1. Red Rover, Red Rover!
6:10 – 6:30 then transition directly to Dessert with Data

2. Improving Developmental Screening in ECE Programs
MISSION
To promote universal developmental screening in Early Care and Education Programs by providing ongoing monitoring, periodic quality screening, and appropriate support and connection to additional developmental services.

3. Share What We are Learning
Orientation Site Visit: Improving Developmental Screening in ECE Programs
Overview of Project LAUNCH and Vermont’s System for Universal Developmental Screening, Birth to Age 8
Review project milestones, training schedule and expectations
Introduce resources &tools
Learning Session 1: Improving Developmental Screening in ECE Programs
Topic- specific content and skill development
Tools guidelines and resources
Set goals and prepare to take action
Learning Session 2: Collaboration &Communication Across Sectors
Learn from the family voices
Communication & engagement strategies
Share challenges or barriers experienced
Learning Session 3: Spread & Sustain Changes and Celebrate Accomplishments
Continue expanding developmental surveillance and screening
Share lessons learned
Develop and enhance relationships in support of UDS
6- month follow up period : Project Wrap up
Review accomplishments
Discuss results from data collection
Set next steps
ACT
PLAN DO
STUDY
ACT
PLAN DO
STUDY
ACT
PLAN DO
STUDY
Action Period 1
Action Period 2
Action Period 3
Data Collection
Make & Test Changes
Coaching
Share What We are Learning
If you have not yet helped yourself to dinner, please do so now.
In the interest of time this evening, I have not scheduled a formal break, so we want you to feel free to get up and move about any time you need to. There are restrooms down the hall in either direction.
To get us rolling, I’m going to give you a couple of instructions for this first 20 minutes and then set you free to grab dinner and enjoy it at your table while completing our first activity.
Ongoing Data Collection and Reporting
ECE Self-Assessment Surveys
Family Surveys
ECE Program Systems Inventories

4. Kid’s Say the Funniest Things!
Introduce yourselves at your table
Take turns sharing the funniest thing you have heard a child say (to you or someone else!)
As a table, select the most humorous ‘kid-ism’, and have one table member ready to share with the larger group!
As you enjoy dinner and converse with your table, we thought it would be fun to go around and share some of the most hilarious things you have heard a child say. As a table, go around and share a quote or “kidism” and then as a table try to pick one to share with the room to wrap up dinner! We will reconvene at 6:25pm!

5. Dessert with Data

6. Family Surveys as an Improvement Tool
Opportunity to hear directly from families about their perceptions and experiences
Indicates that the family’s voice is important and valued
Gives your program feedback and identifies where families feel things are going well, and where there might be room for improvement
The family surveys were created to inform your teams as you take this quality improvement journey with us.
First, they provide an opportunity to hear directly from parents/families about their views and experiences.
Second, they provide tangible demonstration to families of the value you place in building and maintaining open and trusting relationships with them
And finally, it gives your program a way to gather feedback and identify potential opportunities for improvement.
You all have a COHORT AGGREGATE REPORT. IF your families returned the Family Surveys you also have a PROGRAM REPORT to compare how your specific families answered these questions compared to all families as a group.
We are going to walk through the COHORT REPORT together now, and then we will discuss some strategies that you can then use at your sites to target any of these areas over the next three months.

7. Baseline Data: Family Survey
Domains:
Communication and collaboration
Family-centered care
Cultural competence
Developmental surveillance and screening
Referrals or follow up activities
Communication and collaboration: quality and frequency of communication about child’s development; receive regular updates about my child’s development (i.e. reports, photos, portfolios, etc…)
Family-centered care: respected in conversations about child’s development; asked about my opinions and/or concerns about my child’s development; feel comfortable bringing up questions and concerns; If I bring up concerns they would be acknowledged quickly and respectfully
Cultural competence: my family’s culture, language, and preferences are respected
Developmental surveillance and screening: my child is screened to monitor his/her development; I’m encouraged to participate in my child’s developmental screening; able to provide the date and results for my child’s most recent developmental screening
Referrals or follow up activities: feel comfortable receiving a referral from the program to follow-up on specific developmental concerns about my child; I would follow-up on a referral by contacting the referral agency; I would feel comfortable sharing the results of the referral with the ECE program; feel comfortable with ECE program talking directly with the referral agency about my child’s developmental progress

