Quality Child Care Initiatives Across Michigan TA Conf...Quality Child Care Initiatives Across...

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Quality Child Care Quality Child Care Quality Child Care Quality Child Care InitiativesInitiatives

Across MichiganAcross Michigan

Quality Initiatives

• Coaching/mentoring• Content specific consultants • Professional development and training• Incentives, scholarships

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Quality Rating and Improvement Systems

What is QRIS?

• Voluntary• Rating Based on Set of Criteria

• Environmental Rating Scale• Caregiver/Child Interaction

• Improvement Initiative/SupportImprovement Initiative/Support• Coaching/mentoring• Specialist/consultant• Professional development

• Parent Education

History of QRIS in MichiganHistory of QRIS in Michigan

April 2007G f Mi hi ’ l hildh d l dGroup of Michigan’s early childhood leaders

developed QRIS Recommendations2008

ECIC convened state, local and national early childhood leaders to design a pilot implementation

2009No funds to implement a statewide QRIS or a pilotNo funds to implement a statewide QRIS or a pilotLocal GSCs begin implementing quality initatives

2010ELAC (Early Learning Advisory Council) prioritizes

QRIS for Michigan

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QRIS EvolutionQRIS Evolution

QRIS in the current recommendations cannot be i l t d i Mi hiimplemented in Michigan

How can Michigan sustain a QRIS statewide?Quality improvement for all providersAcross all domainsSupportsIncentivesIncentivesRatingConsumer Education

Local GSC InitiativesLocal GSC Initiatives

Kent County GSCFamily, Friend, and Neighbor Care

Wayne County GSCLicensed Child Care Providers

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What is the Quality Rating & Improvement System (QRIS)?

A system that helps support child care providers to improve the quality of their programto improve the quality of their program

in the process of deliverychild/adult relationshipsenvironmental qualityteaching processes

in the structure of their program/ i l i hiparent/caregiver relationships

business aspectsqualifications of caregiverscollaboration with others

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Who qualifies to participate in the Wayne County QRIS project?

Anyone licensed or registered to provide child care in a center or home setting for at least one care in a center or home setting for at least one year

Programs in the City of Detroit with emphasis on The Skillman Good Neighborhoods

Brightmoor NorthendChadsey‐Condon OsbornChadsey Condon OsbornCody‐Rouge Southwest

Participation is voluntary

How does the QRIS work?

This demonstration project is based on the 2007 d ti f Mi hi Q lit2007 recommendations for a Michigan Quality Rating and Improvement System submitted to Early Childhood Investment Corporation (ECIC)

There are two levels of participation and twoThere are two levels of participation and two levels of rewards or incentives

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How does the QRIS work (cont’d)

Level 1: Participants

1. By participating in at least 3 neighborhood early childhood network meetings per year or demonstrating at least 10 hours of approved training, a qualified provider will receive the GSC‐W seal of partnership.

2. Local professional development trainings will be made available to all child care providers who qualify.

3. All who attend neighborhood early childhood network meetings will be offered incentives to enroll in QRIS.

4. All who receive the GSC‐W seal of partnership will have their site listed on the GSC‐W website and other publications.

How does the QRIS work? (cont’d)

Level 2: QRIS Enrollees

Those who choose to participate fully in the QRIS, voluntarily enroll in the program and will receive one (1) through five (5) diamonds as recognition of quality care by participating in the following steps:

1. Be matched with an early childhood specialist to help mentor and coach

2. Have an initial assessment utilizing the HighScope Program Quality Assessment g g p g Q y(PQA) and other checklists developed by ECIC and GSC‐W to determine quality

3. Develop, with the mentor’s assistance, an improvement plan that addresses the specifics of what each site needs

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How does the QRIS work? (cont’d)4. Implement the improvement plan with the mentor’s assistance in identifying

resources, professional development, equipment and mini‐grant funds.

