QRIS Implementation Model

FY 2018-2019

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Background of QSLA Model Development In 2012, Los Angeles County began QRIS implementation using a bifurcated system approach as part of California's Race to the Top-Early Learning Challenge {RTT-ELC) funding opportunity. The Los Angeles County Office for the Advancement of Early Care and Education (formerly Office of Child Care) and Child360 (formerly LAUP) each operated RTT that focused on the Quality Continuum Framework Rating Matrix. Different implementing agencies meant that while some implementation was aligned, variances also existed. In 2014-15, OAECE and Child360 partnered with the Los Angeles County Office of Education (LACOE) to apply for the California State Preschool Program (CSPP) QRIS Block Grant to provide QRIS. As a result of Block Grant funding, Quality Start Los Angeles (QSLA) was created using a single integrated systems approach using best practices learned from RTT. In 2016, LA County’s QRIS implementers included LACOE, OAECE, Child360, Child Care Alliance of LA (CCALA) and First 5 LA. Together, this group was successful in securing the lnfant Toddler (l/T) QRIS Block Grant funds. Also during this year, First 5 LA invested local funds to address the gap of QRIS services to non-state contracted programs, especially those who had participated during RTT. Today, non CSPP programs serving children birth to five are referred to as QSLA Fund Balance. Additionally in 2016 in order to further the work, the First 5 California IMPACT funds provided the opportunity to create a long-term planning process for the future QRIS in Los Angeles County. First 5 LA convened what is today known as the QRIS Architects. The Architects consists of representatives from First 5 LA, LACOE, OAECE, Child360, CCALA, the Child Care Planning Committee (CCPC - Los Angeles County's local child care and development planning council), and representatives from institutions of higher education through Partnerships for Education, Articulation and Coordination through Higher Education (PEACH). This document outlines the countywide QSLA model that is being implemented across Los Angeles from July 1, 2018 – June 30, 2019. The model includes key Architect decisions and where necessary, and if no cost implications were warranted, QSLA workgroup model modifications necessary for implementation July 1, 2018. It is important to note, that QSLA workgroups include members representing all agency partners. Description of Colored Text BLACK TEXT: This text was copied directly from Architect voting documents. Model changes for text that is written in black must be voted on by the Leadership Council. GREEN TEXT: This text represents slight modifications made by the workgroups following the Architect vote. Committees may develop recommendations for changing model components in green text, but those recommendations must be voted on by the Leadership Council ORANGE TEXT: This text represents standing recommendations from workgroups. Committees may make changes to the orange text (i.e., the Leadership Council does not need to vote on these changes). However, committees are still expected to a document highlighting these changes to the Leadership Council so that comments can be made.

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Table of Contents

Pre-Enrollment 6

Information Session 6

Enrollment 6 Enrollment Windows 7 Application Process 7 Provider-specific applications 7 Application contact information 7 Online application 7 Orientation Process for New and Re-rated Sites 8 Welcome Video 8

Technical Assistance 8 Technical Assistant (TA) Role and Dosage 8 TA Support for Newbies and Dosage 8 Pre Assessment Support for Newbies up to 21 hours 8 TA Support and dosage for sites being Re-Rated 9 Pre-Assessment Support for Re-Rated sites for up to 13 hours 9 Post-Assessment TA Support for Re-Rated sites for up to 3 hours 10

Early Care & Education Workforce Registry 11

The ECE Workforce Registry is required to verify Lead Teacher transcripts and professional development hours (i.e., CA-QRIS Matrix Element 3), and director qualifications (i.e., CA-QRIS Matrix Element 7) for sites that participate in QSLA. All teaching staff are encouraged to enroll with the Registry. 11 Timeline 11

Assessment, Rating & Technical Review 11 Assessor Reliability/Qualifications 11 Assessor Reliability: Third Attempt Failing ERS Reliability 11 Assessor Reliability: Third Attempt Failing CLASS Drift Testing 11 Scheduling Assessments 11 Timeframe for CLASS/ERS Assessment 12 Assessment Scheduling & Notification 12 Criteria for Changing the Selected Classroom on the Day of the Assessment 12 Day of Assessment – Guidelines for Use of CLASS in Multi-age Classrooms 12 Language Spoken: Guidelines for Use of ERS & CLASS in Diverse Classrooms 12 Document Review 12 Timeline for Document Review for Rating 12 Grace Period 13 Data Input 13 Assessor Data Timeframe to input into iPinwheel 13

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Finalizing (Certifying) the Rating 13 Timeframe for Certifying the Rating in iPinwheel 13 Communicating the Rating to the Site 13 Technical Review Process 13 Communicating the Technical Review Process to Providers 13 Technical Review Timeline 14 Factors that Trigger a Re-Rating 14

Incentives 14 Incentives When Site Submits Application 14 Centers 14 FCCs 14 When Site Receives an External Assessment (CLASS & ERS) 14 Incentives When Site Receives Tier Rating 14 FCCs 15 Guidelines for Participation Stipends and Quality Improvement Grant and Quality Achievement Award 15 Educational Attainment Grants 17 Consortia Guidelines for Unspent State and Local QRIS Funds 17

Coaching 18 Coaching Essentials 18 Roles of the Coaching Team and Delivery of Focused and Coordinated Coaching 20 Overview 20 Assessment Technical Assistance 20 Coach Supervisor 20 Program Coaching 21 Specialty Coaching 21 Goals of Coaching 22 Short-term goals (1-2 years): 22 Medium range goals (3-4 years): 22 Long range goals (5-8 years): 22 Organizational Framework for the QSLA Coaching Model 22 Coaching Requirements 23 Overview of coaching support provided to each Tier Level 24 Tier 1-3 Sites 24 Tier 4-5 Sites 24 Coaching content provided by role 24 Teachers 24 Directors: 25 FCCs: 25 Process of Providing Program Coaching by Site Type 26 Centers and School-Based Programs 26 FCC 26 Expectations of recipients 27 Directors/Teachers & FCCs: 27

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Qualifications of Technical Assistants and Coaches 27 Technical Assistants 27 Program Coaches 27 Specialty Coaches 28 Tool Reliability Requirements 29 Ongoing Professional Development of Coaches 30 Documentation and Monitoring 30 Documentation and Data Driven Decision Making 30 How Coaches are Monitored 30

Data Systems Planning 30

Implementation Timeline 30

Participant Experience 31

Communications & Marketing Plan 31

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Pre-Enrollment When a site is interested in participating in QSLA they will fill out a Letter of Interest (LOI) or application, which can be found on the QSLA website. Once a site submits the LOI or an application, they will be placed on the waitlist until the new cohort cycles begins and funding is available. Standing recommendation: The online iPinwheel application will replace the Letter of Interest (LOI). Providers interested in participating in QSLA must complete a QSLA application. Providers have three options to complete the application and be waitlisted.

● Option 1 – link on website ● Option 2 – send email with link for provider that called/emailed and requested. ● Option 3 – Hardcopy that providers complete and LACOE enters into Pinwheel (as

an interim process) ● LACOE still needs to request that iPinwheel may allow partners to enter

applications on behalf of providers

When the new cohort cycles begins, the sites who are on the waitlist and who have not previously attended an information session will be invited to attend a mandatory information session. Information Session Information Sessions will be held three times a year, depending on the cohort cycle in October (blue), February (Green), and June (orange). This first information session will be held February 2019. LACOE is responsible for arranging information sessions. If providers have not filled out an application yet, they will be invited to do so after the information session. Standing recommendation: Once a provider’s application status is “Waitlisted” the provider will remain at that status until 1) a cohort cycle begins (Blue, Green, or Orange cohort) and/or 2) funding becomes available. Providers on the waitlist and those interested in learning more about QSLA will be invited to a mandatory 2 hour information session held in-person and via webinar (if possible). Topics covered include an overview and purpose of QSLA, why providers should enroll, and provider expectations. The information sessions will be offered in English and Spanish and held during the day, evenings, and on Saturdays. Providers will be dropped from the waitlist if they do not attend an information session after they have been invited to three. The first information session will launch in February for the Green Cohort. Those sites who attend an information session will be flagged in the notes section on the waitlist and their requirement will be fulfilled. Enrollment

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Enrollment Windows QSLA will have three one-month open enrollment processing periods per year for applications. However, enrollment of new sites is based on available funding. Providers cannot enroll in QSLA outside of these timeframes. This means that a provider can apply to QSLA at any point during the year, but applications will only be processed during those three windows. The following enrollment months were determined by the Coaching Implementation Workgroup following the Architect’s vote: January, May, and September. Once QSLA slots are opened during a cohort cycle, either due to an outreach goal or funding availability, eligible providers who have attended an Information Session, will be selected from the waitlist to be enrolled into QSLA. This process may vary slightly by Block Grant and Fund Balance. Aside from a funding source’s enrollment requirements, the QSLA consortia will establish Priority Selection criteria to determine which providers are selected from the waitlist. Once chosen to be enrolled, LACOE will change selected providers’ application status from “Waitlisted” to “Partially approved” in Pinwheel. LACOE will complete a license check for Block Grant providers and verify funding with the provider. After completing all licensing and CSPP checks, LACOE assigns coaching partners to the providers based on pre-established QSLA Consortia criteria that includes: previous partnership with site thru Race To the Top (RTT), keeping same agency’s sites together, and balancing caseloads between coaching partners. The coaching partner then contacts the providers and initiates a contract. Once the provider returns the signed contract to the coaching partner and satisfies all contractual requirements, the coaching partner will change the application status from “partially approved” to “approved” in Pinwheel. Technical Assistance (TA) timelines and procedures will follow thereafter. Application Process Provider-specific applications QSLA has one application for providers to fill out regardless of their funding source. Standing Recommendation: There will be one application online for providers to fill out. However, once a provider labels themselves as an FCC, then the questions for that application will be modified. Application contact information The application will include one QSLA email address and phone number so that providers can call or send an email if they have questions. These questions will be answered via email or phone by LACOE staff. Online application In FY 2018-2019, QSLA will utilize an online application via the iPinwheel Portal. This online application will have a one-year phase-in period (i.e., in FY 2018-2019 both online and paper applications will be accepted). By July 1, 2019, QSLA will only accept online applications. Phone and email technical assistance is available to support providers in completing the online application by LACOE staff. Standing Recommendation: LACOE will be responsible for assisting providers with the application process, as needed.

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Orientation Process for New and Re-rated Sites Welcome Video After providers (new and re-rated) are enrolled or preparing for re-assessment, providers will receive a link to a QSLA Welcome Video that is approximately 30 minutes long and will give a more in-depth understanding of the QSLA Consortium, who providers will be working with through the process, a general understanding the CA Rating Matrix and required documentation, as well as incentives and supports. LACOE is currently creating the welcome video with the help of the LACOE Communications & Video Production Services. The expected completion date for the video is January 2019 for the Green Cohort. All sites enrolled in QSLA will be required to watch this video before they begin working with their assigned TA. Standing Recommendation: LACOE will send the welcome video to the provider to initiate the start of the new Cohort. Small Group Orientation After watching the Welcome Video, the Agency Director and/or Site Supervisor or the FCC owner (whichever applies) is strongly encouraged to attend a small group orientation to receive details about assessment/rating expectations and required documentation associated with the CA QRIS Rating Matrix. The 3-hour orientation is provided by their assigned TA. However, if a provider is unable to attend a small group orientation, the provider may choose to work one-on-one with their TA instead. Technical Assistance Technical Assistant (TA) Role and Dosage Pre-Assessment technical assistance will be offered to sites by the navigator before and after their assessment visit. The timeline for this assistance will be up to 3 months before their assessment and up to three months after their assessment.

Each new QSLA site will be assigned a TA after the application is processed and a contract is signed between the provider and one of the coaching partners. This role of the TA is to provide focused technical assistance around how the QSLA system works. This may include the following: orienting providers to the ECE Workforce Registry, supporting providers in completing paperwork and preparing for assessment/rating, sharing information on incentives, and availability of community-based resources to support quality improvement.

TA Support for Newbies and Dosage

Pre Assessment Support for Newbies up to 21 hours

1. Contact provider within 1 week of assignment once the contract is finalized 2. Within 2 weeks of viewing the mandatory welcome video they will help site staff fill out a

Supplemental Form B and additional registry documentation a. Send a Doodle poll to schedule first small group meeting

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i. Sites opt for one-on-one site visit with the TA if they cannot attend a small group meeting. The on-site visit would include all the information they missed at the small group meeting, which includes how to prepare for the external site assessment/rating.

ii. UCLA Completes the QSLA Assessment Site Summary Sheet and Child360 will use Survey Gizmo

3. Up to 5 on-site or phone meetings every two weeks for 2 ½ months (could be with director, site supervisor, or teaching staff). Topics include:

a. Registry and the importance of collecting staff qualifications and PD hours b. The data collection process and documentation requirements in preparation for

assessment/rating c. Review of all elements of the CA QRIS Rating Matrix d. Overview of the Welcome Kit given to the director and teachers, which includes

QSLA informational brochures and materials e. Accessing QSLA and community Provider Trainings f. Work with sites to ensure they schedule assessments with Child360 or UCLA

after LACOE has divided Block Grant sites into two groups per cohort based on TA assignments and provider small group orientation attendance.

Post Assessment TA Support for Newbies up to 12 hours

1. On-site or phone meeting with director, site supervisor, or teaching staff depending on TA and provider availability, after the provider receives their Tier Rating Report.

2. Review and address questions regarding the site’s new tier rating report, except ERS

and CLASS scores which QSLA does not accept inquiries on a. TA will have up to 10 business days to contact provider and assist provider with

understanding tier comments and completing a technical review submission upon receipt of Tier Rating Report if needed.

3. TA’s will introduce the coach and explain coaching expectations

4. Assistance accessing Provider Trainings on the Registry website and in the community,

as well Parent Education Events provided by Child360 and R &Rs

5. Review Quality Improvement grant and/or Quality Achievement award based on Tier Rating Report received

6. Discuss Common Data Elements survey to be completed annually and answer

questions as needed

TA Support and dosage for sites being Re-Rated Pre-Assessment Support for Re-Rated sites for up to 13 hours

1. LACOE will notify coaching partners 5 months before sites will be up for re-rating

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2. Coaching partner notifies assigned coach and TA. Then, coaching partner notifies provider about re-rating timelines and introduces TA to the site. TA pre-assessment support begins.

3. Within 2 weeks of viewing the mandatory welcome video they will help site staff fill out a Supplemental Form B and additional registry documentation

a. Send a Doodle poll to schedule first small group meeting i. Sites opt for one-on-one site visit with the TA if they cannot attend a

small group meeting. The on-site visit would include all the information they missed at the small group meeting, which includes how to prepare for the external site assessment/rating.

ii. UCLA completes the QSLA Assessment Site Summary Sheet and Child360 will use a Survey Gizmo

4. Up to 3 one-on-one meetings every two weeks for 2 ½ months for 3 hours with director or teaching staff; contact could also happen via phone or emails

a. Explain Registry, if needed b. Discuss any updates or changes to the data collection process and

documentation requirements c. Review elements of the CA Rating Matrix d. Accessing QSLA and community Provider Trainings e. Work with sites to ensure they schedule assessments with Child360 or UCLA

after LACOE has divided sites into two groups per cohort based on TA assignments and provider small group orientation attendance.

