Continuous Quality Improvement of Head Start Programming

Transcription

1 Continuous Quality Improvement of Head Start Programming Creating and nurturing a culture of learning and collaborative inquiry Presenter Desiree Del-Zio Quality Assurance Manager - MAAC

2 Shifting From a Culture of Compliance to a Culture of Learning The Definition of Continuous Quality Improvement (CQI) Transitioning Practical Implementation Beyond Compliance: Becoming a Learning Organization Data samples and responses in this presentation are fictitious and not based on authentic data collection and analyses. These data herein are for discussion purposes only.

3 Defining Continuous Quality Improvement The systematic approach to utilizing the environment and organizational characteristics to: develop a continuous cycle of collaborative inquiry through commitment of resources, and building upon agency wide capacity to transform into, and sustain a culture of learning that focuses on, and results in improved programmatic outcomes.

4 Analyzing Data Through a Continuous Cycle of Collaborative Inquiry Develop & Revisit Goals and Objectives Evaluate Outcomes Gather Data Monitor Performance Feedback and Continuous Course Correction Analyze Data Implement Plan Review and synthesize Prioritize and Plan Chart adopted from the OPRE Resource Guide for Head Start Programs January 2015

5 The Practical Evolution from Compliance to Learning Organization Compliance Transitioning Learning Organization

6 Learning CQI by Example Indicator question #1 was the family partnership agreement initiated as quickly as possible after the start of the program year? Indicator question #2 did the agency work collaboratively with all participating parents to identify and continually access, either directly or through referrals, services and resources that are responsive to each families interests and goals? Indicator Question #1 Indicator Question # % % Yes 10% No Yes 30% No

7 Compliance The program collects data and reports the required data through the PIR. The Program tracks and records the timeliness of screenings and referrals. The program performs all elements within the specified periods, collects all the required data and maintains all required records, and reports on the data when required. *Definition taken from the 2015 OPRE Report A Resource Guide for Head Start Programs: Moving Beyond a Culture of Compliance to a Culture of Continuous Improvement

8 Compliance Indicator question #1 Was the family partnership agreement initiated as quickly as possible after the start of the program year? In the program year - Family Partnership Agreements are completed in a timely manner 90% of the time Goal in the program year the program will ensure family partnership agreements are completed in a timely manner 92% of the time Indicator question #2 Did the agency work collaboratively with all participating parents to identify and continually access, either directly or through referrals, services and resources that are responsive to each families interests and goals? In the program year the agency worked collaboratively with participating parents to identify and continually access services and resources 70% of the time Goal #1 in the program year prior to the start of the year, staff will receive comprehensive training on the assessing, issuance and documenting of services and resources Goal #2 - Staff will meet this compliance measure with an indicator response of at least 90%

9 Transitioning The program does all of the required items for the compliance descriptor, and staff have begun to look at the data on a monthly basis. If program participants are not receiving services as prescribed in the standards, staff should be informed as soon as possible to identify barriers and help children and families access services and referrals. Content area experts work together and with staff to review the data and assure services are received. *Definition taken from the 2015 OPRE Report A Resource Guide for Head Start Programs: Moving Beyond a Culture of Compliance to a Culture of Continuous Improvement

10 Transitioning Indicator question #1 Was the family partnership agreement initiated as quickly as possible after the start of the program year? In the program year - Family Partnership Agreements are completed in a timely manner 90% of the time 1. Family Partnership Agreements are tracked and communication between content area managers and staff occurs monthly Indicator question #2 Did the agency work collaboratively with all participating parents to identify and continually access, either directly or through referrals, services and resources that are responsive to each families interests and goals? In the program year the agency worked collaboratively with participating parents to identify and continually access services and resources 70% of the time 1. Family Engagement Content Area Specialists, other content area experts and frontline staff work together with families, and review data regularly assuring services/referrals are offered 2. Communication between staff and staff, and staff and families is ongoing 3. Relationships between families, line staff, and service area experts are continuously nurtured 4. Line staff and service area experts conduct ongoing analysis and discussion of data

11 Learning Organization The program does all of the required items for the compliance descriptor and performs types of analyses indicated in the transitioning descriptor, but it looks at data by types of children rather than solely by child. If they see signs of disproportionality, they will investigate possible reasons. Staff disaggregate their data (break it into categories) and organize teams to interpret the data. *Definition taken from the 2015 OPRE Report A Resource Guide for Head Start Programs: Moving Beyond a Culture of Compliance to a Culture of Continuous Improvement

12 Learning Organization In collaboration with the staff, disaggregate the data by: Center Family Needs Family Demographic Attendance Trends in staffing Attendance Trends of students Types of Referrals Age of Children Home Language Reflect on what is learned and how the data can support program and staff development and increase positive outcomes for children and families.

13 Learning Organization Indicator question #2 - did the agency work collaboratively with all participating parents to identify and continually access, either directly or through referrals, services and resources that are responsive to each families interests and goals? In the program year the agency worked collaboratively with participating parents to identify and continually access services and resources 70% of the time Disaggregation of data reveals children not receiving referrals: Data Demonstration: 1. Had higher rates of homelessness 2. Did not have regular access to transportation 3. Had higher rates of consecutive absences 4. Were at centers with higher number of new staff members 5. Were primarily males between the ages of three and four Response: 1. Increased conferencing and off site visits and/or community collaboration with homeless shelters 2. Assess transportation support either internally or through collaboration with community resources that offer transportation services 3. Increase review of the Family Partnership Agreement, implementing and supporting attendance goals and/or seek alternative program options 4. Increase onboarding processes/training on performance standards/referral processes. Generate connection to the work 5. Conduct further research on males versus females in the same age group and/or nationality of origin, home language, dig deeper into the data.

14 Program Planning Disaggregation of Data and Quality Improvement Learning Organization Compliance Monitoring and Corrective Action Building Program/Staff Capacity

15 Questions