GACCRRA’s Quality Rated Implementation Model

Our Vision for Georgia’s Children GACCRRA envisions a state where each and every child, together with his/her family, is valued and can be successful in school and life.

To strengthen Georgia’s capacity to meet this vision, GACCRRA provides technical assistance and training services that together, create sustainable quality improvement in all Georgia early care and education programs.

We develop leaders, serve families,

and improve child outcomes.

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Setting the Stage for Success

GACCRRA’s technical assistance model focuses on guiding and empowering early learning professionals and programs to achieve sustainable change within the context of Quality Rated.

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GACCRRA’s technical assistance model is:

• Dynamic

• Responsive

• Evidence/Research-based

• Strengths-based

• Individualized

• Relational

Implementation Science Informs GQRIM

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GQRIM’s Logic Model includes: • Inputs • Outputs • Outcomes • Assumptions • External Factors

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GQRIM Logic Model Inputs

(What is invested)

Core Values

CCR&R practices -purposeful, systemic and accountable Technical Assistance and Training. Scope and content of CCR&R’s investment, to include: People (Staff) Partners

Time: -Training and TA

-Development of TA Theoretical Framework

Monetary: -Materials, -Equipment -Technology

Shared knowledge Intellectual property. Other: DECAL published timeline for QR participation. Legislators DECAL and Stakeholders

Funding for QRS.

Outputs

(What is done)

Activities Participation • Assessments &

measurement of quality practices.

• ECE Training and Professional Development.

• Provide on-going feedback & guidance on Quality Rated processes.

• TA practices: Georgia’s Quality Rated Implementation Model.

• Collect and use data to help identify and guide effective TA statewide.

• Fidelity and Quality Assurance.

• Shared Services Alliance statewide.

• Provider outreach to recruit and increase participation in QR.

• Provider financial support and incentives.

• Family outreach and education of Quality Rated.

• Number of rated programs by type.

• Number of programs/professionals receiving quality improvement services (TA) and training.

• Number of families accessing QR programs.

• Number of ECE Specialists providing training and TA.

Assumptions

• Administrators have an awareness and understanding of the Quality Rated processes and procedures.

• Administrators and teachers have the skills needed to implement Quality Rated standards, to include basic skills such as technology and leadership.

• Families understand why choosing Quality Rated programs are the best choice for their children.

External Factors

• The continuity of staffing which enables consistent, high quality practices and consistent caregiving routines for the children.

• The families’ social and economic statuses which enable their children to be in an early care and education setting consistently.

• The economic climate, which determines the availability of public funds for continued services.

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Outcomes – Impact (What are the results)

Short Medium Long LEARNING LEVEL • Immediate provider knowledge and

awareness of Quality Rated. • Provider increased skill set. • Families learn about Quality Ratings

when investigating their child care options.

ACTION LEVEL • Decisions are made and policies

are changed at administrative level.

• Providers refine program structure for quality child care with appropriate support structure.

• Increased program quality and improved ability of families to find and use high-quality care and education.

• Social action: Families use ratings to select child care.

• For programs participating in QR, age appropriate lesson plans and resources are used to conduct daily activities.

• Increased CAPS subsidy for higher quality programs.

• Increase collaboration between state and local partners to ensure long term quality ratings.

IMPACT LEVEL • Social & economic Impact • Improved sustainability of high-

quality programming and improved school readiness for young children

• Within a Quality Rated culture, expectations are heightened and change is sustainable.

• Families have higher level of access and choices, more children will receive quality care.

• Family’s emerging efficacy and sense of empowerment.

• Increased professionalization of the early childhood workforce.

• Better alignment of quality using the GELDS.

• Families better understand how to support their child’s development; improved work-family life balances.

GQRIM Logic Model

Building Foundations

Preparing Pathways

Crafting Success

Reaching for the Stars

GACCRRA’s Quality Rated Implementation Model

Adapted from Buysse & Wesley’s Consultation Model

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Building Foundations: Administrative Groundwork

• Build the relationship

• Review & sign Technical Assistance MOU

• Administer Program Needs Assessment

• Introduce The GA Alliance for Quality Child Care and enroll

• Complete the Quality Rated Orientation

• Initiate work in Standard 1: Director and Teacher Qualifications

Estimated duration: 1-3 months

Building

Foundations

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Preparing Pathways: Assessment & Planning

• Complete baseline assessment(s) and use to develop TA Plan

• Identify Implementation Specialist(s) within the program and provide training/guidance

• Complete Standard 1: Director and Teacher Qualifications

• Initiate work in Standard 2: Child Health, Nutrition, and Physical

Activity

• Initiate work in Standard 3: Family Partnerships; complete needs assessments and Strengthening Families training

• Provide Environment Rating Scale training

Estimated duration: 1-3 months

Building

Foundations

Preparing

Pathways

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Crafting Success: Coaching & Implementing Strategies

