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Using Research to Assess, Build and Collaborate with Partners in Child Development

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

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Using Research to Assess, Build and Collaborate with Partners in Child Development

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  1. 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

  2. Outline Introductions Oklahoma State Pilot Early Childhood Program State Pilot Program Evaluation Measuring and Monitoring Quality Programs Using Data to Improve Professional Development Conclusion

  3. Goals and Objectives Develop a basic knowledge of State of Oklahoma Pilot Early Childhood Program Examine criteria used to measure and monitor assessments Use applied research to enhance program quality through professional development

  4. Pilot Early Childhood Program What Is It? Quantity Quality • Legislature directed State Board of Education to establish Pilot Program • Public/private partnership • High-quality early childhood education program

  5. Major Participants • Administers State funds on behalf of Legislature • Ensures program compliance with State requirements • Ensures Pilot Early Childhood Program goals are met • Develops program infrastructure • Provides training/implementation help • Monitors performance Pilot Early Childhood Program Providers • Implement Pilot Early Childhood Program locally – improve quality and serve more children • Connect with and leverage community resources 4

  6. Key Collaborators • Evaluation • Program planning • Evaluation • Program planning • Training & Technical Assistance • Program planning • Training & Technical Assistance • Program planning

  7. Serving Children & Families Year 1: $ 5 million Year 2: $10 million $10 million $15 million • Birth through age 3 • “At risk” • Family income up to 185% FPL • Public/private partnership • High-quality early childhood education program

  8. Quality Standards Classroom Staff Family Support • At least one Bachelor Degreed Lead Teacher for every two 0-3 classrooms • Bachelor Degreed, CertifiedLead Teacher in every 3 yr. old classroom • Associate Degreed Teacher Assistants • CDA-holding Classroom Aides • Professional caseworkers- Bachelor Degreed • Link families to community resources • No more than 50 families per caseworker

  9. Quality Standards Operational Schedule Annual Training • Serve children 48 weeks/year • 8 hours/day • Infant & Toddler Care • In-Classroom Tech. Asst. • Leadership Training • Observation & Assessment Observation & Assessment • Gold to track child progress Accreditation & Licensing • NAEYC accredited • DHS licensing requirements

  10. Across the State 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

  11. Evaluation A 3-phase evaluation plan was designed to answer 3 main questions: • 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?

  12. Phase I Question: Are participating Providers meeting Pilot Program expectations? • Required of all Pilot Program-funded programs • Programs 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

  13. Phase I: Program Growth

  14. Phase II Question: What is the quality of Pilot Program-funded classrooms? • Required of all Providers starting in second year of participation in Pilot Program • Randomly selected 89 classrooms • Administered 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

  15. Phase II: ITERS-R

  16. Phase II: ECERS-R

  17. Phase II: Infant-Toddler Arnett

  18. Phase II: Preschool Arnett

  19. Phase III • Question: How do classrooms and children in the Pilot Program compare with Community Programs? • To be implemented in third year of funding and operation • Children recruited and tested in fall and retested in spring • Winter classroom observations were completed • Measures were chosen to enhance comparability across similar studies. Examples include: ITERS-R PLS – 4 ECERS-R Bayley DECA

  20. Phase III: DECA

  21. Phase III: DECA Results

  22. Phase III: Classroom Quality All total scores and subscale scores were higher for SPP classrooms than community classrooms

  23. Program Training & Technical Assistance • Excellence 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

  24. Pilot Program Training

  25. PITC Training for Oklahoma • Module I – Social-Emotional • Module II – Group Care • Module III – Learning & Development • Module IV – Culture, Family & Providers

  26. Continuation Training • Environments for Care • Inclusion of Children with Disabilities & other Special Needs • Language Learning in Infants &Toddlers • Culture, Family & Care

  27. 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

  28. Leadership Training Topics • Coaching on Strengths • Effective Leaders • Partnering Across Teams • Professionalism in the Workplace • Stress Management • PITC Approach • Program Manager’s Role in implementation of Individualized Care • Reflective Supervision • Director’s Role in Supporting Documentation and Curriculum Planning Process

  29. Technical Assistance • Technical assistance provided on-site in classrooms • Linking training & technical assistance • Importance of supportive technical assistance following training • Transference of theoretical-based know how into classrooms

  30. Next Steps • Pre-service/ Kick-off event • Year 3 training and technical assistance begins • Launch Phase III Evaluation to determine outcome • Refine feedback to Providers • Disseminate program model and encourage replication • Advocate for program expansion to serve more families and children • Continuous communication with Providers and professional partners to improve program design

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