8. Demographic Information
Survey Items 1 – 4
1. Percent of children with two or more languages spoken at home:
4.1%
2. Age range of children among families that responded:
2 months to 5.5 years
3a. Percent of children that have a usual provider, clinic, or setting for their healthcare needs:
100%
Background:
73 completed surveys from 15 programs
Average: range 2-17 returned
Looking at responses for all families across the 15 programs here is some of their demographic information
4.1% of families speak a language other than English at home
Children served by your centers range from 2 months to age 5.5 years
All children have a medical home and use it as their primary source of medical care
3b. Primary source of health care:
100% Doctor’s Office
0% Walk-in Clinic
0% Emergency Room
4. Percent of children in your program that go to regularly scheduled health care check-ups:
100%

9. Demographic Information
Survey Items 5 – 7c
5. Percent of parents that feel their child is developing at the same rate as other children his/her age:
100%
6. Percent of parents reporting they "strongly agree" or "agree" with the statement that they feel confident about their knowledge of how children develop (i.e. growing, learning, playing, communicating, behaving, and moving):
96%
Now, looking more specifically at child development:
Nearly all families surveyed reported they felt their child was developing at the same rate as other children
<5% of parents did NOT feel confident about their knowledge of child development
And approx. 1 out of every 13 parents reported one or more concerns about how their child is developing.
Of those, 20% families has not shared this information with their child’s doctor OR their child’s ECE provider
About 80% of parents feel their concerns have been addressed to their satisfaction by either provider group
7a. Percent of parents with one or more concerns about how their child is developing: 8%
7b. Of those parents with a concern, the percent that have shared this information with their child's:
80% Health Care Provider
80% ECE Provider
7c. Of those parents with a concern, the percent that feel their concerns have been satisfactorily addressed by:
80% Health Care Provider
80% ECE Provider

10. The average response from your families
8. When we say “child development”, we mean how your child is growing, learning, playing, communicating, behaving and moving. Thinking about, your child's ECE program, and the professionals who work there (such as teachers, directors, clinicians, interventionists, etc.), please respond to the following statements by checking the appropriate box:
Now that we have a better understanding of the background of the parents/families responding to the survey, let’s take a look at what they had to say as a group about the different domains we asked about.
For each of the following questions, participants were asked to respond using 5 options ranging from strongly agree to strongly disagree. They were also provided with a “Don’t Know” category. We calculated the average score across all 73 families where a “5.0” is the maximum possible score if all 136 families strongly agreed with a statement and “0” is the minimum score if all families strongly disagreed with a statement.
[READ QUESTION AT TOP]
As you will see, overall families reported “agreeing” or “strongly agreeing” with most statements – which is wonderful.
That means that families are feeling well supported around their child’s development AS A GROUP.
However, using averages can hide they way some families feel so we do want to pay attention to the smaller differences say between a score of 4.6 and 4.0 to see if there are areas we can still work on improving.
Or you may want to work with me in coaching to see the ranges in your data, that is how many families scored below a 4 in certain areas to see if some families are feeling well supported while others could use additional information or support.
So, I’m going to move through the questions fairly quickly so that we can stay on track with the rest of our sessions this evening. In your packet, there is a table of possible strategies to improve in these areas. This is NOT an exhaustive list, but some practical and fairly easy things that your program could try out to support improvements.
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I feel respected in conversations about my child’s development
4.8
The average response from your families

11. 8. When we say “child development”, we mean how your child is growing, learning, playing, communicating, behaving and moving. Thinking about, your child's ECE program, and the professionals who work there (such as teachers, directors, clinicians, interventionists, etc.), please respond to the following statements by checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I am satisfied with the quality of communication about my child’s development
4.7
Thinking about the QUALITY of communication, you might want to consider where and when you discuss a child’s development with a family as well as HOW you engage the family in the conversation.

12. 8. When we say “child development”, we mean how your child is growing, learning, playing, communicating, behaving and moving. Thinking about, your child's ECE program, and the professionals who work there (such as teachers, directors, clinicians, interventionists, etc.), please respond to the following statements by checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I am satisfied with the frequency of communication about my child’s development
4.5
Overall, parents felt that they received timely information about their child’s development.
You may want to communicate the schedule with which you talk with families about their child’s development – sometimes just knowing when they will receive updates will go along way to ensuring their satisfaction, and in addition this might allow for more of a two way conversation if parents are prepared and can bring their questions, comments or concerns up.
You could also consider tools that help you communicate with parents (i.e. journals, milestones booklets, phone calls, etc..).