Post-Assessment TA Support for Re-Rated sites for up to 3 hours 1. On-site or phone meeting with director, site supervisor, or teaching staff depending on

TA and provider availability, after the provider receives their Tier Rating Report.

2. Review and address questions regarding the site’s new tier rating report, except ERS and CLASS scores which QSLA does not accept inquiries on

b. TA will have up to 10 business days to contact provider and assist provider with understanding tier comments and completing a technical review submission upon receipt of Tier Rating Report if needed.

3. Assistance accessing Provider Trainings on the Registry website and in the community,

as well Parent Education Events provided by Child360 and R &Rs

4. Review Quality Improvement grant and/or Quality Achievement award based on Tier Rating Report received

5. Two weeks after the assessment is conducted, a link will be emailed to the provider

through Pinwheel so that the provider can enter data for the Common Data Elements file directly into Pinwheel.

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Early Care & Education Workforce Registry The ECE Workforce Registry is required to verify Lead Teacher transcripts and professional development hours (i.e., CA-QRIS Matrix Element 3), and director qualifications (i.e., CA-QRIS Matrix Element 7) for sites that participate in QSLA. All teaching staff are encouraged to enroll with the Registry. Timeline

1. Site staff are required to create a Registry profile for all lead teachers and the Director (for an FCC, providers should submit qualifications for the person who spends the majority of time with the children), as well as submit their staff qualifications and professional development hours, along with their Supplemental Form B to the Registry based on the cohort in which they are assigned:

a. Green Cohort: July 1, 2019 to August 31 31, 2019 b. Orange Cohort: November 1, 2018 to December 31, 2018 c. Blue Cohort: Mach 1, 2019 to April 30, 2019

2. The Registry will process and verify transcripts, degrees, permits, and professional

development data for QSLA sites related to CA-QRIS Matrix elements of 3 and 7 based on internal deadlines, which vary per cohort cycle.

3. The Registry finalizes the site data, specific to elements 3 and 7, and exports this Registry data to a secure server for import into iPinwheel.

Assessment, Rating & Technical Review Please note: The assessment model outline below is intended to be a supplement to the Quality Counts California Implementation Guide. Assessor Reliability/Qualifications Assessor Reliability: Third Attempt Failing ERS Reliability If an assessor fails ERS inter-rater reliability for a third time then they must attend the 3-day training for ERS again. The assessor’s ability to continue conducting ERS assessments will also be evaluated by their supervisor. Assessor Reliability: Third Attempt Failing CLASS Drift Testing If an assessor fails CLASS drift (reliability) testing for a third time then the assessor’s ability to continue conducting CLASS assessments will be evaluated by their supervisor and that supervisor will determine how to support the assessor through methods such as working with the trainer, dual coding and/or online calibration. Scheduling Assessments

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Timeframe for CLASS/ERS Assessment CLASS/ERS assessments are conducted within a 1-month timeframe. Please note: The assessment can be conducted on the same day, or separate days, depending on a mutually agreed upon decision between the site and assessment team. Assessment Scheduling & Notification The site will be notified 2 – 4 weeks before the assessment of the dates available for their assessment. The site and assessment team will come to a mutually agreed upon date for when the assessment is conducted. There is immediate confirmation of this date via email. Criteria for Changing the Selected Classroom on the Day of the Assessment The classroom selected for assessment may change if any of the following factors are present on the day of the assessment:

1. The lead teacher is absent 2. Fewer than 51% of enrolled children or fewer than 7 children (whichever is greater) are

present in a center-based observation 3. FCCHs must have at least one child, between the ages of 0 to 5, present on the day of

assessment for both CLASS and ERS 4. Field trip or other school event 5. Unusual circumstances (for example power failure, broken pipes, severe weather,

emergency or illness causing observer or provider/lead teacher to leave etc.) disrupts the usual classroom routine

Day of Assessment – Guidelines for Use of CLASS in Multi-age Classrooms If it is a mixed-age classroom, then the specific assessment to be conducted is determined by the age group of the majority of the students present on the day of the assessment. In the case of a 50/50 mixed aged group classroom, then the specific assessment to be conducted is determined by the oldest age group of the students present on the day of the assessment. Language Spoken: Guidelines for Use of ERS & CLASS in Diverse Classrooms The ERS & CLASS assessor must understand the interactions of the students and providers – at a minimum having high receptive language skills in the dominant language of site instruction. Document Review Timeline for Document Review for Rating Document review, inclusive of assessment, can be conducted in any order as long as it occurs over the same 1-month timeframe. Grace Period The grace period for submitting additional documentation begins the day after assessment. All missing documentation must be submitted within 3 business days. A grace period is only allowed for elements 1, 2, and 6. Data Input

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Assessor Data Timeframe to input into iPinwheel All data for the following must be put into iPinwheel within 8 weeks of the final assessment or document review (whichever was last):

1. Child Observation (matrix level documentation) 2. Developmental and Health Screenings (matrix level documentation) 3. CLASS (cycle level) 4. Ratios and Group Size (matrix level documentation) 5. ERS (item level)

Registry Data Timeframe to submit to LACOE to upload into iPinwheel. All the data for the following must be submitted to LACOE by the internal deadlines established for each cohort cycle housed in the QSLA Assessment Google Document accessible to all QSLA coaching and assessment partners:

1. Teacher qualifications 2. Director qualifications

Finalizing (Certifying) the Rating Timeframe for Certifying the Rating in iPinwheel LACOE and Child360 certifies ratings within 3 weeks of all data being put in iPinwheel, as long as LACOE and Child360 have received information from Registry for Elements 3 and 7. Communicating the Rating to the Site A rating report is emailed to the site director. A TA will meet with the site director and lead teacher to review the report within 10 business days, either by phone or in person. The TA will explain the site’s Tier Rating report and respond to any questions the site might have. Technical Review Process Upon receipt of the site receiving their Tier Rating report, a TA will commence with providing Post assessment TA support. The TA will share the QSLA Technical review process should the providers have questions regarding the scores on the Tier Rating Process. Communicating the Technical Review Process to Providers Providers have the option of requesting a technical review after receiving their QSLA Tier Rating Report if they feel that the scores in the report have been calculated in error only for non-observational elements (i.e., Elements 1, 2, 3, 5, and 7) or if their overall tier rating would change. A site must complete a technical review form and submit documentation that supports their claim to LACOE or Child360. If the provider has additional questions the TA will be available to answer those questions.

Technical Review Timeline A provider has 10 business days from receiving their rating report to request a technical review. The request is initiated by emailing LACOE for the QSLA technical Review Form. Send the technical review form with the Tier Rating Report.

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Factors that Trigger a Re-Rating No factors, beyond what is written in the CA-QRIS implementation guide, will trigger a re-rating Incentives Centers

1. Welcome kits (QSLA information and branded materials) - $300 per site 2. Participation Stipend – menu of options for improving classroom quality- $2,000 per

site FCCs

1. Welcome kits (QSLA information and branded materials) - $300 per site 2. Participation Stipend – menu of options for improving classroom quality - $1,000 per

site Please note: The participation stipend is only offered to new sites that do not have an active rating. The participation stipend may be used for items such as indoor and outdoor learning materials, furnishings that create developmentally appropriate environments, and gross motor equipment that promotes safe, active play areas (this names just a few items on the approved list).There is a complete menu of approved items that is attached to the provider’s contract that lists what the participation stipend may be used to purchase. When Site Receives an External Assessment (CLASS & ERS)

1. Each classroom that received an assessment will receive a book for the site’s early learning library and a QSLA thank you card from the assessment partner.

Incentives When Site Receives Tier Rating QSLA awards a grant to each participating site every 12 months based on their tier rating. The incentive awards are issued on July 1, based on the site’s tier rating at the time of contract. Based on the site’s Tier Rating Report, a site can receive either the Quality Improvement Grant or a Quality Achievement award that is given one time within 12 months. Since a rating is done at the site level, a site cannot receive more than one grant award. Below is the breakdown of how sites are awarded based on their site's Tier Rating Report. Quality Improvement Grant - Site Rating of Tier 1 or 2. The Quality Improvement Grant may be used for items such as minor renovations to address indoor/outdoor space improvements, technology equipment associated with quality improvement, and family engagement activities that promote a home-school connection (to name a few). There is a complete menu of approved items that is attached to the provider’s contract that lists what the Quality Grants/Awards may be used to purchase. The coach reviews the rating, incentive structure (see below), and how funds can be spent to improve classroom quality. Centers

1. Tier 1 = $1,000 per site 2. Tier 2 = $2,000 per site

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FCCs

1. Tier 1 = $500 per site 2. Tier 2 = $1,000 per site

Quality Achievement Award – Site Rating of Tier 3, 4, or 5. The Quality Achievement Award (formerly known as block grants) provides sites rated a Tier 3, Tier 4, and Tier 5 more flexibility on the use of funds for quality improvement activities. This may include items noted above in the participation and Quality Improvement Grants, plus for use of professional development, staffing, and curriculum materials to enhance site quality. The coach reviews the rating, incentive structure (see below), and how funds can be spent to improve classroom quality. Centers

1. Tier 3 = $4,000 per site 2. Tier 4 = $6,000 per site 3. Tier 5= $8,000 per site

FCCs 1. Tier 3 = $2,000 per site 2. Tier 4 = $3,000 per site 3. Tier 5= $4,000 per site

Guidelines for Participation Stipends and Quality Improvement Grant and Quality Achievement Award The intent of the participation stipend, quality improvement grant, and quality achievement award is to support quality improvement in early learning programs. It is the responsibility of the award recipient to expend award funds in a manner that supports quality improvement. Incentive funds cannot be used to cover providers’ ongoing operational expenses such as payment of mortgage, utilities, rental/lease payments, insurance, and licensing fees. Please note: sites are required to submit original receipts to their coaching agency as indicated in their contracts for all expenditures Below is an approved QSLA list of materials that is attached to the coaching partners’ contract with the provider.

1. Learning Materials (Indoor & Outdoor) that support the classroom environment, strengthen teacher-child interactions and raise diversity awareness such as:

a. Books, blocks, art supplies, musical instruments, games, puzzles, dramatic play props, nature items, gardening equipment, science materials, and manipulatives

b. Numeracy materials that introduce numbers, patterns, shapes, measurement, and problem solving

c. Language materials that support receptive and expressive language, comprehension, and literacy

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d. Materials and/or equipment to address diversity and individual needs of children including dual language learners, those with disabilities and/or special needs

e. Curriculum guides, assessment tools, and other teacher resources f. Water and Sand Tables g. Costs for educational field trips

2. Furnishings that are accessible and create a developmentally appropriate environment for learning in alignment with the Environmental Rating Scale (ERS) such as:

a. Sufficient furniture for children in care b. Child-sized tables and chairs c. Adaptive furniture for children with disabilities and/or special needs d. Mats, cots, and/or cribs for a restful naptime e. Area rugs and soft furniture for relaxation/comfort areas f. Child-sized shelves and storage units g. Cubbies/lockers to store children’s personal belongings h. Outdoor sheds i. Store benches j. Table risers: Large and small k. Outdoor handwashing sinks l. Large form mats m. Cot sheets/liners n. Changing tables

3. Gross Motor Equipment that promotes safe, active play areas such as: a. Sufficient equipment to engage children b. Equipment that stimulates a variety of skills including balancing, climbing, ball

play, steering and pedaling wheel toys c. Playground equipment d. Improvements or adaptations to active play areas (indoors and outdoors) e. Equipment that promotes the inclusion of children with disabilities and/or

special needs (ramps, etc.) 4. Minor Renovations to address indoor/outdoor space improvements to meet quality

health and safety standards and/or licensing regulations such as: a. Painting b. Replacing faucets c. Flooring/carpeting d. Accessibility equipment (ramps, etc.) e. Landscaping f. Plants

5. Technology a. Computer and technology equipment dedicated to planning, assessment,

reporting, professional development, and other key items associated with quality improvement

b. Software to support business practices (payroll, accounting, etc.) c. Software for child reporting (DRDP Tech, etc.) d. Printers/Scanner e. Wireless speaker f. Projector

6. Trainings/Professional Development that support the growth of early learning providers such as:

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a. Fees associated with attending a training, professional development opportunity, or a conference (registration fee, travel expenses, etc.)

b. Substitute time to allow a teacher to attend a training or professional development opportunity

c. CLASS recertification fees d. Professional membership fees e. Consultant and material fees to offer onsite training opportunities

7. Student Wellness a. Fees associated with onsite screenings, including developmental, health, vision,

audiology, and dental 8. Parent Engagement that promotes home-school connection

a. Parent trainings and resources b. Expenses associated with hosting a parent meeting c. Materials to enhance communication with parents d. Child care during a parent event

9. Health and Safety a. A/C wall units b. Professional steaming services c. Termite/pest control services d. Professional cleaning service e. Air Filtrating/Purification Systems f. Cleaning and disinfecting supplies that are OSHA compliant g. First aid and natural disaster supplies

Educational Attainment Grants All rated sited regardless of the site’s Tier Rating Report have the opportunity to apply for an educational attainment grant. QSLA refers to these as workforce development stipends. The workforce stipend for non-state funded QSLA providers serving children birth to five for is referred to as the QSLA Stipend Program and is administered by Child360. A similar workforce development stipend for state-funded providers is available through AB212. This stipend is administered by OAECE. Consortia Guidelines for Unspent State and Local QRIS Funds The intent of incentives granted with unspent funds is to support quality improvement in early learning programs. It is the responsibility of the award recipient to expend award funds in a manner that supports quality improvement. Please note: sites will be required to submit original receipts for all expenditures.

1. Minor Renovations to address indoor/outdoor space improvements to meet quality health and safety standards and criteria such as:

a. Painting b. New faucets c. Flooring/carpeting d. Outdoor water hose

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2. Trainings/Professional Development that support the professional growth of early learning providers such as:

a. Fees associated with attending a training, professional development opportunity, or a conference (registration fee, travel expenses, etc.)