5. When the site is ready, a second assessment will be completed and a diamond rating will be assigned.

6. A certificate will be given to each with their diamond rating.

7. With permission, public announcements will be made.

8. A cash merit award will be given based on the size of the site and a diamond rating of two (2) or above.

9. A cash bonus will be given to programs based on the number of children with DHS subsidy and a diamond rating of two (2) or above.

10. The QRIS rating cycle is two (2) years.

When can I begin?

The QRIS was launched in January 2009. It is the intent to continue to seek funding to make theintent to continue to seek funding to make the demonstration project ongoing until the entire county is covered.

Contact the Great Start Collaborative‐Wayne to enroll (applications are on the GSC‐W website).

If not in the target area, sign‐up for the waiting list to be notified when the project is expanded.

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Wayne County QRIS Implementation

The QRIS planning and oversight is by the GSC‐W Early Care and Education Action Team

The original QRIS grant resulted in an award of $128,000 by The Skillman Foundation for 2009

United Way for Southeastern Michigan facilitated the QRIS Implementation Plan with ECE Action Team

A consultant was hired to develop the QRIS mentor handbookA consultant was hired to develop the QRIS mentor handbook, forms and timelines

A lead mentor was hired to work with the mentors and child care providers to collect data and insure consistency

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Wayne County QRIS Implementation (cont’d)

Four neighborhood agencies were identified to deliver the QRIS in their target areas

lDevelopment Centers, Inc. Southwest Counseling SolutionsChildren’s OutreachMatrix (Vistas Nuevas Head Start)

ECIC Infrastructure Funds of $20,000 were used for first year implementation

Training on the use of the PQA tools was held for mentors byTraining on the use of the PQA tools was held for mentors by HighScope staff

An evaluator was contracted to determine the efficacy of the demonstration project

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QRIS Mentor Meeting When: Thursday, April 1, 2010

TIME: 2:00 PM Where: Vista Nueva Head Start

2051 Rosa Parks Detroit, Michigan

48216 48216 1-313-962-5255

AGENDA 1. 2009 QRIS Wrap Up 2. QRIS Reward Certificates 3. 2010 QRIS Overview 4. 2010 QRIS Mentoring Overview Attention 2009 mentors-The 2009 QRIS award certificates will be distributed on Saturday April 17, 2010 at the MOYC conference. Programs MUST have all paper work on file! Please refer to the notice of missing items that was mailed paper work on file! Please refer to the notice of missing items that was mailed with the final checklist and rating in December! PLEASE BRING MISSING PAPERWORK TO THIS MEETING. “We cannot choose which children we most influence; only they can choose who will most influence them.” –Todd Whitaker

On behalf of the children in Wayne County thank you for your dedication, caring and

hard work you DO make a difference!

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Rating Criteria

Pre-School Center based Rating Criteria

Rating Pre‐School PQA A Score Preschool PQA B Score OR

Center Check List Points

◊ 0‐2 AND 0‐2 0‐9

◊◊ 2‐3 AND 2‐3 10‐19

◊◊◊ 3‐3.8 AND 3‐3.8 20‐30

◊◊◊◊ 3.81‐4.5 AVG 3.81‐4.5 n/a

◊◊◊◊◊

4.51‐5 AVG

OR NAEYC Accredited 4.51‐5 n/a

Rating Criteria (cont’d)

Rating Infant/ Toddler PQA A Infant/Toddler PQA B OR Center Check List

◊ 0‐2 AND 0‐2 0‐9

◊◊ 2‐3 AND 2‐3 10‐19

◊◊◊ 3‐3.8 AND 3‐3.8 20‐30

◊◊◊◊ 3.81‐4.5 AVG 3.81‐4.5 n/a

Infant/Toddler Center based Rating Criteria

◊◊◊◊◊

4.51‐5 AVG

OR NAEYC Accredited 4.51‐5 n/a

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Rating Criteria (cont’d)