13. 8. When we say “child development”, we mean how your child is growing, learning, playing, communicating, behaving and moving. Thinking about, your child's ECE program, and the professionals who work there (such as teachers, directors, clinicians, interventionists, etc.), please respond to the following statements by checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
Overall, I am satisfied with communication about my child’s development
4.7
Overall, most parents are satisfied with the communication they receive about their child’s development!

14. 9.    Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc.), please respond to the following statements by placing checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I receive information and guidance about how to help my child develop and learn
4.2
This next series of questions asks parents to [read header at top]
Here, parents generally AGREED– that they received information and guidance. Remember you may feel you are doing well in this area, but this question asks about the PARENT’s PERCEPTION, thus if they don’t recognize the information you are sharing as pertaining to their child’s growth and development they may not be as satisfied.
Some improvement strategies to consider are providing activity sheets with examples of things parents can do at home with their child; sending s with links to information

15. 9.    Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc.), please respond to the following statements by placing checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I am frequently asked about my opinions and/or concerns about my child’s development
4.2
In the area of providing family-centered care; again families responded that they AGREED
There are some straightforward things your team could consider to address this area – we will talk about those in a couple of minutes when we look at strategies.

16. 9.    Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc.), please respond to the following statements by placing checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I feel comfortable bringing up questions and concerns about my child’s development
4.8
This questions helps us see that overall families feel like they have strong relationships with all of you. In my opinion this is the most important question on the survey!!

17. 9.    Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc.), please respond to the following statements by placing checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I feel confident that if I bring up questions or concerns about my child’s development, my concerns would be acknowledged quickly and respectfully
4.8
Again, relationships and trust are so important and families are reporting that they feel comfortable that if they brought up questions or concerns that they would be acknowledged respectfully and in a timely manner.

18. I feel my family’s culture, language, and preferences are respected
9.    Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc.), please respond to the following statements by placing checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I feel my family’s culture, language, and preferences are respected
4.8
A family’s culture and traditions are central to how they want to raise their child as well as to their perceptions about what normal growth and development for their child look like, thus it is important for us to consider these factors when we are communicating with families.
This is a question that it may be helpful to look at the raw data and consider the families you serve to see if generally everyone is satisfied or whether there is some variability among families.
In addition, I always ask myself, did we reach enough families with this survey to get a good sample? Looking at your program reports will help to interpret this further based on the more representative sample from your site.
Some things to think about are literacy levels for written materials you provider; are translators needed; have your staff received recent training in CALC.

19. Respect for your professional opinion.
9.    Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc.), please respond to the following statements by placing checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I feel comfortable following recommendations made about my child’s development
4.7
Respect for your professional opinion.

20. 9.    Thinking about your child's ECE program, and the professionals who work there, (such as teachers, directors, clinicians, interventionists, etc.), please respond to the following statements by placing checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I receive regular updates about my child’s development in the form of reports, photos, journals, portfolios or some other documentation
4.2
This question may get you/your team talking about new tools or methods you could consider using to update families.
As programs begin to use ASQ and TSG more consistently, parents’ experiences may be different.

21. My child is screened by your program to monitor his/her development
10.    We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
My child is screened by your program to monitor his/her development
4.1
READ QUESTION AT TOP in blue
Even with families being prepped and informed ahead of time about this question particularly, we still see too “high” of a score here. This is info – if families assume screening is happening, what does that mean as you begin screening/screen more often?
Ideas: other tools such as TS GOLD; families assume screening already happens, maybe it is an issue with how we defined screening (i.e. the language or definitions)

22. 10.    We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I am encouraged to participate in my child’s developmental screening
3.9
Similar to the previous question, these responses indicated that the families perceived screening was occurring AND they were involved in screening.
Interestingly, we hear that families don’t necessarily assume that screening happens at dr visits!

23. 10.    We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I am able to provide the date and results for my child’s most recent completed developmental screening
2.9
When we get a little more specific - This is more of what we would expect: “lower” numbers here, and we should see a jump in the future once regular screening and communication with families is in place.

