Quality Improvement & Technical Assistance
Information about the Transformation Zones that 10 RTT-ELC States included as key projects in their RTT-ELC plans. This information will be helpful to other States as they consider how to continue to increase the quality of early learning by providing targeted resources to the communities where the children and families with the highest needs live.
State TA Resources are developed by ELC TA State Support Team members in response to requests from RTT-ELC States for information on topics related to the implementation of their grants.
When used together, the Early Childhood Work Environment Survey and the Program Administration Scale provide a comprehensive picture of quality related to a program's organizational climate and leadership and management practices. This crosswalk is designed to demonstrate how the tools complement one another.
Nearly every state and territory has established a quality rating and improvement system (QRIS) or is planning one. In most states, referral agencies (CCR&Rs) play an important part in the implementation of QRIS. Because of this many stae leaders are rethinking the roles of these agencies. In 2014, the BUILD Initiative conducted a survey of states and interviews with state leaders in five states. The BUILD Initiative shares the result of that research in this brief.
This fact sheet provides a descriptive analysis using data from qriscompendium.orgi about how on-site TA is being implemented across the 39 operating QRIS in the US in 2014, including information on: the entities providing TA, the job titles used for TA providers, the number of TA providers delivering services for QRIS, and trainings or certifications needed for TA providers.
Assessing Quality in Family & Provider-Teacher Relationships: Using the FPTRQ Measures in Conjunction with Strengthening Families™ & the Head Start Parent, Family & Community Engagement Frameworks & Self-Assessments
This research-to-practice brief is intended to help policymakers, program managers, and practitioners learn how the newly released Family and Provider/Teacher Relationship Quality (FPTRQ) measures can be used to complement or supplement two approaches, Strengthening Families™ and the Head Start Parent, Family and Community Engagement (PFCE) frameworks, and their related self-assessments, that have been frequently used by Early Care and Education (ECE) stakeholders to support their work with families and to assess their programs, providers and teachers in these efforts.
This resource from Early Learning Challenge Technical Assistance (ELC TA) supports early childhood leaders and coalitions as they design and implement plans to sustain progress and achieve goals developed through the Race to the Top – Early Learning Challenge (RTT-ELC) program as Federal funding ends. Although each State is unique, and State approaches will vary, many sustainability themes and processes identified in this document are relevant across all States.
This Office of Planning, Research & Evaluation (OPRE) report provides an overview of the Quality of Caregiver-Child Interactions for Infants and Toddlers (QCCIIT) observation tool, which was designed to measure the quality of caregiver-child interactions in child care settings serving infants and toddlers. The tool can be used across different types of settings and measures caregiver support for infant/toddler social-emotional development, cognitive development, language and literacy development, as well as areas of concern (negative caregiving behaviors).
Data Use for Continuous Quality Improvement: What the Head Start Field Can Learn from Other Disciplines. A Literature Review and Conceptual Framework
This Office of Planning, Research & Evaluation (OPRE) report summarizes research on the processes, facilitators, and impediments to data use for continuous quality improvement; develops a conceptual framework representing the elements of data use for continuous quality improvement; provides linkages between the disciplines from which the literature was drawn and the Head Start field; and suggests areas for future research.
More and more, classroom observation data are being used to inform key decisions in programs serving young children. The Educational Testing Service recently released a report, State-Funded PreK Policies on External Classroom Observations: Issues and Status (2014) by Debra J. Ackerman, which examines PreK classroom observation policies across the country, the protocols being used, and how often such data are collected from classrooms.