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2018 Needs Assessment

Service Delivery Area 4: Mahoning, Medina, Portage, Stark, Summit, & Trumbull counties

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2018 ODJFS Needs Assessment Early Childhood Resource Center

Table of Contents

About The Needs Assessment 3

Key Findings: Resource & Referral Needs Assessment

4

Outreach 4

Professional Development 11

Health & Safety Training 18

Technical Assistance 20

Region Demographics 25

Agency Survey Responses 26

Parent Survey Responses 28

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SDA 4 includes Mahoning, Medina, Portage, Stark, Summit, & Trumbull counties.

About the Needs Assessment In June 2017, the Early Childhood Resource Center (ECRC) in Canton, Ohio became the Child Care Resource and Referral Agency for Service Delivery Area 4 (SDA 4), the six-county region shown on the map.

For its initial needs assessment in 2017, the ECRC established a committee to solicit individual and community feedback to be incorporated into the needs assessment, which would inform a plan of action. The ECRC partnered with the Center for Marketing and Opinion Research to collect primary and secondary data from key stakeholder groups, including parents and caregivers, child care providers, and agency representatives.

For this second needs assessment, the ECRC once again collected feedback from these key stakeholder groups. The areas of focus for this needs assessment were based on the three objectives of the project:

1. Increase awareness of early childhood options for providers, families, and community stakeholders;

2. Increase quality of services provided by programs through professional development and technical assistance; and

3. Provide information to communities on the importance of quality and the impacts of early childhood education.

The needs assessment includes both qualitative and quantitative data measures, and it follows the framework provided by Ohio Department of Job and Family Services (ODJFS). Also included in this report is information gathered in the field and gained during discussions with providers about their needs.

Research Methodology

The ECRC conducted an online survey of SDA 4 child care providers, community representatives and representatives of agencies that provide or refer for early childhood education services, and parents.

We emailed requests to complete the online survey directly to child care providers, agency representatives, and parents, and we posted requests on the ECRC Facebook page targeting each population. The survey’s design was optimized for respondents completing via computer, as well as for those completing the survey on a mobile device such as a tablet or smartphone. Responses were gathered between May 29 and June 11, 2018.

Child care providers completed 140 surveys.

Agency representatives completed 64 surveys.

Parents completed 34 surveys.

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Key Findings: Resource & Referral Needs Assessment We received responses and analyzed data from every stakeholder group in each of the six counties we serve. Respondents and data included:

140 child care providers: All early care and education providers in the region with a valid email address were invited to participate. Of the providers who responded, 64% are center based and 26% are home based, with 9% from Ohio Department of Education (ODE) programs and 1% from parochial programs.

64 community and agency representatives.

34 parents: 80% have children age 6 or younger, and 65% of them use child care services.

64 child care administrators, who completed an administrator-specific survey about training needs.

Approximately 10,000 training attendees, who completed surveys about training needs.

Information was gathered during approximately 3,300 technical assistance sessions conducted on site and via telephone and email.

Analysis was conducted on 809 providers having serious and moderate risk points.

Outreach

The Early Childhood Resource Center (ECRC) in Canton, Ohio (Stark County) serves as the lead agency, coordinating all SDA 4 services from three strategically located regional offices: the administrative office in Canton serves the entire SDA, as well as Stark and Portage counties; the Warren office serves Mahoning and Trumbull counties; and the Akron office serves Medina and Summit counties. The Warren office is located at the YWCA; it collaborates closely with the State Support Team. The Akron office is located in the offices of Child Guidance and Family Solutions, a respected behavioral health organization. This arrangement, similarly, offers opportunities for collaboration, in addition to early childhood mental health service alignment.

Serving a large region with a wide variety of needs poses many challenges. Our regional approach ensures that every two counties within SDA 4 have a readily accessible local office to engage the community (including county agencies, providers, legislators, schools, and faith-based entities).

Each office houses a Regional Coordinator, who provides outreach and referral services to families, oversees programs and services for families and providers, and coordinates and delivers training and technical assistance in the region. Each regional office houses two or three Early Childhood Specialists, and works closely with contracted trainers. The Regional Coordinators conduct outreach throughout their counties, and they coordinate and provide professional development and technical assistance to providers.

Our Regional Coordinators are making themselves visible and present within the cities, counties, communities, and agencies being served and they’re working to develop local relationships in order to understand local needs, available services, challenges, and opportunities. Staff members strive to develop an understanding of the local dynamics and demographics at play, and work to build local relationships that foster effective collaboration and service delivery.

Each regional office offers Child Development Associate classes, as well as our SUTQ Success Curriculum, which includes both SUTQ 101 Sessions and SUTQ Forums, in addition to offering the training and technical assistance needed to support child care programs as they earn and increase their star ratings.

