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

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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

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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

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Quantity Quality

Legislature directed State Board of Education to establish Pilot Program

Public/private partnership

High-quality early childhood education program

What Is It?Pilot Early Childhood Program

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Major Participants

Ensures Pilot Early Childhood Program goals are met

Develops program infrastructure

Provides training/implementation help

Monitors 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 children

Connect with and leverage community resources4

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 partnership

High-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 Assistants

CDA-holding Classroom Aides

Family Support

Professional caseworkers- Bachelor Degreed

Link families to community resources

No more than 50 families per caseworker

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Quality Standards

Operational Schedule

Annual TrainingInfant & Toddler Care

In-Classroom Tech. Asst.

Leadership Training

Observation & Assessment

Serve children 48 weeks/year

8 hours/day

Accreditation & LicensingNAEYC accredited

DHS 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 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

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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

5.48

4.44

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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3.15

2.21

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 Harshness0

0.5

1

1.5

2

2.5

3

3.5

4

Arnett Caregiver-Child Interaction Scale

78 Classrooms

Phase II: Preschool Arnett

Sensitivity Detached Harshness0

0.5

1

1.5

2

2.5

3

3.5

4

11 Classrooms

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Phase III

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

DECA19

Question: How do classrooms and children in the Pilot Program compare with

Community Programs?

Phase III: DECA

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Initi

ative*

Self

Contro

l

Atta

chm

ent*

Tota

l Pro

tect

ive

Fact

or+

30

40

50

60

70

Spring DECA Scores by Type of Program

SPP n=58Community N=36

Phase III: DECA Results

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% of Children0

20

40

60

80

100

43.6

18

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 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

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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 Care

Inclusion of Children with Disabilities & other Special Needs

Language Learning in Infants &Toddlers

Culture, 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 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

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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

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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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