BUILD CQI slides to add - QRIS National Learning Network

Building a More Effective QRIS and
Technical Assistance System by
Incorporating Continuous Quality
Improvement Principles
Darlene Hamilton, National Center on Child Care Quality Improvement
Susan O’Connor, PDW Center
Holly Higgins Wilcher, PDW Center
BUILD QRIS National Meeting
Denver, CO ● July 23, 2014
Session Overview
 Welcome
 Continuous Quality Improvement (CQI)
 CQI Panel Preview
 Your CQI questions
 What is Change Theory and Why Does it
Matter in CQI?
 CQI Panel Q&A
 Closing
2
Welcome
3
© iStockphoto.com/fishwork
Continuous Quality
Improvement (CQI)
4
© iStockphoto.com/lostinbids
© iStockphoto.com/lostinbids
CQI is an Ongoing Process that...
 Involves the Plan, Do, Study, Act cycle
 Is related to the internal “owning” of a process
by the team in the program
 Ensures programs are improving services and
outcomes for children and families they serve
 Collects and uses data to make positive
changes—even when things are going well—
rather than waiting for something to go
wrong and then fixing it
5
FRIENDS National Resource Center. (n.d.). What is CQI? Retrieved
from: http://friendsnrc.org/continuous-quality-improvement
Why is CQI Important?
 Allows us to adjust our practices based on
data/findings
 Allows for operating in continuous and
reflective practice to identify what is working
well and where there are areas for growth
 Increases buy-in and decreases resistance to
change
 Increases adaptability
 Others?
6
QRIS Informants Say CQI is…
 Grounded in human relationships
 Focused on enduring change, which may
feel significant and scary for early learning
professionals
 Labor- and time-intensive
 Likely to result in a process of incremental
improvements in teacher practice and
program quality over a long trajectory of
time, versus immediately
7
CQI at Multiple Levels
State/Systems
Level
Implementing
Partner Level
Program Level
8
Effective CQI is Embraced at
Multiple Levels
Program
Level
Implementing
Partner Level
State System
Level
PD Providers
State Agencies
TA Professionals
Statewide
Organizations
Program Staff
Policymakers
Leadership
9
Institutions of
Higher Education
Private Funders
Regional QRIS
Managers
Contracting
Entities
CQI Panel Preview
10
© iStockphoto.com/lostinbids
Illinois QRIS
• Former system – child care only
• New system 2013 (RTT-ELCG)
– All programs & settings
– Block system
– 4 levels
• Plus Awards of Excellence in specific areas
– Monitoring & support through CCR&R, State PreK and
Head Start systems
– Compliance verified directly and/or thru crosswalks with
accreditation, Head Start data, or state prek data
– Rate add-ons in Child Care Assistance Program
Illinois Action for Children is a catalyst for organizing,
developing and supporting strong families and
Powerful communities where children matter most.
New Approach to Quality Improvement
• Old system
– Work with classroom teachers to prepare for ERS
observation
• New approach
– Work with program leaders to establish embedded
routines of CQI
Illinois QRIS – Program Level CQI
Standards or Measures
Embedded Routines of CQI*
• Licensing standards
• Data collection & analysis (see
first column)
• Accreditation standards
• Environment Rating Scales (ERS)
• CLASS
• Program Administration Scale
(PAS)
• QRIS standards checklist for
licensed centers
• Head Start Performance
Standards
• Preschool for All standards
• Continuous Quality Improvement
plan
• Collaborative reflection (peer
learning teams)
• Developmental supervision
• Distributed leadership
• Coaching of teachers by program
leader or staff
*Draft list
Chicago Ready to Learn – CQI Cycles
Teaching teams (Weekly cycle)
EARLY
LEARNING
STANDARDS
Analyze
evidence of
children's
learning
Discuss/
reflect /
plan
Make
changes in
the
classroom
Entire site staff (Monthly cycle)
QRIS
STANDARDS
Analyze
program
quality data
Discuss/
reflect/
plan
Make
changes to
improve site
quality
Implications for Support System
• New training content needed – Embedded routines of CQI
• Technical assistance will focus on program leaders
– To teach standards PLUS CQI ROUTINES
• Program leaders will share experiences in external (multi-site)
cohorts and communities of practice
• Contact: Tom Layman, Illinois Action for Children
• Tom.Layman@actforchildren.org
Pennsylvania Keystone STARS
Overview
• Builds on the health & safety requirements of
certification.
• Must meet research-based performance
standards for:




Staff qualifications and professional development;
Learning Program (child observation, curriculum, classroom environment);
Partnerships with family and community; and
Leadership and management (business practices).
Pennsylvania Early Learning Keys to Quality
PA QRIS
Overview
Keystone
STARS:
How it works
• Based on program participation in Child Care Works
and the Commonwealth of PA Early Intervention
Program, may be eligible for support grants, merit
awards and education & retention awards.
• Monitoring, accountability, and supports conducted
through the PA Early Learning Keys to Quality System.
• Certified or registered child care providers, Head Start
programs and PA Pre-K Counts programs may be
eligible to participate in Keystone STARS.
Pennsylvania Early Learning Keys to Quality
Development
PAProfessional
QRIS Overview
• Career Lattice – 8 levels (includes PD & TA); linked to
STARS requirements
• Pennsylvania Quality Assurance System (PQAS)
• Keystone STARS Core Series
• Low cost PD listed on state-wide calendar
• Professional Credential programs
• Articulation projects
• Rising STARS Tuition Assistance
• July 1, 2014 PA Keys to Quality PD Registry
Pennsylvania Early Learning Keys to Quality
PA’s CQI Approach
• At all levels of operation in a cross sector
manner a focus on how we are addressing CQI for
individuals, classrooms, facilities, programs, and
systems.