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In addition, since SDA 4 is vast in size, population, and number/type of child care programs, the ECRC plans training calendars regionally, spreading training locations throughout the SDA to ensure convenience. Training locations include libraries, child care facilities, churches, and community centers. Planning, preparation, and coordination of training are conducted in regional offices to ensure local needs are considered, to reduce travel expense, and to ensure easy access to resources and materials. Each office continually gathers information on what programs and services are working effectively and where deepening or extending services might be beneficial. Information gathered through the needs assessment process is articulated into a strategic plan that serves as the roadmap for delivery of services across the SDA.

1. How do you make your presence known in the community and how are you accessible?

We work to inform the community of our services by using a variety of outreach strategies, including marketing techniques discussed later in this report.

All three populations were asked how they prefer to receive information about early childhood education, programs, services and events. Agency representatives and providers indicated that email was their preferred method of communication, followed by social media. Parents indicated a preference for receiving information via social media, followed by email. To reach all these audiences, we advertise our programs and resources on our website and via social media, as well as through bulk email promotions.

The ECRC’s strategic plan also includes region-specific goals for outreach at fairs, provider events, conferences, and provider networking meetings to provide additional opportunities to reach providers and potential providers in our region.

In addition, we target locations and agencies where we may find families with limited English proficiency, persons with disabilities, those experiencing homelessness, and other families with barriers to access, in order to assess child care needs and provide information, resources, and services.

We strive to be accessible to all corners of the SDA. While the Canton administrative office oversees all SDA 4 resource and referral programs and services, having regional offices allows for closer collaboration and deeper community relationships, better and more efficient coordination, easier access for local residents, increased feedback on local needs, reduced travel expenses, and more seamless delivery. All calls are fielded by the administrative office through one central phone number and then dispatched to their respective departments.

2. How do you assess the needs of a family needing child care?

The ECRC has identified and trained staff in our regional offices to serve as referral specialists for the SDA. The referral specialists gather pertinent information from families to help determine the types of referrals the family might need.

In addition, staff members across the regional offices can assist eligible families, including at-risk families. They speak with families over the phone or in person, depending on what is convenient for and preferred by the family, to conduct a needs assessment via a parent intake form. They then assist in linking the family to a child care program, appropriate agency, or special service to best meet the identified needs.

Staff makes referrals and follows up with the family by phone or email with a survey to see how things are going and assist further as needed.

Initial needs assessment of families in the region, along with ongoing formal and informal needs assessment, will be used to plan additional ways of meeting the needs of families seeking care.

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3. Do you link families with additional resources to assist the family to move toward self-sufficiency?

All staff members have available a wide range of brochures, community services, information on support groups, and other community resource information for families who are homeless, have children with special needs/health conditions, or other unique circumstances. For instance, we have identified more than 51 organizations offering housing assistance programs to the homeless. Our staff members pass along this information as appropriate when working with families. We also work through these organizations to provide outreach to children and families.

Staff members will make referrals, follow up, and provide additional community resources as needed to ensure a positive outcome of the service plan. At a minimum, families will be provided with ODJFS’s Resource Guide (JFS form 01224) to help link them to available services, and a description of policies to prevent suspension, expulsion, and denial of service due to behavior in child care (45 C.F.R) is provided so that families understand their child’s rights and the processes child care programs must undertake before suspension, expulsion, or denial.

4. How do you assist the family in making them aware of the options available for child care in their community?

When speaking with families seeking care, staff uses a parent intake form to ensure consistency of services. We share information on the types of care available, extra service options such as before and after school care, languages spoken at the program, environmental specifications (such as pets in a FCC setting), special needs supports, options for extended care hours, subsidized care choices and assessment if needed, meal provisions, and SUTQ star ratings.

Families are given brochures and information along with any child care referrals. At a minimum, information on choosing high-quality child care and ODJFS’s Resource Guide are provided. Any additional information provided is based on identified needs and interests. For example, information on choosing the best setting to meet an individual child’s temperament or information on nutrition and other counseling topics might be included in the parent follow-up. Links to helpful online resources are also provided based on need.

Parents were asked to rank (1-4) the best ways to reach parents in the community in order to inform them about parenting and family services.

As shown in the table to the right, parents felt that social media and email were the best ways to reach other parents.

In contrast, agency representatives who were asked about the best ways to reach parents in the community felt that friends and family were the best ways for parents to learn about high-quality care.

Social media, service providers, and schools were also suggested.

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44% 56%

31%

35%

25% 9%

0%

20%

40%

60%

80%

100%

Agencies Parents

Familiarity with SUTQ Program Requirements

Very Familiar Somewhat Familiar Not at all Familiar

59% 47%

62%

39%

34%

32%

3% 19%

6%

0%

20%

40%

60%

80%

100%

Providers Agencies Parents

Familiarity with Benefits that Children, Families, and Programs See as a Result of SUTQ


5. Do community members, parents, and the providers in your area understand the requirements to participate in the Step Up To Quality program and the benefits children will see as a result?

More than half (56%) of parents reported being very familiar with Step Up To Quality program requirements, as compared to 44% of agency representatives. Only 9% of parents reported being not at all familiar with SUTQ program requirements.