Family based Rating Criteria

Rating Family Based PQA AND Meet Standard Items* OR Family based Check List

◊ 0‐2 0‐20% 0‐9

◊◊ 2‐3 21‐40% 10‐19

◊◊◊ 3‐3.8 41‐60% 20‐30

◊◊◊◊ 3.81‐4.5 61‐80% n/a

◊◊◊◊◊ 4.51‐5

Or Accredited through a N ti l P f i l

81‐100% n/a

y g

National Professional Organization

*Based on Early Childhood Standards of Quality for Infant and Toddler Programs, 2006

Mini‐grants

Rating FCC with 6 children

FGCC with 12 children

Licensed Center with 1‐45

Licensed Centerwith

46‐1

Licensed Center with Over 121

46‐120

◊ 1200 1300 1400 1500 1600

◊◊ 1000 1100 1200 1300 1400

◊◊◊ 800 900 1000 1200 1200

◊◊◊◊ 400 500 700 800 1000

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Merit Award

Rating FCC with 6 children

FGCC with

12 children

Licensed Center with 1‐45

Licensed Centerwith 46‐120

Licensed Center with Over 121

(23) (9) (19) (17) (3)

# Yr 1◊◊ 200 300 500 600 800

◊◊◊ 300 400 700 800 1000

◊◊◊◊ 400 500 800 1000 1100

◊◊◊◊◊ 500 600 900 1200 1300

Wayne County QRIS Implementation (cont’d)

The Skillman Foundation awarded a second year QRIS grant of $125,000

The Fisher Foundation is now providing funding for Brightmoor QRIS and evaluation

The Kresge Foundation is providing funding for technical assistance from BUILD

ECIC approved QRIS implementation funds of $4,500for FY10

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QRIS Objectives/OutcomesThe objectives and/or outcomes for the expanded demonstration QRIS project are:1. Increase QRIS participants (Level 1) to 150 early childhood providers by

enhancing communication, outreach and networking opportunities in targetenhancing communication, outreach and networking opportunities in target neighborhoods.

2. Ninety (90) early childhood providers will be QRIS enrollees (Level 2) within this demonstration project year.

3. All QRIS enrollees (Level 2) will have an improvement plan developed within forty‐five (45) days of their initial assessment.

4. All QRIS enrollees will be rated using the GSC‐W criteria within one year of enrollment.

5. All 4 and 5 diamond rated QRIS enrollees will receive a framed certificate, recognition banner and listing in local print media, printed rating publication and GS b iGSC‐W website.

6. At least two (2) early childhood providers with a 4 or 5 diamond rating will be identified, trained and assigned as peer mentors within this demonstration project year.

Interim Evaluation Report

Great Start Collaborative‐Wayne QRIS demonstration project

Tuesday, October 13, 2009

Ty Partridge, Ph.D.

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Two Primary Aims of the Project

1. Demonstration of Program Efficacy & Identify th C diti U d hi h Effi ithe Conditions Under which Efficacy is Achieved.

2. Determine if the QRIS Demonstration Project is Developed Enough for a Full Outcome Evaluation.

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Evaluation Questions to be Addressed in the Interim Report

1. To what extent are the incentives and other QRIS policies effective at recruiting providers to participate in the QRIS

d b i l d?program and become actively engaged?2. To what extent is the mentoring process adhering to the

implementation plan proposed in the grant?3. To what extent do the mentoring actions relate directly

and/or indirectly to the QRIS rating scale?4. Identify the contextual factors which mediate and/or

moderate the degree of program engagement by child

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g p g g g ycare providers and the effectiveness of the QRIS intervention model in producing improved ratings.

5. Identify thematic motives for the degree of participation, including non‐participation, in the QRIS project

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QRIS Sample Distribution of Child Care Facility Types

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TO WHAT EXTENT DO THE MENTORING ACTIONS RELATE DIRECTLY AND/ORACTIONS RELATE DIRECTLY AND/OR INDIRECTLY TO THE QRIS RATING SCALE?