3. Materials that can be purchased a. Learning Materials (Indoor & Outdoor) that support the classroom environment,

strengthen teacher-child interactions and raise diversity awareness such as: ● Books, blocks, art supplies, musical instruments, games, puzzles,

dramatic play props, nature items, science materials, and manipulatives

● Numeracy materials that introduce numbers, patterns, shapes, measurement, and problem solving

● Language materials that support receptive and expressive language, comprehension, and literacy

● Materials to address individual needs of children including those with disabilities and/or special needs

● Curriculum guides, assessment tools, and other teacher resources b. Furnishings that are accessible and create a developmentally appropriate

environment for learning in alignment with the Environmental Rating Scale (ERS) such as:

● Sufficient furniture for children in care ● Child-sized tables and chairs ● Adaptive furniture for children with disabilities and/or special needs ● Mats, cots, and/or cribs for a restful naptime ● Area rugs and soft furniture for relaxation/comfort areas ● Child-sized shelves and storage units ● Cubbies/lockers to store children’s personal belongings

c. Gross Motor Equipment that promotes safe, active play areas such as: ● Enough equipment to avoid a long wait ● Equipment that stimulates a variety of skills including balancing,

climbing, ball play, steering and pedaling wheel toys ● Playground equipment ● Improvements or adaptations to active play areas (indoors and outdoors) ● Equipment that promotes the inclusion of children with disabilities and/or

special needs (ramps, etc.) Coaching Coaching Essentials Informed by extensive experience providing coaching in Los Angeles County, numerous site visits to learn from other communities, and a thorough review of the research, the Architects, as confirmed by the QSLA workgroup believe the following are essential for coaching to have an impact on program quality:

1. Programs must be partners in the quality improvement process and actively involved in identifying quality improvement goals and utilizing coaching to help achieve these benchmarks, using data as a focal point of all they do.

2. The effective dosage – number and length of visits - depends on the program’s current quality rating. Tier 1-3 programs will be required to participate in program support and

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specialty coaching Tiers 4-5 have the following options: Opt out; Program Coach and Specialty Coaching including Family Engagement or Program Leadership Coaching; Program Coach only; or Specialty Coach only. If they opt-in to coaching, they will be offered tier 1-3 dosage but can reduce based on need.

3. Coaches should draw upon an array of ECE resources to support each program’s unique quality improvement path, such as California Preschool Instructional Network (CPIN), Center on the Social and Emotional Foundations for Early Learning (CSEFEL), and the California-Early Care and Education Workforce Registry (CA-ECE). Coaches should also draw upon resources from the community in which the site is located.

4. Coaching is one part of a broader quality improvement strategy that is customized to meet the needs of each program. It may include training, education, peer networking, parent education trainings, train-the-trainer family engagement modules, supporting the educator’s navigating higher education and other professional development options, targeted support on topics such a program leadership and family engagement, and resources through other systems such as those that support families.

5. Coaches should have the following qualities and general approach to coaching: strengths-based approach, collaborative problem-solving skills, practice-based coaching, servant leadership knowledge of and experience in early learning programs, strong communication skills in recipient’s preferred language, cultural sensitivity, adult learning, analysis and use of data, and understanding of the unique challenges of meeting the needs of vulnerable populations in different program settings.

6. Coaches may use a variety of strategies to assist them in the implementation of coaching, such as modeling, observation and feedback, communities of practice, training and clinics, resource sharing, shadowing, co-facilitating, and other tools. Recommended professional development for the director or practitioners should be integrated with coaching and quality improvement goals. Whenever possible, use evidence-based models or at minimum evidence-based practices.

7. The content, methods, and hours of coaching should be generally consistent between the two coaching partners. For example, coaching is offered year-around while the program is in operation. Therefore, sites that are open that are open in the summer will receive coaching services However, some programs may have unique needs, struggle with staffing, or need more support than the general parameters outlined in this document. Coaches will have the flexibility to provide and bring in additional support as appropriate to meet individual program needs, which may include options such as group coaching/training. C&I workgroup agreed that coaching needs to focus on individual coaching and group coaching and training should not exceed 3 months in a row. Quality Improvement is most effective when services are customized by type of provider (e.g., center, family child care home, school-based), by Tier rating, (low, mid, high) by region (urban or rural) and other characteristics that make providers so unique.

8. The impact of coaching must be assessed regularly through achievement of quality improvement plan activities, regular program assessments, and developmental, formative, and summative evaluation by external, trained evaluators. A Coach Supervisor will provide careful monitoring and guidance. Analysis of data will help inform ongoing quality improvement and QSLA program implementation.

9. QSLA coaching services will be adjusted as needed if a site has internal (embedded) coaching and other supports, such as through their Head Start grantee or school district. This will enable QSLA to maximize different funding streams and program models and serve as many programs as efficiently as possible. For program year 2018-19, the C&I Workgroup agreed to hold off on implementing coaching modifications for

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sites with embedded coaching until we learn more about of the other types of embedded coaching. For 2018-19, C&I Workgroup drafted best practices for working with sites with internal coaches.

This Coaching model is based on lessons learned from research and local experience and will evolve over time. Roles of the Coaching Team and Delivery of Focused and Coordinated Coaching Overview

1. Based on each program’s needs, the Program Coach is the lead coach and will identify the need for specialized coaching based on the QIP.

2. The coaching supports may be adjusted based on existing coaching supports in the case when a site has an embedded coach. For program year 2018-19, the C&I Workgroup agreed to hold off on implementing coaching modifications for sites with embedded coaching until we learn more about of the other types of embedded coaching. For 2018-19, C&I Workgroup drafted best practices for working with sites with internal coaches. If coaching is provided beyond generalized coaching, the Program Coach will convene the Specialty Coach(es) and/or internal program coaches to coordinate supports on the shared QIP and identify community resources such as professional development that can help meet each program’s needs.

Assessment Technical Assistance Programs often need technical assistance on the mechanics of QSLA. To focus this support and enable coaches to provide targeted coaching, assessment technical assistance will be provided pre and post assessment. Technical Assistants (TA) provide focused technical assistance support initially to participant on how QSLA works. This will include, orienting providers to the elements of the rating, enrollment in QSLA and databases, support completing paperwork, the process to request assessment, availability of incentives and application processes, availability of community-based resources to support quality improvement, and the process on how to enroll in professional development/education opportunities. The TA will work with a site as they enroll in QSLA and work with them for the initial six months (approximately) to support program’s successful onboarding into QSLA. The TA helps sites understand and prepare for their upcoming assessment. After the assessment and rating process, TAs help explain the scores received in the QSLA Tier Rating Report. Technical Assistants will focus on customer service, clear and consistent communication, and serve as a point of contact for questions related to a site’s assessment and rating. Coach Supervisor The Coach Supervisor will provide overall oversight of the coaches; approve coaching plans and other plans such as QIPs, including the use of specialty coaches; support planning, coordination and consistent implementation of coaching model, including specialty coaching, to ensure appropriate staffing levels; equitably distribute specialty coaching; ensure appropriate implementation of coaching model and ensure high quality of data documented in iPinwheel (See section on Documentation Below for specific data documentation.) or other data files; provide quality control over how decisions are made about overall coaching implementation to ensure consistency and impact; provide additional support when needed in more complex coaching situations; provide feedback and guidance to coaches for their

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continual improvement and professional development (e.g., regular check-in meetings, shadow site visits). Program Coaching Program Coaches will focus on the broad work of quality improvement, including setting the conditions for change, creating and implementing a quality improvement plan, and providing support on common topics related to implementing the CA-QRIS standards. This may include support on topics such as the CLASS and ERS, increasing the numbers of children who are screened with the ASQ and ASQ-SE, reducing ratios and group sizes, and ensuring teachers and directors have access to professional development to improve qualifications. The goal is for coaches to spend as much time as possible coaching, not providing technical support to help programs/providers with mechanics of participating in QSLA.

Coaches will also provide support as needed in the following areas important to providing a high-quality early learning experience:

● supporting children who are dual language learners; ● meeting the unique needs of infants and toddlers; ● implementing child observation and assessment/developmental screening; ● inclusion of children with special needs; and ● behavioral/mental health supports for children and staff.

Specialty Coaching Specialty Coaches with specific expertise will also be available to recipients, providing deep subject matter expertise on topics in greatest demand among the early learning programs. There are two types of Specialty coaches that are provided based on each program’s Quality Improvement Plan goals and program needs:

1. Family Engagement Coach (FEC) / Family Engagement Specialist (FES): Supports the

intentional implementation of the Strengthening Families™ Framework to promote family resilience and optimal development of their children; works directly with staff to provide a model for effectively engaging families in program activities and in their child’s learning and development at home and at school; supports attendance and implementation of Parent Education trainings that align with the Strengthening Families™ Framework and follow the QSLA Family Engagement Model; supports the development of a QIP focusing on Family Engagement/Parent Education components.

Program Leadership Coach (PLC): Provides technical assistance and mentoring to support the program’s leadership on QRIS elements and the implementation of continuous program improvement strategies; provides resources to support effective program administration and supervision in support of the QIP; assists the program in determining how best to advertise their participation in QSLA; supports and mentors Directors in the areas of leadership management and program improvement; supports programs along the Quality Continuum Framework to leadership skills through coaching and training; coordinates with Program Coach and other field staff to

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exchange information about the needs of sites to provide more cohesive support; utilizes PAS/BAS as appropriate. Additionally, the PLC offers some workforce development support. Both coaching partners have a mixed caseload of FCCs and centers. Goals of Coaching Coaching, including connections to other quality improvement supports, will be measured in short, medium and long-term goals. These goals are aligned to the state rating matrix; as this matrix is revised the goals will be adjusted accordingly. Short-term goals (1-2 years):

1. More programs use an observation-based tool, such as the Desired Results Developmental Profile (DRDP)

2. More programs ensure children receive developmental screenings (ASQ and ASQ-SE) to identify potential areas of concern

3. Teachers and directors report they are receiving the types and dosage of support indicated by their QIP (specified by the QSLA model)

4. Teachers and directors report that coaching has helped them improve the quality of early learning programs provided to children and families

5. Teachers and directors report that coaching has helped them access other quality improvement supports that are linked with their QIP, such as learning communities and trainings

Medium range goals (3-4 years): 1. Learning environments improve as measured by improved Environment Rating Scale

(ERS) scores 2. Adult-child interactions improve as measured by CLASS scores 3. Family engagement improves as measured by the ERS provisions for parents’ item 4. Teachers and directors have increased staff qualifications, with more teachers and

directors completing college courses or degrees in early childhood/child development

Long range goals (5-8 years): 1. Programs remain in QSLA, continuing to receive coaching commensurate with their

needs. 2. Overall program quality improved, as measured by improved QRIS ratings.

Ultimately, the goal of QSLA is to improve children’s readiness for success in school and lifelong achievement and to engage family as partners in their child’s education. Organizational Framework for the QSLA Coaching Model There are many inter-related elements of providing coaching. This document organizes the QSLA Coaching Model in the following way:

1. Overall focus and implementation of coaching: Content on which coaching is provided by role (director, teacher, family child care provider (FCCP); Process of providing coaching; Expectations of recipients.

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2. How coaches deliver focused and coordinated coaching: Coordination of coaching services and integration of existing coaching supports within a program; Program and Specialty coaching; Coaching model for different program settings (centers, FCCP, Head Start, school-based); Required vs. optional coaching; Dosage: frequency, length of coaching in programs.

3. Qualifications of Coaches: Education and specialized Training; Experience; Tool reliability; Other knowledge and skills.

4. Professional Development of Coaches: Initial professional development of coaches; Ongoing professional development of Coaches.

5. Documentation and Monitoring: Collecting and using data to make decisions to inform planning and recommendations to programs; How coaches are monitored and supervised, feedback to coaches.

Coaching Requirements All QSLA sites (Tier 1-5) will complete the following:

1. Initial enrollment and assessment process with assistance from the Technical Assistant, who will assist with paperwork and understanding the QSLA system and processes; technical assistance support will also be offered to sites that are to be re-rated.

2. For Multi-site programs: QSLA Launch Meetings provided to school districts or agencies that have nine or more sites in QSLA. Meetings include administrators, directors, coaches and support staff to ensure everyone is aware of program requirements and service offerings. All centers receive a “Welcome Visit” which is coordinated by their Program Coach, the Site Director and teachers that will receive coaching.

3. In partnership with the site, the coach and coaching supervisor will come to an agreement on the coaching the site will receive, which may include specialty coaching. The agreement will be made based on individual program needs, the QSLA Specialty Coaching Assessment Tool, and availability.

4. Development of Quality Improvement Plan (QIP) in partnership with QSLA Coaches and site staff.

5. For sites with an embedded coach who provides similar services, the QSLA coach, in consultation with their supervisor, may modify, reduce, or eliminate the requirement for coaching regardless of tier level. These sites still have the option to participate in other QSLA professional development services.

6. Sites not participating in coaching services must partake in a bi-annual check-in with a Program Coach to monitor their quality improvement plan and QI activities and provide feedback and support. In addition, these sites will be offered to enroll in coaching services annually.

Overview of coaching support provided to each Tier Level Tier 1-3 Sites The following coaching is required for Ties 1-3 sites to participate in QSLA

1. Program Coaching a. Classroom Levels b. Monthly, average of 2 hours per classroom/FCCH. This may be distributed in all

classrooms or in a subset based on site needs

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2. Specialty Coaching a. The two types of Specialty coaching are: Family Engagement Coach (FEC) and

Program Leadership Coach (PLC) b. Monthly, average of 2 hours site-level contact

3. Coaching should link to support as needed and guided by the QIP such as: a. Invited to professional development offerings b. Option to participate in communities of practice

Tier 4-5 Sites The following coaching is available for Ties 4-5 sites participating in QSLA. It was budgeted that 50% of sites would request Specialty Coaching, and that it would be a 50/50 split between Family Engagement and Program Leadership.

1. Program Coaching a. Optional, coaching based on QIP. Site options are:

1) Opt out of coaching 2) Program coaching and Specialty coaching 3) Program coaching only 4) Specialty coaching only

If they opt-in to coaching, they will be offered tier 1-3 dosage but can reduce based on need.

b. NOT optional for newbies 2. Specialty Coaching

a. Family Engagement Coach (FEC), and Program Leadership Coach (PLC) which includes workforce development duties

b. Optional, coaching based on QIP 3. Coaching should link to support as needed and guided by the QIP such as:

a. Invited to professional development offerings b. Option to participate in communities of practice

Coaching content provided by role The specific coaching focus for each program will be determined by tier rating and priorities jointly identified by director/teachers or family child care provider. Teachers The focus of coaching is on classroom practices that relate to matrix and pathways:

1. Teacher-child interactions (measured by CLASS) 2. Learning environment (measured by ERS) 3. Child observation 4. Developmental and health screening tools 5. Staff qualifications 6. Individual professional growth and development

Directors: Directors are oriented to the QSLA program (including review of coaching services, QSLA assessment score review, PD resources, QSLA assessment prep/review.) They have bi-annual check-ins. The focus of coaching is on topics based on needs, such as:

1. Overall program quality: focus on elements measured in rating matrix (e.g., CLASS, ERS, professional development)

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2. Strengthen organizational culture to support quality/serve as leader of quality improvement work: learning HOW to support staff in their understanding of the WHY of QRIS, not just the WHAT.