Agency representatives were the least familiar with the benefits that children, families, and programs see because of SUTQ; whereas 62% of parents and 59% of providers reported being very familiar with the benefits.

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Agency familiarity with the Early Childhood Resource Center’s programs and services for providers and families was mixed. Over a quarter (28%) reported being very familiar with the services, while 49% reported being somewhat familiar.

Perception of Sufficient Supply

Only 43% of agency representatives who responded to our survey felt that there were adequate child care programs to meet the needs of families in their community. However, a majority of parents felt the supply was adequate.

The agency representatives who did not think there were enough high-quality programs felt that the child care programs that did exist are not all high quality and that access issues, such as cost, transportation, and unsafe conditions prevented families from having adequate child care programs.

28%

49%

23%

Agencies: Familiarity with Ohio Child Care Resource and Referral Services for Childcare

Programs and Families


43% 62%

57% 38%

Agencies Parents

Do you feel there are adequate child care programs to meet needs of families in your

community?

Yes No

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Agency Representatives: Why they feel there are not enough high-quality programs

Reason # of

responses

% of

responses

Access issues: cost, transportation, language barrier 7 39%

Not enough quality providers 5 5%

Unsafe conditions, poor staffing, turnover 6 33%

N= 18

6. How do you plan to outreach to the licensed providers in your network to move them into and maintain Step Up To Quality ratings?

We plan to continue to use a variety of outreach techniques to engage child care programs.

Personal Calls and Technical Assistance: Early Childhood Specialists are assigned a caseload that includes both rated and non-rated programs. The Specialists are expected to call and visit each assigned program on an ongoing basis to assess program needs and offer updates about available services and resources. This coordinated outreach ensures regular contact with all child care programs in the region.

Specialists inform their assigned programs about available services, programming, and information, discuss each program’s current and desired rating status, and gather data about individual program needs and barriers to improvement.

Each ECRC regional office has specific goals for engaging new child care programs in our Step Up to Quality Curriculum, including enrolling them in SUTQ 101 sessions and SUTQ Success Forums, and offering technical assistance to maintain or increase star ratings. These goals are reviewed monthly to plan for individual program engagement strategies, so that all programs have access to the services available.

Specialists also contact individuals who are in the beginning stages of starting a child care business to offer professional development and technical assistance about the benefits of being star rated and to engage new program owners in SUTQ 101 sessions.

Marketing and Social Media: Child care programs receive regular emails about our services, including the Child Development Associate classes offered by each regional office and the SUTQ Curriculum that includes SUTQ 101 sessions for non-rated programs and SUTQ Forums, which offer peer support and networking opportunities along with professional development focused on building and maintaining quality. Emailed updates are sent regularly, as respondents continue to indicate that email is their preferred way of receiving information on our services. In addition, we use social media to share a wide range of information, including updates on SUTQ and information on the benefits of high-quality care for providers, children, and families.

Conferences, Community Events, Fairs and Networking Opportunities: We maintain a consistent presence throughout the region at fairs, provider events, conferences, and provider networking meetings to ensure we are reaching providers and potential providers.

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7. How do you plan to outreach star-rated licensed providers in your network to help them improve their star rating to a 3-5 rating?

The ECRC will continue using a variety of ways to reach out to star-rated programs, including:

Sending regular emails to keep providers informed about available programs and services;

Making targeted outreach calls and technical assistance visits to programs to discuss the benefits of being highly rated and discuss strategies for increasing ratings;

Using social media to advertise the benefits of high-quality care and create a sense of urgency in getting highly rated;

Using direct mail and pop-in visits as necessary to reach providers that are not being responsive.

Strategies for engaging rated programs will include:

Addressing controllable barriers, such as staff education and qualifications, by providing scholarships for CDA classes;

Enrolling rated programs in quarterly SUTQ Forums to discuss quality and develop strategies and systems for maintaining ratings;

Offering on-site technical assistance and classroom-based coaching for programs, based on individual action plans to gear up to apply for 3-5 stars;

Offer curriculum and assessment training, along with annual Ohio Approved training, to meet bi-annual professional development requirements; and

Using annual provider survey information about what SUTQ supports and communication methods are working best to enhance planning for individual and group messaging and services.

The ECRC’s signature program, the Step Up to Quality Success Curriculum, has proven to be highly effective at getting programs rated and helping them increase their stars. Current provider survey information supports the value and continued use of this approach and development of similarly structured supports.

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Professional Development

1. How many providers are in your service area?

On June 15, 2018, there were a total of 1,163 providers in SDA 4. Of these, 549 are JFS centers, 230 are ODE centers, 335 are Type A/B, 43 are day camps, and six are in-home aides.

According to demographic data from the Ohio Professional Registry, approximately 14,268 staff members are working in early childhood programs in SDA 4. This includes all types of providers, including ODE staff members. Data indicates that 40% of staff members have a high school diploma as their highest educational level. We can assume, based on national early childhood data, that the large numbers of bachelor’s and master’s/PhD-level staff members work at Ohio Department of Education programs.