24. 10.    We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I would feel comfortable receiving a referral from your program to follow- up on specific developmental concerns about my child
4.4
I have consistently been very encouraged by this item response since we started this project. This says to me that relationships between ECE providers/teachers and families are strong and that they trust the recommendations you give them.
SO, one of your considerations in the next few months should be to make sure you are up-to-date with the resources available and your practices around next steps so that you can facilitate these connections for families.

25. 10.    We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I would follow-up on a referral by your program by contacting the referral agency for an appointment
4.5
Trust and respect!

26. 10.    We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I would feel comfortable sharing the results of this referral with your program
4.5
We have found in previous cohorts that there can sometimes be a disconnect between how families may view referral services and the ECE program. One strategy that we will review in a minute is related to communicating clearly, ahead of time, how you would USE the information that came back from a referral to help families see the home/school connection

27. 10.    We are interested in your experiences with developmental screening at your child's ECE program. When we say “developmental screening”, we mean using a standard set of questions to see how your child moves, learns, speaks, plays, and behaves compared to other children his/her age. Please respond to the following statements by checking the appropriate box:
STATEMENT
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Don’t Know
I would feel comfortable with your program talking directly with the referral agency about my child’s developmental progress
4.3
This is a critical question because parents can be slow to respond to a recommendation when it becomes that “one more thing” I need to do in an already busy day. If your program seeks permission to reach out with a referral on the families behalf, that can go a long way to ensuring the connection gets made. And when you have a completed ASQ to go with that referral you are knocking it out of the park!!!

28. Communication & Collaboration
Refer to the handout Strategies for Successful Partnering with Families Around Developmental Screening
This worksheet provides examples of specific actions that your program might take to improve in the various areas covered by the family survey. As you return to your sites and begin to think about your first or second round of PDSA cycles, you may identify an area based on your family survey report to focus your next improvement cycle.
Example: “I receive information and guidance about how to help my child develop and learn….” if your score shows that this is a potential area for improvement, what can you do???
Begin to use language around development consistently and purposefully. Use the term “development” so that parents become more aware of when these conversations are happening and what “child development” means (how your child is growing, learning, playing, communicating, behaving and moving)
Review what the families will find on the ASQ questionnaires before they complete it.
PROVIDE the activities sheets to families in their intake packets or randomly throughout the year.

29. Family Centered Care
Give families options for HOW to comple the ASQ questionnaires ( In person, in interview, at school, at home, etc. )
State the importance of the parents’ role – Remember parents are typically VERY accurate when reporting on their child’s development!
Make daily logs more interactive! Pose questions or request that families reply in the log/journal once a week and ask questions or express any concerns.

30. Cultural and Linguistic Competency
When possible, review ASQ-3 items with the parents ahead of time and talk about activities that may not be part of a family’s culture. Assure the parents that those items can be skipped.
ALTERNATIVE ADMINISTRATION methods (interview method)
Debrief screening results with the family and together determine the most appropriate follow-up plan to screening results
Build cultural and linguistic awareness of your staff around the various cultural values, practices and beliefs that impact a family’s perspective on child development

31. Developmental Surveillance and Screening
Invite families to participate in screening (e.g. send the screening tool home for families to complete and meet to compare results OR schedule a time for a family to join you and conduct screening together)
Use bulletin boards to post information about developmental milestones and how to support healthy development
Provide developmental activity sheets that give families examples of things they can do at home to support their child’s development

32. Referrals and/or Follow Up Activities
Share results with families as quickly as possible. Always doing something after a screening: Continue to monitor, provide activities, provide additional opportunities to solidify/gain new skills at school, and/or support the family with seeking appropriate additional support.
When needed, prepare the family before the referral by sharing that (with permission) your program will work with the referral source to ensure consistency between home and school to support optimal outcomes (i.e. offering focused activities and opportunities during the day to address the developmental concern and/or delay)
Provide families with accurate and detailed contact information (providing names, relevant information about a particular practice or agencies return call time frames)

33. Additional Tips can be found in your Toolkit in your training binders OR in the User’s Guide OR online at AgesandStages.com

34. Program Survey Results
Were you surprised by any of the results ?
Are you implementing any strategies that have the potential to impact the results on the next round of the Family Surveys?
What might you do next at your site to address any of the areas on the Family Survey?
5 minutes to ask these questions and have large group discussion
Your programs will have an opportunity to collect feedback from families again, following Learning Session 3….
This second round of surveys will allow your program to see whether your strategies and improvements impact families’ experiences around developmental screening at your site.
END by 6:55 PM

35. Circle Time: Moving Goals into Action
Over these past several months, you have all been doing the very important work of planning and preparing, and beginning to screen at your site. In our coaching sessions, we worked to identify where you wanted to focus first, and HOW your were going to know when you had achieved those first goals.
As we move forward, we will be shifting gears from the planning and prep to trying out small action steps around screening children and quickly assessing if those steps were successful in working towards your goals or not.

