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9/28/17 Continuous Quality Improvement: Tools for Improving - PDF document

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9/28/17 Continuous Quality Improvement: Tools for Improving Program Evaluation Self-Paced Learning Module Navigating the Module About this Module The revised guidelines may be accessed via the paperclip icon. 1 9/28/17 Colorado

  1. 9/28/17 Continuous Quality Improvement: Tools for Improving Program Evaluation Self-Paced Learning Module Navigating the Module About this Module The revised guidelines may be accessed via the paperclip icon. 1

  2. 9/28/17 Colorado Department of Education Guidelines for Identifying Young Children with Special Needs (Ages 3 through 5 Years Old) Leadership and Administration Continuous Partnering and Quality Collaboration Improvement Child Intake and Evaluation Referral Individualized Screening Program Evaluation & Continuous Quality Improvement Learning Objectives Administrative Unit (AU) staff understand how 1. continuous quality improvement through program evaluation will support an improved child find process. AU staff will understand the necessary scope and 2. evaluation questions as described in the Guidelines. AU staff can articulate which required data 3. elements are currently captured in their data collection and which are not. AU staff can identify potential new data sources 4. (e.g. data collection tools) to help fill the gap between required data elements, and current data collection. AU staff can identify next steps in using data to 5. inform their child find process. 2

  3. 9/28/17 Learning Objective 1: Administrative Unit (AU) staff understand how continuous quality improvement through program evaluation will support an improved child find process . Research-to-Results Brief: Why Conduct a Program Evaluation? Five Reasons Why Evaluation Can Help an Out-of-School Time Program By Allison J. R. Metz, Ph. D. Learning Objective 1 Guidelines: “Qualitative and quantitative data is collected and made available to internal and external child identification stakeholders on a stakeholders regular basis for discussion, review, and influencing system and process improvements” (F. Continuous Quality Improvement, 3. a.) Sample AU Referral Data Referral # Referred # Evaluated # Eligible # Ineligible Source Family 16 6 5 1 Journey Physicians Metro 10 8 5 3 Pediatricians ABC Private 8 7 6 1 Preschool Head Start 9 9 8 1 Learning Objective 1 Program Evaluation Components: 1. Referral data broken down by referral source. 2. Referring partner input. 3. Strong relationships with stakeholders to problem solve together! Sample AU Referral Data Referral # Referred # Evaluated # Eligible # Ineligible Source Family 14 12 10 2 Journey Physicians Metro 10 8 5 3 Pediatricians ABC Private 8 7 6 1 Preschool Head Start 9 9 8 1 3

  4. 9/28/17 Learning Objective 1: Administrative Unit (AU) staff understand how continuous quality improvement through program evaluation will support an improved child find process . Learning Objective 2: AU staff will understand the necessary scope and evaluation questions as described in the Guidelines. Learning Objective 2 Evaluation Planning WHAT WHY HOW (Methods) (Scope) (Questions) • What are you • Why are you • How will you evaluating? evaluating? measure? • What aren’t you • What do • How will you evaluating? you want to know? know? 4

  5. 9/28/17 Learning Objective 2 Evaluation Planning Guidelines: “determining the effectiveness of the child identification process for children ages 3 through 5” WHAT (Scope) Not: effectiveness of preschool special education • What are you evaluating? Not: effectiveness of your child • What aren’t you evaluation tools evaluating? Question: Is our process for identifying children ages 3 through 5 effective? Learning Objective 2 Evaluation Planning Effectiveness is: WHAT (Scope) • Responsiveness to family concerns, priorities and resources Ensuring that young children with • • What are you developmental disabilities are identified evaluating? and receive services as early as possible • What aren’t you evaluating? To provide information to the family • about their child’s development as well WHY as on local community resources (Questions) An easily accessible child find program • • Why are you evaluating? • What do you want to know? Learning Objective 2 Evaluation Planning Worksheet Define Process RQ 4 Select Data RQ 1-3 Define Process RQ 1-2 Use Findings RQ 4 E Are children with x E i Select Data developmental disabilities v s RQ 4 a identified and served as t l Adding data elements to existing tools early as possible? i u n a Is our child identification g t process easily navigable? i D a o n t a Q S u o e u s r t c e i s o Ideas for new data sources/ tools n s Select Data RQ 1-3 Use Findings RQ 4 5

