Using QRIS As A Tool To Enhance Children’s Social and Emotional Development
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Using QRIS As A Tool To Enhance Children’s Social and Emotional Development Geoffrey Nagle, PhD, MPH, LCSW Allison Boothe, PhD Tulane University Institute of Infant and Early Childhood Mental Health
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Using QRIS As A Tool To Enhance Children’s Social and Emotional Development. Geoffrey Nagle, PhD, MPH, LCSW Allison Boothe, PhD. Tulane University Institute of Infant and Early Childhood Mental Health. Integrating Social-Emotional Development in the QRIS. Environment Rating Scales - PowerPoint PPT Presentation
Transcript of Using QRIS As A Tool To Enhance Children’s Social and Emotional Development
Using QRIS As A Tool To Enhance Children’s Social
and Emotional Development
Geoffrey Nagle, PhD, MPH, LCSW
Allison Boothe, PhD
Tulane University Institute of Infant and
Early Childhood Mental Health
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Integrating Social-Emotional Development in the QRIS
Environment Rating Scales Social-Emotional Subscale
Mental Health Consultation Reflective Supervision
Social-Emotional Screening Training Warm Line
Funding
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Quality Start – Louisiana’s QRIS
Recognize the quality of child care being offered by child care providers
Build and sustain quality child care
Inform parents about the quality of child care
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Points to Earn Stars
Total Number of Points
Star Rating
3-5
6-9
10-11
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Environment Rating Scales
Social-Emotional Subscale
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Environment Rating Scales
Infant/Toddler Environment Rating Scale - Revised (ITERS-R) – birth through 2½ years
Early Childhood Environment Rating Scale - Revised (ECERS-R) – 2½ years to 5 years
Harms, T., Cryer, D., & Clifford, R. M. (2006).
Harms, T., Clifford, R.M., Cryer, D. (2005).
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Each ERS Scale Assesses
Space and Furnishings
Personal Care Routines
Activities
Listening & Talking/Language-Reasoning Skills
Interaction
Program Structure
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Social-Emotional Subscale
ITERS-R Listening and
Talking Interaction Program
Structure
ECERS-R Language-
Reasoning Interaction Program
Structure
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Points
Criteria
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2
3
4
5
Program Standards - Scores on the ERS (ITERS/ECERS)
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Points
Criteria
1 An average of 3.75 on the social-emotional subscale, with no one classroom lower than 3 on the subscale
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3
4
5
Program Standards - Scores on the ERS (ITERS/ECERS)
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Points
Criteria
1 An average of 3.75 on the social-emotional subscale, with no one classroom lower than 3 on the subscale
2 An average of 4 on the social-emotional subscale, with no one classroom lower than 3 on the subscale
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4
5
Program Standards - Scores on the ERS (ITERS/ECERS)
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Points
Criteria
1 An average of 3.75 on the social-emotional subscale, with no one classroom lower than 3 on the subscale
2 An average of 4 on the social-emotional subscale, with no one classroom lower than 3 on the subscale
3 An average of 4.25 on the social-emotional subscale, with no one classroom lower than 3.25 on the subscale
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5
Program Standards - Scores on the ERS (ITERS/ECERS)
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Points
Criteria
1 An average of 3.75 on the social-emotional subscale, with no one classroom lower than 3 on the subscale
2 An average of 4 on the social-emotional subscale, with no one classroom lower than 3 on the subscale
3 An average of 4.25 on the social-emotional subscale, with no one classroom lower than 3.25 on the subscale
4 An average of 4.5 on the social-emotional subscale, with no one classroom lower than 3.5 on the overall ERS
5
Program Standards - Scores on the ERS (ITERS/ECERS)
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Points
Criteria
1 An average of 3.75 on the social-emotional subscale, with no one classroom lower than 3 on the subscale
2 An average of 4 on the social-emotional subscale, with no one classroom lower than 3 on the subscale
3 An average of 4.25 on the social-emotional subscale, with no one classroom lower than 3.25 on the subscale
4 An average of 4.5 on the social-emotional subscale, with no one classroom lower than 3.5 on the overall ERS
5 An average of 5 on the overall ERS, with no one classroom lower than 4 on the overall ERS
Program Standards - Scores on the ERS (ITERS/ECERS)
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Mental Health Consultation
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Acknowledgments
Angela Keyes, Ph.D.
Sheryl Scott Heller, Ph.D.
Krystal Vaughn, LPC
All of the Quality Start Mental Health Consultants
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A Primary Goal of MHC & Quality Start Support healthy social emotional
development.
Social Emotional Development: Children’s ability to experience, regulate, and express emotions; form close and secure relationships; explore the environment and learn” (Parlakian, 2003, p. 2).
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Kindergarten teachers rate motivation and social emotional skills as more important to school success than being able to read upon entering kindergarten. (National Institute of Early Education Research, 2008).
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What is Mental Health Consultation? A method of supporting the healthy
development of infants and young children.
An important component of support to childcare centers working to maximize quality.
Designed to support ALL children, teachers, and families involved in childcare.
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Quality Start Model of Mental Health Consultation
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Quality Start is a Combination Model of MHC 3 types of MHC:
Program Centered: designed to improve experience of all individuals involved with center
Child Centered: designed to assess and make recommendations about particular children
Combination Model: uses aspects of both models to assist center and individuals within center
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Program Centered Components of The Model
Relationships are seen as major catalyst of change
Interactive trainings are consistently conducted
MHC consistently observes in classrooms MHC consistently meets with director Consultants are available to meet
individually with staff members Parent meetings/workshops are available
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Child Centered Components of Our Model MHC available to complete a child-
centered consultation when requested Parent permission necessary & beneficial MHC can:
Observe child in classroom Interview parents/teachers/director Make referrals when needed Assist in designing behavior management program
for class and assist teacher in implementing
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Benefits of Combined Model
Centers often request consultation for child-centered reasons. e.g., Challenging behaviors; developmental
concerns
Combined model = immediate assistance for challenging behavior with continued assistance across the center.