Associate's 12%

Bachelor's 29%

HS Diploma/GED 40%

CDA 8%

Master's/PhD 11%

Highest Education Levels: SDA 4

Associate's

Bachelor's

HS Diploma/GED

CDA

Master's/PhD

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2. How many of those providers are employed at a program that has earned a Step Up To Quality rating?

Approximately 14,268 staff members are working at 1,163 programs.

According to demographic information from the Ohio Professional Registry, 4,920 providers work for a rated program.

The table breaks down the numbers by county.

3. What professional development classes have the providers in your area taken in the past two years?

According to data collected from the Ohio Professional Registry, many different classes have been offered across SDA 4 by Child Care Connection (previous SDA 4 CCR&R), the ECRC (current CCR&R), State Support Teams, and other organizations. Training topics include:

Number of staff members

working in a rated program

County Number of Staff

Members

Mahoning 695

Medina 477

Portage 379

Stark 1,265

Summit 1,663

Trumbull 441

Total 4,920

Age-specific training for school age, infant-toddler, preschool

Health topics: oral health, safe sleep, stress management, Ohio's healthy programs

Child development & learning Language development & communication

Classroom design & environments, lesson planning Parent education

Cognitive development Positive guidance

Creative Arts Professionalism

Developmentally appropriate practices Standards/practices: DAP, ELDS

Diversity and inclusion Stress management

Family engagement Program management

Curriculum: Creative Curriculum, High Scope Program and Child Assessment: ASQ3, ASQ-SE2, BAS, PAS, ELA

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4. How many professionals have taken your classes in the last year?

From July 1, 2017 through June 30, 2018, approximately 10,000 professionals took ECRC classes. This includes all

participants attending classes offered by the ECRC.

5. What are their professional development needs in the upcoming two years to meet the requirements of the SUTQ professional development certificate?

Providers were asked to choose the top 5 professional development topics that would most interest them in the coming two years.

As shown in the table, the most-often mentioned topics included trauma, child growth and development, curriculum and developmentally appropriate practices, social emotional development, and preschool development and activities.

Topic Percentage

Expressing Interest

Trauma in the Early Years 34.29%

Child Growth and Development 32.14%

Curriculum and Developmentally Appropriate Practices 31.43%

Social and Emotional Development 31.43%

Preschool Development and Activities 30.00%

Child Care Administration 29.29%

Importance of Play 28.57%

Early Literacy 27.86%

Parent/Community Engagement 27.14%

Positive Guidance 26.43%

Math and Science 25.00%

Special Needs Topics 25.00%

Brain Development 24.29%

Infant Toddler Development and Activities 22.14%

Assessment and Evaluation 20.00%

Research and Trends in Early Childhood 19.29%

Child Care Environments 17.14%

School Age Development and Activities 15.71%

Safety, Health and Nutrition 14.29%

Given that child care programs will have access to professional development days in the next fiscal year as a result of

TAPS, our plan it to work with programs to schedule full professional development days that can accommodate their

needs.

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Providers attending training classes were surveyed to find what training topics were of most interest. The table

below lists their answers.

Training categories class participants were most interested in attending Percentage

Early Literacy 27.86%

Parent/Community Engagement 27.14%

Positive Guidance 26.43%

Math and Science 25.00%

Special Needs Topics 25.00%

Brain Development 24.29%

Infant Toddler Development and Activities 22.14%

Assessment and Evaluation 20.00%

Research and Trends in Early Childhood 19.29%

Child Care Environments 17.14%

School Age Development and Activities 15.71%

Safety, Health and Nutrition 14.29%

We also surveyed 64 child care administrators across the region to learn what training topics they felt were most needed. Administrators were asked to rank the types of training that they would be most interested in taking. The chart shows respondent rankings, with 1 being of greatest interest.

It is not surprising that administrators reported being most interested in training on creating, running, and sustaining a high-quality program, considering the challenges many programs are facing with high numbers of serious and moderate risk points.

Administrator Training Topic Interest Ranking

Creating, running and sustaining a high-quality program

1

Human resources, leadership and development 2

Family and community relations 3

Program development and evaluation 4

Business and operations management 5

Curriculum 6

Marketing 7

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6. What do the providers not already at a rated program need to focus on to meet Step Up To Quality requirements?

Of the providers surveyed, 43.56% reported needing SUTQ 101, training opportunities, on-site coaching, and support for developing systems to maintain licensing. In addition, providers need to develop systems that reduce the likelihood that serious and moderate risk infractions will occur so that they can maintain their star.

Non-SUTQ Rated Providers: What supports would best help you get rated?

# of providers % of providers

SUTQ 101 sessions to walk me through the process 44 43.56%

Training opportunities 43 42.57%

On-site coaching and visit 36 35.64%

Developing systems to maintain licensing requirements 22 21.78%

Peer to peer mentoring 21 20.79%

Leadership development 18 17.82%

Explanation of benefits: for me, my families and children 15 14.85%

Phone/email support through process 13 12.87%

N= 101

Top challenges of operating a high-quality program

We asked providers about the top five challenges of operating a high-quality program. They overwhelmingly indicated that finding, hiring, compensating, and retaining staff were their greatest challenges.