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• A review of the rating criteria and mentoring process was conducted to assess the degree to which mentoring actions directly impact program ratings.

• 73% of rating criteria could be directly influenced by mentoring activities

• Sections I & II of the CCC Structural Quality Checklist and Section I of the FCC Structural Quality Checklist are not directly influenced by Mentoring Activities.

• Simply participating in the QRIS mentoring project leads to increased

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p y p p g Q g p jscores on the Quality Check List.

• Overall, the mentoring process as designed by the QRIS Training Manual can improve the quality of early childhood programs based on the MQRIS ratings.

QRIS Sample Initial Assessment Scores

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IDENTIFY THE CONTEXTUAL FACTORS WHICH MODERATE PROGRAM ENGAGEMENT BY CHILD CARE PROVIDERS.

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Michigan Budget Crisis

• At present the most substantial contextual f t l t d t th d f f thfactor related to the degree of success of the QRIS demonstration project is the severe cuts to the Early Childhood and Education budgets by the Michigan Legislature. The impact of these cuts, being singularly destructive to the

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resource base could severely restrict the ability to draw meaningful conclusions about program efficacy.

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Additional Contextual Factors

• DPS providers are struggling with internal and external funding crises which have restricted their degree of participation.

• DPS, because of its connection to the K‐12 unions, also has implementation barriers that many private and Head Start programs do not face.

• Additional contextual factors include the degree of community poverty & academic disengagement by families.

• Current strains on community colleges to meet student demand could also impact the timelines for improvement in QRIS ratings by participating providers.

S b t ti l t h t f ili t b ti t i ht b

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• Substantial outreach to families to become active partners might be necessary.

• High quality child care with community involvement could have ripple effects in promoting community collective self‐efficacy.

• The community contexts of QRIS participating providers are described in the following community profiles.

Community Profile 48208,216

• 2,363 Children 0‐4yrs

76% Si l P t

• 54% of 3‐4yr olds enrolled in pre school• 76% Single Parent

Families

• Median Income $18,045

• 47% Childhood Poverty

enrolled in pre‐school

• 58% Fail to meet minimum standards in 4th grade English

• 42% Fail to meet minimum standards in

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minimum standards in 4th grade Math

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Community Profile 48209,217


48% Si l P t


Families






10/13/2009 39


Community Profile 48210


55% Si l P t


Families






10/13/2009 40


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58% Si l P t


Families






10/13/2009 41




61% Si l P t


Families






10/13/2009 42


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Distribution of Participating QRIS Programs by Zip Code

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Themes from Key Informant Interviews

• QRIS system promotes the perception of early child care as a profession among parentschild care as a profession among parents, directors, and staff.

• When QRIS is seen as an opportunity for professional development & growth it is actively embraced by child care professionals

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• It is extremely important for QRIS ratings and mentoring activity to provide a technical support role and not become regulatory in nature.

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Themes (2)

• A great deal of the success of the mentoring i d d t t tt ib tprocess is dependent upon mentor attributes

– Mentoring must be provided in a non‐judgmental manner.

– Mentor must be able to engage in reflective processes and be sensitive and responsive to

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mentee

– Mentor is most effective when a professional relationship of trust is developed.

Summary & Conclusions• As a result of the shortened timeline for implementation and the

compounding effect of off‐timing with the academic calendar it is difficult to discern the efficacy of the program at the time of the interim report.y p g p

• Implications for the conclusions to be drawn at the time of the final report will become clearer in the next six weeks.

• There are considerable contextual factors to be taken into account because of the budget crisis in the State of Michigan.

• It does appear that recruitment to QRIS is effective and feedback regarding specific recruitment strategies will be available in the final report.

• The development of a relational database could ease data collection and reporting demands.