3. Instructional leadership: Support implementation of effective and developmentally appropriate pedagogy; provide coaching, professional development and other supports using best practices in adult learning theory

4. Business management: strengthen administrative activities and structures measured by PAS

5. Staff qualifications, professional growth and development of director and of staff 6. Ratios and group size: Implementing strategies to reduce ratios and group sizes 7. Data analysis: Using data to 1) identify trends in teacher practice and child outcomes to

determine professional development efforts and individualized coaching needs and 2) identify, plan, implement, and assess professional development and coaching efforts

8. Communication: Communicating effectively with diverse stakeholders (e.g., teachers, families, community partners, decision makers)

9. Site structure and systems: Help directors focus on systems for site, such as schedules, opening and closing, roles and responsibilities, overall systems that support site management

FCCs: The focus of coaching is on FCCP practices that relate to matrix and pathways:

1. Overall program quality: focus on elements measured in rating matrix (e.g., CLASS, FCCERS, professional development, ratios and group size)

2. Business management: strengthen administrative activities and structures measured by BAS

3. Professional growth and development of FCCP and any assistants 4. Data analysis: Using data to 1) identify trends in teacher practice and child outcomes to

determine professional development efforts and individualized coaching needs and 2) identify, plan, implement, and assess professional development and coaching efforts

5. Communication: Communicating effectively with diverse stakeholders (e.g., teachers, families, community partners, decision makers)

6. Child observation 7. Developmental and health screening tools

Process of Providing Program Coaching by Site Type Centers and School-Based Programs

1. Brief overview of the rating results with director and teachers to help set site goals. 2. Develop quality improvement plans with director and teachers 3. Provide coaching to director and teachers based on quality improvement plan (QIP) 4. Help directors and teachers use data to plan and set goals, design actions, and

manage progress and accountability: review action steps during each coaching visit, update QIP accordingly; document measurable progress at least quarterly or review QIP with director and adjust as needed;

5. Co-create and nurture a trusting relationship, based on agreed upon norms and agreements

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6. Provide one-on-one or small group intentional coaching with focused observations and specific feedback to meet performance goals on frequency determined by tier rating

7. Assess the advancement of the coaching relationship by reflecting on the coaching practice and the progress towards goals for the participants at the site. Coaches empower participants to enhance their interactions with children and families, improve instructional techniques, satisfy health and safety requirements, and develop an understanding of assessment tools in the Quality Continuum Framework (QCF).

8. Engage in conversation and dialogue to build trust and create a safe space to address barriers and work toward improvement and change.

9. Regularly assess progress and update QIP accordingly, and no less than quarterly. FCC

1. Review rating results with FCCP 2. Develop quality improvement plan with FCCP 3. Provide coaching to FCCP based on quality improvement plan (QIP) 4. Help FCCP use data to plan and set goals, design actions, and manage progress and

accountability; review action steps during each coaching visit, update QIP accordingly; document measurable progress at least quarterly or review QIP with director and adjust as needed

5. Co-create and nurture a trusting relationship, based on agreed upon norms and agreements.

6. Facilitate learning and growth by creating awareness, helping FCCP use data to plan and set goals, design actions, and manage progress and accountability

7. Provide one-on-one or intentional coaching with focused observations and specific feedback to meet performance goals on frequency determined by tier rating

8. Assess the advancement of the coaching relationship by reflecting on the coaching practice and the progress towards goals. Coaches empower FCCP to enhance their interactions with children and families, improve instructional techniques, satisfy health and safety requirements, and develop an understanding of assessment tools in the QCF.

9. Engage in conversation and dialogue to build trust and create a safe space to address barriers and work toward improvement and change.

10. Regularly assess progress and update QIP accordingly, and no less than quarterly. Expectations of recipients Directors/Teachers & FCCs:

1. Support completion of assessment at site 2. Participate in Tier rating debrief 3. Co-develop quality improvement plan (QIP) 4. Actively participate in scheduled coaching meetings 5. Commit to action steps, take action between coaching visits including completing

professional development or other agreed upon steps 6. Allow coach supervisors to shadow coaches onsite occasionally 7. Agree to have coach model quality practices in the classroom/FCCH as part of

coaching experience

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8. Complete program documents, such as QIP, assessment forms, and other documents required to participate in QSLA

9. Participate in interviews, answer surveys, or actively participate in other evaluation activities as requested

10. Participate in regular progress assessment and update QIP accordingly, no less than quarterly

11. Optional: Upon request from QSLA, voluntarily serve as a model/mentor site for peer(s) and/or other ECE professionals on specific aspect(s) of quality program implementation. This is not in any way a requirement of participation in QSLA, but is a way for coaches to highlight successful practices within programs and facilitate peer mentoring.

12. Approve QIP and support classroom goals that are aligned to overall programs goals 13. Supports quality improvement process generally (e.g., assessment, using data to inform

improvements) and coaching activities specifically 14. Ensure appropriate staffing in classroom(s) when there is coaching 15. Support professional development opportunities for self and staff 16. Make time when needed to meet with coaching team

Qualifications of Technical Assistants and Coaches Technical Assistants Education and Specialty Training: Associates Degree Experience: familiarity with ECE and QRIS rating elements and process preferred; familiarity with ASQ and DRDP; strong communication skills; highly organized. Program Coaches Education and Specialty Training: Equivalent to tier 5 on the current matrix: BA in ECE or BA in related degree + 24 ECE units, or Program Director Permit). Experience: 3 years of experience working in early learning programs. Experience working as a coach or in adult learning/support role highly preferred. Other Knowledge and Skills - must be familiar with the following:

1. California Policies and Guiding Frameworks a. California Early Learning Foundations and Frameworks b. State licensing laws, rules and regulations c. CA ECE Competencies d. CA ECE Workforce Registry e. Strengthening Families Framework Five Protective Factors f. CA Coaching Competencies g. CA QRIS Rating Matrix

2. Standardized Tools a. Ages and Stages Questionnaires- ASQ-3 and ASQ-SE b. Desired Results Developmental Profile c. Developmental and health screenings

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d. CSEFEL e. PAS/BAS

3. High Quality Early Care and Education Practices a. Early childhood curriculum and developmentally appropriate practice, including

working with children with special needs b. Experience working in diverse communities c. Equity and anti-bias competency d. Cultural and linguistic competency DLL e. Early childhood conflict resolution/guidance/problem solving f. Typical child development in all domains, including social emotional, cognitive,

physical 4. Skills and Knowledge

a. Second language preferred, aligned to that of the preferred language of the providers with whom the coach will be working

b. Technology; coaches need to be comfortable entering data in and extracting data from Pinwheel, the QSLA database/technology platform used by all coaches

c. Theories underlying approach to coaching for change (e.g., Appreciative Inquiry, Process Consultation, Servant Leadership)

d. Provision of CLASS tools and video library, which provides online coaching through teacher uploads of classroom videos, synchronized online coaching

e. Identifying teaching staff strengths, areas of needed support, and intensive coaching strategies

f. Classroom observation and feedback g. Modeling of effective teacher practices h. Research-based professional development approaches and adult learning

principles i. Use of assessment data to deliver coaching strategies aligned with performance

goals j. Providing performance-based feedback

Specialty Coaches Education and Specialty Training: BA degree in ECE or related field to their specialty. Experience:

1. Family Engagement Coach: 3 years of experience in implementation of family/parent engagement activities in ECE settings or other settings with children.

2. Program Leadership Coach: 3 years of experience as a Site Director or supervision experience in an ECE setting. Experience navigating and knowledge of ECE coursework and PD opportunities.

3. Workforce Coach: Experience navigating and knowledge of ECE coursework and PD opportunities.

Other Knowledge and Skills - must be familiar with the following:

1. Family Engagement Coach: Strengthening Families-Protective Factors 2. Program Leadership Coach: BAS/PAS 3. Coaching Theories and Competencies*

a. QSLA and QRIS b. Evidence based coaching practices

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c. Coaching Model: Coaching cycle and gradual release of responsibility d. Overview of Program for Infant Toddler Care (PITC) so coaches aware of training e. Strengthening Families Overview f. Meeting needs of dual language learners (DLL) g. Knowledge of the Quality Continuum Framework requirements and what site

staff need to do to improve on its scales h. QSLA/Block Grant Overview i. Documentation practices (i.e., iPinwheel, ECE Workforce Registry)

4. Tools and Assessments a. Infant, Toddler, and Pre-K CLASS b. Environment Rating Scales: FCCERS, ITERS, ECERS c. ASQ-3, ASQ-SE d. Desired Results Developmental Profile (DRDP)

5. Requirements and Policies: a. Child abuse reporting b. CPR and First Aid c. Licensing d. Program Improvement Manual: staff roles e. QRIS Implementation Guide f. QIP/Case notes/Provider documentation g. Field staff expectations h. Outlook calendar i. Coaching Manual j. Data Entry processes and guidelines

Tool Reliability Requirements Program coaches must:

1. Be reliable observer on Infant, Toddler and PreK CLASS tools within twelve months of hiring and participate in Making the Most of Classroom Interactions training.

2. Maintain reliability on the CLASS tool/s that relates to their coaching caseload. 3. Have familiarity with Environmental Rating Scales and All About ERS resources.

Ongoing Professional Development of Coaches Coaches will receive annual trainings on:

1. Trends and needs in the field 2. Refreshers on CLASS/ERS/ASQ/DRDPs as needed (program coaches) 3. Refreshers on policy and practices 4. Meeting the needs of special populations, such as DLL, children with special needs

All coaches will also participate in monthly coaching community of practice meetings with peers. Documentation and Monitoring Documentation and Data Driven Decision Making

1. All coaching visits will be documented in iPinwheel 1. Coaches complete a log to track coaching hours

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2. Coaches use a QIP to track goals and actions steps that is attached to each site and site staff

3. Regular Quality Improvement Plan (QIP) updates: coach reviews and modifies the QIP as needed during each visit so quality improvement status is current

4. Coaches use sound data coaching practices to inform their sites’ planning and progress

5. Formal QIP evaluation and updates take place at least annually How Coaches are Monitored Coaches are monitored in the following ways:

1. Regular one-on-one meetings with supervisor, no less frequently than every other month

2. Coach logs: review and targeted feedback twice a year 3. Annual Evaluation (including feedback from providers they are serving) 4. Shadowed by supervisor at least once a year 5. Regular reviews of coach logs and QIPs in Pinwheel 6. Multidisciplinary meetings to review tough cases. 7. Provider “customer service type” surveys administered periodically.

Data Systems Planning The Data System Planning Committee was convened between December 2016 and March 2017 to prepare QSLA partners for the adoption of a common data system. Please see attached a table that describes an example implementation timeline for the model components outlined in addendum for an outline of decisions that were made by the Data System Planning Committee during this time. Implementation Timeline Please see attached a table that describes an example implementation timeline for the model components outlined in this document. Participant Experience Please see attached graphic that represents the providers’ experience as they move through QSLA. Communications & Marketing Plan See attached QSLA Communications and Marketing Plan that will guide QSLA’s work over the next five years.

Data System Planning Process Outcomes LA QRIS Architects

April 2017

Prepared by VIVA Strategy + Communications

Table of Contents

1. Introduction

2. Data System Planning Committee Overview • Purpose • Membership • Voting Process

3. Data Entry Guidelines

• QRIS Data • Historical Data • Acceptable Methods of Data Entry • Deadlines for Data Entry

4. Data Access

• Partner Access • Parameters of Data Access • Proposed Provider-Level Consent Language

5. Data System Infrastructure

• Roles & Responsibilities

6. Data System Organizational Chart

7. Suggested Communication Guidelines

• Draft Data Request Form

8. Data System Training & Onboarding Timeline

9. Initial Data System Change Requests

• Change Requests for Completion by July 1st, 2017 • Desired User Roles & Access

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Introduction

On July 18th, 2016, the QRIS Architects set a goal of creating a single data system for all QRIS data in LA County, and agreed that iPinwheel could serve as the single data system. During this meeting, it was determined that a shared QRIS data system would be feasible, if the following items were in place:

1. Long-term funding 2. Dedicated data system coordinator to triage requests 3. Willing master administrator 4. Mutually agreed upon usage, access and reports 5. Governance structure representative of all partners to make decisions &

determine share of cost 6. Negotiating power

In December 2016, the QRIS Architects established a Data System Planning Committee to address the six criteria for adopting a common data system in LA County. The Data System Planning Committee was comprised of the following representatives:

Kevin Dieterle, First 5 LA Kim Hall, First 5 LA Liz Guerra, Los Angeles County Office of Education (LACOE) Jeff Chau, Los Angeles County Office of Education (LACOE) Alex Himmel, LAUP Rosa Valdes, LAUP Fiona Stewart, Child Care Alliance of LA County (CCALA) Olivia Padilla, Child Care Alliance of LA County (CCALA) Michele Sartell, LA County Child Care Planning Committee (CCPC) Harvey Kawasaki, LA County Office for the Advancement of Early Care & Education Jose Aldana, LA County Office for the Advancement of Early Care & Education Nicole Bryant, LA County Office for the Advancement of Early Care & Education

The Data System Planning Committee was convened between December 2016 and March 2017 to prepare QRIS Partners for the adoption of a common data system during fiscal year 2017-2018. The Committee was convened and facilitated by Christina Bath Collosi, M.A. and Karina Rivera from VIVA Strategy + Communications. This document outlines the decisions of the Data System Planning Committee in preparing for the adoption of a common QRIS data system.

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Data System Planning Committee Overview Purpose The purpose of the Data System Planning Committee was to prepare foundational agreements for the adoption of a common QRIS data system, during the 2017-2018 fiscal year. Membership The Data System Planning Committee includes representation from each of the six QRIS Architect entities expected to interface with the QRIS data system. Two Data System Planning Committee Members represent each QRIS Architect Partner. Partner representation includes data & evaluation and QRIS program experience and expertise. The QRIS Architects nominated the following members to the Data System Planning Committee:

Kevin Dieterle, First 5 LA Kim Hall, First 5 LA Liz Guerra, Los Angeles County Office of Education (LACOE) Jeff Chau, Los Angeles County Office of Education (LACOE) Alex Himmel, LAUP Rosa Valdes, LAUP Fiona Stewart, Child Care Alliance of LA County (CCALA) Olivia Padilla, Child Care Alliance of LA County (CCALA) Michele Sartell, LA County Child Care Planning Committee (CCPC) Harvey Kawasaki, LA County Office for the Advancement of Early Care & Education Jose Aldana, LA County Office for the Advancement of Early Care & Education Nicole Bryant, LA County Office for the Advancement of Early Care & Education

Decision-Making Process

• Each entity represented on the Data System Planning Committee has 1 vote • The threshold for decision-making is 4/6

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Data Entry Guidelines QRIS Data The QRIS Data System will contain all QRIS data for sites rated in LA County, as of July 1st, 2017. Historical Data The Common QRIS Data System will also contain historical data from the Race to the Top Early Learning Challenge Grant through June 30th, 2017. Acceptable Methods of Data Entry Data can be entered by direct entry or upload. Historical data will be entered via upload. Deadlines for Data Entry Implementing Architect Partners will enter data into the data system on an ongoing basis, and will ensure data is up to date according to the following timeline: Data Collection Time Period Deadline for Entering Data October 1st through December 31st February 1st January 1st through March 31st May 1st April 1st through June 30th August 1st July 1st through September 30th November 1st

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Data Access Architect Entity Data Access The table below captures the desired data access of each Architect Partner represented on the Data System Planning Committee.

