Joint Infant and Toddler Steering Committee/Early Learning Regional Coalition Statewide Meeting

Joint Infant and Toddler Steering Committee/Early Learning Regional

Coalition Statewide Meeting

“Using our Data for Continuous Improvement”

Organizational Research ServicesMay 15, 2013

Designing and Test Driving the Infant and Toddler Child Care Initiative:

aka a Strategic Learning Evaluation

Kids' Potential, Our Purpose


The Drawing Board: Why I/T CCC?

WAKids Love.Talk.Play


Infant Toddler Highway


Design Features of the I/T CCC Car

Regional variations

The Motor: the Essentials Interdisciplinary approach

with focus on attachment One-on-one consultation

with child care providers serving children in vulnerable situations

Data-informed design: I/T Steering Committees

conducted needs assessment to develop Regional Service Models

Check Points for Strategic Learning:Data collected so far


Check Conditions of the Road

Check Under the Hood

Report the Test Drive Results

Check the Mileage of the Car

Check the Mileage of the Car:Report Distance Traveled

Data Collected:Output data submitted by each region every 4 months in a periodic report on implementation of their model

Kids' Potential, Our PurposeCheck the Mileage of the Car

Exploration & Adaptation

Regional Strategies/RSM

ProgramInstallation

Building infrastructure for implementation

InitialImplementation

Recruiting providers,beginning

consultation services

Full OperationDelivering

consultation at nearly full capacity

InnovationRevise Regional Service Models based on year

one evaluation/reflection

SustainabilityFormalize core

model strategies and contracting

process

C1C1

C2C3

C2C3

Progress of Implementation through Periodic Reports Year 1 of I/T CCC Consultation

Regions position during Periodic Report 1

(Prior to Dec. 31, 2011)

Regions position duringPeriodic Report 3

(Apr. 1 2012 to June 30, 2012)

2011 2012 2013


(Jan. 1 2012 to March 31, 2012)

C1C2 C3

What We Learned


Aspects of Regional Variability How licensed care providers

were recruited Types of providers Consultant pool Type of assessment done in

the classroom Focus of individual

consultation Dosage of consultation Timelines for each region

The need for shared vocabulary to tell a statewide story Clarity around children served Clearer definitions of providers Clearer definition of consultation

hours More explanation on

consultation goals


What We Learned

Check Conditions of the Road:Assess Infrastructure

Data Collected:Findings from 20 key informant interviews with Regional Leads and Steering Committee members on influential systems level factors


Check Conditions of the Road

Supports to implementation Broad and regionally

representative steering committees built trust with providers

A history of regional relationships enhanced provider and consultant recruitment

Developing a communication system facilitated interdisciplinary consultation

Implementing the RSM unified the steering committee

Challenges to implementation Some regional geography

made it challenging to recruit consultants and providers serving children in vulnerable situations


What We Learned

Check Under the Hood:Look More Deeply at Moving Parts

Data Collected:Survey responses from 157 providers to better understand who and how


Check Under the Hood

Regions were reaching kids in vulnerable situations

Percent of children living below 200% of the FPL level

study sample compared to Washington State and U.S.

44%25%

0%

50%

Child Care Centers Family Child Care

Children Receiving Subsidy n=1,812 children

What We Learned: Reach of I/T CCC

Regions were reaching ethnically diverse populations

5%

2%

1%

5%

7%

5%

6%

4%

14%

14%

20%

24%

12%

7%

4%

58%

60%

53%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Comparison of race/ethnicity of children in I/T CCC, Washington State, and U.S.

