Continuous Quality Improvement - WordPress.com...Continuous Improvement Continuous improvement is...

Visit Our NEW Website at earlychildhoodohio.org

Continuous Quality Improvement: Ohio’s Approach to Quality!


Objectives

Recognize the four components of the cycle of continuous quality improvement (CQI) and discover how each supports quality

Demonstrate how to use the CQI cycle and the information/data collected to make quality improvements within your program

Discover some techniques to recognize readiness for change and how to embrace the change process

3

Visit Our NEW Website at earlychildhoodohio.org 4


Early Learning Challenge Grant

5

Develop and implement a system that addresses needs of the most vulnerable children

• Low Income

• Children with Disabilities

• English Language Learners

Close kindergarten readiness gap by 5% for high needs children

Expand to serve 37,000 additional high needs children in highly rated programs

By 2020, purchase services only in high quality settings


Step Up To Quality

6

Single definition of QUALITY • Policies • Procedures • Verification

Inclusive of all program settings • School operated • Community based centers • Family child care homes

Based on current research and best practices

Differentiated and measurable


Continuous Quality Improvement (CQI)

A process to ensure programs are systematically and intentionally improving services and increasing positive outcomes for the children and families served

7


Ohio – Continuous Improvement Continuous improvement is included in the new

program standards

Programs participate in on-going self assessment process

Programs identify their areas of strength and opportunities for growth

Multiple feedback loops inform improvement at the program, classroom and professional level


The CQI Cycle

9

Observe

Reflect

Develop

Implement


CQI and Step Up To Quality (SUTQ)

Grounded in human relationships

Focused on enduring change

Can be labor- and time-intensive

Woven through all domains of SUTQ

10


Program Assessment

11

Observe Program Self-Assessment

Reflect Administrator, Staff,

Families & Community Partners

Develop Continuous

Improvement Plan

Implement Action Steps


Program Assessments

Commonly used assessments are: • NAEYC Program Self‐Study (center);

NAFCC Program Self-Study (FCC)

• PAS – Program Administration Scale (center); BAS – Business Administration Scale (FCC)

• Head Start Annual Program Assessment

• QSAT – Quality Self‐Assessment Tool for Ohio’s Afterschool Programs

• Other – Program assessment tools that are a component of the program’s identified curriculum

12


Program Assessment

Activity

In pairs or in a small groups:

• Review PAS (center) or BAS (FCC) item

• Set at least one goal based on the data provided

• Write one action step to be taken to meet the goal or goals

• Be prepared to report out

13


Classroom Assessment

14

Observe Classroom Self-

Assessment

Reflect Administrator and Staff

Develop Goals on Action Plan

Implement Steps of the Action Plan



Commonly used assessments for centers:

• Classroom Assessment Scoring System (CLASS) (Tool will be accepted as meeting the classroom self‐assessment requirement. However, it must be completed by a designated individual within the program, other than the classroom teacher being observed)

• Environment Rating Scales

- Infant Toddler Environment Rating Scale (ITERS-R)

- Early Childhood Environment Rating Scale (ECERS-R)

- School-age Environment Rating Scale (SACERS)

15



Center continued • Early Language and Literacy Classroom Observation

(ELLCO)

• National Association for the Education of Young Children (NAEYC) Accreditation Observation Criteria Tool

• High Scope Program Quality Assessment (PQA)

• Teaching Strategies Gold Fidelity Tool

• Other standardized classroom assessment tools that are a component of the curriculum and appropriate to the age of the children served in the classroom

16



Commonly used assessments for FCC:

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

• Child Home Early Language and Literacy Observation (CHELLO)

• National Association for Family Child Care Accreditation Materials (NAFCC)

17



Activity

• Read through the information provided

• Circle or list any trends that you find within classrooms, age groups or program wide

• Brainstorm possible goals and action steps


18


Child Assessment

19

Observe Formal and informal

assessment

Reflect Teacher and Family

Develop Collaborate with family on learning and development

goals

Implement Activities and Experiences


Child Assessment

Terms used in SUTQ

• Developmental screening

• Assessment

• Ongoing child assessment

• Formal assessment

• Informal assessment

20


Child Assessment

Formal assessments

• Work Sampling System

• Battelle Developmental Inventory

• Creative Curriculum Developmental Continuum

• Teaching Strategies GOLD

• High Scope Preschool COR

21


Informal Assessments • observations (running records, anecdotal records)

• conversations and interviews with children • samples of children’s work • checklists or rating scales • video or audio recordings of children’s conversations or play • webs of children’s ideas about a topic from initial discussions

and throughout a project • photographs • event and time sampling • conversations with families, colleagues and other professionals

22

Child Assessment


Child Assessment: Using Assessments Thoughtfully

Authentic Assessment

• Learning is assessed in natural environments

• Skills and knowledge are captured in real life, over time

• Children are compared to themselves

• Focused on strength and interests

• Informs teaching and instruction

• Engages parents

23


Child Assessment

Activity

In pairs or in a small group:

• Discuss your experience with assessing a child

• Determine “the qualities of a good assessment”


24


Child Assessment: (NAEYC Position Statement)

Assessments are used for their intended purpose

Appropriate for ages and other characteristics of children being assessed

What is being assessed is developmentally and educationally significant

Evidence is used to understand and improve learning

25


Child Assessment: (NAEYC Position Statement)

Gathered from realistic settings and situations that reflect children’s actual performance

Assessments use multiple sources of evidence gathered over time

Screening is always linked to follow up

Staff and families are knowledgeable about assessment

26


Professional Development

27

Observe Formal Staff Observation

Reflect Administrator and Staff

Develop Professional

Development Plan

Implement Acquire and Implement

Knowledge


Ohio’s Professional Registry

Centralized information system for early childhood and after-school professionals

Used to document and track professional growth

Recognition for experience, education, credentials and training in the field

To create a Registry Profile go to login.occrra.org

28


FOR FCC ONLY

• CKC self-assessment

29



Activity

• Using the PAS (center) or BAS (FCC) item or the classroom assessment scenarios, complete a professional development plan for an administrator or a teacher


30


Continuous Quality Improvement

31

Child Assessment


Program Assessment



Embracing Change

Administrator must take charge of the change

Determine readiness for change

• Is the program ready for change?

• What is the motivation for change?

• Is the change process understood? Does everyone know why they should do it?

• Does everyone have enough time to make the changes?

• How will the staff’s dispositions contribute or hinder the change?

32


Embracing Change

Provide clarity for change

• Knowledge

• Resources

• Time

• Support

Build on program strengths

Incorporate the cycle of continuous quality improvement into your practice

33


Resources

Ohio Child Care Resource and Referral Association

• www.occrra.org

Ohio Department of Education

• www.education.ohio.gov

Ohio Department of Job and Family Services

• www.jfs.ohio.gov

Step Up To Quality Information (including the Guidance Document)

• www.earlychildhoodohio.org

34

http://www.occrra.org/

http://www.education.ohio.gov/

http://www.jfs.ohio.gov/

http://www.earlychildhoodohio.org/


Quote to Remember

Without continual growth and progress, such words as

improvement, achievement, and success have no meaning.

- Benjamin Franklin

35


Putting It All Together

Next Steps

Question and Answer

Evaluation

Thank you for your participation!

36

Continuous Quality Improvement - WordPress.com...Continuous Improvement Continuous improvement is...

Documents

Transcript of Continuous Quality Improvement - WordPress.com...Continuous Improvement Continuous improvement is...