Parameters of Data Access Direct Data System Access

a. Organization-Only Data System Access: Create, read, update & delete access to all data for sites served by the entity, as appropriate to the user’s role in QRIS implementation.

b. Universal Data System Access: Read access to specific site data for all sites, including:

• All license numbers • License status • Agency name • Site name • Site address • Active/ Inactive • Contract status • Rating dates • Rating score • Element scores • Funding sources • Rating entity • Assessing entity • Coaching entity • Notes regarding changes in status or participation history

Raw Data Export Access

a. Implementing Partners can directly export raw data for sites served by their entity. b. Data requests for all sites or specified populations will undergo a formal process for

review and approval by the Data Governance Committee.

Architect Partner Desired Access

Data System Reports & Raw Data Exports

First 5 LA X X LACOE X X LAUP X X CCALA X X Office for the Advancement of Early Care & Education X CCPC X

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Proposed Provider-Level Consent Language Proposed Language for Broad Contractor Access The right to access, as described in this contract, will also be provided to First 5 LA, the Los Angeles County Office of Education (LACOE), Los Angeles County Office for the Advancement of Early Care and Education, and their contractors. Proposed Language for Specific Contractor Access The right to access, as described in this contract, will also be provided to First 5 LA, the Los Angeles County Office of Education (LACOE), Los Angeles County Office for the Advancement of Early Care and Education, their officers, directors, employees, and agents.

Data System Infrastructure

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Data System Role Primary Responsibilities (not all inclusive)

Contract Holder

1. Enters into contract with data system vendor 2. Ensures contract languages includes protocols and assurances

typical for database vendors such as data security, data ownership, data retention, and data/system backup

3. Monitors data system vendor scope of work for accountability 4. Serves as intermediary between data system vendor and Data

Governance Committee 5. Seeks input from Data Governance Committee regarding

changes to data system vendor contract, including budget and scope of work

6. Communicates changes to data system vendor contract to Data Governance Committee

7. Submits change requests to data system vendor 8. Renegotiates data system vendor contract 9. Holds ability to terminate data system vendor contract 10. Submits payment to data system vendor

System Administrator 1. Views all data entered by all entities utilizing data system 2. Provides or edits partner level access to the data system

Data System Coordinator

1. Convenes Data Governance Committee to inform data system decisions

2. Serves as the liaison between data system vendor and partner agency users

3. Triages requests for system functionality, training and data 4. Coordinates trainings between data system vendor and users 5. Compiles data reports & data files 6. Provides technical assistance and troubleshooting support to

partner agency users of system 7. Conducts quality assurance of data including cleaning data,

assuming each agency is doing their own quality assurance 8. Monitors data entry to ensure that data is entered within agreed

upon timeframes 9. Updates report templates as state requirements change 10. Maps data-to data-system templates for upload when data is

imported/exported between data system and other formats 11. Downloads raw data tables monthly to capture benchmarks 12. Prepares CA-QRIS Common Data Elements export 13. Facilitates/monitors the exchange with ECE Workforce Registry

Data System Governance Committee Membership: • 1 Program Lead

per Architect Entity • 1 Data &

Evaluation Lead per Architect Entity

1. Advises contract holder regarding system decisions 2. Prepares recommendations to contract holder 3. Considers and recommends new data fields & functionality 4. Considers and recommends new standard reports 5. Determines process for data collection of new fields 6. Informs data system vendor scope of work, budget and change

requests 7. Delineates security, usage and retention of raw data 8. Establishes guidelines for publishing reports 9. Reviews data requests

Data System Organizational Chart

7

LACOE

Data System Coordinator iPinwheel

Data System Governance Committee

CCALA Partner Level Administrator

LAUP Partner Level Administrator

UCLA Partner Level Administrator

First 5 LA Partner Level Administrator

OAECE/ LPC Data System

Contact

First 5 LA • Joint-Owner of Data System • Co-Funder of Data System

• Joint-Owner of Data System • Co-Funder of Data System • Data System Contract Holder • Data System Administrator

Suggested Data System Communication Guidelines

8

Scenario Communication Process A. Requesting

Training Suggested Guidelines

1. The Data System User or Supervisor will inform their Partner Level Administrator of training needs

2. The Partner Level Administrator will submit a request to the Data System Coordinator

a. For introductory training of a small group of users, the Partner Level Administrator will provide initial tutorial, and submit a request to the Data System Coordinator for formal training

3. The Data System Coordinator will organize training with iPinwheel or LACOE’s QRIS Data System Team

Notes & Next Steps

• LACOE to request the following from iPinwheel: o Online training modules o Online user manual

• Data System Coordinator to provide quarterly trainings onboarding/ refresher trainings

• Training content should include both technical use and program content

B. Assigning Access

Suggested Guidelines 1. The Data System User or Supervisor will inform their Partner

Level Administrator 2. For deactivation of user profiles, the Partner Level

Administrator will deactivate the profile 3. For activation of user profiles, the Partner Level Administrator

will create an inactive profile, assign appropriate levels of access, and submit a request to the Data System Coordinator to review and activate new profiles

Notes & Next Steps

• Data Governance Committee to develop protocols for the following:

o What level of training will be required before access is activated?

o Will the Data System Coordinator require documentation of training participation?

o What is the standard process for submitting requests? o What is a reasonable timeframe for providing notice to

the Coordinator? o What is a reasonable timeframe for addressing

requests?

C. Communicating System Bugs

Suggested Guidelines 1. The Data System User will inform their Partner Level

Administrator

9

2. The Partner Level Administrator will determine whether the “bug” is due to user error or a problem with the system

3. If the issue is determined to be a result of user error, the Partner Level Administrator will provide technical assistance to user(s)

4. If the issue is determined to be an issue with the system, the Partner Level Administrator will inform the Data System Coordinator

5. The Data System Coordinator will: a. Notify all Partner Level Administrators & iPinwheel of

the problem b. Attempt to resolve the issue c. Elevate the issue to iPinwheel and communicate the

urgency of the issue, if the Data System Coordinator cannot resolve the issue

d. Keep Partner Level Administrators up to date on the status of the issue and its resolution

Notes & Next Steps

• If the issue is a data system deficiency, the vendor contract will cover improvements

• If the issue requires an enhancement, improvements will require a change request, and the Data System Coordinator will convene the Data Governance Committee to prepare a request for approval by LACOE & First 5 LA

D. Requesting New

Functions or Fields

Suggested Guidelines 1. The Data System User will inform their Partner Level

Administrator 2. The Partner Level Administrator will work with program staff

to complete a standard change request form 3. The Partner Level Administrator will send a completed

change request form to the Data System Coordinator 4. The Data System Coordinator will contact iPinwheel to see

whether the desired functionality already exists, and can be “turned on”

5. The Data System Coordinator will send the request to other Partner Level Administrators for input

6. The Data System Coordinator will convene the Data System Governance Committee to present:

a. The proposed functionality b. Partner Level Administrator input c. Estimated costs for fulfilling change request (if

functionality does not already exist) d. Coordinator’s recommendations

7. If the Data System Governance Committee approves the request, the Coordinator will prepare the change request for approval by First 5 LA and LACOE

8. If approved by First 5 LA and LACOE, the Coordinator will submit the request to iPinwheel

10

Notes & Next Steps

• The Data Governance Committee will develop a standard Change Request Template

E. Requesting Data

Files Suggested Guidelines

1. Data requests from Architect Partners will be communicated to their Partner Level Administrator

a. The Partner Level Administrator will submit a standard data request form to the Data System Coordinator

b. The Coordinator will convene the Data System Governance Committee to review and approve requests

2. Data requests from external parties will be communicated to the Data System Coordinator

a. The Data System Coordinator will provide the organization with a request form and ensure all fields are fully addressed

b. The Data System Coordinator will convene the Data System Governance Committee to review and approve requests

Notes & Next Steps

• Data Governance Committee to finalize the standard Data Request Template with fields to capture the following:

o If you are requesting child level data, do you have approval from the Institutional Review Board?

o How do you anticipate using the requested data? o Who do you plan to share your findings with? Who is

your target audience? o Who will have access to the requested data? o How will the requested data be stored? o Once you are done with the analysis, what do you

plan to do with the data? Do you plan to keep the data? If so, why?

• Architects may want to consider publishing QRIS data for public consumption, as this may reduce the number of external data requests

• Architects may want to consider using the LA County data portal, which is currently under development, to publish QRIS data

F. Communicating

Challenges with the ECE Workforce Registry

Suggested Guidelines 1. The Data System User will inform their Partner Level

Administrator 2. The Partner Level Administrator will determine whether the

“bug” is due to user error or a problem that needs to be elevated

3. If the issue is determined to be a result of user error, the Partner Level Administrator will provide technical assistance

11

to the user(s) 4. If the issue is determined to be an issue with the system, the

Partner Level Administrator will inform the Data System Coordinator

5. The Data System Coordinator will: a. Notify all Partner Level Administrators & the CCALA

ECE Workforce Registry Operations Manager b. Keep Partner Level Administrators up to date on the

status of the issue and its resolution

Request for Access to QRIS Data

12

Requestor Information

Organization Name:

Contact Name:

Phone:

Email: Project Information

Project Name:

Project Term:

Project Description:

How will you use/ treat the requested data?

Who will have access to the requested data?

Who do you plan to share your findings with?

How will the requested data be stored?

Once you dare done with the project, what do you plan to do with the data? If you plan to keep the data, please describe the purpose.

13

Date when project outcome will be shared with QRIS Partners:

Other Related Information:

Data Requested

Type of data requested [ ] Identifiable [ ] De-Identified [ ] Child-Level

If Requesting child-level data, do you have Intitutional Review Board approval?

[ ] Yes [ ] No

Data Elements or Data Categories:

Date Data Needed:

Other Related Information:

Review and Approval

Data System Governance Committee

Data System Training & Onboarding Timeline

14

Month Activities

April

1. LACOE to ask iPinwheel for recommendations for how to enter Fund Balance sites (new site profiles) before the new contract begins:

a. Option 1: Allow LA County to add new site profiles before the new contract begins

b. Option 2: Allow LA County to add new site profiles as “inactive” until the new contract begins

2. LACOE to send change requests to iPinwheel by the end of April

May

1. F5LA to present Strategic Partnership with LACOE to F5LA Program & Planning Committee

2. LACOE to arrange for iPinwheel 2.0 Demonstration at May QSLA Leadership Team Meeting

3. QSLA Leadership Team to provide input on priority functionalities for incorporation to LACOE’s current installation of iPinwheel

June

1. F5LA to present Strategic Partnership with LACOE to F5LA Commission for approval

2. LACOE to begin hiring process for Data Coordinator 3. LACOE to determine priority functionalities to be added to LA

County’s current installation of iPinwheel, and communicate changes to iPinwheel in early June

4. CCALA, F5LA, LAUP & UCLA to provide the following to LACOE by mid-June:

a. Name & contact information for the Partner Level Administrator

b. List of data system users c. Desired levels of access for each user d. Communicate the above to LACOE

5. iPinwheel to complete change requests and update iPinwheel functionality by the end of June

July

1. LACOE/ Data System Coordinator to set-up Partner Level Administrators & new users by mid-July

2. LACOE/ iPinwheel to host Data System Training for CCALA staff & LAUP supervisors by the end of July

3. LACOE/ Data System Coordinator to update current user levels of access to reflect changes to data system and agreed upon levels of access

4. LACOE/ Data System Coordinator & partners to update existing site profiles with additional data for new data fields

5. LACOE, LAUP & First 5 LA to determine process and partner roles for completing & submitting one Common Data Elements File in September

a. Who will collect data from other partners? b. Who will compile data into single file? c. Who will submit the final file?

6. LAUP to begin creating new “inactive” site profiles for Fund

15

Balance participants a. If iPinwheel will not accommodate this process, LAUP will

prepare & submit Fund Balance excel files for upload by LACOE

August

1. LAUP to finish creating new “inactive” site profiles for Fund Balance participants by August 31st

a. If iPinwheel will not accommodate this process, LAUP will prepare & submit Fund Balance excel files to LACOE for upload

2. LACOE, LAUP & First 5 LA to begin process of compiling Common Data Elements Files

3. LACOE to hire Data Coordinator no later than mid-August

September

1. LACOE/ iPinwheel to host Data System Training for LAUP supervisors & staff

2. LACOE, LAUP & First 5 LA to complete single Common Data Elements File for submission by September 15th

3. September 30th LACOE’s current contract with iPinwheel ends

October

1. October 1st New LACOE-iPinwheel contract to begin. This contract will include new prices for LA County & additional site profiles

2. Data System Coordinator to change Fund Balance site profiles to active

16

Change Requests for Completion by July 1st, 2017

Additional Data Fields 1. QRIS Funding Source Options (at site level)

a. IMPACT b. CSPP Block Grant c. Infant/Toddler Block Grant d. First 5 LA Strategic Investments e. LAUP Fund Balance f. Race to the Top

2. Advocacy Mapping Fields (at site level) a. Service planning area b. State & federal legislative districts c. Board of Supervisor districts d. Cities e. County unincorporated areas f. 5-7 custom fields

3. Fields to Assign QRIS Partner Roles & Levels of Access (at site level) a. QRIS partner entities (to associate sites with service providers) b. QRIS partner access levels (to associate partner entities with the level of

access needed for their staff) User Access

1. Organization-Only Data System Access: Create, read, update & delete access to all data for sites served by the entity, as appropriate to the user’s role in QRIS implementation.

2. Universal Data System Access: Read access to specific site data for all sites, including:

a. All license numbers b. License status c. Agency name d. Site name e. Site address f. Active/ Inactive g. Contract status h. Rating dates i. Rating score j. Element scores k. Funding sources l. Rating entity m. Assessing entity n. Coaching entity o. Notes regarding changes in status or participation history

Reporting Functionality

1. Pinwheel’s fiscal year report rollover date needs to be extended to August 1st.

QRIS Roles & Access Needs

17

# Primary QRIS Roles Job Titles Access Needs

1 Example Role Operational Definition

Coach Access Needed: View rating data, create & view coaching notes, view historical data.

