EARLY LEARNING COALITION OF DUVAL Helping parents choose, preparing children to learn QUALITY CONNECTIONS Presentation at the Board Meeting August 31, 2011 QUALITY CONNECTIONS Presentation at the Board Meeting August 31,

All Jacksonville Early Learning Programs will provide high quality care and early learning services that result in demonstrated positive school readiness outcomes for all children. COALITION VISION STATEMENT 2

SUPPORT TRACKS – QUALITY INITIATIVES 3 QUALITY CONNECTIONS – ITERS & ECERS GUIDING STARS SUPPORT – JCC & ECS GUIDING STARS SUPPORT - JOURNEY

QUALITY CONNECTIONS - PROGRAM OBJECTIVE To empower school readiness providers to offer quality early learning experiences To use the environment rating scales to help with quality improvement and provide an entry into Guiding Stars of Duval 4

MEASURABLE OUTCOME – FY  Number of classrooms assessed - 2 classrooms per center – RANDOM selection  Measured using the Infant Toddler Rating Scale- Revised (ITERS-R) for infant / toddler classrooms & the Early Childhood Environment Rating Scale- Revised (ECERS-R) for preschool classrooms.  Overall AVERAGE score of 3.0 or above (new centers), and 3.50 or above (support for more than 2 years) on ITERS + ECERS 5

ITERS-R / ECERS-R SUBSCALES ITERS-R – Birth to 30 months 1. Space and Furnishings 2. Personal Care Routines 3. Listening and Talking 4. Activities 5. Interaction 6. Program Structure 7. Parents and Staff In the first 6 subscales, there are 32 items and over 350 indicators which are scored. ECERS-R – 31 months to 5 yrs 1. Space and Furnishings 2. Personal Care Routines 3. Language and reasoning 4. Activities 5. Interaction 6. Program Structure 7. Parents and Staff In the first 6 subscales, there are 37 items and over 400 indicators which are scored. 1-2 INADEQUATE MINIMAL GOOD 7 - EXCELLENT 6

TECHNICAL ASSISTANCE – ENVIRONMENT SUPPORT  Introductory meeting – Director & Specialist  Center staff meeting to discuss expectations with the teachers  Support strictly anchored to ITERS and ECERS  Learning materials purchased for supported classrooms  Average caseload per Specialist – between 17 to 22 centers  Differentiated support – 100 centers / 275 to 300 classrooms  Average number of TA visits to each center – 12 to 14  Unit Cost per Quality Connections center - $10,000  Balance between TA & provider accountability 7

“It is the average total score that is related to positive child development, but not any of the single requirements by themselves.” (All About the ECERS-R, xii) 8

QUALITY CONNECTIONS AVERAGE ITERS SCORE

10 QUALITY CONNECTIONS AVERAGE ECERS SCORE

QUALITY METRIC – RESULTS BASED ACCOUNTABILITY 11 HOW MUCH DID WE DO?  Approx 100 child care centers  Worked in 275 classrooms 127 Infant / toddler classrooms 148 preschool classrooms  Serving 800 infants / toddlers + 1,200 preschool children (estimated)  Expenditures - $1,000,000 HOW WELL DID WE DO IT?  5 Specialists provided support  Caseload of 17 to 22 centers each  Bi-weekly (or monthly) differentiated system of support to teachers and directors in the classrooms  Support based on ITERS / ECERS moving from intensive support to a hybrid of support and accountability / ownership IS ANYONE BETTER OFF? Quantity of Effect  BENCHMARK: All QC centers made the benchmark of 3.0 or 3.50 average in ITERS + ECERS* combined OVERALL ITERS SCORE – 4.00 OVERALL ECERS SCORE – 4.18 *- ITERS – Infant Toddler Environment Rating Scale - ECERS – Early Childhood Environment Rating Scale - Score 1-2 – Inadequate Care; 3-4 Minimal Care; 5-6 – Good Care; 7- Excellent Quality of Effect  BENCHMARK: 100% of the centers’ sample classrooms made the benchmark

12 Average Environment Rating Score – 4 years – to Moving from intensive support to a hybrid of intensive & maintenance support

13 Thank you to all the Directors, Teachers, and Specialists for their dedication and diligent work, as we continue to raise the quality of early learning in this community.