Other challenges mentioned were the high cost associated with high quality, the complexity of paperwork, finding time to make quality improvements, and staff motivation.

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7. Which classes do you plan to provide to ensure all providers can meet the SUTQ requirements?

The ECRC will offer a variety of Ohio Approved classes, based the information in this needs assessment, as well as information gathered during outreach calls and from training attendees, which indicates significant interest in the following topics:

Child Development Associate classes

Classroom management

Curriculum and assessment

ELDS, ASQ

Aligning lesson plans with ELDS and curriculum and assessment tools

Supporting children who have experienced trauma

Supporting children with special needs

Developmentally Appropriate Practices

Administrator training

Program Assessment: BAS, PAS, Environmental Rating Scales

Classroom environments

Creative arts

Working with families

Language and communication

Developing systems to reduce likelihood of serious and moderate risks

8. How will you advertise classes, programs, events, services, and initiatives?

All three populations were asked how they prefer to receive information about early childhood education, programs, services and events.

As indicated in the chart on the following page, agency representatives and providers indicated that email was their preferred method of communication, followed by social media. Parents indicated a preference for receiving information via social media, followed by email.

We advertise our programs and resources on our website and via social media, as well as through bulk email promotions, through our programs and services, and community collaborations.

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9. How will your agency utilize resources to implement Early Learning Assessment (ELA) within your region?

As the need arises, we will ensure staff is trained and ample offerings are available so that programs that need ELA can access it.

We have identified training locations across the region, allowing for a diverse range of places where training can be offered to meet the need. Since ELA is not required at this time for child care programs, the only offerings available are by the State Support Teams.

14%

13%

6%

67%

17%

2%

9%

72%

56%

15%

12%

18%

0% 20% 40% 60% 80% 100%

Social Media

Text

Website

Email

Preferred ways to Receive Info About Early Childhood Education, Programs, Services, and Events

Parents Agencies Providers

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Health & Safety Training

1. How many providers are in your service area?

Approximately 13 providers offer a variety of health and safety training in our SDA, as listed below.

Organization Training Provided

Ma

ho

nin

g

Me

din

a

Po

rta

ge

Su

mm

it

Sta

rk

Tru

mb

ull

CPR First Aid Training of Ohio CPR/First Aid Training X

X

YMCA of Youngstown CPR , First Aid

X

Thomas Training Consultants CPR, Child Abuse , Communicable Disease, Health and Safety

X

X

First Choice CPR CPR, First Aid, Health & Safety, Child Abuse Recognition & Prevention, Communicable Diseases

X

X X

Med-Cert Training Center Communicable Disease, Child Abuse & Neglect, CPR, First Aid

X

Fire Dep’t of Boardman CPR , First Aid X

Medina County Health Dep’t CPR , First Aid , Communicable Disease

X

American Red Cross First Aid, CPR X X X X X X

Air Child Care Training Solutions

CPR , First Aid , communicable disease, child abuse and neglect

X X X X X X

First Compressions First Aid, CPR X

X

CSB for Child Child Abuse and Neglect

X X

Kent Parks & Recreation Varies each year

X X

Polaris Career Center CPR, Communicable Disease, First Aid, Child Abuse and Neglect

X

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2. How will you ensure there is adequate health and safety training offered in your area?

We have identified agencies that provide required Health and Safety training across the region, as shown in the table. Each quarter, we will assess demand for and supply of health and safety training in each county by contacting local providers and reviewing course offerings. Where a need exists, we will schedule or partner with a local provider to ensure courses are delivered. We will also partner with local agencies to provide training on a variety of health and safety topics that support caregiver preparation for emergencies, prevent injury or death, and keep children safe. Topics will be based on identified needs, but could include safe sleep (health departments); environmental hazards (EPA, health departments, and fire departments); emergency drills (lockdown, fire, tornado); prevention of injury (administration of medication, health and safety checks); caring for children with special needs/health conditions; and developing policies and procedures that prevent suspension, expulsion, and denial of services due to behavior (45 C.F.R) in child care.

Nearly 80% of survey respondents felt that there was adequate health and safety training in their area; however, this percentage varied greatly by county.

Providers who indicated that there was not sufficient health and safety training were asked to share what types of training they were most interested in attending. Approximately three-quarters of providers indicated no interest, followed by child abuse and neglect recognition.

76% 87%

50%

92% 77%

63%

0%

50%

100%

Mahoning Medina Portage Stark Summit Trumbull

Enough Health and Safety Training in Area, by County

8%

11%

6%

76%

0% 20% 40% 60% 80%

First Aid

Child abuse andneglect recognition…

Communicabledisease

Not Interested

Providers: Types of Health and Safety Training Interested in Attending

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3. How will you make your providers aware of trainings?

