Continuous Quality Improvement in Quality Rating and Improvement

Systems (QRIS)

March 26-27, 2014

Poster Walk

• Stroll around the state and review the other state poster/Prezi presentations.

• Come up with 2 states you’re most interested in asking a question and be prepared to share that in your introduction.

Welcome and Housekeeping

Agenda: Day One

Time Activity

1:30 Poster Walk – States to follow up with and questions

2:00 Welcome, meeting results, agreements, housekeeping, review today’s agenda

2:15 Introductions

2:30 Topical Introductions

2:45 CQI Approach in NAEYC Accreditation – Barbara Willer

3:15 CQI Approach in Head Start – Yvette Sanchez Fuentes

3:45 BREAK

4:00 CQI in School Improvement – Lindsey Allard

4:30 Panel Discussion

5:00 Small Group Discussion about Presentations – Common Elements, Differences

5:45-6:00 Close/Evaluation Dinner on your own

Introductions

Why the I (of QRIS)?

National Scan of CQI

RESEARCH POLICY PRACTICE 8

NAEYC and Continuous Quality

Improvement

BUILD CQI in QRIS

March 26, 2014

Barbara Willer, Ph.D.

Deputy Executive Director bwiller@naeyc.org

RESEARCH POLICY PRACTICE 9

NAEYC’s Niche

BUILD’s Systems Ovals

RESEARCH POLICY PRACTICE 10

• Early Learning Quality and Access – Across ages, settings, and

sectors

• Common Expectations for Professionals – Professional Preparation,

Training, TA

– Compensation Parity

• Diverse Cadre of Skilled Professionals – Across roles and settings

NAEYC’s System Goals

RESEARCH POLICY PRACTICE 11

• EC Program Standards

• Lessons from NAEYC Accreditation

– Maintaining 90%+ inter-rater reliability

– Distinguishing characteristics of high quality

• Policy/Advocacy

• Topical Resources

Supporting Quality and Access

RESEARCH POLICY PRACTICE 12

• Professional Prep Standards

– Self-Review Instrument

• Workforce Designs Policy Blueprint

• Accreditation of EC Preparation Programs

• Encouraging articulation, portability, and reciprocity

Supporting Common Professional Expectations

RESEARCH POLICY PRACTICE 13

• New project getting underway – Supported by W.K. Kellogg

Foundation

• Building career awareness

• Expanding reach of accreditation in higher education

• Addressing faculty PD needs

Advancing a Skilled,

Diverse ECE Profession

RESEARCH POLICY PRACTICE 14

• New Leadership

• Strategic planning underway

– Restated Vision, Mission and Values

– Strategic Priorities

• National Dialogue involving state and local components

NAEYC’s CQI Efforts as a Organization

RESEARCH POLICY PRACTICE 15

All children thrive in a society dedicated to ensuring they reach their full potential.

Draft Vision and Mission NAEYC advances a vibrant

profession that supports the

optimal development of

every child. We promote

high quality early learning

for children birth through

age 8 by bridging practice,

policy and research.

RESEARCH POLICY PRACTICE 16

• Accreditation Process – Collaborative

– Reflective

– Ongoing

• NAEYC Resources

• CQI for NAEYC Academy – Simplifying criteria

– Streamlining process

– New IT systems

Supporting CQI in Programs

RESEARCH POLICY PRACTICE 17

• Scaling Up Excellence – Robert Sutton and Huggy Rao

• Drive – Daniel H. Pink

• The Progress Principle – Teresa Amabile & Steven Kramer

• Dan Pink Podcasts – iTunes or danpink.com

My personal current inspirations for CQI

Head Start – A Long History of CQI

“A focus on continuous improvement is crucial so that staff can measure and improve how they do their work. Being part of a

quality program means constantly looking for ways to perform better and make the day-to-day routines a little smoother for

children and families. Doing only what is required is not enough. The ongoing process to improve services is essential to ensure that the other characteristics of a quality program can meet the

ever-changing needs of children and their families.”

Data in Head Start and Early Head Start Creating a Culture that Embraces Data; Office of Head; National Center on Program Management and Fiscal Operations

Head Start Approach to School Readiness

1. Systems Level (Office of Head Start)

1. Parent, Family and Community Engagement

2. Revised Framework for Infants and Toddlers and their Families

3. The Head Start Child Development and Early Learning Framework

2. Organization Level (Grantee Level)

1. Seven Outcomes for children and their Families

2. Four Action Steps

3. Five Domains

3. Program Level (Center Level – providing direct services)

DEFINE SCHOOL READINESS GOALS FOR THE AGENCY AND INDIVIDUAL CHILDREN AND FAMILIES USING ALL THREE FRAMEWORKS

Data in Head Start and Early Head Start Creating a Culture that Embraces Data; Office of Head; National Center on Program Management and Fiscal Operations

"OUTCOMES ARE SIMPLY A STATEMENT

of where we are… not good or bad.