• Provide on-site TA through various techniques

• Initiate work in Standard 4: Intentional Teaching Practices

• Identify needs and order materials

• Provide Quality Rated training Estimated duration: 3-6 months

Building

Foundations

Preparing

Pathways

Crafting

Success

Leadership

TA Training

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Reaching for the Stars: Rating Readiness & Sustaining Quality

• Review readiness to submit

• Assess recent performance to ensure program goals are consistently met

• Review final portfolio; confirm submission

• Review strategies to ensure on-going sustainability

• Upon rating notification, review ERS report(s) and Annual Renewal process

Estimated duration: 3-6 months

Building

Foundation

Preparing

Pathways

Crafting

Success

Reaching for

the Stars

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GQRIM & Implementation Science Connection

NIRN (2013) Implementation Drivers: Assessment Best Practices. FPG, UNC: Chapel Hill.

Metz & Bartley (2012) Active Implementation Frameworks for Program Success. Zero to Three.

Exploration Stage

Building Foundations

Installation Stage

Preparing Pathways

Initial Implementation

Stage

Crafting Success

Full Implementation

Stage

Reaching for

the Stars

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Implementation at Coaching Level Competency Drivers

NIRN (2013) Implementation Drivers: Assessment Best Practices. FPG, UNC: Chapel Hill.

Metz & Bartley (2012) Active Implementation Frameworks for Program Success. Zero to Three.

• Selection of CCR&R Specialist

– Bachelor’s Degrees in ECE or related field

– Experience working in ECE classrooms

• Training of Specialist

– Strengths-Based Coaching (Child Care Aware)

– Environmental Rating Scales

– Principles of Adult Learning

• Coaching of Specialist

– Shadowing/Mentoring

– Coaching Practices Rating Scale

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State Policy

Makers

ECE Leaders and T/TA Providers

Early Childhood Programs

Each & Every Child and

Each & Every Family

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Implementation at Coaching Level Organization Drivers

• Systems Intervention – Working with technical college system to develop a certificate of credit for

Coaches

– Feedback loops with DECAL to encourage similarity among different coaching projects

• Facilitative Administration – Communities of practice meetings among Coaches

– Utilizing data collected from Coaching sessions (e.g. Efforts to Outcomes-ETO) and Quality Rated site

• Decision Support Data System – Quality Assurance Data (Coaching Rating Scale, Training Evaluations, etc.)

– Fidelity Data (Accountability Training, Chat and Chews with DECAL)

– Outcome Data (Rating from DECAL for Sustainability)

– Coaching data built into practice routines & used to make decisions

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Implementation at Coaching Level Leadership Drivers: Adaptive & Technical

• Communities of Practice and Policy-Practice Feedback loops among Coaches in different projects and state systems

• Master trainers at regional levels to ensure nimble response to needs identified through data system

• Staggered enrollment in initial efforts to become Quality Rated

Competency Drivers at the Program Level

NIRN (2013) Implementation Drivers: Assessment Best Practices. FPG,

UNC: Chapel Hill.

Metz & Bartley (2012) Active Implementation Frameworks for Program

Success. Zero to Three.

• Selection

– A Lead Teachers/Directors need CDA or equivalent

– Coaches assist Programs with Orientation Policies

• Training

– Coaches assist programs with implementation of ongoing staff training schedule to help maintain QR

• Coaching

– Identify an Implementation Specialist for onsite coaching

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Leadership & Organization Drivers

NIRN (2013) Implementation Drivers: Assessment Best Practices. FPG, UNC: Chapel Hill. Metz & Bartley (2012) Active Implementation Frameworks for Program Success. Zero to Three.

• Leadership Drivers o Adaptive and Technical

Director must include Admin training for their Professional Development Plans to continuously improve their leadership skills

Assisting programs to implement policies (e.g. staff meetings) with the outcome of transparency for staff about reasons for change and gaining buy-in from staff.

• Organization Drivers o Systems Intervention, Facilitative

Administration, Decisions support Data system Scaffold for programs identification of external

support such as “Awards for Early Educators”

Assist programs to evaluate program policies, to ensure ongoing continuous quality improvement

Assist programs with implementing systems to collect ERS data to make informed decisions

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Effective leadership really makes all the difference. In the end,

we want our quality improvement efforts to be driven from the

ground up. But at the end of the day, they’re going to be looking

upward. They’re going to say, “What are the leaders telling us

that we ought to pay attention to?” In many ways, the leader

sets the tone that is going to either facilitate or mitigate the

organization’s response to quality challenges. And you really

need to have a leader effectively engaged in that process.

Gregg Meyer, Role of Leadership in Quality Improvement Efforts, Nov., 2011

Childcare Aware Brief Summary 2012, “Child Care Training and Technical Assistance: Improving the Quality of Child Care”

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