2 System Administrator Responsible for oversight of all data and the agencies serving enrolled sites

Create: Agency Administrator profiles & permissions; Activate User Profiles View: All Data Delete: None Inactivate: All Data

3 Partner Administrator Responsible for oversight of data for all sites/programs served by their entity for the capacity in which they are serving

LAUP, LACOE, CCALA, First 5 LA and UCLA: Agency Data System Administrator

Create: Site profiles for sites enrolled by entity; User profiles for entity staff (not activate) Read/View: All site data for sites served by entity; Basic information for all active and inactive sites Update: Site profiles for sites served by entity Delete: Site profiles for sites served by entity Inactivate: Site profiles and user profiles within entity

4 Enroll Site/ Enter Application Responsible for entering a site’s application and creating a site profile.

LAUP: Program Coordinator LACOE: Senior Data Processing Specialist

Create: Site profiles for sites enrolled by entity Read/View: Site profiles for sites enrolled by entity; Basic information for all active and inactive sites Update: Site profiles for sites enrolled by entity Delete: None Inactivate: Site profiles for sites enrolled by entity

18

# Primary QRIS Roles Job Titles Access Needs

5 Verify License Responsible for verifying a site’s license to confirm that they are in good standing.

LAUP: Compliance Analysts LACOE: Education Consultant

Create: License Reviews with notes regarding licensing violations for sites enrolled by entity Read/View: Basic information for all active and inactive sites Update: Site profiles for sites enrolled by entity; Activate site profiles for sites enrolled by entity Delete: Inactivate: Site profiles for sites enrolled by entity

6 Registry Coordination/ Transcript Verification Responsible for verifying qualification and professional development activities using the ECE Registry.

ECE Workforce Registry: Program Manager CCALA: Registry Operations Manager LACOE: Senior Data Processing Specialist

Create: None Read/View: ECE Workforce Registry import into iPinwheel; Rating data for Elements 3 & 7; Basic information for all active and inactive sites Update: None Delete: None Inactivate: None

7 Program Contract Administration & Oversight Responsible for administering contracts with sites/programs.

LAUP: Legal Analyst LACOE: Education Consultant CCALA: QRIS Programs Manager

Create: Contracts for active sites assigned to entity Read/View: Site profiles for sites enrolled by or assigned to entity; Basic information for all active and inactive sites Update: Activate site profiles for sites enrolled by or assigned to entity; Basic information for all active and inactive sites enrolled by or assigned to entity Delete: None Inactivate: Inactivate site profiles for sites enrolled by or assigned to entity

19

# Primary QRIS Roles Job Titles Access Needs

8 Program Monitoring Responsible for ensuring sites maintain their level of quality.

LACOE: Education Consultant CCALA: Program Coach, Coaching & Professional Development Manager, Coaching & Professional Development Supervisor, Leadership Consultant, Family Engagement Coordinator, Family Engagement Coach

Create: None Read/View: Site profiles for sites enrolled by or assigned to entity; Basic information for all active and inactive sites Update: Site profile notes for sites enrolled by or assigned to entity Delete: None Inactivate: None

9 Assessment Coordination & Oversight Responsible for ensuring assessments are scheduled and completed based on site size and age groups served. Also, responsible for reviewing and approving assessment reports.

UCLA/LACOE: CICCQ- LACOE Contractor LAUP: Quality Project Specialists and Research Analysts CCALA: Program Coach, Coaching & Professional Development Manager, Coaching & Professional Development Supervisor, Leadership Consultant, Family Engagement Coordinator, Family Engagement Coach

Create: Assessment caseload assignments for sites enrolled by or assigned to entity; Assessment dates/schedules for sites enrolled by or assigned to entity Read/View: Assessment dates for sites enrolled by or assigned to entity; Rating data and notes for Elements 4 & 6 for sites enrolled by or assigned to entity; Basic information for all active and inactive sites Update: Assessment caseload assignments for sites enrolled by or assigned to entity; Assessment dates/schedules for sites enrolled by or assigned to entity; Site data required to begin assessments (number of children enrolled, ages of children, etc.) Delete: Assessment caseload assignments for sites enrolled by or assigned to entity; Assessment dates/schedules for sites enrolled by or assigned to entity Inactivate: None

20

# Primary QRIS Roles Job Titles Access Needs

10 Program Assessment Responsible for completing assessments.

UCLA/LACOE: CICCQ- LACOE Contractor LAUP: Quality Services Specialists and Senior Quality Services Specialists

Create: Rating data and notes for Elements 4 & 6 for sites enrolled by or assigned to entity; Upload documentation for Elements 4 & 6 for sites enrolled by or assigned to entity Read/View: Basic information for all active and inactive sites Update: Rating data and notes for Elements 4 & 6 for sites enrolled by or assigned to entity Delete: None Inactivate: None

11 Rating Coordination & Oversight Responsible for ensuring ratings are scheduled and completed. Also, responsible for reviewing and approving ratings.

LACOE: Education Consultant UCLA/LACOE: CICCQ- LACOE Contractor

Create: Rating caseload assignments for sites enrolled by or assigned to entity; Rating dates/schedules for sites enrolled by or assigned to entity Read/View: Basic information for all active and inactive sites Update: Rating data and notes for sites enrolled by or assigned to entity Delete: None Inactivate: None

12 Program Rating & Data Collection Responsible for conducting the rating and collecting rating data.

UCLA/LACOE: CICCQ- LACOE Contractor LAUP: Research Analyst

Create: Rating data and notes for sites enrolled by or assigned to entity; Upload rating documentation for sites enrolled by or assigned to entity Read/View: Basic information for all active and inactive sites Update: Rating data and notes for sites enrolled by or assigned to entity Delete: None Inactivate: None

21

# QRIS Role Job Titles Access Needs

13 Training Coordination & Oversight Responsible for coordinating trainings and confirming training attendance.

LAUP: Program Coordinator CCALA: Registry Operations Manager, Program Manager, Coaching & Professional Development Manager, Family Engagement Coordinator, Family Engagement Coach, Parent Education Coordinator

Create: Training dates & topics; Upload sign-in sheets for trainings to sites enrolled by or assigned to entity Read/View: Basic information for all active and inactive sites Update: Training dates & topics for sites enrolled by or assigned to entity Delete: Training dates & topics for sites enrolled by or assigned to entity Inactivate: None

14 Coaching & TA Coordination & Oversight Responsible for assigning and supporting coaches and technical assistance providers.

LAUP: Program Coach Supervisor, Family Engagement Supervisor, Program Leadership Consultant Supervisor CCALA: Program Director, Program Manager, Coaching & Professional Development Manager, Family Engagement Coordinator, Family Engagement Coach, Parent Education Coordinator, Coaching Supervisors, Coaches

Create: Coaching caseload assignments for sites enrolled by or assigned to entity Read/View: Coaching logs and quality improvement plans for sites enrolled by or assigned to entity; Basic information for all active and inactive sites Update: Coaching caseload assignments for sites enrolled by or assigned to entity Delete: None Inactivate: None

15 Coaching & Technical Assistance Responsible for providing coaching & technical assistance to sites.

LAUP: Program Coaches, Family Engagement Specialists, Program Leadership Consultants CCALA: Program Director, Program Manager, Coaching & Professional Development Manager, Family Engagement Coordinator, Family Engagement Coach, Parent Education Coordinator, Coaching Supervisors, Coaches

Create: Coaching logs & quality improvement plans Read/View: Assessment data, rating data, summary reports, assessment dates for sites enrolled by or assigned to entity; Basic information for all active and inactive sites Update: Coaching logs & quality improvement plan Delete: None Inactivate: None

22

# Primary QRIS Roles Job Titles Access Needs

16 Incentive Administration Responsible for administering incentives to programs/ sites. Note: Function not currently being used in LACOE installation of iPinwheel

LAUP: Program Coordinator, Legal Analyst CCALA: Program Manager, Coaching & Professional Development Manager

Create: Read/View: Update: Delete: Inactivate:

17 Research & Evaluation Responsible for conducting research & evaluation activities.

LACOE/ Contractor: Juarez & Associates LACOE: Education Consultant LAUP: Research Analyst, Director of Research & Evaluation CCALA: Program Manager, Coaching & Professional Development Manager, CCRC/CCALA Research Consultant

Create: R-workspaces/queries Read/View: All data for sites enrolled by or assigned to entity; Basic information for all active and inactive sites Update: None Delete: None Inactivate: None

18 Quality Assurance Responsible for ensuring data is complete, clean and accurate.

LACOE: Senior Data Processing Specialist CCALA: Program Manager, Coaching & Professional Development Manager, CCRC/CCALA Research Consultant, Parent/ Consumer Education Coordinator

Create: All data for sites enrolled by or assigned to entity Read/View: All data for sites enrolled by or assigned to entity; Basic information for all active and inactive sites Update: All data for sites enrolled by or assigned to entity Delete: All data for sites enrolled by or assigned to entity Inactivate: None

Implementation Timeline Example Timeline for New Sites

June 7, 2018

Pre-Enrollme

nt

Enrollment Navigation Phase I

Assessment/ Rating

Finalizing the Rating

Navigation Phase II

Coaching

Timeframe:

2 months 3 months 1 month (overlap) 2 months 3 months (overlap)

Ongoing

Example Timeline:

June - August

September – October

November – January

January February – March February – April May

1. Site application is processed

2. Contract established with site

1. Navigator is assigned (Nov)

2. Site watches orientation video and may attend optional regional orientation (Nov)

3. Site receives technical assistance (Nov – Jan)

4. Site is notified of their assessment one month prior to assessor visit (November

1. CLASS Assessment

2. ERS Assessment

3. Document Review

4. Site has 3-day grace period after the rating visit to submit additional documentation

*Please note these can happen in any order within the 1-month timeframe

1. All assessment and rating data is put into iPinwheel after last assessment or doc review (Feb-March)

1. One on one navigation once/month for 3 months

2. A rating report is emailed to the site. CC: Navigator (up to 3 weeks into April)

3. A navigator meets with the site to review the rating report. May submit TR. (April)

1. Coach is assigned

2. Coaching begins

– December)

Incentives

Welcome Kit & Participation Stipend per New Site Individual teachers are eligible for grant funds for relevant coursework and professional development - Info Shared: AB212, QSLA/LAUP Stipends

Site receives Book & Thank You Card

Site receives Quality Improvement Grant per Site (tiers 1-2) Quality Achievement Award per Site (tiers 3-5)

Registry 1. Site has 8 weeks to create a Registry Profile and submit required educational and professional development documentation to the registry (November– December)

The Registry will process and verify transcripts, degrees, permits, and professional development Data within 4 weeks (January)

The Registry finalizes site data specific to elements 3 & 7 and exports data to a secure server for import into iPinwheel

Your Quality Start Los Angeles (QSLA) Journey

Pre-enrollment Enrollment Technical Assistance Assessment

Finalizing the RatingCoaching

Attend QSLA information session or submit your letter of intent

Congratulations, your application has been accepted!

Learn QSLA expectations through QSLA orientation online or in-person

Create your California Early Care and Education Workforce Registry Profile and submit your transcripts, permits and records of professional development

Receive technical assistance on what to expect during the rating and assessment and how to prepare

Participate in your scheduled QSLA assessments

Attend a welcome meeting with your QSLA Coach and develop your quality improvement plan, informed by your rating reports

Receive ongoing, individualized coaching and support

Continue to receive support from your technical assistant on what to expect from quality improvement services and trainings

Meet with your QSLA technical assistant to review your tier rating

QSLA connects you to resources that help you be the best early learning provider you can be.

What to Expect in Year One

For more information, contact Quality Start LA at 855-507-4443 or QualityStartLA@lacoe.edu.

Submit your completed enrollment application to QSLA

Licensing checks are completed

Contract with QSLA

First time QSLA participants receive a welcome kit and participation stipend as incentives for enrolling

Continue to engage in professional development and training to increase the quality of your program

Watch the welcome video and become familiar with QSLA

QualityStartLA.org @QualityStartLA@QualityStartLosAngeles

Receive quality improvement grant or quality achievement award

Quality Start LA Communications & Marketing PlanJanuary 31, 2018

Workgroup facilitation and plan compiled by:

Communications and Marketing WorkgroupMembers listed in alphabetical order by last name

Marlene Fitzsimmons, First 5 LAIlyssa Fox, Child Care Alliance of Los Angeles Sandra Gonzalez, LA County Office of EducationAlex Himmel, Child360Wendolly Lemus, Child Care Alliance of Los Angeles Gabriel Sanchez, First 5 LA

Rachael Stoffel, Child360

CONTENTS

04 10Introduction and Background Planning and Discovery

pg. 05

pg.06-09

Introduction

Background on Los Angeles County

pg.11-14Discovery FindingsCommunications Planning Process

pg. pg.

pg.15 Analysis of Findings

16Communications and Marketing Plan

pg.17

pg.18-21

Strategic Framework

Audience Overview

pg. 30Conclusion

pg. 31 Conclusion

pg.

pg. 22-28 Communications GoalCommunications & Marketing Strategies

pg. 29 Sequencing & Metrics

INTRODUCTION AND BACKGROUND

Nationally, and in California, there has been a movement to increase the availability of high quality early learning programs through the development of quality rating and improvement systems (QRIS). QRIS’s raise early learning program quality by setting quality standards for early learning educators, measuring programs using these standards, providing quality improvement supports to programs, and helping parents find and access quality programs.

Los Angeles County has been operating QRIS locally through two different implementing entities since 2012. One of these named their QRIS as Quality Start Los Angeles (QSLA) in 2015. The other transitioned to calling their QRIS efforts as Quality Start Los Angeles in 2016 as part of an ongoing effort to unify QRIS in the county. This is part of a concurrent effort by seven early learning agencies that have been partnering since 2015 to align the two local QRIS efforts and develop a single unified QRIS model for Los Angeles County based on extensive research and lessons learned locally. The partnership is referred to as the LA County QRIS Architects (LA Architects). The partners include: First 5 LA, the Los Angeles County Office of Education, the Child Care Alliance of Los Angeles, Child360 (formerly LAUP), the Child Care Planning Committee, the Office for the Advancement of Early Care and Education, and PEACH.

As part of this work, the need for a future-focused communications and marketing plan was identified. This marketing and communications plan will establish a communications strategy and provide a framework for QRIS communications and outreach as the future QRIS model is being developed and implemented, and as new investments and resources are available.

The information contained in this communications plan is intended to guide communications execution, while allowing flexibility to be responsive as specific needs, opportunities, or priorities emerge.

INTRODUCTION

05

If Los Angeles County were a nation, it would be the 20th largest economy in the world. Despite the relative wealth in the County, more than a quarter of children in the county live in poverty.