• A QRIS approach has the potential to demonstratively improve the quality of

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• A QRIS approach has the potential to demonstratively improve the quality of early child learning, promote the development of early childhood education as a profession, and impact education policy regarding the role of early childhood education in school preparedness. But it must be implemented with a professional development / enhancement approach and not become regulatory in orientation.

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Summary and Recommendations

• The data in the primary database is largely incomplete with the exception of descriptive dataincomplete with the exception of descriptive data

• The misalignment of project implementation time frame with the academic year have condensed the implementation phase leading to:– Premature data – Emphasis on program delivery at the cost of data entry

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entry• A relational database with user‐friendly interface & greater informational utility might also improve data recording.

growing every child’s potential

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Family, Friends and Neighbor care

Kent County has almost 5,000 children receiving state subsidy checks forstate subsidy checks for Child Care 2,027 of these children are in Relative‐Aide CareMore than half of young children in child care are in family, friends, and

i hbneighbor careOldest form of child care and this is a growing trend

Research behind our work

• SPARK Georgia

Thi k h t k

• 2006 Kids Count Essay

P t th f• This work has taken place in elementary schools as the logical transition to Kindergarten

• Uses Parents as

• Promotes the use of Early Learning Hubs

• Places a strong focus on what the children will learn prior to K and narrowing the school• Uses Parents as

Teachers Curriculum

• Brings parents to community school prior to K

narrowing the school readiness gap

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More Research‐Best Practice

• Doug Powell‐Purdue University

• Sparking Connections‐2007 Multiple CityUniversity

• Recommends assessment tools designed to measure effectiveness in the home setting

2007‐Multiple City Evaluation

• Serving FFN requires new and different partnerships…schools, libraries museumshome setting

• Outlines a wide variety of recruitment methods with personal contact being superior

libraries, museums

• People wanted to be brought together in small neighborhood units

King County, SeattlePlay and Learn Groups for Caregivers

• To improve children’s school readiness they

• Data Collections to include interviewsschool readiness they

recommend the following new evaluation points:

• Logic Model to include caregivers and children

include interviews, focus groups, observations of interactions (CHELLO)

• Use data to refine logic modelcaregivers and children

• Specific provider changes

• Measurement on children’s skills

model

• Use scientific evaluation with comparison or control group design

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Hubs And partners

Identified 49507 as first area to serveBurton School, Campau Park School, Madison Square Reformed Church, Grand Rapids LibraryPartners include: Kent Regional 4C, Arbor Circle,

Burton Elementary School

eg o a C, bo C c e,Kent Intermediate School District and Salvation Army‐ Booth Family Services.

Goals

Demonstration project:Improve skills of providers and safety in homesImprove skills of providers and safety in homes

Increase age appropriate literacy and language skills

Increase access to community resources

Identify referral connections for additional necessary special needs services.

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Goals

Long Term:I b f hild t i Ki d t ith iti ti lIncrease number of children entering Kindergarten with cognitive, emotional and social skills ready for success

Decrease racial and economic disparities in skill levels

Identify increased numbers of children with special needs prior to Kindergarten

Key Program Elements

Playgroups

Offer 1 per week at each site. Require providers to attend two per month. Incentives are given after 3 contacts.

Bright Beginnings curriculum linked to MDE Learning ExpectationsLearning Expectations.

Thematic lessons which emphasize hands‐on, large motor, invented play and story time.

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Key Program Elements

Home Visits‐Home Visiting Coaches

Assist providers with learning through play, child development and behavior, literacy and child‐adult interactions.(Parents As Teachers‐Supporting Caregivers Curriculum)

A i t ith b i kill d th hildAssist with business skills and the child care environment.

Implement playgroup activities at home.

Conduct provider/child assessments.

Measurable Outcomes

Increase provider’s skills, interactions and literacy environment measured by the CHELLO.

Improve social and self regulation skills of children.

Increase language acquisition of children as d b h PPVTmeasured by the PPVT.

Increase the outside training/professional development of FFN providers.