American Indian Asian - Pacific Islander Black Hispanic Other - Multi-racial White

39% 44%43%

I/T CCC WA State National

I/T CCC

WA State

National

In spite of regional differences there were shared Core Implementation components: Consultant meets with a child care provider and they

discuss potential needs Consultant uses some form of assessment tool to

determine needs more formally Consultants and provider jointly set goals Consultation typically is hands on in the classroom with

opportunities for one-on-one debriefing and answering questions


What We Learned

Report the Test Drive Results:Sharing Outcomes and Findings

Data Collected:Evidence of changes in teachers, consultants, directors and learning environment from over 150 provider and consultant interviews and 9 classroom observations


Report the Test Drive Results

Key Outcomes: Providers are hungry for enhancing their skills Providers can demonstrate new skills and attitudes toward

sensitive care giving Changing the physical environment is an important step

toward promoting sensitive caregiving and healthy attachment

A trusting relationship between the consultant and provider is essential and takes time

Consultation dosage matters: more than 5 sessions leads to greater increase in knowledge and skills


What We Learned

I understand that my own mood or actions can influence infants and /or toddlers’ behavior (n=60)

I understand the importance of infants and toddlers social emotional development (n=59)

I try to find out the underlying reasons why an infant or toddler behaves in challenging ways (n=59)

I know how to effectively support and respond to an infant or toddler in distress (n=60)

I feel confident managing an infants’ or toddles’ challenging behavior (n=59)

I am able to create a classroom environment where infants and/or toddlers can have safe and positive relationships with other children and adults (n=60)

I have a positive attitudes about working together with parents in the care of their infants and toddlers (n=59)

I am aware of supports and services for families and young children in the community (n=60)

On a typical day, I feel a sense of accomplishment as a caregiver of infants and/or toddlers (n=57)

I see caring for infants and/or toddlers as my career (n=59)

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

45.0%

39.0%

28.8%

43.3%

37.3%

28.3%

55.9%

26.7%

50.0%

56.7%

83.3%

86.7%

75.0%

73.3%

73.3%

88.3%

83.1%

58.3%

80.0%

71.2%

AFTER “strongly agree” BEFORE “strongly agree”

A Detailed Look: Providers increase knowledge and skills

Teachers/caregivers 88% were very satisfied with

overall consultation experience

83% were very satisfied with their relationship with primary consultant

83% would participate in more consultation if offered

67% were very satisfied with hours of consultation received

Child Care Center Directors 82% were very satisfied with

overall consultation experience

94% were very satisfied with their relationship with primary consultant

92% would participate in more consultation if offered

76% were very satisfied with hours of consultation received

19

More Details:High Level of Satisfaction


Reflecting on the Test DriveRecommendations for Using a Strategic Learning Approach for Other Test Drives Have a firm understanding of

the WHAT and HOW (process) Be adaptable- don’t be afraid to

make changes to data collection process in the initial stages

Triangulate data- gather data from lots of perspectives

Match data collection and analysis to the stage of the implementation- don’t try to reach conclusions too early or demonstrate impact before it can be done

Incorporating Learnings from Our Test DriveWe plan to: Revise Regional Service

Model Begin formalizing model by

adopting components of success across all regions

Adapt and improve data collection tools*

Strengthen capacity in the regions for self-evaluation

Explore using standardized assessment tools to track teacher/caregiver outcomes

Exploration & Adaptation

Regional Strategies/RSM

ProgramInstallation

Building infrastructure for implementation

InitialImplementation

Recruiting providers,beginning

consultation services

Full OperationDelivering

consultation at nearly full capacity

InnovationRevise Regional Service Models based on year

one evaluation/reflection

SustainabilityFormalize core

model strategies and contracting

process

C1C1

C2C3

C2C3

Progress of Implementation through Periodic Reports Year 1 of I/T CCC Consultation

Regions position during Periodic Report 1

(Prior to Dec. 31, 2011)


(Apr. 1 2012 to June 30, 2012)

2011 2012 2013


(Jan. 1 2012 to March 31, 2012)

C1C2 C3

Paula Rowland, [email protected], ext. 228

Cameron Clark, MPA/MAIS [email protected], ext. 223

Organizational Research Serviceswww.organizationalresearch.com

206-728-0474

Contact Information

www.del.wa.govwww.twitter.com/DEL_wa

http://www.del.wa.gov/

http://www.twitter.com/DEL_wa

Joint Infant and Toddler Steering Committee/Early Learning Regional Coalition Statewide Meeting

Documents

Transcript of Joint Infant and Toddler Steering Committee/Early Learning Regional Coalition Statewide Meeting