Since 67% of providers prefer email contact, we will continue emailing providers to inform them about upcoming training opportunities. Each quarter, we create a training calendar listing all training scheduled during the upcoming quarter. Training is also advertised on the Ohio Professional Registry. In addition, Training Specialists and Early Childhood Specialists will continue providing technical assistance to help programs find training that meets their needs. Upcoming training sessions are also promoted during current training sessions and by field staff working to help providers meet their staff professional development goals.

Technical Assistance

1. What are the primary issues the providers in your area are having with earning or maintaining a Step Up To Quality rating?

Providers identified a wide range of barriers.

When asked about the top three barriers to obtaining, maintaining, or increasing ratings, providers overwhelmingly indicated paperwork/forms, staff education and curriculum, and assessment requirements as the top three, followed by lack of family involvement and standards/requirements.

The table to the right lists the current SUTQ status reported by the 140 surveyed providers.

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2. How will you provide targeted technical assistance to providers?

Each regional office has Early Childhood Specialists with specific early childhood expertise. They provide targeted technical assistance to programs serving children from birth to school age. Every effort will be made to provide training across age ranges, so that staff can be early childhood generalists and work with programs in a variety of ways. Technical assistance will be given to programs that are not yet working toward a star rating, including helping them find training, answering age-specific questions, making referrals for services (ECMH, Health Department, etc.), and individuals seeking to open a child care program. Programs will be informed about SUTQ requirements and benefits, and technical assistance and services to assist programs, including SUTQ 101. Staff will also communicate the urgency around 2020 goals for star ratings.

Early Childhood Specialists focus specifically on age-related questions related to infants and toddlers, preschool and school-age age groups. Regional Coordinators and Early Childhood Specialists work with programs on SUTQ-related quality improvement goals centering on administrative and leadership practices, family and community partnerships, learning and development, ratio/group size and licensing adherence, and staff qualifications and professional development needs.

Administrators wishing to obtain or increase a star rating will work with Regional Coordinators/Early Childhood Specialists (coaches) to develop goals and strategies to increase program quality by focusing on the standards needed to achieve their desired star rating. One of the greatest obstacles to attaining higher star ratings is the ability to meet the staff education requirements in the Program Standards. Programs need support in developing administrative leadership that can provide the infrastructure required to move toward higher quality. Program directors often cannot see the path and are overwhelmed by day to-day challenges. Coaches can provide the necessary outsider perspective to help administrators strategize and create a systematic approach to moving toward operating a high-quality program. In addition, coaches can answer age-related questions and concerns and direct staff in finding resources and implementing best practices.

Recruited programs will be encouraged to attend SUTQ Forums/administrator meetings based on location, star rating, and type (Center or Family Child Care). Programs will meet regularly with their coach. Coaches will work with the program administrator to review SUTQ guidance documents and examine the program’s readiness for the star rating being pursued. The coach will work alongside the program administrator to create a quality improvement plan that includes goals, a timeline, and a to-do list that outlines specific steps and strategies to reach their goals. The coach will provide in-depth guidance, targeted services, and interventions to the program in adherence with the Program Standards.

Early Childhood Specialists can give individualized assistance with classroom assessment, selecting/ implementing curriculum, creating staff professional development plans, navigating SUTQ processes, addressing barriers, and family and community engagement partnerships, all related to the quality improvement plan.

SUTQ Forums/directors’ groups will meet each quarter for workshops/presentations designed to strengthen administrative leadership skills and provide direction on what administrators need in order to advance in the SUTQ rating system. Forums will be coordinated and facilitated by Early Childhood Specialists, and will serve as a way to check in, clarify policies and procedures, and track programs’ progress. The Specialists and guest speakers will present relevant information about common issues that members of the cohort are experiencing. Speakers will include representatives from highly rated programs. The Early Childhood Specialists will keep a pulse on how programs are progressing along the tiered quality rating and improvement system and determine whether additional services are needed. Information obtained from cohort discussions will inform future professional development and assistance.

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Once a program has received its quality achievement award, the Early Childhood Specialists will recognize its achievement amongst its peers and discuss next steps. Discussions will include ways to create mechanisms, policies, and procedures that ensure the program maintains its star while simultaneously working on continuous quality improvement.

3. Will you offer technical assistance on early childhood issues identified within the service delivery area?

The ECRC will offer technical assistance based on the issues identified within the region, and keep ODJFS informed about barriers, inconsistencies, and issues that emerge during the process. When asked what types of technical assistance would be most helpful to their program, 48.25% of providers indicated they would value help with forms/documents, curriculum and assessment support, and administrator supports. Other types of technical assistance named are listed in the table. In addition, many providers in our region are ineligible to participate in SUTQ, due to serious and moderate risk points. We have identified this as an area of focus for the coming year. We will be working with programs to get systems in place to prevent and lessen the likelihood of these issues.

