Strengthening the Support and Supervision Framework for

Strengthening the Support and Supervision Framework for Technical Assistance Providers Working with School-age Programs

J u l y 1 3 , 2 0 1 62 : 4 5 – 4 : 1 5 P M

Participants will learn about promising practices in building a system of technical assistance consultants that can respond to the unique needs of afterschool and summer programs.

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Workshop Goals

NCASE | 2016 QRIS National Meeting

• Welcome and NCASE Overview• Small Group Discussion: What are the unique needs of after

school and summer programs that TA professionals need to address?

• National Trends and Promising Practices• Panel Discussion:

• Jan Sapotichne; Pittsburgh AEYC, Pennsylvania• Gwen Alexander and Philip Steigman; Department of Early

Education and Care, Massachusetts• Summary and Next Steps

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Agenda


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NCASE Goal

The broad goal of NCASE is to ensure that school-age children in families of low-income have increased access to afterschool and summer learning experiences that contribute to children’s overall development and academic achievement.


In small groups, discuss the following:• What are the unique

needs of after school and summer programs that TA professionals need to address?

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Discussion


• Align school-age TA systems with early childhood to increase opportunities for TA professionals on a career ladder • Adopt NAEYC/NACCRRA Training and TA glossary:

http://www.naeyc.org/GlossaryTraining_TA.pdf• Practice fidelity to the coaching model or approach • Incentives to participate (PD credit for TA; funds for staff to participate; tiered reimbursement)• Explore dosage and intensity that is effective• Prepare TA consultants for summer programs

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General Considerations


• Clarify qualifications and competencies• Identify dispositions: https://www.zerotothree.org/resources/185-

a-guide-to-effective-consultation-with-settings-serving-infants-toddlers-and-their-families

• Develop job descriptions and interview protocols• Build TA pool through school-age networks, affiliates, city

initiatives, and summer initiatives• Ensure racial, linguistic, and skill diversity (allied fields of social

work and mental health, early childhood, education, and recreation)

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Considerations in Recruiting


• KNOWLEDGE: Effective program practices; Youth development principles; Organization and management; Schools setting and skills to improve alignment

• INTERPERSONAL SKILLS: Relationship building; Cultural competency; Effective communication; Asset-based collaboration

• PROFESSIONALISM: Responsible and accountable for service delivery; Quality, content, implementation and follow up; Model ongoing learning, professional growth and continuous improvement;Model ethical and professional behavior and presentation

• EVALUATION: Assessment; Continuous improvement; Assessing needs of site and program

http://www.asapconnect.org/asap-quality-framework8

California Afterschool Assistance Providers Foundational Competencies


• Self-assessment for ongoing professional development (PD) and support

• What PD do we provide to those without direct school-age experience?

• Reflective supervision that is relationship-based and strengths-based, and appreciative coaching

• 1:1 supervision and on-site supervision• Community of Practice (CoP) and other peer learning

opportunities• Videotaping

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Considerations for Supervision & Support


• More training and supervision, including on-site• Be able to offer adequate TA (dosage/intensity)• Include modeling of effective practice and time to practice

new skills• Help with resistant staff• How to support leaders on CQIThe Center for Summer Learning started at Johns Hopkins in 2001, focusing on quality improvement from the start, is now the National Summer Learning Association and they have developed the Summer Learning Program Quality Intervention. And by the way, tomorrow is National Summer Learning Day!

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Needs of TA Providers


TA System Overview:• How do your TA providers

support programs?• How do you recruit TA

providers for school-age?• How do you orient,

support, and supervise?

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Panel Discussion


2002 LaunchVoluntary System Block rating 4 LevelsERS tools2015 participation• 64% center-based• 13% school-age Pen

nsylvan

ia Early

Learnin

g Keys t

o Qua

lity

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September 2012 and now starting 5th cohortSupports program requirement to have a CQI PlanSchool-age Technical Assistance Specialists in all 5 Regions provide up to 40 hours trainingFive-step CQI process from NIOST1. Prepare the program community for change2. Create and prepare a CQI team3. Collect data (program assessment, surveys with director, staff, children, families, hosts/schools)4. Create an action plan5. Implement action plan

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Quality

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LOGIC MODELQuality improvements that are sustained

• Team is motivated• Time for CQI• Developmental approach to change

Readiness for changeReadiness for change

• Leaders and emerging leaders have support• TA builds strength-based relationship• Data-informed action plan

CQI climateCQI climate • Stakeholders create plan• CoP, reflective supervision and modeling for strong implementation

Internalize changes Internalize changes

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OCDEL Integrated ServicesOCDEL Integrated Services

STARS Re-visioningSTARS Re-visioning

CCDBGre-authorization

CCDBGre-authorization

WorkforceWorkforce

TA Re-visioningTA Re-visioning

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PA Keys TA Re-visioning goals Move from an external checklist approach to an internal owning of the processIncrease positive outcomesProvide TA Consultants with tools and resources they need for best practice

• Use a developmental and readiness approach• Build shared vision and buy-in with stakeholders• Relationship and strengths-based• Dialogue, inquiry, and appreciative coaching• Reflective practice• Data-informed practice• Shared decision-making• Develop and implement action plan 17

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uality

Supporting School-age TA ConsultantsRegional SupervisionCentral office school-age coordinatorMonthly Community of Practice (CoP)oUpdates on program progresso Explore new content (relevant articles, Appreciative Coaching)oDevelop new tools (logic model, fidelity tool)oPeer consultation and reflection o Facilitating Communities of Practice for Program Leaders