What happens next?" . . .

Data in Head Start and Early Head Start Creating a Culture that Embraces Data; Office of Head; National Center on Program Management and Fiscal Operations

Roadmap to Excellence

1. Increasing every head start child’s exposure to effective, appropriate learning experiences both in the program and at home

2. Helping Programs Meet New Expectations through Professional Development Initiatives and a Stronger Training and Technical Assistance System

3. Holding Programs Accountable for Meeting New Expectations through Re-competition and Monitoring

Data in Head Start and Early Head Start Creating a Culture that Embraces Data; Office of Head; National Center on Program Management and Fiscal Operations

Implementation of DRS as it Relates to SRG

• Failure to establish and use goals for improving school-readiness of children through reviews other than the one’s at the end of a grantee’s first year of operation under section 641A(c)(1)(B),starting with the effective date of this rule.

1. Establish School Readiness goals for the agency and individual children

2.Collect, aggregate and analyze data 3 times per year

3.Share and Use the data to make decisions about professional development and designs to the program

Data in Head Start and Early Head Start Creating a Culture that Embraces Data; Office of Head; National Center on Program Management and Fiscal Operations

Creating a Culture that Embraces Data

Data in Head Start and Early Head Start Creating a Culture that Embraces Data; Office of Head; National Center on Program Management and Fiscal Operations

Reinforcing the Value . . . of CQI Parent, Family and Community Engagement Framework

Data in Head Start and Early Head Start Creating a Culture that Embraces Data; Office of Head; National Center on Program Management and Fiscal Operations

In summary . . .

IF Head Start leaders, program staff, parents, and families are going to maintain a level of quality, they must:

• Define quality within their program

• Understand that improvement efforts apply to the entire program and involve everyone

• Determine how they can provide quality services that meet the individual needs of children and families

• Recognize that quality is dynamic and requires ongoing efforts – it is a CONTINUOUS PROCESS

BREAK

Continuous Quality Improvement in Schools

Lindsey Allard Agnamba, Ed.D.

School Readiness Consulting

School Improvement

• Why use school improvement

work to inform your thinking

about CQI and QRIS?

• History of school improvement research has led to important organizing principles that could have bearing on ECE systems and QRIS.

CQI and School Improvement

• Systems - Organizing Schools for Improvement

• Organizations – Districts/LEAs focus on providing support and accountability for teachers and leaders

• Program/School - CQI in the school improvement context is most often discussed in relation to classroom instruction

Going Deeper - 5 Essential Supports

Schools are “complex organizations consisting of multiple interacting subsystems.” In order to be successful, they need…

• Coherent instructional guidance

• System professional capacity

• Strong parent-community-school ties

• Student centered learning climate

• Leadership drives change

Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: The University of Chicago Press.

Essential Support: Leadership Drives Change - Playmakers

• The most successful school leaders were vigilant in identifying “high yardage plays” that simultaneously addressed teacher development, talent management, and school culture

• “The most successful school leaders tailored their focus appropriately to the specific and changing needs of their schools… esp. important in chaotic schools, where principals worked first on establishing order and getting the right staff on board before tackling peer-led instructional support”

• “The most successful school leaders were thorough and relentless in their efforts to improve teaching, performing their leadership duties frequently and with intensity. For example, they observed classrooms often enough to be familiar with every single teacher’s strengths, weaknesses, and progress toward improvement”

Ikemoto, G., Taliaferro, L., & Adams, E. (2012) Playmakers: How Great Principals Build and Lead Great Teams of Teachers. New York: New Leaders Institute.

5 Essential Supports & ECE Framework

5 Essential Supports • Coherent instructional guidance

• System professional capacity • Strong parent community-school ties

• Student centered learning climate

• Leadership drives change

Early Childhood Education Ambitious Instruction

Building Professional Capacity through Routines of Collaboration

Strong Ties and Partnerships Among Families, Schools & Communities

Child Centered Learning Environment

Inclusive Leadership

Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: The University of Chicago Press. The 5 Essentials were developed by the University of Chicago Consortium on School Research at the University of Chicago Urban Education Institute, in partnership with Chicago Public Schools.

Panel Discussion with Participants - CQI

Discuss CQI Approaches

Small Groups for Discussion after the Presentations

(up to 4 participants from various states)

• What were common elements in the approaches?

• What were striking differences?

• How do these CQI approaches relate to the CQI processes in your state quality work or suggest strategies you could use?

• What good ideas, notable challenges or areas of follow up did you hear?

• Make a few notes about highlights of your discussion to share with the large group.

Wrap Up

Thank You

Landing Pad: http://qrisnetwork.org/lt/2014-continuous-quality-

improvement-quality-rating-and-improvement-systems-qris-learning-table/one

Follow-up Contacts: Debi Mathias, dmathias@buildinitiative.org

Lindsey Allard Agnamba, allard@schoolreadinessconsulting.com

Holly Wilcher, Hwilcher@zerotothree.org