Background on Los Angeles County

million people

10over

The county of Los Angeles is home to

square miles

4,084and covers

1

With residents from over 140 countries speaking over 224 languages, Los Angeles is distinguished as a cultural and linguistic hub. The diverse, multi-ethnic population of Los Angeles County is manifested in the rich culture and arts of its capital city. The city of Los Angeles has more museums and theaters than any other city in the United States. This “entertainment capital of the world” has over 100 museums, 225 theaters, and touts the popular tourist attractions of Hollywood, Beverly Hills, and Griffith Park.

2

3

06 1. https://www.discoverlosangeles.com/press-releases/facts-about-los-angeles 2. Id. 3. Los Angeles County. (2016). Retrieved October 17, 2017, http://pub.childrennow.org/2016/county/los-angeles/

Los Angeles County Background

million10.2

Total population

4

Ethnicity of residents

$54,841

Average Family Income

6

41%

of families can afford basic living expenses 7

11%Asian

17%White

7%African

American

3%Other

62%Latino5

074. Facts About Los Angeles. (2017). Retrieved December 4, 2017, https://www.discoverlosangeles.com/press-releases/facts-about-los-angeles 5. Los Angeles County. (2016). Retrieved October 17, 2017, http://pub.childrennow.org/2016/county/los-angeles/ 6. Id. 7. Id.

Los Angeles County : Children and Family Background

Number of children 0-5 living in Los Angeles

799,3118

26%

Living in poverty 9

Number of available slots in licensed child care

center sites

188,00410

Number of available slots in licensed family child

care homes

78,67211

Languages spoken at home

46%Spanish

45%English

4%Other

5%Asian/

Pacific Island

13

38.2%

Residents born in a country other than the United States14

25%

Licensed childcare available to children with parents in the

workforce12

08 8. Summary: Los Angeles County. (2016). Retrieved October 17, 2017, http://www.kidsdata.org/region/364/los-angeles-county/summary#6/demographics 9. Los Angeles County. (2016). Retrieved October 17, 2017, http://pub.childrennow.org/2016/county/los-angeles/ 10. Los Angeles County Family & Child Care Data. (2015). Retrieved October 17, 2017, https://d3n8a8pro7vhmx.cloudfront.net/rrnetwork/pages/204/attachments/original/1456339872/Los_Angeles__County__2.23.2016.pdf?1456339872 11. Id.12. Id 13. Id 14. Quick Facts: Los Angeles, California. (2016). Retrieved October 17, 2017, https://www.census.gov/quickfacts/fact/table/losangelescitycalifornia/PST045216

Los Angeles County: QRIS Background

651Number of sites served

through 201715

Tier breakdown of rated centers (rounded to nearest whole number):

Tier breakdown of rated family child care homes (rounded to nearest whole number):

1617

TIER 1

TIER 2

TIER 3

0

103

170

170

4

TIER 4

TIER 5

TIER 1

TIER 2

TIER 3

0

129

53

20

2

TIER 4

TIER 5

0915. Los Angeles County QRIS Data: July 1, 2016 - June 30, 2017. Retrieved December 7, 2017. 16. Id. 17. Id.

PLANNINGAND DISCOVERY

In the summer of 2017, VIVA Strategy + Communications began a communications planning process as part of its ongoing work with the LA Architects. To ensure that the communications plan resulting from this engagement will be effective and relevant to the county’s unique landscape and population, the communications planning process included the following stakeholder inputs:

Communications Planning Process

Convening of a QRIS Communications Planning Workgroup in a series of communications planning sessions and calls.Surveys of QSLA participants, parents of children 0-5, and LA Architects and their staff directly involved in QRIS efforts, as well as additional QRIS system partners. Review of existing materials related to QRIS and information on the local early learning and communications landscape.

•

•

•

The discovery process for the development of Los Angeles County’s Communications and Marketing Plan was comprehensive in its approach. This was to ensure that the Plan adequately responded to the richness and subtleties of Los Angeles County and its communities, its communications and marketing landscape, and its early learning landscape.

Discovery Findings

QRIS Communications Planning Workgroup

The QRIS Communications Planning Workgroup (the Workgroup) provided vital insights based on their knowledge of the communications and marketing landscape in Los Angeles County and of the existing communications efforts undertaken by QSLA and the system partners.

Utilizing their valuable knowledge and experience regarding QSLA and communications and marketing, the Workgroup aided in analyses of the challenges and opportunities presented regarding QSLA communications and marketing in LA County, as well as developing a vision and desired outcomes for a local QRIS communications effort.

The following vision for communications and marketing outcomes, based on one-year, five-year, and ten-year benchmarks, was developed through activities and discussions during the workgroup meetings.

These vision statements are not intended to be concrete goals for QSLA, but were discussed by the workgroup to share their ideal scenarios for QSLA, as well as to establish a common frame of reference for their discussions about communications goals and activities.

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Engagement - Participants of QSLA are aware of and are actively engaged in their participationOutreach - Participants of QSLA have sufficient tools to understand and communicate about quality improvementAwareness - Parents understand how to access and seek quality care for their childrenEngagement - More early educators in LA County are participants in QSLA

DESIRED OUTCOMES: 5 YEAR

DESIRED OUTCOMES: 1 YEAR

DESIRED OUTCOMES: 10 YEAR

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Engagement - Many early educators in LA County are involved in quality improvement efforts through QSLA, and parents seek QSLA programsRecognition - The QSLA brand is synonymous with quality early care and education programs across the country Policy - Countywide policy and funding reflects that access to quality, affordable early care and education is a rightAccess - All children in LA County have access to quality, affordable early care and education as a right quality child care and key messages related to QRIS and quality early learning.

Recognition - The QSLA brand is recognized as a resource in LA County for information about qualityAdvocacy - Parents are empowered to advocate for fiscal and legislative support for access to high quality child care

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KEY FINDINGS:

What parents think is most important about child care

aligns to the QRIS matrix.

What partners communicate to educators and what

educators want their own staff to know are the same—so the messages resonate.

Both educators and system partners report difficulty

in communicating effectively about QRIS.

Surveys

Surveys were a method of conducting qualitative analysis to inform LA County’s QRIS Communications and Marketing Plan. Three surveys were developed, each for a key audience as identified by the LA Architects and the Workgroup: QSLA participants, parents of children 0-5, and system partners. The survey questions were designed to gather audience understanding and opinions related to quality child care and key messages related to QRIS and quality early learning.

The surveys provided robust information on educators, parents, and partners’ experiences with QSLA. It also provided valuable insight about each audience’s priorities regarding quality early care and education. The findings from the surveys, coupled with feedback from the LA Architects and the Workgroup, helped aid in the development of meaningful strategies for the Communications and Marketing Plan.

Survey Overview:

PARTICIPATING EDUCATORS 199 respondents

265 respondents

89 respondents

PARTICPATING PARENTS

SYSTEM PARTNERS

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1318. For detailed respondent demographics and survey findings, click here.

KEY FINDINGS:

There is a fair amount of existing communications;

however, due to differences in implementation between system partners, there are discrepancies in messaging to educators and families about what constitutes “quality early childhood care and education.”

For families researching where to find quality care

and education for young children, there is a wealth of resources available from a multitude of sources including, but not limited to, system partners.

There is a significant level of interest among early

childhood stakeholders about the importance of early care and education broadly, though the conversations are not centered around quality or the efforts of QSLA.

Landscape Research

The landscape study was utilized as another method of conducting qualitative information for the development of LA County’s QRIS Communications and Marketing Plan. The primary purpose of the landscape research was to bridge the gap between the reach of existing QSLA efforts and the needs of families. To this end, the study gathered information related to two key audiences for QRIS communications: educators and families.

For educators, QRIS program data and existing initiatives and tools that communicate about quality and QRIS were collected. This included a study of professional development opportunities for educators, existing communications collateral developed for QSLA participants, and data about QSLA’s impact.

For families, demographics of parents with children between the ages of 0-5 and the availability of information about quality early learning were studied. This involved assessing messaging in existing communications materials from QSLA and system partners for parents; QSLA website analytics; websites of system partners and other stakeholders in LA County; and relevant stakeholder social media accounts, including those of County leadership and policymakers.

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14 19. For a presentation of the landscape review findings, click here.

Analysis of the Findings

OPPORTUNITY: The reach of QSLA’s message is broad and can reverberate throughout the country. CHALLENGE: The messaging will need to reach a large audience and must be impactful across various demographic groups.

LA County provides a large and engaged audience for early care and education on a state and national level. 1A.

B.

2 The importance of quality care is not readily communicated to parents in LA County. OPPORTUNITY: Early educators can be ambassadors of QSLA to parents and parents can then be ambassadors to the broader community. CHALLENGE: There is a need to enhance provider capacity to allow them to participate in QSLA and have capacity to engage in outreach efforts.

A.

B.

3 There is noticeable alignment between the priorities of parents and how QRIS measures quality.

OPPORTUNITY: QSLA can leverage this to position itself as the voice on quality, and in doing so, better support parents of young children. CHALLENGE: Since many parents are unfamiliar with the concept of quality as currently described by QRIS efforts, QSLA will need to communicate clearly and meaningfully in order to establish itself as the voice for quality.

A.

B.

4 A portion of QSLA participants are confused about aspects of their participation with QSLA.

OPPORTUNITY: These participants are a key audience to reach to build a strong foundation of communications about QSLA and quality. CHALLENGE: This confusion among those most closely involved in the effort reinforces the challenges of and need for strategic outreach for QSLA participants.

A.

B.

5 LA County has a robust landscape with a number of active players in the early care and education sphere.

OPPORTUNITY: There are a lot of potential partners to advance QSLA’s efforts. CHALLENGE: There is a need to establish a common message and build relationships with varios entities.

A.B.

6 Many local policymakers and stakeholders are already invested in early childhood efforts.

OPPORTUNITY: QSLA can build on this investment with a strong message about quality.CHALLENGE: The complexity of QRIS can be a barrier to engagement.

A.B.

1519. For a presentation of the landscape review findings, click here.

COMMUNICATIONS AND MARKETING PLAN

Through research and experience developing QRIS communications strategies, VIVA has identified a framework for organizing communications efforts. There are two different areas of focus to consider for any QRIS communications effort, each with general objectives for reaching common QRIS audiences.

Local QRIS communications can be scaffolded to encompass one or both of these areas, depending on the specific needs and opportunities.

Strategic Framework

ISSUE FOCUSED: Communications to support understanding of and value for quality early learning, with the following objectives:

It was discussed and decided by the communications workgroup that the current early learning landscape in LA County merits a focus on both the initiative and the issue. There are promising opportunities for QSLA to be a strong advocate for quality early learning, while there is still a need for effective communications to support QSLA operations.

INITIATIVE FOCUSED: Communications to support successful ongoing operations, with the following objectives:

System partners: Understand the QRIS process and goals.Early educators: Participate because the benefits of quality improvement are well understood and communications throughout the process is effective.Parents: Understand how ratings can inform their search and how QRIS participation positively impacts programs.Policymakers: Value continued investment in and operations of the QRIS.

Parents: Understand child development and the role quality early learning programs play.Policymakers and other partners: Support a sustained and systematic approach to increase access to high quality early learning.Public: Value high quality early learning as an important factor in closing the achievement gap.

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Audience Overview

There are five broad QRIS audiences which are applicable to Quality Start Los Angeles:

1 2 3 4 5

Educators Parents Partners Policymakers Public

The following section provides specific insight into each of these audiences in Los Angeles County, informed by the discovery process. It also provides key messages which identify what each audience should know about, believe, and do in regard to Quality Start Los Angeles. These insights and key messages can be used to aid in the development of audience-specific communications and marketing materials.

Educators

Quality Start Los Angeles Participants

The early educator audience can be segmented into two groups: those who participate in Quality Start Los Angeles and those who do not.

Early Educators Not Participating in Quality Start Los Angeles

Because participating early educators are most directly impacted by QSLA’s work, it is critical that they have a clear understanding of why quality matters, the benefits of QSLA participation, and the participation process. Participating educators represent a meaningful opportunity to reach parents and the broader public with messages about quality early learning and child development; therefore, it is also important that they are equipped to communicate well about their participation and why quality matters.

Those who are not participating may not have access due to funding limitations. If they have access, they may not understand why QSLA would be beneficial to them, they may have had negative experiences in the past, or they may be concerned about the level of work involved in participation. Nevertheless, it is important for the sustainability and growth of the effort that all early educators value and want to be part of QSLA’s work to support early learning quality.

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KEY MESSAGES FOR EARLY EDUCATORS: Key messages for early educators are primarily initiative focused.

Quality Start Los Angeles is the name of quality rating and improvement efforts in Los Angeles County; it is jointly operated by several different, well-respected entities.

Quality Start Los Angeles supports you to improve the quality of your services, providing concrete benefits to your program, to you as a professional, and to the children and families in your care.

Quality Start Los Angeles is part of a state and national movement to improve early learning quality; your participation in Quality Start Los Angeles is a key part of this movement’s success.

ParentsParents are children’s first teacher and their greatest advocate. There is already an understanding of the importance of the first five years among parents, which can be leveraged to provide them with a greater understanding of child development and the role that quality early learning can play. Creating demand for quality among parents can help to create advocates and raise awareness of the importance of this issue across the county and beyond.

Parents at Participant SitesParents with children enrolled in QSLA programs are directly impacted by QSLA’s work, and therefore have an additional need to understand the impact of participation in the program, how to interpret their program’s rating, and what quality improvement efforts are underway at their program.

KEY MESSAGES FOR PARENTS:Key messages for all parents are issue focused.

Early learning program quality is an important part of giving children high quality early learning experiences that support their long-term learning and development.

Quality Start Los Angeles is part of a state and national movement to raise the quality of early learning programs, so that more children benefit from high quality early learning experiences.

Quality Start Los Angeles offers resources and tools that build on what you already know about quality to help you give your child high quality early learning experiences in their early learning program and at home.

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Additional key messages for parents at participant sites are initiative focused.

Your early learning provider is part of Quality Start Los Angeles, which means they are going above and beyond what is required in order to provide high quality care and learning opportunities.

Quality Start Los Angeles ratings help your provider understand their strengths and areas for growth.

Partners

The Quality Start Los Angeles partner audience can be segmented into two categories: the partnering agencies that help implement QSLA; and community partners from a range of agencies and organizations that understand the importance of early care and education and are committing to improving outcomes for young children in the county.

System PartnersThe implementing agencies are the foundation of QSLA communications, and are key to reaching early educators, community partners, and policymakers. It is essential that they have shared messages and tools for conducting outreach to all of these audiences, so that QSLA is communicated uniformly and effectively.

Community PartnersPartners in the community who work with families, early educators, and policymakers can also play a role in communicating about quality and raising awareness among these audiences of the importance of quality early learning and the role of QSLA.

KEY MESSAGES FOR PARTNERS:Key messages for system partners are both initiative and issue focused.

Quality Start Los Angeles has the opportunity to make a big difference both through our support of participating educators and through outreach and advocacy for high quality early learning.

