using research to assess, build and collaborate with partners in child development
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Using Research to Assess, Build and Collaborate with Partners in Child Development. Friday, January 28, 2011 Southern Early Childhood Association Savannah, GA. Oklahoma Pilot Early Childhood Program. Outline. Introductions Oklahoma State Pilot Early Childhood Program - PowerPoint PPT PresentationTRANSCRIPT
Using Research to Assess, Build and Collaborate with
Partners in Child Development
Friday, January 28, 2011Southern Early Childhood Association
Savannah, GA
Oklahoma Pilot Early Childhood Program
Outline
2
1. Introductions2. Oklahoma State Pilot Early Childhood Program3. State Pilot Program Evaluation4. Measuring and Monitoring Quality Programs5. Using Data to Improve Professional
Development6. Conclusion
Goals and Objectives
3
1. Develop a basic knowledge of State of Oklahoma Pilot Early Childhood Program
2. Examine criteria used to measure and monitor assessments
3. Use applied research to enhance program quality through professional development
4
Quantity Quality
Legislature directed State Board of Education to establish Pilot ProgramPublic/private partnershipHigh-quality early childhood education program
What Is It?Pilot Early Childhood Program
5
Major Participants
Ensures Pilot Early Childhood Program goals are metDevelops program infrastructureProvides training/implementation helpMonitors performance
Administers State funds on behalf of Legislature
Ensures program compliance with State requirements
Pilot Early Childhood Program ProvidersImplement Pilot Early Childhood Program locally – improve quality and serve more childrenConnect with and leverage community resources
4
Key Collaborators
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EvaluationProgram planning
Evaluation Program planning
Training & Technical Assistance Program planning
Training & Technical Assistance Program planning
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Serving Children & Families
Birth through age 3“At risk”Family income up to 185% FPL
Year 1: $ 5 million Year 2: $10 million
$10 million$15 million
Public/private partnershipHigh-quality early childhood education program
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Quality Standards
Classroom StaffAt least one Bachelor
Degreed Lead Teacher for every two 0-3 classrooms Bachelor Degreed, Certified Lead Teacher in every 3 yr. old classroom Associate Degreed Teacher AssistantsCDA-holding Classroom Aides
Family Support
Professional caseworkers- Bachelor DegreedLink families to community resourcesNo more than 50 families per caseworker
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Quality StandardsOperational
ScheduleAnnual TrainingInfant & Toddler Care
In-Classroom Tech. Asst.Leadership TrainingObservation & Assessment
Serve children 48 weeks/year8 hours/day
Accreditation & LicensingNAEYC accreditedDHS licensing requirements
Observation & AssessmentGold to track child progress
Across the State
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Cherokee Nation Child Development Center
Community Action Project of Tulsa County
Educare
Hutcherson YMCA Learning Development Center
Kids’ Ranch Inc.
Little Dixie Community Action Agency
Margaret Hudson Program
Sunbeam Family Services Inc.
Tri County Technology Center Child Development Center
Evaluation
Are participating Providers meeting Pilot Program expectations?
What is the quality of the Pilot Program classrooms?
How do classrooms and children in the Pilot Program compare with Community programs?
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A 3-phase evaluation plan was designed to answer 3 main questions:
Phase I
Required of all Pilot Program-funded programsPrograms are required to report the following variables on a monthly basis:
• Number of classrooms• Child enrollment and attendance rates• Classroom staffing patterns• Teacher credentials
– Degree (BA, AA)– Major
• PITC Training completed
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Question: Are participating Providers meeting Pilot Program expectations?
Phase I: Program Growth
37
68
54
71
0
20
40
60
80
100
120
140
160
June 2007 June 2008
# of
Cla
ssro
oms
Classrooms Created Due to Pilot Existing Classrooms Improved Due to Pilot
Number of Pilot Early Childhood Program ClassroomsJune 2007 and June 2008
91
139
Phase II
Required of all Providers starting in second year of participation in Pilot ProgramRandomly selected 89 classroomsAdministered ITERS and Arnett (78) ECERS (11)Results indicate the overall level of quality was "good" and that staff was "sensitive" and "not harsh"Feedback loop established to use results to inform professional development
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Question: What is the quality of Pilot Program-funded classrooms?
