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Kathryn Tout Presentation at the NACCRRA National Child Care Policy Symposium March 8, 2012.

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Presentation on theme: "Kathryn Tout Presentation at the NACCRRA National Child Care Policy Symposium March 8, 2012."— Presentation transcript:

1 Kathryn Tout Presentation at the NACCRRA National Child Care Policy Symposium March 8, 2012

2  Parent Aware Evaluation Team ◦ Rebecca Starr ◦ Tabitha Isner ◦ Jennifer Cleveland ◦ Meg Soli ◦ Katie Quinn ◦ Ladia Albertson-Junkans  Minnesota Early Learning Foundation  Greater Twin Cities United Way  Office of Planning, Research and Evaluation in the Administration for Children and Families, U.S. Department of Health and Human Services ◦ INQUIRE – Quality Initiatives Research and Evaluation Consortium

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4  QRIS Compendium – information from 26 QRIS collected in late 2009 from QRIS administrators and publicly available documents  The majority of QRIS provide TRAINING that is aligned with QRIS standards and ON-SITE TECHNICAL ASSISTANCE to support programs  These supports tend to focus primarily on “navigating” the QRIS and improving environment ratings  Training and TA address interactions with children to a lesser extent (see new report by NCCP)

5  Majority of QRIS in the Compendium reported that the frequency, length, and duration of onsite assistance varied by the needs of the program  Work usually is guided by a QI plan. Intensity and content of TA will vary also on the stage of the rating cycle (pre-entry or preparation phase; entry to the QRIS; re-rating and improvement phase) ( see Isner et al, 2011)

6  Review findings on quality improvement from one QRIS – Minnesota’s Parent Aware – to examine how well QI strategies are working  Analyze who improves and how they improve  Discuss implications of the findings for improving QI in QRIS

7  Voluntary QRIS  Two rating pathways ◦ Full rating: 1 to 4 stars ◦ Accelerated 4-star rating for accredited programs, Head Start and school-based pre-kindergarten programs  Points are earned in four quality dimensions ◦ Family Partnerships ◦ Teaching Materials and Strategies ◦ Tracking Learning ◦ Teacher Training and Qualifications

8  Provider Resource Specialist – facilitates and oversees the process for programs  ERS Consultant  CLASS Coach  Financial assistance for QI expenditures

9 Re-Ratings in Parent Aware

10 Initial RatingSecond Rating N=97

11  Improvements by at least one star level at second rating: ◦ 60% of centers ◦ 70% of family child care providers  One-third of family child care providers increased by at least two star levels  11% of centers decreased their rating by one star compared to 2% of centers

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13  Points are earned in the Teaching Materials and Strategies category for ERS and CLASS scores  Programs gain about 1/3 rd of a point on ERS scores.  Programs gain about 1/3 rd of a point on Classroom Organization and nearly half a point on Emotional Support.  However, no gains are made on measures of Instructional Support.

14 Quality improvement supports in Parent Aware

15  Seven PRSs reported on services to 83 programs (34 centers, 49 family child care)  Hours of direct contact ◦ Range: 3 to 30 hours ◦ Average: 8.2 hours  Average number of site visits per program – 3.6  PRSs spend twice as many hours of direct contact with providers who are English Language Learners than English-speaking providers ◦ 12.7 hours compared to 6.2 hours

16  PRSs spend more time with family child care providers than center-based programs ◦ 9.9 hours compared to 6.3 hours  PRSs report that their most common activities with programs are: ◦ Assembling the QRIS documentation packet ◦ Preparing programs for their ERS observations ◦ Picking out new materials or equipment for the program

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18 Level of NeedAverage Contact Hours Average Number of Site Visits % that are “very engaged and open to support” Average Star Rating Few needs5.6 hours2.7 visits57%3.5 Average needs 8.8 hours3.7 visits90%2.9 More needs11.2 hours4.8 visits85%2.5

19  Five ERS consultants reported on services to 77 programs (29 centers, 48 family child care)  Hours of consultation ◦ Range: 2 to 40 hours ◦ Average: 13.75 hours  Average number of site visits per program – 6.4  ERS consultants spend more hours of consultation with family child care providers than with center-based programs ◦ 15 hours compared to 12 hours  In centers, ERS consultants worked with 1, 2, or 3 classrooms

20  Hours of consultation differed for family child care providers who received different star levels ◦ 2- or 3- stars – 16.9 hours ◦ 4 stars – 10.6 hours  No difference in hours of consultation for centers that received different star levels  Most common activities that providers report doing with their ERS consultant ◦ Understanding the ERS scoring system ◦ Rearranging the physical space ◦ Purchasing new materials ◦ Learning hand washing and other sanitation procedures

21  ERS Consultants reported that programs were “very engaged and open to consultation” in 79% of the rating cycles  Family child care providers were slightly more engaged (85%) compared to center-based providers (68%)  Hours spent with “very engaged” programs – 15.6 hours  Hours spent with “not engaged” programs – 9.5 hours  No correlation between hours of consultation and ERS score for centers  Hours of consultation was negatively correlated with FCCERS-R scores for family child care providers

22  Two CLASS coaches reported on services to 13 center- based programs  Hours of coaching ◦ Range: 4 to 67 hours ◦ Average: 23.2 hours  Average number of site visits per program – 8.8  CLASS coaches worked with 1 or 2 classrooms per center

23  Providers reported on the activities they did with their CLASS Coach  The most common activities were: ◦ Observing me teach and giving me feedback – 76% ◦ Helping me organize my classroom processes to aid children’s learning – 59% ◦ Helping me understand the CLASS scales – 41% ◦ Helping me understand the CLASS scoring – 35%  CLASS Coaches report than only 38% of providers are “very engaged”; 23% were “somewhat disengaged or hesitant”

24  The average total expenditure per rating through June, 2011 was $2,791  Average expenditure was significantly greater for family child care programs ($2,923) compared to centers ($2,604)  Expenditures per rating were classified into categories. ◦ The largest portion of the expenditure was made on materials for the learning environment – books, toys, games (59%) ◦ The second largest portion was on equipment for the learning environment – shelves, playground equipment (33%) ◦ Training and consultation, teacher resource materials and assessment materials made up the remaining 8% of expenditures

25  Free training – 65%  Free curriculum materials -65%  Free assessment materials – 61%  Financial assistance – 61%  Provider Resource Specialist – 53%  ERS Consultant – 34%  Feedback reports from ERS – 36%  Publicity materials – 24%

26  Programs make significant improvements in their star level when they are re-rated  Programs make small but significant improvements on ECERS-R, ITERS-R and FCCERS-R  Programs make small improvements on the CLASS but not on the Instructional Support scale  Providers who are English Language Learners and family child care providers receive more hours of support from PRSs and ERS consultants  PRSs and ERS Consultants spend the majority of their time with providers on activities that do not involve interactions with children – paperwork, learning about the ERS, buying supplies and materials

27  Developing models to work with providers who are not engaged – what works best?  Continuing to develop supports for high priority providers such as English Language Learners and family child care providers  Focusing site visits and consultation on activities that relate more directly to interactions with children ◦ May require a change in the Quality Standards  Ensuring that financial supports are adequate to make “real” changes

28  Please contact Kathryn Tout ktout@childtrends.org


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