We can increase our effectiveness and our impact if we communicate with one voice.

Key messages for community partners are primarily issue focused.

Early learning program quality is an important part of children’s learning and development and can help make a difference for all children and families in our community.

Quality Start Los Angeles is part of a state and national movement to raise the quality of early learning programs, so that more children benefit from high quality early learning experiences.

Help us by sharing our tools and resources.

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Policymakers

Helping policymakers understand the role that quality improvement efforts play in supporting children and families and getting policymaker support for QSLA is important to the long-term growth and sustainability of the effort, and can help build important ties to other local efforts and policies to support families.

KEY MESSAGES FOR POLICYMAKERS:Key messages for policymakers are both initiative and issue focused.

Birth through five is a critical time in child development and high quality early learning programs play an important role in children’s learning and development—and therefore their long-term success.

Quality Start Los Angeles is part of a state and national movement to measure and improve early learning program quality.

Quality Start Los Angeles is making an impact on many LA County early learning programs, children, and families, but more investment is needed.

Public

The public is a QRIS audience for two reasons: first, many parents report trusting friends and family on issues related to child care, and second, public attitudes have the strong potential to influence policy making.

KEY MESSAGES FOR THE PUBLIC:Key messages for the public are issue focused.

Early learning program quality is an important part of children’s learning and development and can help make a difference for all children and families.

When children have access to high quality early learning experiences, it can have ripple effects in the economy, safety, health, and well-being of our community.

Quality Start Los Angeles is part of a state and national movement to raise the quality of early learning programs, so that more children benefit from high quality early learning experiences.

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The following goals have been identified for the Quality Start Los Angeles Communications and Marketing Plan.

Communications Goals

Position and promote QSLA as the trusted authority on quality in LA County.

Raise the capacity of QSLA’s key stakeholders to communicate effectively about QSLA and the importance of quality.

Target Audiences: Partners, Parents, Policymakers, and Public

Target Audiences: System Partners, Early Educators, Parents

Target Audiences: Policymakers

Target Audiences: Parents, Public

Communications & Marketing Strategies

1GOAL

STRATEGY 1 - ISSUE FOCUSED

Establish a clear, consistent, and meaningful definition of high quality early learning.

Target Audiences: System Partners, All

To unite around a common goal of improving quality, what constitutes high quality early learning must be clearly defined. It is widely accepted that early childhood programs should provide a safe and nurturing environment while promoting the physical, social, emotional, and intellectual development of young children. System partners should further refine what specific attributes are hallmarks of quality in LA County early learning programs.

Once a clear, consistent, and meaningful definition of quality early learning is in place, all communications with stakeholders (including educators, parents, policymakers, and the public) should reference and reinforce this definition to build common understanding.

Position and promote QSLA as the trusted authority on quality in LA County.

1GOAL

2GOAL

3GOAL

4GOAL

Communicate the impact that QSLA is having on educators and families, and the impact high quality early learning has overall.

Create active engagement and dialogue around the importance of quality in early learning.

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STRATEGY 2 - INITIATIVE FOCUSED

Collect impact stories and data to communicate effectively about quality early learning in LA County.

Target Audiences: All

QSLA should collect impact stories that illuminate educators and families’ positive experiences resulting from the work of QSLA, as well as data on participation and outcomes.

Impact stories underpinned with data can be used to communicate both the importance of early learning quality and the difference QSLA makes in raising quality in LA County.

To be effective, QSLA impact stories should:

Be tailored to the specific audience: QSLA should identify and collect stories that support key messages identified for each audience. The delivery channel of the story should also be tailored to the audience (video, text, language, etc.)

Shape the QSLA narrative: A strong impact story describes the characters’ motivations, experiences, and outcomes of working with QSLA. Stories should call upon the common definition of quality developed in Strategy 1 and personalize the impact of QSLA for the audience. These stories should emphasize positive outcomes and demonstrate how QSLA support families and raises quality in early childhood education.

Be short and sweet: The appropriate length for a story depends on the audience, medium, and channel. Impact stories should always be simple, concise, and without jargon.

Show scale: An impact story should inspire and engage with an individual’s tale, but must also show the magnitude of the QSLA work and achievements. Calling upon data points collected to support this strategy, impact stories should demonstrate how one story is representative of a larger group.

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STRATEGY 3 - INITIATIVE AND ISSUE FOCUSED

Promote quality early learning via traditional and digital media outlets.

Target Audiences: Parents, Policymakers, and Public

To position and promote QSLA as the trusted authority on quality in LA County, a multi-platform media campaign will publicize QSLA through a combination of marketing strategies, such as earned media, social media, and targeted ad buying. The campaign should leverage both storytelling and QSLA data to generate and promote compelling content about the importance of quality early care and education and the role of QSLA.

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The recommended marketing channels are listed in priority order for this strategy:

Earned media: Op-eds and press releases can promote QSLA and advances in quality within local media. Early educator champions and partner advocates can be leveraged as expert contributors. System partners’ existing media relationships should also be leveraged to obtain coverage.

Targeted ad buying: Digital ads through Google, Facebook, and Yelp are low cost options that can easily be targeted to specific or broad audiences.

Outdoor ads: Locations such as shopping centers or on public transportation can be effective in reaching the parent demographic. Specific locations in the county should be targeted based on where high priority demographics are likely to see them. Spanish language ads should be included as a key component of this strategy.

Radio, print, and television: Although more expensive than other channels listed above, traditional media may also present effective advertising opportunities, particularly for reaching audiences who primarily speak Spanish and other languages.

Social media: QSLA social media accounts should support the efforts described above through promotion of any media coverage, connected ad campaigns, and through content that promotes the importance of high quality early learning environments and the role of QSLA (see strategy 9). Content should be published across the QSLA and system partners’ social media platforms to cross-promote, expand reach, and ensure consistency in messaging.

2GOAL

STRATEGY 4 - INITIATIVE FOCUSED

Develop shared tools to communicate about the QSLA brand, implementation, participant experience, and ratings.

Target Audiences: System Partners, Early Educators

Common messaging and materials are critical to communicating with one impactful voice. The QSLA system partners need clear guidelines for the consistent application of the QSLA brand and how it is used with system partner brands, as well as to develop a visual representation of the quality ratings (for example, stars) and a consistent method of communicating about the matrix and ratings across all implementers.

Raise the capacity of QSLA’s key stakeholders to communicate effectively about QSLA and the importance of quality.

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Additionally, QSLA should conduct an audit of the existing materials used to communicate about provider participation in order to align messages and, as much as possible, information on participation. New tools to support participation, such as newsletters, should be implemented, and, as the model is refined and finalized, new universal participation materials should be developed.

Building on strategy 1, all QSLA marketing materials should ensure that the clear, consistent, and meaningful definition of quality is reinforced across all QSLA digital and print materials.

STRATEGY 5 - INITIATIVE AND ISSUE FOCUSED

Further develop the QSLA website to include robust parent, provider, and partner information.

Target Audiences: All

The discovery process identified that the www.qualitystartla.org website has potential to expand to include a rich set of resources that communicate the importance of quality in early childhood education and the impact of QSLA specifically. In order to fully develop the site into a valuable source of information, the following should be considered:

The site currently provides an overview of QSLA for parents, educators, and policymakers, but content should be regularly added as materials are developed.

Although only a percentage of sites currently participate in QSLA, it is a mandatory requirement to publish the ratings of participating educators. The QSLA site should include a tool to help parents locate QSLA participating educators and assess ratings.

As 46% of children and families in LA County speak Spanish at home, a Spanish version of the site should be created.

The 2016 Pew Research Center study of smartphone usage found that 77% of American adults own a smartphone. Conversely, the penetration of traditional broadband internet access has slowed in recent years, leading to heavier reliance on smartphones for online access especially among younger adults, non-whites and lower-income Americans. 21% of Americans making less than $30,000/year exclusively use their smartphone to access the internet. Therefore, all updates and additions to the QSLA website should be optimized for mobile devices.

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Within LA County, there is a large number of organizations (beyond system partners) communicating about early childhood education. To further position and promote QSLA as the definitive resource on quality, digital marketing strategies should be used to drive qualified traffic to the website. The website should be search engine optimized to appear as high on the organic search rankings as possible for key search phrases. Paid search campaigns can also be deployed to drive traffic to the QSLA website.

2520. Pew Research Center, “Mobile Fact Sheet,” http://www.pewinternet.org/fact-sheet/mobile/ (accessed 11 December 2017). 21. Id.

3GOAL

STRATEGY 6 - INITIATIVE FOCUSED

Enhance educator tools and kits to raise the capacity of participating educators and to engage parents.

Target Audiences: Participating Educators, Participating Parents

Educator toolkits can help early educators understand the QSLA program and communicate about QSLA to families; the current kits can be enhanced to provide additional information and tools for both educators and families. The kit should include materials to support educator understanding, as well as direct-to-parent resources (for example, a letter, fact sheet, and FAQs) to ensure parents understand what QSLA is, why it benefits the program, and how to understand the quality ratings. The kit should also include tools to spark conversation between early educators and parents, which can help early educators communicate about their quality improvement activities and promote QSLA (for example, a certificate, lawn sign/flag/window decal, stickers for children, aprons, pens, clipboards, etc.)

Some tools can direct educators to the QSLA website resources, others may be available online only, or be available to educators as needed (for example, detailed information on specific elements of quality or information related to children’s health or mental health.) The educator toolkits should be made available in both English and Spanish.

Communicate the impact that QSLA is having on educators and families, and the impact high quality early learning has overall.

STRATEGY 7 - INITIATIVE AND ISSUE FOCUSED

Conduct partner and policymaker outreach and advocacy to support the effective implementation and sustainability of QSLA.

Target Audiences: Policymakers

QSLA should leverage impact stories and QSLA data to increase partner and policymaker understanding of the importance of high quality early education; its link to positive educational, economic, and social outcomes; and how QSLA elevates the quality of early care in LA County.

Communications should also focus on how policymakers play a direct role in supporting and sustaining the QSLA program. Tools that convey these points through QSLA stories and data should be developed to support system partners in advocacy efforts. Appropriate tools to development may include case studies, infographics, one-pagers that share clear policy asks, and presentations. Tools should be distributed during in-person meetings with policymakers, and could also be marketed on the QSLA website and via QSLA and partner social media accounts.

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4GOAL Create active engagement around the importance of quality in

early learning.

STRATEGY 8 - ISSUE FOCUSED

Create and distribute content and tools that support parent understanding of quality early learning and child development.

Target Audiences: Parents

Parents tools should be made available in both English and Spanish. Tools may be designed as articles, posters, flyers, infographics, brochures, online tools, or other collateral.

A variety of marketing strategies should be used to disseminate parent tools, including the QSLA website and social media outlets, but also through grassroots campaigns with childcare providers and in the community (events, libraries, healthcare, social service agencies, etc.) This is especially important for reaching Spanish-speaking parents, who reported less use of the internet to find child care options than English-speaking parents in our survey.

Increase parents’ understanding of the definition of quality early learning, why it matters, and what to look for in early care and education settings.

Explain parents’ role in the growth and development of their young children and how they contribute to creating high quality early learning environments at home.

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Parents tools should be developed to:

STRATEGY 9 - ISSUE FOCUSED

Build robust online communities that promote the importance of early learning quality.

Target Audiences: Parents, Public

The Pew Research Center reports that 69% of all U.S. adults are social media users. Social media is especially popular among younger adults, as 86% of 18- to 29-year-olds are social media users. Additionally, a substantial majority of those ages 30-49 (80%) and 50-64 (64%) also use social media.

QSLA should continue to develop and leverage its online social media communities to provide a forum and resource hub for parents of young children and foster a rich and supportive parent community. Social media marketing can be a primary vehicle to disseminate information on the importance of quality in early education, helping to position QLSA as a trusted resource.

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2722. Pew Research Center, “Social Media Fact Sheet,” http://www.pewinternet.org/fact-sheet/social-media/ (accessed December 11, 2017).

The social marketing strategy should be based on usage data of these platforms, which indicates that Facebook is most used by parents:

Of the social media platforms, Facebook is the most widely and regularly used. Within the cohort of Americans who make less than $30,000/year, 65% use Facebook, with 76% reporting using the platform every day. In contrast, 29% of this population uses Instagram and 18% uses Twitter.

Research conducted during the discovery phase of this plan supports national data; a scan of local LA County early childhood-related social media accounts indicated that Facebook attracted more individual followers than the other platforms. Twitter accounts boasted more organization/agency followers.

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Therefore, social media outreach efforts should focus on Facebook as the primary platform to engage families, with Instagram, Twitter, and any others being secondary, and with a broader audience target.

The focus of the social media strategy should be engagement, with the following tactics deployed:QSLA’s social media marketing should be underpinned by regular content, written in English and Spanish, and published on the QSLA social media accounts multiple times per week.

Engaging formats such as videos, photos, competitions, quizzes, or interactive tools should be developed.

Paid social ads can also be used to amplify reach and support engagement.

QSLA content should be cross-promoted across partner organizations’ digital and social platforms to broaden reach and leverage these partners’ existing audiences.

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Finally, social media outreach is also mentioned as part of strategy 3, with the aim of broadly increasing awareness of both the issue and the initiative, supporting other earned and paid media strategies. A balance must be struck, particularly on Facebook, to ensure that community building is the priority. The sharing of other media coverage and connections to broader campaigns can serve to broaden awareness and strengthen the significance of the online community.

28 23. Id.

Because the implementation and model building efforts continue to evolve and because strong opportunities to share a broader message about quality have been identified, both the issue and the initiative are priorities for communications. Therefore, all goals should begin to be addressed concurrently, with an emphasis on developing the messages, platforms, and materials that will serve as building blocks for multiple strategies.

The following metrics can be considered as means of evaluating the effectiveness of the communications plan and to inform recalibrations as needed:

Sequencing & Metrics

Printed materials and tools:

Track distribution of materialsAssess effectiveness through evaluations, focus groups, and/or surveys

Website:

Track web analytics

Traditional media placements and ad buys:

Track placements and reach of earned media and adertisementsAssess parent/public awareness via surveys or focus groups

Social media outreach:

Measure followers and engagement

Policymaker outreach:

Track outreach opportunitiesMonitor relevant policies and legislation

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CONCLUSION

This communications plan provides a roadmap to guide Quality Start Los Angeles’ communications and outreach for the next five years. The plan is designed to achieve the long-term desired outcomes by establishing communications goals and strategies that will enable QSLA to communicate effectively about the initiative and the issue of high quality early learning.

As much as possible, efforts should leverage existing partnerships, relationships, and outreach opportunities; however, it is anticipated that additional resources will be needed to fully execute the plan. The plan can be used to guide decisions around investments in communications efforts. Finally, the implementation of the communications and marketing strategies should be responsive to the evolving needs, opportunities, and priorities of QSLA and the system partners.