Healthy. Safe. Strong.DM#152300 DRAFT 04/19/23

All Resources and Efforts Focus On Achieving The Target

• Born healthy• Safe from neglect and abuse• Ready for kindergarten• Have access to quality

afterschool and summer programs

Building an Early Childhood System of Care

Education and Outreach

Professional Development

Program & System Performance

Data Systems

Quality Counts

•1999 -2002 – 6 Pilot sites•2003 - Launched the 4 star Quality Rating System (QRS), 40 sites•2005 - renamed Quality Improvement System (QIS)•2006 - Palm Beach County and 11 other counties in Florida, formed the Multi-County Collaborative to align the standards in Florida•2009-2010 - renamed Quality Counts (tri-county; Palm Beach County, Miami-Dade County, and Broward County.)

– Transitioned to a 5 Star System

•2011 to Present – Development of new system– Quality Counts has 207 sites serving approximately 11,000 children

Why a New System?

•New evidence & research•Focus on child outcomes•Return on investment (ROI)•Feedback from national experts•Feedback from stakeholders•Most intentional high quality providers•Streamline Procedures & Process

Theory of Change

We assume if appropriate supports and resources are utilized, providers who have the intention and motivation to achieve high quality standards are capable of offering quality environments to children.

Motivation and change theory for organizations suggests those who acknowledge the need to change, and are motivated to change, will be more likely to succeed and benefit from the support and resources provided (Owens & Valesky, 2010; Senge, 2006; Berkley, 2004).

As pointed out by Zaslow et al. (2010), certain thresholds of early care and education quality need to be met before more positive outcomes for children are seen, which is why we need to set a relatively higher-quality standard for the participating childcare providers.

Theory of Change

Timeline

2011/2012 2012/2013 2013/2014 2014/2015 2015/2016• Due Diligence• National experts

recommendations based on review

• Exploration• Professional

Development redesign

• Planning• Data Analysis• Gold Pilot• Class Pilot• Coaching to

Technical Assistance model

• Framework design of new system

• Provider interviews

• Incorporate Continuous Quality Improvement philosophy

• Development of new data systems

• Sunsetting Quality Counts (December 31, 2014)

• Rebranding• Launch new

system (January 1, 2015)

• Launch new data systems

• Piloting Incredible Years Parenting (infant/toddler)

• Full implementation

• Literacy Initiative• Resource

development initiative (out-of-system)

• Incredible Years Series

• Accreditation Support (out-of-system)

Vision:Children will have quality early educational experiences that will increase their chances of achieving school success and becoming productive members of society

Mission:To use research and data to increase the quality of early care and education programs through integrated supports and resources offered to the early learning community, children and their families.

Goals:Children are ready for school•To improve children’s learning and development•To improve teacher-child interactions•To improve parent engagement

Vision, Mission, & Goals

Guiding PrinciplesWe We Believe Are solution focused In access to quality child care for all children

Are accountable for child outcomes In maximizing resources to get the best outcomes for children

Are research & data driven In community partnerships Are advocates for children and families In program leadership as the driving force of

change Are strength-based In continuous quality improvement (through

assessment, professional development, Evaluation)

Are culturally competent and value diversity A well trained & educated work force will lead toward child outcomes

Are invested in technology and resources Children thrive when engaged in positive relationships with peers, adults, and families

Are motivated and intentional Quality child care will help close the achievement gap for at risk children

Vision For a Coordinated Approach

Adapted from the Louisiana We Believe, 2014

In-Network

Promising

Targeted supports provided for a limited time to assist child care

providers move to in-network status

Emerging

Initiative targeted at increasing

quality child care in identified areas

of need

Full Access to System Resources

System Elements for In-Network Status

In-Network Status Pre-Entry Requirements

• School Readiness Agreement is active• Head Start Agreement is active (if applicable)• In good standing with: -School Readiness -VPK

-Child Care Licensing -Early Head Start/Head Start (EHS/HS)

*In good standing is defined as no compliance plan/assurance plan within the last 12 months.

• 100% of all staff are members of the Registry• Meet CSC Child Safety Licensing Policy (CSLP)

– Zero (0) class 1 violations within the last 12 months– No more than two (2) class 2 violations within the last 12 months

• Accredited within 3 years of membership (Gold Seal)• *Agreement to use Teaching Strategies GOLD*Those programs using another formative assessment will reviewed on a case by case basis

In-Network Eligibility Requirements

• Minimum Pre-K CLASS assessment Domain Scores of:5.0 Emotional Support4.0 Classrooms Organization1.5 Instructional Support

• Avg. Score of 4.0 on identified items of ITERS • Randomized assessments conducted every other year• 50% of the classrooms will be assessed