36. Instructions:
There are several possible methods of administration for the ASQ-3 and SE. To determine the best method for your site, you will need to consider the needs of your families (i.e. language, culture, values) as well as your program’s resources. The methods below are listed from most ideal to less ideal with several opportunities and considerations listed. See the ASQ User’s Guide for additional information on these methods.
Opportunity:
ECE professional and family meet to compare their observations, the child’s strengths and if necessary, any concerns
The two completed questionnaires can provide an opportunity to share the child’s strengths as well as observe any discrepancies and/or concerns
Questionnaires can be distributed to large amounts of families (mailed home, handed out at pick-up or drop off times)
Builds trust and can enhance communication among families and ECE professionals
Considerations:
Family must be able to read the items, and observe the child’s activities
Families may not complete the questionnaire or forget to bring their questionnaire to the meeting
Finding a suitable meeting time to discuss results in a timely manner
Home Visit
Discuss observations in the moment
A trained interpreter can be used for Limited English Proficient families or the ECE professional may read each item out loud
The child is in a familiar environment with familiar materials (i.e. toys and objects)
If a family is uncertain on an item, they can try the item in the moment
Results can be shared and discussed immediately
Not all programs have the ability to conduct home visits
ECE professionals must be careful to facilitate and not influence family members as they complete the tool
If the ECE professional is also completing an ASQ-3/SE for the child, this this should be done at a separate time, being careful not to let his/her observations influence their results or vice versa
On Site
Partnering with families on completing the tool, observing the child’s activities in the moment
A trained interpreter can be used for Limited English Proficiency families
Results can be shared and reviewed immediately
Having ample time to accurately complete the questionnaire
Children will often try new skills at home before demonstrating them at school
May need to schedule a follow up meeting and/or screening depending on the results
Support families who need assistance with completing the questionnaire independently (i.e. limited literacy, cognitive disability, etc.)
Family will need a copy of the questionnaire ahead of time
Family will need to be able to read and observe their child’s activities
Program will need to determine if they have a staff member who can consistently provide quality phone interviews
On Site and at Home
This is a visual comparison chart of the various ways in which the ASQ-3 and SE can be administered as well as some of the important considerations for each method. You have received this in your packet as a 2-sided handout.
The feature of flexibility allows each program to take stock of their own resources and the needs of the families being served to determine which method will be the most beneficial. In the coaching sessions, we have gone through this process as your all determined how to take the first stab at implementing. Now that you have hopefully had some experience and feedback using the tool, you all hold valuable information about the things that have worked as well as what may barriers to implementation.
We know that programs are unique, however there are some key similarities in implementing a systems such as this, and so we want to have an opportunity to share those experiences as part of this collaborative community!
Telephone Interview

37. At this time lets open up to a large group discussion to highlight some of the amazing work that I have had the privilege of witnessing in coaching, for us all to learn and use the knowledge and experience in the room.
I have a few prompting questions to get us started and hope that this can turn into interactive inquiry, sharing, and shameless stealing!!
QUESTIONS:
How did you determine your initial target population of children to screen? 
Was there any prep/planning ahead of time (information shared, orientation to screening, etc.)
What methods/strategies did you use to obtain parental permission?  Any pushback from families? How have you addressed this?
After a screening, what did the follow up conversations look like?  Conference? Meetings?
What has the response been from staff and families so far if any?
Any particular challenges or successes that you wish to share around the administration of the ASQ tool?
How are you addressing staff training or spreading the knowledge your core QI team is obtaining back at your sites?
How are you handling scoring?

38. Sharing Circle
How did you determine your initial target population of children to screen? 
Was there any prep/planning ahead of time (information shared, orientation to screening, etc.)
What methods/strategies did you use to obtain parental permission?  Any pushback from families? How have you addressed this?
After a screening, what did the follow up conversations look like?  Conference? Meetings?
What has the response been from staff and families so far if any?
Any particular challenges or successes that you wish to share around the administration of the ASQ tool?
How are you addressing staff training or spreading the knowledge your core QI team is obtaining back at your sites?
How are you handling scoring?