As part of this needs assessment, we conducted an analysis of the most frequent documented Serious and Moderate Risk infractions programs have experienced in their licensing inspections. Information was gathered from a public records request, along with ODJFS inspection reports found on the website. Here are the findings:

• 51 child care programs have 6 or more incidents of SR non-compliance, making them ineligible for SUTQ.

• 26 child care programs have over 18 combined incidents of SR/MR non-compliance, making them ineligible for SUTQ.

• The highest numbers of moderate risk points were accumulated in the following areas: child records, group size and ratios, medication administration, safe equipment and environments, and indoor/outdoor space.

• The highest numbers of serious risk points were accumulated in the following areas: transportation and field trip safety, compliance inspection and complaint, supervision, evening and overnight care, and employee and child care staff member and substitute qualifications (family child care).

As a result, the ECRC is launching a program called SUTQ SOS (Systems of Support), which will help a cohort of programs to develop the infrastructure necessary to reduce the likelihood of SR/MR non-compliance. Recruitment for SUTQ SOS will begin this summer.

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4. How will you provide technical assistance to providers to achieve a high star rating?

The ECRC uses a comprehensive, integrated approach to help providers achieve a high star rating, including:

Working with programs to identify barriers to meeting the program standards for their desired star rating.

Providing on-site technical assistance, including classroom and administrative coaching to support rated programs in improving quality and applying for a star rating.

Coaching administrators on moderate and serious risk non-compliances, in order to avoid programs losing the ratings they worked so hard to achieve.

Offering access to Child Development Associate (CDA) scholarships in four locations across SDA 4 annually.

Working with programs such as Ohio Means Jobs to recruit, train, and coach young adults to earn their CDA credential, thus increasing the supply of a trained, qualified, and credentialed workforce.

Offering a wide array of required health and safety training, in-service hours for various ages, and Ohio Approved training to meet training needs of providers.

Offering regular administrator meetings in each region, to ensure administrators have opportunities to learn, share ideas, and network with their peers.

Connecting with local colleges and universities to collaborate on ways to increase access and reduce barriers for child care providers wishing to earn advanced degrees.

Conducting quarterly information sessions and individual consultations in each region about starting a child care business, types of care, licensing and regulations, requirements for being rated as high-quality, etc.

Disseminating information on community efforts, market rate surveys, needs assessment, regulation changes, etc.

5. What types of technical assistance are you providing to help providers become rated or maintain a star rating?

The ECRC’s work plan takes a comprehensive, integrated approach to increasing supply of and demand for high-quality services in SDA 4. The ECRC provides technical assistance supports via email and phone consultation and during site visits and group technical assistance sessions. Technical Assistance Specialists use the chart below as a framework for meeting programs where they are and helping them become star rated:

The SUTQ Success Curriculum provides a three-step process for becoming highly rated. It breaks down a seemingly overwhelming process into incremental achievements along the way. It includes well-thought-out leveled technical assistance, professional development, and supports throughout the process, as shown.

SUTQ 101 sessions are offered in five to six locations across the region. SUTQ 101 is designed for non-rated programs and administrators new to SUTQ and includes three to four work sessions and one technical assistance visit. SUTQ 101 prepares programs for application. Work sessions include:

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Review of the program standards

Understanding forms

Introduction to lesson planning, ELDS, earlychildhoodohio.org

Entering information into the Ohio Professional Registry

Navigating the Ohio Child Licensing and Quality System (OCLQS)

Each region will offer a minimum of three cohorts (three to four work sessions each) per year, which can accommodate up to 30 programs. Information will be shared on licensing infractions that prevent programs from achieving their desired star rating, to help programs plan the appropriate time for applying and develop systems to avoid common barriers.

Quarterly SUTQ Forum sessions target rated programs. They include topics such as identifying and implementing curriculum and assessments, low-moderate-serious risk non-compliance, and staff education and training requirements. These meetings provide a forum for discussing topics related to quality, expectations, and leadership oversight to reduce the likelihood of serious and moderate risk infractions that could remove or reduce a star rating.

Quarterly administrator meetings allow directors and family child care providers to discuss star rating benefits, learn strategies for increasing star ratings, and gain information on licensing changes, services, and relevant campaigns.

We surveyed providers about SUTQ challenges, asking how difficult each item was for their center. The most common challenges mentioned were the cost of improvements, the cost of compensating qualified staff, and finding and hiring qualified staff. The table on page 15 lists challenges the providers mentioned.

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Region Demographics The six counties in the region vary greatly by population and demographic make-up. The overall population of the region is 1,684,594, which is 15% of the state population.

County and Region Population (July 1, 2017)

County Population State Rank % of State Population

Mahoning 229,796 11 2%

Medina 178,371 16 2%

Portage 162,277 19 1%

Stark 372,542 8 3%

Summit 541,228 4 5%

Trumbull 200,380 15 2%

Region Total 1,684,594 - 15%

Ohio 11,658,906 100%

Source: U.S. Census Bureau

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Agency Survey Responses From across the region, 64 agency representatives completed surveys. The services provided by these agencies include housing, mental and behavioral health, early intervention, education, physical health, basic needs assistance, parenting education, home visiting, technical assistance, spiritual support, advocacy, and funding.