ERS Identified Items (17)Expert Combined ITERS-R Items (17) SUBSCALE

Indoor Space Space & Furnishing

Furniture for routine care and play Space & Furnishing

Provision for relaxation and comfort Space & Furnishing

Room Arrangement Space & Furnishing

Display for Children Space & Furnishing

Helping Children understand Language

Listening & Talking

Helping children use language Listening & Talking

Using Books Listening & Talking

Fine Motor Activities

Promoting acceptance of Diversity Activities

Supervision of Play and Learning Interaction

Peer Interaction Interaction

Staff-Child Interaction Interaction

Discipline Interaction

Schedule Program Structure

Free Play Program Structure

*Provisions for children with disabilities

Program Structure

In-Network Annual Renewal Requirements

• Pre-Entry Requirements plus (+)• 75% of all children enrolled are assessed using Gold• 100% of all eligible children are to screened using the ASQ

– Publicly funded

• Avg. Score of 4.0 on identified items of ITERS • Minimum Pre-K CLASS assessment Domain Scores of:

5.0 Emotional Support4.0 Classrooms Organization1.5 Instructional Support 10% increase from prior assessment

*ERS & CLASS Assessments will be conducted every other year

In-Network Professional Development

• Career Advising• Education & Training

– Informal– Hybrid– Formal

• CLASS/ERS Training• Teaching Strategies GOLD• Registry Membership• Scholarships (SEEK)• Salary Supplements (ACHIEVE)• Online/distance/e-learning

In-Network Targeted Technical Assistance

• Teaching Strategies Gold• Infant/Toddler• Observation & Assessment/ Curriculum

Planning & Instruction• CLASS• Behavior Management/Special Needs• Accreditation Facilitation Support

Valid and Reliable Assessments

• Infant/Toddler Environment Rating Scale-Revised (ITERS-R)• PRE-K Classroom Assessment Scoring System (CLASS)

*Future use of Infant and Toddler CLASS assessment tools

Navigation Supports

• Ongoing navigation supports to include linkages to CSC Early Childhood System of Care:– System Supports – Out-of-System Supports– Child/Family Supports• Healthy Beginnings • Bridges

Child/Family Supports

• Healthy Beginnings System Entry Access– Child Screening & Assessment• Referrals to appropriate services for families

– CSC Child Care Scholarships

• Bridges Entry Access– Parent/Community Engagement

In-Network Financial Supports

• Tiered reimbursement supplement based on child full-time enrollment at 3 checkpoints throughout the year

*between the learning hours of 6am-6pm– Entry– 1st week in October– 1st week in April

• Paid monthly

In-Network Tier 1

• Score of 4.0 on identified items of ITERS-R (center-based & school-based)

• Minimum Pre-K CLASS domain scores□ 5.0 Emotional Support□ 4.0 Classroom Organization□ 1.5 Instructional Support10% increase from previous assessment

In-Network Tier 2

• Score of 5.5 on identified items of ITERS-R (center-based & school-based)

• Minimum Pre-K CLASS domain scores□ 6.5 Emotional Support□ 5.5 Classroom Organization□ 3.0 Instructional Support 10% increase from previous assessment

In-Network Two (2) Tier Reimbursement Supplement

Center

HPZC=High Poverty Zip CodeHPCT=High Poverty Census Tract

Tier 1 Tier 2

• HPZC/HPCT % %

• Non-HPZC/Non-HPCT # Publicly funded Children enrolled

% %

• Non-HPZC/HPCT # Non-Publicly funded Children enrolled

% %

System Elements for Emerging and Promising Status

Adapted from the Louisiana We Believe, 2014

Emerging Status• Provider defined as needing additional supports and

resources towards increasing the level of quality child care.

• Participation in this independent initiative (in development) is voluntary and can be accessed through an application.

• Working towards achieving membership for In-Network System

• Does not receive tiered reimbursement supplements

How to Become an Emerging Provider• Pre-Entry Requirements are metand• All Assessments Scores:

□ less than 3.5 average on identified items of the ITERS-R

Pre-K CLASS domain scores□ less than 4.5 on Emotional Support□ less than 3.5 on Classroom Organization□ 1.0 on Instructional Support

Promising Status• Promising provider is defined as needing Targeted

supports for a limited time up to a six (6) month period to assist child care providers move to in-network status

• Working towards achieving membership for In-Network System

• Does not receive tiered reimbursement supplements

How to Become a Promising Provider• Pre-Entry Requirements metand• Assessments Scores:

□ fall between 3.5-3.99 average on identified items of the ITERS-R

Pre-K CLASS domain scores□ fall between 4.5-4.99 on Emotional Support□ fall between 3.5-3.99 on Classroom Organization□ fall between 1.0-1.49 on Instructional Support

Future Work

• More online opportunities• Video Vignettes• Development of an evaluation of the system• Incredible Years Series• Literacy Initiative• Leadership Development• Emerging Provider Initiative

We have come a long way,but have many miles to go.

This work is urgent.“A child is becoming todaywhat he will be tomorrow.”

-- S. Bruce McDonald, Palm Beach County Leader

Thank you