% increase from previous assessment
In-Network
Two (2) Tier Reimbursement Supplement
Center
HPZC=High Poverty Zip Code
HPCT=High Poverty Census Tract
Tier 1
Tier 2
• HPZC/HPCT
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%
• Non-HPZC/Non-HPCT
 # Publicly funded Children enrolled
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%
• Non-HPZC/HPCT
 # Non-Publicly funded Children enrolled
%
%
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
• All Assessments Scores:
□ less than 3.5 average on identified items of the
ITERS-R
Pre-K CLASS domain scores
□ less than 4.5 on Emotional Support
□ less than 3.5 on Classroom Organization
□ 1.0 on Instructional Support
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 ITERS-R
Pre-K CLASS domain scores
□ fall between 4.5-4.99 on Emotional Support
□ fall between 3.5-3.99 on Classroom Organization
□ fall between 1.0-1.49 on Instructional Support
Future Work
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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