39. Free Stuff!!
One of the things we have noted in the planning and preparation phase of the screening program is that programs have had to be creative in the ways in which they are organizing the ASQ-3 “items” that are required to complete each questionnaire. As you have learned, having appropriate toys and items is a key component to successful administration, and while most of things are readily available in an ECE program, we acknowledge that this is another step in the process aka staff time.
To show appreciation to those programs who are submitting data to VCHIP on a monthly basis ,we are going to be raffling off ASQ-3 materials kit. We will keep track of the programs submitting data, and enter all of the program names into the raffle on 2 occasions. The first program name will be drawn on March 9th (we will announce the winner at LS3), and a second drawing will be in August (the 6- mo follow up period of the project).
These kits are valued at approx. $300 each and we have one here tonight to see in person. I am happy to assist your teams with the data collection process.
Please ensure that we have scheduled a coaching session for this month or next, and in that session we can review these sheets (if we haven’t done this already!)
Users will have quick, convenient access to all the items they need during screening. The ASQ-3 Materials Kit—approximately 20 attractive and engaging toys, books, and other items—is designed to encourage a child's participation and support effective, accurate administration of the questionnaires.
First Raffle date: March 9th
We will announce the winner at the March 9th Learning Session !!

40. Let’s Pretend: Role Play
READ: Relationships do not occur in a vacuum, and individual’s personal history usually will have some effect on the relationships and interactions with others. History consists of the individual’s personal feelings one has with regard to a particular situation or the knowledge of interactions he or she has experienced related to a situation.
We will now have a chance to exercise our dramatic play skills, while practicing communication and partnering with families around screening!
Next slide ……

41. Instructions Get into pairs at your tables
Pick up the folder at the center of your table and each group take one packet:
Background information for everyone to review
Handouts for each specific role (color coded):
Start by all reviewing the Background Information
Decide who will be the Parent and who will play the Teacher. Review your role-specific handout and begin the role play
Debrief as small group at your table if you finish before 7:45
Green - Parent
Salmon – Teacher
We are going to do a role play activity which will give each member a chance to practice communication skills around Dev Screening, We want to move swiftly into this exercise so that we aren’t staying any later than planned, so I am going to go through some instructions first – and I will ask that you listen first, and then we will break out into small groups for the activity.
Read Slide!
At approximately 7:45 we will reconvene and debrief!

42. Debrief
Teachers:
Would you do anything differently if we were to do this activity a second time?
Did anything surprise you or catch you off guard?
What will you take away from this activity?
Parents:
How did it feel to go through this activity in the moment?
Were there things that you felt went particularly well?
As a large group let’s share how this experience was for you, and hopefully we can a few people in the two roles to share some insight.
Wrap up at 8 pm

43. Red Rover, Red Rover!

44. In Good Company!
Chittenden County: 159 ECE professionals in 53 programs trained in use of ASQ-3
7 additional AHS: 140 ECE professionals in 86 programs trained in use of ASQ-3
PLUS 60 ECE professionals in 36 programs trained in use of ASQ-SE2

45. ASQ-3 Results by Type
We know so many more screens are being completed !
What's the big deal about data?
Now, more than ever, we need to be making a VERY strong case for services for children. It can seem overwhelming, or like nothing will make a difference, but this is an opportunity where we all have an opportunity to tell a compelling story with your data.
But I have heard you all, and know that time is commodity that we don’t have.
So tonight, we are going to take the last hour of this session to focus on how to share what screenings have been done at your site thus far and hopefully get you familiar with our data sheets so that you can send them in to VCHIP in the future.