  6. 9/28/17 Learning Objective 3: AU staff can articulate which required data elements are currently captured in their data collection and which are not. Learning Objective 3 Evaluation Planning WHAT WHY HOW (Methods) (Scope) (Questions) • How will you The EFFECTIVENESS Are children with measure? of the child ID developmental • How will you process disabilities identified and know? served as early as possible? Required data Is our child identification elements process easily navigable? Learning Objective 3 Evaluation Planning Required data elements: HOW (Methods) Data on each special education referral • Referral source • How will you • Referral date measure? • How will you • Referral reason know? • Date of parental consent for screening and/or evaluation Required data elements • Referral outcome • Child’s age and ethnicity/race Family satisfaction data Stakeholder perspectives Population data Documentation of AU processes 6

  7. 9/28/17 Learning Objective 3 Evaluation Planning Required data elements: HOW Data on each special education referral (Methods) • Referral source Enrich – • How will you • Referral date measure? add fields? • How will you • Referral reason know? • Date of parental consent for screening and/or evaluation Required data elements • Referral outcome Post evaluation • Child’s age and ethnicity/race paperwork – add questions? Family satisfaction data Stakeholder perspectives “rate the ease of connecting families with 3-5 year olds to our AU when you suspect that they may be eligible for special education” Population data datacenter.kidscount.org Documentation of AU processes Learning Objective 3 Evaluation Planning Worksheet Define Process RQ 4 Select Data RQ 1-3 Define Process RQ 1-2 Use Findings RQ 4 E Are children with x E i Select Data developmental disabilities v s RQ 4 a identified and served as t l Adding data elements to existing tools early as possible? i u n a Is our child identification g t process easily navigable? i D a o n t a Q S u o e u s r t c e i s o Ideas for new data sources/ tools n s Select Data RQ 1-3 What’s missing? Use Findings RQ 4 Learning Objective 4: AU staff can identify potential new data sources (e.g. data collection tools) to help fill the gap between required data elements and current data collection. 7

  8. 9/28/17 Learning Objective 4 Evaluation Planning Evaluation Question Data Tool Sample items element Are children identified Referral CDE Access form via paperclip! as early as possible? date, sample Is our referral system source, referral effective in identifying reason, form children for special and education? outcome Do families receive Family Post “did you receive information that information to support satisfaction evaluation will help you support your child’s their child’s data family development?” development? survey “is there anything we could have Is our child done to make this process easier identification process for your family?” easily navigable? Is our child Stakeholder Referral “Rate the ease of connecting identification process perspectives partner families with 3-5 year olds to our AU easily navigable? survey when you suspect that they may Do we gather relevant be eligible for special education.” input to inform “does our referral process provide decisions about a route for you to share relevant eligibility? information about the child?” Learning Objective 4 Evaluation Planning ONLY COLLECT DATA YOU CAN USE! Survey pointers: • Only ask one question per question! • Balance multiple choice with short answer questions • Provide “in between” options for multiple choice questions (e.g. “somewhat”) • Consider rating scales (1-5) for multiple choice questions • Keep it short – no more than 10 questions Learning Objective 4 Evaluation Planning Worksheet Define Process RQ 4 Select Data RQ 1-3 Define Process RQ 1-2 Use Findings RQ 4 E Are children with x E i Select Data developmental disabilities v s RQ 4 a identified and served as t Adding data elements to existing tools l early as possible? i u n a g Is our child identification t process easily navigable? i D a o n t a Q S u o e u s r c t e i s o Ideas for new data sources/ tools n s Select Data RQ 1-3 Use Findings RQ 4 8

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