The charts below show the various sectors the respondents represent and the counties they serve.

0

5

10

15

20

25

30

Sectors the Agencies Represent

Series1

6%

21%

5%

69%

13% 5%

0%

10%

20%

30%

40%

50%

60%

70%

80%


Counties the Agencies Serve

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When asked about the greatest strengths in their community, agency representatives responded:

Strong, accessible agencies and programs

Family involvement

Good school systems, child care, and head start

Strong mental health agencies

Kindergarten readiness initiatives

Caring people who value community

Strong partnerships, collaboration and ECE networks

Resource and funding rich

When asked about the greatest challenges in their community, agency representatives responded:

Parent involvement and education

Insufficient funding

Communication and awareness of resources and supports

More options for high-quality care for all children

Access for low-income families (literacy, transportation)

Duplication of services

Teacher training, support, and compensation

Support for Hispanic families

Cost of child care

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Parent Survey Responses

Parent Demographics Across the region, 34 parents were surveyed.

SDA 4 Parent Respondent Demographics

Age

18-24: 14.71%,

25-34: 38.24%,

35-44: 35.29%,

45-54: 11.76%

Annual Household Income

$29,999 or Below: 47.06%

$30,000 to $74,999: 41.28%

$80,000+: 11.76%

Marital Status

Married: 47.06%

Single: 44.12%

Divorced: 8.82%

Living Arrangement

Rent: 52.94%

Own: 41.18%

Other: 5.88%

Number of Children Under Age Six

0: 20.59%

1: 44.12%

2: 29.41%,

3: 2.94%

5: 2.94%, Highest Education Level

Master’s Degree: 8.82%

Bachelor’s Degree: 23.53%

Associate’s Degree: 17.65%

Child Development Associate Credential: 20.59%

High School Diploma/GED: 20.59%

Other: 8.82% Employment Status

Full-time: 79.41%

Part-time: 8.82%

Not employed: 2.94%

Student: 2.94%

Other: 5.88%

6% 6% 6%

67%

12%

3%

0%

10%

20%

30%

40%

50%

60%

70%

80%


County of Residence

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When parents were asked if they had reached out to a local agency for a family need, they responded as shown:

79%

21%

Contacted a local agency for assistance with a family related issue in past year

Yes No

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Parents were asked about the top issues facing their families today. The table below lists respondent answers.

Top Issues Families Face Today

Number Responding Percentage Responding

Cost of living 16 20%

Financial problems 16 20%

High-quality child care/schools 9 11%

Higher education expenses 6 8%

Finding love/relationship issues 5 6%

Parenting challenges 4 5%

Special needs assistance/care 4 5%

Affordable, convenient health care 4 5%

Cost of child care 2 3%

Unsafe neighborhoods 2 3%

Stress 2 3%

Self-care 2 3%

Respect 2 3%

Finding employment 1 1%

Transportation 1 1%

Racial issues 1 1%

Addiction 1 1%

Distance of resources/services 1 1

N= 79

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Barriers that make it difficult to participate in parenting and family services/programs

# of responses

% of responses

Not having enough time/schedule conflicts 20 58.82%

Cost/fees 10 29.41%

Don’t drive/transportation issues 1 2.94%

Paperwork 3 8.82%

Distance 4 11.76%

Lack of child care 6 17.65%

Lack of respect for parents 1 2.94%

Availability 1 2.94%

Work 14 41.18%

No barriers 8 23.53%

N= 34

6%

47%

26%

3%

Parent ratings of quality of parenting and family services/programs available

Excellent Good Fair Poor

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Difficulties Cited

# of responses

% of responses

Finding affordable care 2 50%

Expelled from day care 1 25%

Didn’t know where to call 1 25%

N= 4

30%

70%

Had Difficulties Finding Suitable Childcare

Yes No

65%

35%

Currently Use Child Care

Yes No

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When parents were asked how important are each of the following in choosing a child care provider, they responded as shown below:

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When parents were asked how satisfied they were with each of the following, they responded as shown:

97%

3%

Heard of Step Up To Quality Program

Yes No

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When asked what can be done to improve quality, parents suggested:

Better communication

Transportation

Better administration

More sensitivity to parents

Patience with special needs children

More staff, better pay, more benefits

Cut paperwork

Offer more grants and incentives

More supplies

More educated staff

Better environments

More facilities

When asked what suggestions they had for keeping parents engaged in parenting and family services/programs, parents suggested:

Be more flexible

More events for children and families

Have child care for parent activities/training

Communicate personally, instead of with a flyer

Respect parent's time

Use multiple forms of communication

Make it interesting and engaging for families

Offer events at a variety of times/days/weeks

Invite parents to help plan events

Offer things during drop off or pick up

Offer discounts for attending

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2018 needs assessment - ecresourcecenter.org · 64 child care administrators, who completed an...

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