1. Healthy. Safe. Strong.
DM# DRAFT 5/5/2019

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
Healthy Beginnings
Quality Child Care:
Early Education
Afterschool
Bridges
Professional Development
Program & System Performance
Data Systems

4. Quality Counts 1999 -2002 – 6 Pilot sites
Launched the 4 star Quality Rating System (QRS), 40 sites
renamed Quality Improvement System (QIS)
Palm Beach County and 11 other counties in Florida, formed the Multi-County Collaborative to align the standards in Florida
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. Children are Ready for Kindergarten
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
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.

8. Timeline
2011/2012
2012/2013
2013/2014
2014/2015
2015/2016
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)

9. Vision, Mission, & Goals 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

10. Guiding Principles We We 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

11. 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
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

12. Pipeline To Quality Emerging
Initiative targeted at increasing quality child care in identified areas of need
Promising
Targeted supports provided for a limited time to assist child care providers move to in-network status
In-Network
Full Access to System Resources

13. System Elements for In-Network Status
Pre-Entry/Eligibility/Annual Requirements
Professional 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
Navigation Support
Child/Family Supports
Healthy Beginnings
CSC Scholarships
Bridges
Tiered Reimbursement Supplement
So what will the system look like? Based on the recommendations and input we received we will have a small set of powerful requirements and measures. These will be tied to both environment quality, adult –child relationships and instructional practices. Through our funding to the School District, Early learning Coalition, Family Central, Palm Beach State College and the Children’s Forum an array of supports and resources are offered to the child care providers who meet the new eligibility requirements to continue to enhance the quality of environments, instructional practices and child care staff education so children can enter school ready.
One of the many factors in determining the quality of care is staffing. Staff training and experience are major contributors to a child’s success, as does consistency of care. Young children form bonds with child care providers, and it is within these relationships that social, emotional, and cognitive development occurs.
Over the years we have developed a very robust quality professional development system providing both formal and informal coursework for child care staff. Through our funding, the institute of excellence at PBSC provides resources and training to child care staff and directors. We are also fortunate in our community to have a Bachelors in Early Care and Education program (BECE) thorough FAU and we recently have begun a relationship with FIU who will be providing an online BA program in ECE as well.
Because of the very low wages and lack of and benefits the national average for staff turnover in the child care industry is between 30-40%. To try combat the constant turnover we will be providing a wages supplement to those child care staff who are employed for a minimum of one year at facilities participating in our Quality Child Care system and continue their education. This resource has reduced the turnover rate for those staff participating between 6 and 9%
The strategies and resources provided will include assessing adult-child interactions (CLASS) and measuring child outcomes using an appropriate formative child level assessment (GOLD). These tools will assist in guiding effective instructional classroom practices and the continued development of professional development opportunities for child care staff.

14. 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
Make sure to add definition of “in good standing”

15. 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

16. ERS Identified Items (17)
Expert Combined ITERS-R Items (17)
SUBSCALE
Indoor Space
Space & Furnishing
Furniture for routine care and play
Provision for relaxation and comfort
Room Arrangement
Display for Children
Helping Children understand Language
Listening & Talking
Helping children use language
Using Books
Fine Motor
Activities
Promoting acceptance of Diversity
Supervision of Play and Learning
Interaction
Peer Interaction
Staff-Child Interaction
Discipline
Schedule
Program Structure
Free Play
*Provisions for children with disabilities

17. 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

18. 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

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

20. 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
Research in early childhood education has shown clear links between the quality of children's instructional and classroom environments and their achievement in terms of developmental outcomes. Toward that end, the planned, systematic use of the Environment Rating Scales (ERS) and the Classroom Assessment Scoring System (CLASS) has been shown to be an effective model to improve the quality of early childhood classrooms. When classroom quality increases, children show improved outcomes.

21. 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

22. 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

23. 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
1st week in October
1st week in April
Paid monthly

24. 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

25. 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

26. In-Network Two (2) Tier Reimbursement Supplement
Center
HPZC=High Poverty Zip Code
HPCT=High Poverty Census Tract
Tier 1
Tier 2
HPZC/HPCT %
Non-HPZC/Non-HPCT
# Publicly funded Children enrolled
Non-HPZC/HPCT
# Non-Publicly funded Children enrolled
Based on $28 per child base rate
HPZC/HPCT (DM#132706)
33401
33403
33407
33417
33404
33460
33461
33430
33493
33476
33435
33444

27. System Elements for Emerging and Promising Status
Navigation Supports
Professional Development
Scholarships (SEEK)
Career Advising
Formal & Informal Training
Registry
Limited Technical Assistance
Literacy Initiative
Incredible Years Series
Resource development initiative
Child/Family Support
Adapted from the Louisiana We Believe, 2014

28. 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

29. How to Become an Emerging Provider
Pre-Entry Requirements are not met or
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

30. 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

31. How to Become a Promising Provider
Pre-Entry Requirements met
and
Assessments Scores:
□ fall between average on identified items of the ITERS-R
Pre-K CLASS domain scores
□ fall between on Emotional Support
□ fall between on Classroom Organization
□ fall between on Instructional Support

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

33. Thank you 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