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Visit Our NEW Website at earlychildhoodohio.org Objectives - - PowerPoint PPT Presentation

Dec 24, 2022 362 likes •724 views

Continuous Quality Improvement: Ohios Approach to Quality! Visit Our NEW Website at earlychildhoodohio.org Objectives Recognize the four components of the cycle of continuous quality improvement (CQI) and discover how each supports quality

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Continuous Quality Improvement: Ohio’s Approach to Quality!

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Objectives

Recognize the four components of the cycle of continuous quality improvement (CQI) and discover how each supports quality Demonstrate how to use the CQI cycle and the information/data collected to make quality improvements within your program Discover some techniques to recognize readiness for change and how to embrace the change process

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Early Learning Challenge Grant

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

  • Low Income
  • Children with Disabilities
  • English Language Learners

 Close kindergarten readiness gap by 5% for high needs children  Expand to serve 37,000 additional high needs children in highly rated programs  By 2020, purchase services only in high quality settings

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Step Up To Quality

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Single definition of QUALITY

  • Policies
  • Procedures
  • Verification

Inclusive of all program settings

  • School operated
  • Community based centers
  • Family child care homes

Based on current research and best practices Differentiated and measurable

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Continuous Quality Improvement (CQI)

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

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Ohio – Continuous Improvement

Continuous improvement is included in the new program standards Programs participate in on-going self assessment process Programs identify their areas of strength and

  • pportunities for growth

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

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The CQI Cycle

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Observe Reflect Develop Implement

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CQI and Step Up To Quality (SUTQ)

Grounded in human relationships Focused on enduring change Can be labor- and time-intensive Woven through all domains of SUTQ

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Program Assessment

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Observe

Program Self- Assessment

Reflect

Administrator, Staff, Families & Community Partners

Develop

Continuous Improvement Plan

Implement

Action Steps

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Program Assessments

Commonly used assessments are:

  • NAEYC Program Self‐Study (center);

NAFCC Program Self-Study (FCC)

  • PAS – Program Administration Scale (center);

BAS – Business Administration Scale (FCC)

  • Head Start Annual Program Assessment
  • QSAT – Quality Self‐Assessment Tool for Ohio’s Afterschool

Programs

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

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Program Assessment

Activity

In pairs or in a small groups:

  • Review PAS (center) or BAS (FCC) item
  • Set at least one goal based on the data provided
  • Write one action step to be taken to meet the goal or

goals

  • Be prepared to report out

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Classroom Assessment

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Observe

Classroom Self- Assessment

Reflect

Administrator and Staff

Develop

Goals on Action Plan

Implement

Steps of the Action Plan

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Classroom Assessment

Commonly used assessments for centers:

  • Classroom Assessment Scoring System (CLASS)

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

  • Environment Rating Scales
  • Infant Toddler Environment Rating Scale (ITERS-R)
  • Early Childhood Environment Rating Scale (ECERS-R)
  • School-age Environment Rating Scale (SACERS)

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Classroom Assessment

Center continued

  • Early Language and Literacy Classroom Observation

(ELLCO)

  • National Association for the Education of Young Children

(NAEYC) Accreditation Observation Criteria Tool

  • High Scope Program Quality Assessment (PQA)
  • Teaching Strategies Gold Fidelity Tool
  • Other standardized classroom assessment tools that are a

component of the curriculum and appropriate to the age

  • f the children served in the classroom

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Classroom Assessment

Commonly used assessments for FCC:

  • Family Child Care Environment Rating Scale (FCCERS-R)
  • Child Home Early Language and Literacy Observation

(CHELLO)

  • National Association for Family Child Care Accreditation

Materials (NAFCC)

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Classroom Assessment

Activity

  • Read through the information provided
  • Circle or list any trends that you find within

classrooms, age groups or program wide

  • Brainstorm possible goals and action steps
  • Be prepared to report out

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Child Assessment

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Observe

Formal and informal assessment

Reflect

Teacher and Family

Develop

Collaborate with family on learning and development goals

Implement

Activities and Experiences

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Child Assessment

Terms used in SUTQ

  • Developmental screening
  • Assessment
  • Ongoing child assessment
  • Formal assessment
  • Informal assessment

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Child Assessment

Formal assessments

  • Work Sampling System
  • Battelle Developmental Inventory
  • Creative Curriculum Developmental Continuum
  • Teaching Strategies GOLD
  • High Scope Preschool COR

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Informal Assessments

  • bservations (running records, anecdotal records)
  • conversations and interviews with children
  • samples of children’s work
  • checklists or rating scales
  • video or audio recordings of children’s conversations or play
  • webs of children’s ideas about a topic from initial discussions

and throughout a project

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

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Child Assessment

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Child Assessment: Using Assessments Thoughtfully

Authentic Assessment

  • Learning is assessed in natural environments
  • Skills and knowledge are captured in real life, over time
  • Children are compared to themselves
  • Focused on strength and interests
  • Informs teaching and instruction
  • Engages parents

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Child Assessment

Activity

In pairs or in a small group:

  • Discuss your experience with assessing a child
  • Determine “the qualities of a good assessment”
  • Be prepared to report out

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Child Assessment:

(NAEYC Position Statement)

Assessments are used for their intended purpose Appropriate for ages and other characteristics of children being assessed What is being assessed is developmentally and educationally significant Evidence is used to understand and improve learning

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Child Assessment:

(NAEYC Position Statement)

Gathered from realistic settings and situations that reflect children’s actual performance Assessments use multiple sources of evidence gathered

  • ver time

Screening is always linked to follow up Staff and families are knowledgeable about assessment

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Professional Development

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Observe

Formal Staff Observation

Reflect

Administrator and Staff

Develop

Professional Development Plan

Implement

Acquire and Implement Knowledge

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Ohio’s Professional Registry

Centralized information system for early childhood and after-school professionals Used to document and track professional growth Recognition for experience, education, credentials and training in the field To create a Registry Profile go to login.occrra.org

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FOR FCC ONLY

  • CKC self-assessment

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Professional Development

Activity

  • Using the PAS (center) or BAS (FCC) item or the

classroom assessment scenarios, complete a professional development plan for an administrator

  • r a teacher
  • Be prepared to report out

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Continuous Quality Improvement

31 Child Assessment Classroom Assessment Program Assessment Professional Development

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Embracing Change

 Administrator must take charge of the change  Determine readiness for change

  • Is the program ready for change?
  • What is the motivation for change?
  • Is the change process understood? Does everyone know

why they should do it?

  • Does everyone have enough time to make the changes?
  • How will the staff’s dispositions contribute or hinder the

change?

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Embracing Change

Provide clarity for change

  • Knowledge
  • Resources
  • Time
  • Support

Build on program strengths  Incorporate the cycle of continuous quality improvement into your practice

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Resources

 Ohio Child Care Resource and Referral Association

  • www.occrra.org

 Ohio Department of Education

  • www.education.ohio.gov

 Ohio Department of Job and Family Services

  • www.jfs.ohio.gov

 Step Up To Quality Information (including the Guidance Document)

  • www.earlychildhoodohio.org

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Quote to Remember

Without continual growth and progress, such words as improvement, achievement, and success have no meaning.

  • Benjamin Franklin

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Putting It All Together

Next Steps Question and Answer Evaluation Thank you for your participation!

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