1. Healthy. Safe. Strong. DM#152300DRAFT10/8/2016

2. 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

3. Building an Early Childhood System of Care Education and Outreach Professional Development Healthy Beginnings Quality Child Care: Early Education Afterschool BRIDGES Program & System Performance Data Systems

4. 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

5. 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

6. 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.

7. Theory of Change Improving Child Learning and Development Children are Ready for Kindergarten Improving Child Care Providers’ Learning Environment Improving Child Care Practitioners’ Quality and Practice Improving Family Supports and Parent Involvement Support Child Care Providers Support Child Care Practitioners Support Children and Families

8. Who’s Included Children: Birth-Five in Palm Beach County Practitioners: working with children Birth-Five in Palm Beach County Providers: publicly-funded – Includes: Subsidized, Early Head Start, Head Start, & Voluntary Pre-K System Network: Early Learning Coalition, Early Head Start/Head Start, Palm Beach State College, School District of Palm Beach County, Literacy Coalition, Family Central, Healthy Beginnings, & Bridges

9. Timeline 2011/20122012/20132013/20142014/20152015/2016 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)

10. 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

11. Guiding Principles WeWe 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

12. Vision For a Coordinated Approach Children’s Services Council Primary prevention and early intervention Targeting the earliest developmental stages Theoretical integrity Minimal sufficiency Data driven and evidence-based Continuous learning and improvement High return on investment System Network Quality Supports and /services Responsive Customer Service Culturally Competent Data Driven and evidence based decisions Continuous learning and improvement Leadership Families Actively participate in the learning process by supporting children in learning and development Ensure children attend Ensure children are prepared to engage and participate Advocate for continuous quality improvement Partner with local networks to enroll children in the highest quality providers Providers Meet expectations for child outcomes and professional improvement Support teachers and staff Measure progress through regular observations, ERS, Pre- k CLASS, and Teaching Strategies GOLD Ensure families have information to make high quality choices and partnership opportunities Children are Ready for Kindergarten Adapted from the Louisiana We Believe, 2014

13. 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

14. Pre-Entry/Eligibility/Annual RequirementsProfessional Development Salary Supplements Scholarships Career Advising Formal & Informal Training 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 Environment Rating Scale(Infant/Toddler & Family Child Care) Pre-K CLASS Teaching Strategies Gold Navigation SupportChild/Family Supports Healthy Beginnings CSC Scholarships Bridges Tiered Reimbursement Supplement System Elements for In-Network Status

15. 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

16. In-Network Eligibility Requirements Minimum Pre-K CLASS assessment Domain Scores of:  5.0 Emotional Support  4.0 Classrooms Organization  1.5 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

17. ERS Identified Items (17) Expert Combined ITERS-R Items (17)SUBSCALE Indoor SpaceSpace & Furnishing Furniture for routine care and playSpace & Furnishing Provision for relaxation and comfortSpace & Furnishing Room ArrangementSpace & Furnishing Display for ChildrenSpace & Furnishing Helping Children understand Language Listening & Talking Helping children use languageListening & Talking Using BooksListening & Talking Fine MotorActivities Promoting acceptance of DiversityActivities Supervision of Play and LearningInteraction Peer InteractionInteraction Staff-Child InteractionInteraction DisciplineInteraction ScheduleProgram Structure Free PlayProgram Structure *Provisions for children with disabilities Program Structure

18. 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 Support  4.0 Classrooms Organization  1.5 Instructional Support  10% increase from prior assessment *ERS & CLASS Assessments will be conducted every other year

19. 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

20. In-Network Targeted Technical Assistance Teaching Strategies Gold Infant/Toddler Observation & Assessment/ Curriculum Planning & Instruction CLASS Behavior Management/Special Needs Accreditation Facilitation Support

21. 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

22. 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

23. 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

24. 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 – 1 st week in October – 1 st week in April Paid monthly

25. 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 Support  10% increase from previous assessment

26. 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

27. In-Network Two (2) Tier Reimbursement Supplement Center HPZC=High Poverty Zip Code HPCT=High Poverty Census Tract Tier 1Tier 2 HPZC/HPCT% Non-HPZC/Non-HPCT  # Publicly funded Children enrolled % Non-HPZC/HPCT  # Non-Publicly funded Children enrolled %

28. System Elements for Emerging and Promising Status Navigation SupportsProfessional Development Scholarships (SEEK) Career Advising Formal & Informal Training Registry Limited Technical AssistanceLiteracy InitiativeIncredible Years SeriesResource development initiativeChild/Family Support Adapted from the Louisiana We Believe, 2014

29. 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

30. How to Become an Emerging Provider Pre-Entry Requirements are met and 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

31. 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

32. How to Become a Promising Provider Pre-Entry Requirements met and 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

33. Future Work More online opportunities Video Vignettes Development of an evaluation of the system Incredible Years Series Literacy Initiative Leadership Development Emerging Provider Initiative

34. We have come a long way, but have many miles to go. This work is urgent. “A child is becoming today what he will be tomorrow.” -- S. Bruce McDonald, Palm Beach County Leader Thank you