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Meet our providers

Tony D. Smith Rolanda Smalley

Kelly Burrow

Meet our providers

Dee Simms Denise Dixion

Claudia Williams

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First Six Months of FFN

65 providers recruitedC h h d t d 258 h i it ithCoaches have conducted 258 home visits with providers (averages ~4‐per provider)179 incentives distributed to providers90 playgroups conducted

‐237 providers attendedp‐361 children attended

Transportation services used 75 times

71% have noticed a difference in the care their children are receiving since the childcare provider began FFNP d h i hild’ i i di d l i h

Parent Feedback

Parents reported their child’s interest in reading and learning has increased

“she likes to read more”“my son listens better and he wants to learn!”“my child is talking more and knows ABC’s”“my child now loves to learn”

Nearly 40% of parents reported they are trying FFN activities at home and 30% are interested in attending Parent Support classes80% of parents are interested in learning more about free preschool for 4‐year olds and preschool in general

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100% are reading handouts and 95% find them usefulProviders ranked “learning information about how children develop”

Provider Feedback

g pand “learning new activities to do with children” as what they liked best about home visits

Activities providers liked best at the playgroups included:1)reading a story 2) art projects 3)painting

Providers clearly indicated a preference for more field trip i i R d i i l d dopportunities. Recommendations included:

‐Museums ‐ Zoo ‐Meijer Gardens‐ Parks ‐Movies/Theatre ‐ Play spaces‐ Nature Centers ‐ Grocery Store ‐ Picnic

Provider Feedback76% of providers reported they have changed what they do with children since beginning FFN, with majority indicating they read, interact and do more activities with childreninteract, and do more activities with children.

“I am more involved, do more activities, read more books”

“Less TV, more activities”

“Thanks to the supplies, we do more art work.”

“I have more patience with the children and read more.”

“ I create toys for him, I brush his teeth more”

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Provider Feedback

62% reported they are interested in classes to learn more about young children

54% are interested in becoming licensed or registered family child care providers

‐Most needed help with new requirements for CPR/First Aid Training (95%)

‐10 hours of Tier Two training(86%)

‐Fee (76%)

H i i (57%)‐Home inspections (57%)

‐Paperwork (52%)

‐Medical test (52%)

‐ Fingerprinting(38%)

Stakeholder Feedback Report positive interactions with FFN coaches and Kent Regional 4C contacts

Would like to improve communications by establishing regular program updates to stakeholders and increasing program capacity

Stakeholders see a value in services being provided but want to improve the community outreach. Some suggestions include:‐Advertise in newsletters about the program with hopes of getting more participants. More door to door recruitment may be helpful.

‐Talk with some of the community‐based organizations in the neighborhood, like SECA and Restorers

‐ Let more in the community know what you do.

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Considerations for current projectIncrease visibility and community outreach

Develop additional communications with stakeholders(newsletter or calendar of events)

Continue to open playgroups and grow capacity

Increase field trip opportunities

Plan lessons to address the identified language needs

Teach providers awareness of learning expectations

l h h hApply to the Western Region Resource Center through ECIC so we may meet the newly required 10 hours of training

Use incentive funds for scholarships to allow providers and get them licensed/registered.

Advisory Committee

Cheri Alberts – KISDAnthony Dickerson‐Madison Square Church

Sue Eastman‐ Arbor CircleEmmy Ellis‐ Arbor CircleJudy Freeman‐ Great Start

Jennifer Griffith‐ Kent Regional 4CMargarita Hernandez‐ GRPS

Cynthia Jones‐ GRPSJoanne Kelty‐ GRPS

Rich Liberatore‐ Heart of West Michigan United WayKathy Muir‐ First Steps Commission

Sarah McCarville‐ Grand Rapids LibraryErin McGovern‐KISD

Carol Paine McGovern‐KSSNBetty Zylstra‐Salvation Army

One year program evaluation report: August 2010Advisory Committee recommendation on future direction:

August 2010

growing every child’s potential

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