46. ECE Program Internal Log
WARNING! This log sheet is for your program only. Please do NOT share this log with VCHIP.
This log will aid your program by designating a unique ID for each child to be used when providing data for this project.
The ID will be assigned to the child and will be used on each Monthly Data Collection Sheet, throughout the project so it is recommended that you keep this log with the Monthly Data Collection Sheet. ID
Child’s Name 01 17 02 18 03 19 04 20 05 21 06 22 07 23 08 24 09 25 10 26 11 27 12 28 13 29 14 30 15 31 16 32
Please get out : - Internal Log, Monthly Data Collection Sheet, and a Surveillance and Screening log
I am going to walk through the purposes of each of these quickly and then you will have an opportunity to work on these documents and hand in any completed logs to me tonight (remember the raffle???)
VCHIP will be receiving de-identified data. In order to do this, we are asking that you list your childrens names on the INTERNAL LOG sheet. The order doesn’t matter as much as the number assigned to the child remains the same for the project. Some people list the children in the order the screenings occur, some people enter their alphabetized list, any way is fine. You hang onto this sheet.
Next is the Surveillance and Screening Log. NEXT SLIDE!

47. Universal Developmental Surveillance and Screening Log
You will notice, there is a spot for the childs name and birthdate at the top (Credit Taralyn!!)
This is how I quickly tell the sheets apart, NAMES = stays at program.
You will fill out one of these for each child. We have asked that you report on a monthly basis. This is because we are curious about SURVEILLANCE as well as screening. I am going to be transparent here and say that for our larger center based programs, this is not realistic. SO we are doing an internal PDSA cycle – our new request is that you report when screening(s) have occurred within the past month. We understand that screenings will not happen every month, especially once you get rolling with your systems, but the expectation for the first few months of the project is that you are at least “piloting” screenings with one or more children to inform the development of your systems.
As you read down the column, you can see that the log is asking you about all the action & decision points when conducting monitoring and screening.
Please read through this quickly and I can answer questions about this sheet!
GIVE 5 minutes

48. Monthly Data Collection Sheet
Circle Data Submission Month: January February March April May June July August September October November December
Program Name: ________________________________
Child’s ID
#____
#_____
#___
Developmental Surveillance Activities
Was developmental surveillance conducted this month?
If yes, which developmental surveillance activities were completed this month?
Was a Developmental Milestones Checklist completed?
Was the family asked if they had any concerns regarding their child’s development?
Developmental Screening Activities
Was a Standardized Developmental Screening conducted?
If a Standardized Developmental Screening was conducted, by whom?
What was the child’s age at the time of screening? (in Months)
If screening was initiated by ECE staff, was the family encouraged to participate?
If screening was conducted by ECE staff, did the family provide permission to conduct a screening?
Now get out your Monthly Data Sheet and open to the first grided page, and keep your LOG out next to it.
This is the de identified sheet, so this is what VCHIP will get and enter into our data base. On this you will ID your program name, enter this childs ID #, and the response for each item on the Log.
You may have noticed on the Log, there are small numbers next to each response item – do you see that?
For the monthly data sheet you will transfer that number into the box on the Monthly Data Collection Sheet.
Give example!
HINTS: We have heard that it is easiest to complete these two sheets at the same time, as you can probably see, and our friends at centers have consistently reported that is helpful to have one person on the QI team responsible for the data collection and submission for the project.
The Monthly Data collection form can be submitted via mail, fax, or scanned in.

49. If you are making a referral..
Ann Dillenbeck’s Secure
Copies of the completed ASQ-3 and/or ASQ:SE are very much appreciated and used to guide the referral!!

50. Share What We are Learning
Orientation Site Visit: Improving Developmental Screening in ECE Programs
Overview of Project LAUNCH and Vermont’s System for Universal Developmental Screening, Birth to Age 8
Review project milestones, training schedule and expectations
Introduce resources &tools
Learning Session 1: Improving Developmental Screening in ECE Programs
Topic- specific content and skill development
Tools guidelines and resources
Set goals and prepare to take action
Learning Session 2: Collaboration &Communication Across Sectors
Learn from the family voices
Communication & engagement strategies
Share challenges or barriers experienced
Learning Session 3: Spread & Sustain Changes and Celebrate Accomplishments
Continue expanding developmental surveillance and screening
Share lessons learned
Develop and enhance relationships in support of UDS
6- month follow up period : Project Wrap up
Review accomplishments
Discuss results from data collection
Set next steps
ACT
PLAN DO
STUDY
ACT
PLAN DO
STUDY
ACT
PLAN DO
STUDY
Action Period 1
Action Period 2
Action Period 3
Data Collection
Make & Test Changes
Coaching
Share What We are Learning
Ongoing Data Collection and Reporting
ECE Self-Assessment Surveys
Family Surveys
ECE Program Systems Inventories