Phase II: ITERS-R
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4.82
2.8
5.484.44
5.73
4.33
6
4.74
01234567
Space & Furnishings
SD= .82
Personal Care
Routines SD=.78
Listening & Talking SD=.78
Activities SD=.70
Interaction SD=.85
Program Structure SD=.70
Parents & Staff SD=.43
Total Score
SD=.33
ITERS-R
78 Classrooms
Phase II: ECERS-R
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3.152.21
4.683.85
4.41
3.01
5.34
3.77
0
1
2
3
4
5
6
Space & Furnishings
SD= .82
Personal Care
Routines SD=.78
Listening & Talking SD=.78
Activities SD=.70
Interaction SD=.85
Program Structure SD=.70
Parents & Staff SD=.43
Total Score
SD=.33
ECERS-R
11 Classrooms
Phase II: Infant-Toddler Arnett
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Sensitivity Detached Harshness00.5
11.5
22.5
33.5
4Arnett Caregiver-Child Interaction Scale
78 Classrooms
Phase II: Preschool Arnett
Sensitivity Detached Harshness0
0.51
1.52
2.53
3.54
11 Classrooms
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Phase III
To be implemented in third year of funding and operationChildren recruited and tested in fall and retested in springWinter classroom observations were completedMeasures were chosen to enhance comparability across similar studies. Examples include:
ITERS-R PLS – 4ECERS-R Bayley DECA
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Question: How do classrooms and children in the Pilot Program compare with
Community Programs?
Phase III: DECA
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Initia
tive*
Self C
ontro
l
Attach
ment*
Total
Prote
ctive
Facto
r+3040506070
Spring DECA Scores by Type of Program
SPP n=58Community N=36
Phase III: DECA Results
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% of Children0
20406080
100
43.6
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Percent of Children with DECA Attachment
as an Area of Strength
SPP n= 78Community n=50
Phase III: Classroom Quality
ITERS-R ECERS-R0
1
2
3
4
5
6
7
SPP
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All total scores and subscale scores were
higher for SPP classrooms than
community classrooms
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Program Training & Technical AssistanceExcellence For Children, LLC- Oklahoma Program for Infant Toddler Care seminar type training
WestEd, Center for Child and Family Studies-Continuation Training
Excellence For Children, LLC & WestEd, Center for Child and Family Studies- follow-up providing on-site Training & Technical Assistance
Jeff Wilkie Consulting & WestEd, Center for Child and Family Studies- Leadership Training
Teaching Strategies, Inc.- Observation and Assessment / CreativeCurriculum.net Training
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Pilot Program TrainingOklahoma Program for Infant Toddler Care (PITC)Modules I – IV
Lead Teachers
WestEd Continuation2 – two day sessions
Lead Teachers who have completed PITC previously
Follow-up on-site training & technical assistance
For staff attending PITC or Continuation
Leadership2 – two day sessions
Management & supervisory staff
CreativeCurriculum.net3- three day sessions
Staff responsible for collecting and entering child assessment data
PITC Training for Oklahoma
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Module I – Social-Emotional
Module II – Group Care
Module III – Learning & Development
Module IV – Culture, Family & Providers
Continuation Training
Environments for CareInclusion of Children with Disabilities & other Special NeedsLanguage Learning in Infants &ToddlersCulture, Family & Care
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PITC Training for Oklahoma
Teachers come together in Tulsa or Oklahoma City for off-site training
Strategies learned are translated into practical and hands on knowledge
Follow-up with technical assistance in all classrooms
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Leadership Training Topics
Coaching on StrengthsEffective LeadersPartnering Across TeamsProfessionalism in the WorkplaceStress ManagementPITC ApproachProgram Manager’s Role in implementation of Individualized CareReflective SupervisionDirector’s Role in Supporting Documentation and Curriculum Planning Process
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Technical Assistance
Technical assistance provided on-site in classrooms Linking training & technical assistanceImportance of supportive technical assistance following trainingTransference of theoretical-based know how into classrooms
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Next Steps
Pre-service/ Kick-off event Year 3 training and technical assistance beginsLaunch Phase III Evaluation to determine outcomeRefine feedback to ProvidersDisseminate program model and encourage replicationAdvocate for program expansion to serve more families and children Continuous communication with Providers and professional partners to improve program design
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