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Model Components
12 total visits. One day every other week (day = 5-6 hours).
Centers with 8 or more classrooms receive weekly visits with up to 24 total visits.
All centers participating in the Quality Start QRIS program are eligible.
Centers serving child enrolled in CCAP receive priority.
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Work Expectations
Each MHC carries caseload of: Between 7-8 centers Averaging between 30 and 40 classrooms Large centers (8 or more rooms) ‘count’ as
2 centers as visited weekly Each MHC is responsible for 4 trainings
for child care community per year. Introduction to Social Emotional Screening Learning Through Play
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Quality Start Mental Health Consultants 13 full time equivalent consultants
across state All have master’s degree in a mental
health field and hold a license. Primarily LCSW, LPC, of GSW license. Prefer clinicians who have
experience with children.
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Community Agency Involvement Each MHC is employed through a
regional agency. Benefits of regional agency:
MHC is identified as member of community at large
MHC can call upon unique aspects of his/her agency
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Consultant Training
Pre-Service Training Full training on all aspects of MHC model
5 interactive didactic trainings 2 community trainings
Shadow consultants in field Infant Mental Health training
60 hours of class time in person or via videoconferencing
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In-Service Training Training occurs 1-2 times per calendar year Topics/Focus vary and have included:
Cultural differences within centers and between MHC and center
Outside speakers Updates Team building Reflective Supervision
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Consultant Supervision
Consultants participate in: Individual reflective supervision two
times per month Group reflective supervision one time
per month Focus of supervision is
Relationships with center staff Avoiding the “expert stance”
Consultants who are working towards a more advanced license maintain supervision outside of the program.
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Reflective Supervision Integral to program
Goal of reflective supervision: to help MHCs focus on their relationships
with consultees & how those relationships support positive change.
MHCs are encouraged to: discuss challenges to view challenges from a variety of
perspectives to “wonder” about methods of supporting
change within a center.
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Social-Emotional Screening
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Program Standards: Social-Emotional Development ScreeningPoin
tsCriteria
4 Complete screening for social-emotional development with instrument from recommended list for all children (0-5 yrs.) within 45 calendar days of enrollment and annually thereafter. Conference with parents to review results and provide a list of community resources.
5 Same
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Staff Qualifications: Social Emotional Screening Training
Points
Criteria
3 Directors and lead teachers complete training in social-emotional screening of children.
4 Same
5 Same
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Introduction to Social Emotional Screening Community Training
Rationale for universal screening Importance of early detection Identifying risk and protective factors Outcomes for early treatment vs. later
treatment
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Selection of Screening Instrument Recommended screeners :
ASQ-SE (Ages & Stages: Social Emotional)
ECSA (Early Childhood Screening Assessment)
Age ranges of each
Cost of implementation for each
Psychometric properties of each
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Preparing to Screen
Who orders? Who completes? (e.g., teacher; parent;
etc) Who scores? Who discusses results with parents? How to give feedback to parents. How to follow up? (e.g., referrals, re-
screening, etc.) Social-Emotional Warm line information
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Program Evaluation
Pre and post assessments are ongoing Staff self report Observational Measures (CLASS)
Initial findings are promising Staff report finding MHC worthwhile &
helpful Observed differences found in classrooms
in Student teacher interactions Overall classroom climate
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Mental Health Consultation:A teacher’s perspective
“She was very professional and at the same time her friendly ways made her a part of our school family. The children and parents trusted her not only as a consultant but also as a person who really cares.” A teacher after participating in Quality Start MHC program.
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Future Research
Compare pre and post Environment Rating Scale scores. Focus on social-emotional subscale
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Quality Start MHC strives to provide a foundation for child care center staff to support young children in their social emotional growth.
Evaluation data is assisting us in continuing to move in the right direction.
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Funding
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Funding to Support QRIS
Tiered Bonus Payments
School Readiness Tax Credits
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Tiered Bonus Payments
Children in the Child Care Assistance Program (CCAP)
Children in foster care
Payments are automatically issued after the end of each calendar quarter
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Tiered Bonus Payments
The bonus payment is equal to a percentage of all payments from DSS for services provided during the quarter as follows:
Star Rating Bonus
5 Star
4 Star
3 Star
2 Star
1 Star (or not participating)
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Tiered Bonus Payments
Star Rating Bonus
5 Star 20%
4 Star 13.5%
3 Star 8%
2 Star 3%
1 Star (or not participating)
0
The bonus payment is equal to a percentage of all payments from DSS for services provided during the quarter as follows:
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School Readiness Tax Credits
Package of 4 Tax Credits Credits to Providers
Credits to Directors and Teachers
Credits to Business for Supporting Child Care
Credits to Parents/Consumers
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Tax Credits to Providers
102 providers benefited from the SRTC
$1.3 million
$12,795 per provider Range $750 - $81,000
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Tax Credits to Teachers/Directors
761 teachers/directors benefited from SRTC
$1.3 million
Average of $1726 per teacher/director
Another 400-500 teachers were eligible and were not at a star rated center or did not file for the credits.
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Tax Credits to Businesses
27 businesses benefited from SRTC
$28,000
Average - $1000 each
In addition, $100,000 donated to Child Care Resource and Referral Agencies
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Tax Credits to Parents
4455 parents benefited from SRTC
$950,000 Average of $215 per parent (tax
return)
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THANK YOUContact Information:
Allison [email protected]
Geoffrey [email protected]
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