1. Measurement for Improvement

2. Hello & Welcome: what are you here for?

3. Results of our pre-session survey… 1. I would describe myself as (tick one only): Early Years Practitioner but measurement beginner Tester (already collecting data on measures developed by others) Person involved in developing local measures Measurement advisor who provides support to improvement teams Other (please specify) 2. I feel comfortable with (tick all that apply): Testing Data collection when I am told what to count Developing measures Using Excel spreadsheets Run charts Statistical Process Control (SPC) charts Other (please specify)

4. Results of our pre-session survey… 3. I am most interested to learn about (tick one only): Testing Data collection when I am told what to count Developing measures Using excel spreadsheets Run charts Statistical Process Control (SPC) charts Something Else / In Addition (please specify) 4. Are there any triumphs/challenges you would be willing and interested to mention in the session? No Yes (please feel free to provide your name if you would like to share)

5. Results of our pre-session survey… 5. Are you a member of the EYC Extranet Yes No Don't know 6. Which of the following mostly fits with what you do? (tick one only) I set up measures, enter data and produce leadership reports on the Extranet I enter data on the Extranet once the measure has been set up I collect data in a spreadsheet and give it to someone else to put on the Extranet I collect data in a spreadsheet and give it to someone else but don't know what they do with it I only collect data in a spreadsheet locally I only collect data locally only in some other format I have not been involved in collecting any data Other

6. Turn to your neighbour What have been your biggest learnings or challenges regarding data gathering and measurement for your Early Years work? – Developing measures – Agreeing definitions – Collecting data (who, when, frequency) – Analysis – Reporting/presenting data – Other?

7. The Improvement Guide, API The PDSA cycle provides the tactical approach to work 10 Model for Improvement The three questions provide the strategy Our focus today

8. The Improvement Guide, API Using data to understand progress toward the team’s aim Using data to answer the questions posed for each PDSA cycle 10 Model for Improvement

9. Andreas Schleicher Without data, you are just another person with an opinion 11

10. With data, it’s hard not to have an opinion … it’s a pivot point for conversation 12

11. The Quality Measurement Journey Source: R. Lloyd. Quality Health Care: A Guide to Developing and Using Indicators. Jones and Bartlett, 2004. (How good? By when?) PDSA

12. Case Study Promoting Bedtime Reading Lochrin and Grassmarket Nursery Schools Edinburgh Lead: Donna Murray

13. The Quality Measurement Journey Source: R. Lloyd. Quality Health Care: A Guide to Developing and Using Indicators. Jones and Bartlett, 2004. (How good? By when?)

14. Project Aim Statements What, by when, by how much. – “By the end of June, 90% of children at Grassmarket Nursery will receive a bedtime story at least 3 times a week.”

15. Source: R. Lloyd. Quality Health Care: A Guide to Developing and Using Indicators. Jones and Bartlett, 2004. Concepts: What does better look like?

16. Children have all the developmental skills and abilities expected at the start of primary school Societal Issues Child’s physical & mental health and emotional development Improved sharing of information Improved management, planning and quality of services Improved joint working Improved identification Detailed Aim: 90% of all children within each CPP have reached all of the expected developmental milestones at the time the child starts primary school, by end-2017 Health Improved child’s dental health Improving child nutrition Attachment Improved stability / permanence for LAC Improved uptake of benefits Improved family centred response Improved leadership, culture & planning` Improved teamwork, communication and collaboration Improving brain development and physical play Early Learning & Play WORKSTREAM 3 (30 months to start of primary school) Identification & reasons for current resilience Aim 1⁰1⁰ 2⁰2⁰ Theory of what drives developmental milestones Theory of what actions will ensure developmental milestones are reached at the start of primary school Poverty Quality Of Home Environment Domestic Abuse & Violence Workforce Issues Transport, Community Capacity & Cultures Access To Services Employment Carer’s physical & mental health and skills Level of education Misuse of alcohol & drugs Nutrition Disabilities & Mental health Parenting skills & knowledge Additional Support Version: 06/03/2013 Drivers Concept: Bedtime Reading Concept: Bedtime Reading

17. Source: R. Lloyd. Quality Health Care: A Guide to Developing and Using Indicators. Jones and Bartlett, 2004. From concept to measure