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TA Re-visioningPrepare TA System and Program leaders for CQI cultureIndividualized continuum of leadership supportsTA Career pathway to improve recruitment and retentionCreate a cross-sector and cross-regional approach to orientation, in-service, supervision for Consultants and Supervisorso12 hour CORE orientation for TA Consultants, STARS specialists, certification/licensorso TA Consultants create IPDP for orientation and in-serviceo Supervision framework for 1:1 supervision, on-site supervision, caseloads, dosage and intensity 19

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Time for Q+A


Strengthening the Support and Supervision Framework for TA Providers Working with School-Age ProgramsBUILD ConferenceJuly 13, 20162:45pm – 4:15pm

ASOST Engagement in the MA QRIS

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236

643733 777 815

0100200300400500600700800900

1/1/2012 1/1/2013 1/1/2014 1/1/2015 1/1/2016

Number

of Pro

grams

Applyin

g

ASOST Programs Applying to MA QRIS Over Time

Family Child Care, 3544

Licensed Center Based, 1421

Public School and License-Exempt Preschool, 255

Out-of-School Time, 815

ASOST Programs as a Proportion of Mixed-Delivery System

Highlights of ASOST Participation in MA QRISStakeholders: ASOST Advisory Group Helps to Guide ASOST Policy for the Commonwealth and for the MA QRISStatewide: Participation in MA QRIS is Mandatory for Programs Receiving Subsidies and GrantsMA QRIS: Programs Measure Quality Using Quality Standards, Professional Development, and Tools (SACERS and APT)Program Quality Unit: Focuses on Inter-Rater Reliability to Ensure Consistent Rating and Develop Guidance for the ASOST Standards

MA QRIS Overview

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Building a Strong Technical Assistance TeamTAP Recruitment, Orientation, Support, and Supervision

Who are MA Technical Assistance Providers?•Program Quality Specialists•Educator and Provider Support Coaches and Mentors•Improvement Grant TA Providers•Licensing Staff•ERS Reliable RatersTraining for Technical Assistance Providers on SACERS and APTInter-Rater Reliability ProtocolsGuidance for MA QRIS Standards and Professional DevelopmentMonthly Virtual Meetings with All TA Providers Featuring Guest Instructors (e.g. curriculum, indoor space set-up)

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How MA Provides Technical Assistant to ASOST ProgramsMA Technical Assistance for Programs

Data-Driven Approach•Site Visit Data•Field Study Data•Alignment Study Research•MA QRIS Working Group Data•Research from Best Practices in Other States•Feedback from the fieldContinuous Quality Improvement Plan (CQIP)Quality Grant for Both Program Planning and Durable GoodsCapital Improvement Grant

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QRIS COMPONENT DESCRIPTIONQRIS LEVEL 1

Licensing Requirements

QRIS LEVEL 2Commitment

to QualityQRIS LEVEL 3

Focused Development

QRISLEVEL 4

Full Integration

Reliable Rater Program Assessment Environment Rating Scales classroom observations (60% of classrooms)QRIS Health Consultant Site Visit Annual visit by a community based R.N., N.P., or M.D.Individualized Technical Assistance Site Visit EEC Program Quality Specialist (PQS) site visit.Classroom observation and support with Continuous Quality Improvement Plan (CQIP)Continuous Quality Improvement Plan Identify strengths, challenges, and action steps based on program dataProgram Self-Assessment – Measurement Tools Measurement tools (ERS, BAS/PAS, Arnett/CLASS, Strengthening Families, APT)Expanded Health and Safety Practices Increasingly stringent requirements for indoor and outdoor environmentDocumentation of Best Practice and Policy Program practice (ex. assessment, curriculum, family engagement, supervision)Formal Professional Development Staff and administrator qualifications, professional development and experienceTechnical Assistance EEC staff, EPS coaches/mentors, FCC system support, webinars, orientations, and trainingsQuality Grants Program planning and durable goods to support upward movement in the QRISEEC Licensed ProgramOR Self-Assessment and Agreement

Program has an EEC license in good standing, or for public school or license exempt- meets specific health and safety requirements

QRIS Continuum

Alignment Project with MA Department of Elementary and Secondary Education: a mapping of all quality initiatives (including QRIS and 21st Century Community Learning Centers). Report includes recommendations for:• Statewide Indicators of Quality in ASOST Programs• Supporting ASOST Programs in Navigating Quality InitiativesRevisions based on QRIS Validation Study Results and other studies, and feedback from the field

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ASOST Technical Assistance Next Steps

Questions or comments?

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• Upcoming NCASE Opportunity: Peer Learning Community

• Reflection: What other information and support would help you strengthen your city, state, territory quality improvement system?

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Summary andNext Steps


This document was developed with funds from Grant #90TA00001-01 for the U.S Department of Health and Human Services, Administration for Children and Families, Office of Child Care, by the National Center on Afterschool and Summer Enrichment. This resource may be duplicated for noncommercial uses without permission.

Contact InformationVisit the NCASE website at:

https://childcareta.acf.hhs.gov/national-center-afterschool-summer-enrichmentTo contact NCASE, please email us at:

[email protected] let us know who we should connect with in your state, including contact information.

Thank You!

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Strengthening the Support and Supervision Framework for