Strategy: Developing a framework which supports
all the PA initiatives under a Continuous Quality
Improvement umbrella. Continued work toward
aligning requirements, standards and processes
across programs.
Pennsylvania Early Learning Keys to Quality
PA’s CQI Approach
• Supporting the people facilitating continuous quality
improvement and system development is essential to strengthen
supports to bolster and strategically improve the work of our
professionals who assist practitioners, programs, and families.
Strategy: Intentional thinking about the core job competencies,
professional development needs, communication about best
practice, and exploration of new options including accountability for
results will help facilitate the improved quality of the services these
professionals provide.
Pennsylvania Early Learning Keys to Quality
Teachers: Statewide
Conferences, Regional PD
Directors: Director
Roundtables, Webinars
PQAS Instructors: Statewide events, Email
messaging, Newsletters, CoP’s
TA Consultants: CoP’s
Higher Ed Faculty: Webinars, Newsletter
RK PD Managers: CQI In Professional Development
Implementation
STARS Managers: CQI and Building Communities of
Practice
STARS TA and RK TA Mgrs: ERS and CQI: Collaborative
Leadership
Resources and Support: Needs based PDII's, Best Practices Documents,
Online Module Conversion, Professional Development Registry
Pennsylvania Early Learning Keys to Quality
ERS and CQI
State Systems
• ERS data collected and
analyzed
• ERS representation at State
level meetings ( STARS
Strategic Leadership, RK
Director and STARS
advisory)
• ERS Documents: PA Position
Statements; Self Reflection
Tools; Newsletters
Regional Systems
• Communication with PD
Mangers, STARS Managers
STARS TA via representation
at regional meetings.
Pennsylvania Early Learning Keys to Quality
ERS PD and CQI
Knowledge Mediators
• ERS Webinar Series for
STARS TA and STARS
Managers :
“ERS and CQI Collaborative
Leadership”
Teachers/ Directors
• ERS Professional
Development for providers
Core Series:
ERS Foundation, ITERS-R, ECERS-R ,
SACERS, FCCERS-R
Support Series:
“ERS Perspectives: Viewing Quality
through an Empathetic Lens” ; “ERS:
Survive or Thrive- It's Up To You” ; “ERS
Toolbox for Teachers”
Pennsylvania Early Learning Keys to Quality
Your CQI Questions
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© iStockphoto.com/CEFutcher
Your Introductions and Questions
Take the next 10 minutes to…
1. Introduce yourself to at least
one tablemate
2. Draft three key questions
related to CQI and post on
corresponding flip chart sheets
25
What is Change Theory
and Why Does It Matter
in CQI?
26
© Simone T. Ribke
Change Sequence
Change
Change
Analyze
See
VERSUS
Think
Feel
We change after we’ve been presented with evidence that touches us in a feeling
place, we clearly understand what needs to be done, and it feels manageable.
What looks like resistance can in reality be a lack of clarity.
27
Heath, C., & Heath, D. (2010). Switch: How to change things when change is
hard. New York: Broadway Books.
We Are Most Likely to Change
When…
 We have an awareness about the need for
change
 We are convinced the change will meet our
needs or “will benefit us more than cost us”
 We have and are committed to a plan of action
 We take necessary actions to make and sustain
the change
“Change that lasts is slow and gradual and involves key stakeholders.”
—Kaizen
28
Prochaska, J. O., Norcross, J. C., DiClemente, C. C. (1994). Changing for good:
The revolutionary program that explains the six stages of change and teaches you
how to free yourself from bad habits. New York: W. Morrow.
Why Is Readiness
to Change Important?
“A one-size-fits-all approach that
ignores differences in readiness to
change may result in a waste of
resources, lower program retention,
and worse outcomes for educators
and children.”
—Peterson & Cairns
29
Source: Peterson, S. M., & Cairns, M. (2012). The stage of change approach for quality
improvement in early care and education. Rochester, NY: The Children’s Institute.
What Are the Stages of Change?
 Stage 1: Precontemplation
 Stage 2: Contemplation
 Stage 3: Preparation
 Stage 4: Action
 Stage 5: Maintenance
30
Source: Peterson, S. M., Baker, A. C., & Weber, M. R. (2010). Stage of change scale for early
education and care 2.0: Professional manual. Rochester, NY: The Children’s Institute.
CQI Panel Q&A
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© iStockphoto.com/asiseeit
Closing
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©Allyson Dean
© iStockphoto.com/lostinbids
PANELIST INFORMATION
Rose Manganell
Regional Program Assessment Supervisor, PA Key
roseman@berksiu.org
Katrina Coburn
Director of Workforce Development and CQI Initiatives, PA
Key katcob@berksiu.org
Tom Layman
Vice President, Program Development, IL Action for Children
Tom.Layman@actforchildren.org
33
THANK YOU!
Darlene Hamilton
TA Specialist, NCCQI
darlene.hamilton@icfi.com
Susan O’Connor
School-Age TA Specialist, PDW Center
soconnor@zerotothree.org
Holly Higgins Wilcher
TA Specialist, PDW Center
hwilcher@zerotothree.org
© H.H. Wilcher
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1255
ZERO TO THREE
St. NW, Suite 350 ● Washington, DC 20037
202-857-2623 ● PDWCenter@zerotothree.org
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