Continuous Quality Improvement: Ohio’s 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 Demonstrate how to use the CQI cycle and the information/data collected to make quality improvements within your program Discover some techniques to recognize readiness for change and how to embrace the change process 3 Visit Our NEW Website at earlychildhoodohio.org
4 Visit Our NEW Website at earlychildhoodohio.org
Early Learning Challenge Grant 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 5 Visit Our NEW Website at earlychildhoodohio.org
Step Up To Quality 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 6 Visit Our NEW Website at earlychildhoodohio.org
Continuous Quality Improvement (CQI) A process to ensure programs are systematically and intentionally improving services and increasing positive outcomes for the children and families served 7 Visit Our NEW Website at earlychildhoodohio.org
Ohio – Continuous Improvement Continuous improvement is included in the new program standards Programs participate in on-going self assessment process Programs identify their areas of strength and opportunities for growth Multiple feedback loops inform improvement at the program, classroom and professional level Visit Our NEW Website at earlychildhoodohio.org
The CQI Cycle Observe Implement Reflect Develop 9 Visit Our NEW Website at earlychildhoodohio.org
CQI and Step Up To Quality (SUTQ) Grounded in human relationships Focused on enduring change Can be labor- and time-intensive Woven through all domains of SUTQ 10 Visit Our NEW Website at earlychildhoodohio.org
Program Assessment Observe Program Self- Assessment Reflect Implement Administrator, Staff, Action Steps Families & Community Partners Develop Continuous Improvement Plan 11 Visit Our NEW Website at earlychildhoodohio.org
Program Assessments Commonly used assessments are: • NAEYC Program Self‐Study (center); NAFCC Program Self-Study (FCC) • PAS – Program Administration Scale (center); BAS – Business Administration Scale (FCC) • Head Start Annual Program Assessment • QSAT – Quality Self‐Assessment Tool for Ohio’s Afterschool Programs • Other – Program assessment tools that are a component of the program’s identified curriculum 12 Visit Our NEW Website at earlychildhoodohio.org
Program Assessment Activity In pairs or in a small groups: • Review PAS (center) or BAS (FCC) item • Set at least one goal based on the data provided • Write one action step to be taken to meet the goal or goals • Be prepared to report out 13 Visit Our NEW Website at earlychildhoodohio.org
Classroom Assessment Observe Classroom Self- Assessment Implement Reflect Steps of the Action Plan Administrator and Staff Develop Goals on Action Plan 14 Visit Our NEW Website at earlychildhoodohio.org
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) 15 Visit Our NEW Website at earlychildhoodohio.org
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 of the children served in the classroom 16 Visit Our NEW Website at earlychildhoodohio.org
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) 17 Visit Our NEW Website at earlychildhoodohio.org
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 18 Visit Our NEW Website at earlychildhoodohio.org
Child Assessment Observe Formal and informal assessment Implement Reflect Activities and Experiences Teacher and Family Develop Collaborate with family on learning and development goals 19 Visit Our NEW Website at earlychildhoodohio.org
Child Assessment Terms used in SUTQ • Developmental screening • Assessment • Ongoing child assessment • Formal assessment • Informal assessment 20 Visit Our NEW Website at earlychildhoodohio.org
Child Assessment Formal assessments • Work Sampling System • Battelle Developmental Inventory • Creative Curriculum Developmental Continuum • Teaching Strategies GOLD • High Scope Preschool COR 21 Visit Our NEW Website at earlychildhoodohio.org
Child Assessment Informal Assessments • observations (running records, anecdotal records) • conversations and interviews with children • samples of children’s work • checklists or rating scales • video or audio recordings of children’s conversations or play • webs of children’s ideas about a topic from initial discussions and throughout a project • photographs • event and time sampling • conversations with families, colleagues and other professionals 22 Visit Our NEW Website at earlychildhoodohio.org
Child Assessment: Using Assessments Thoughtfully Authentic Assessment • Learning is assessed in natural environments • Skills and knowledge are captured in real life, over time • Children are compared to themselves • Focused on strength and interests • Informs teaching and instruction • Engages parents 23 Visit Our NEW Website at earlychildhoodohio.org
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 24 Visit Our NEW Website at earlychildhoodohio.org
Child Assessment: (NAEYC Position Statement) Assessments are used for their intended purpose Appropriate for ages and other characteristics of children being assessed What is being assessed is developmentally and educationally significant Evidence is used to understand and improve learning 25 Visit Our NEW Website at earlychildhoodohio.org
Child Assessment: (NAEYC Position Statement) Gathered from realistic settings and situations that reflect children’s actual performance Assessments use multiple sources of evidence gathered over time Screening is always linked to follow up Staff and families are knowledgeable about assessment 26 Visit Our NEW Website at earlychildhoodohio.org
Professional Development Observe Formal Staff Observation Implement Reflect Acquire and Implement Administrator and Staff Knowledge Develop Professional Development Plan 27 Visit Our NEW Website at earlychildhoodohio.org
Ohio’s Professional Registry Centralized information system for early childhood and after-school professionals Used to document and track professional growth Recognition for experience, education, credentials and training in the field To create a Registry Profile go to login.occrra.org 28 Visit Our NEW Website at earlychildhoodohio.org
FOR FCC ONLY • CKC self-assessment 29 Visit Our NEW Website at earlychildhoodohio.org
Professional Development Activity • Using the PAS (center) or BAS (FCC) item or the classroom assessment scenarios, complete a professional development plan for an administrator or a teacher • Be prepared to report out 30 Visit Our NEW Website at earlychildhoodohio.org
Continuous Quality Improvement Program Assessment Classroom Professional Development Assessment Child Assessment 31 Visit Our NEW Website at earlychildhoodohio.org
Embracing Change Administrator must take charge of the change Determine readiness for change • Is the program ready for change? • What is the motivation for change? • Is the change process understood? Does everyone know why they should do it? • Does everyone have enough time to make the changes? • How will the staff’s dispositions contribute or hinder the change? 32 Visit Our NEW Website at earlychildhoodohio.org
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