18. Children have all the developmental skills and abilities expected at the start of primary school Societal Issues Child’s physical & mental health and emotional development Improved sharing of information Improved management, planning and quality of services Improved joint working Improved identification Detailed Aim: 90% of all children within each CPP have reached all of the expected developmental milestones at the time the child starts primary school, by end-2017 Health Improved child’s dental health Improving child nutrition Attachment Improved stability / permanence for LAC Improved uptake of benefits Improved family centred response Improved leadership, culture & planning` Improved teamwork, communication and collaboration Improving brain development and physical play Early Learning & Play Identification & reasons for current resilience Aim 1⁰1⁰ 2⁰2⁰ Poverty Quality Of Home Environment Domestic Abuse & Violence Workforce Issues Transport, Community Capacity & Cultures Access To Services Employment Carer’s physical & mental health and skills Level of education Misuse of alcohol & drugs Nutrition Disabilities & Mental health Parenting skills & knowledge Additional Support Version: 06/03/2013 Drivers Concept: Bedtime Reading Concept: Bedtime Reading These driver diagrams show lots of concepts, but few measures (numbers, %, rate) From concept to measure: not trivial

19. Our example: concept to measure (Driver) Concept is ‘Bedtime reading’ Measures to provide feedback on the concept – % receiving a story – % of stories read at bedtime – % of parents reporting improved bedtime routine – % enjoying the bedtime story – % reporting increase in bedtime story reading

20. Source: R. Lloyd. Quality Health Care: A Guide to Developing and Using Indicators. Jones and Bartlett, 2004. Agreeing definitions

21. An operational definition… … is a description, in quantifiable terms, of what to measure and the steps to measure it consistently Gives communicable meaning to a concept Is clear & unambiguous Specifies measurement methods & equipment Identifies agreed criteria for recognition © 2010 Institute for Healthcare Improvement/ R Lloyd 21

22. Method of measurement? Criteria for recognition? 22 An operational definition…

23. Our example: definitions we need… What does reading a story mean? When is bedtime versus other time? What is improved bedtime routine? What is the definition of enjoyed?

24. Source: R. Lloyd. Quality Health Care: A Guide to Developing and Using Indicators. Jones and Bartlett, 2004. Collecting data

25. Who will collect the data? How often? How? Stratification? Will sampling be required? Planning data collection

26. What do we mean by stratification? Does this differ by (known differences)... Separation of data into mutually exclusive categories To discover patterns obscured by aggregation For example: oTeams oSeasons oTimes of day oDays of week oSocioeconomic group

27. Sampling: how many, how often?

28. Balance ease of collection with reduction in random variation

29. Data in PDSA cycles Collect useful data not perfect data (learning not evaluation) Use pencil/ paper until info system is ready Use sampling to reduce workload of data collection Use qualitative data (feedback) rather than wait for quantitative data Record what went wrong during data collection

30. Integrate data into the day Collect data within current work Develop easy-use forms/information systems for practitioners Clearly define roles and responsibilities for data collection Set aside time to review data with those who collect it

31. So for our example… All children are included, no sampling. 7 days a week. Donna will inquire with each parent at drop off Monday through Friday. Data will be captured on a paper form. Donna inputs daily data into spreadsheet following drop off.

32. Source: R. Lloyd. Quality Health Care: A Guide to Developing and Using Indicators. Jones and Bartlett, 2004. Analysis of data

33. Analysis – Run Charts Grassmarket changes introduced. Books available at collection time. Research information handed to parents. weekly average displayed for parents

34. The Quality Measurement Journey Source: R. Lloyd. Quality Health Care: A Guide to Developing and Using Indicators. Jones and Bartlett, 2004. (How good? By when?) PDSA

35. Action – Testing Change Ideas

36. Quality Measurement Journey example Source: R. Lloyd. Quality Health Care: A Guide to Developing and Using Indicators. Jones and Bartlett, 2004. Improve bedtime routines, attachment, literacy Increase bedtime reading % of children receiving a bedtime story number read story/Total Children daily; no sampling teacher asks parents at drop off,  spreadsheet run chart

37. QUESTIONS?

38. Let’s build a run chart

39. Measure Time The centerline (CL) on a Run Chart is the Median Elements of a Run Chart

40. Let’s build a run chart Month % of children attending Nursery 13-Jan-201317% 13-Feb-201315% 13-Mar-20139% 13-Apr-201323% 13-May-201311% 13-Jun-201312% 13-Jul-201323% 13-Aug-201349% 13-Sep-201343% 13-Oct-201378% 13-Nov-201370% 13-Dec-201355% 13-Jan-201475% 13-Feb-201472% 13-Mar-201460% 13-Apr-201455% 13-May-201462% 13-Jun-201478%

41. Let’s build a run chart in Excel.