Metrics & Scoring Committee September 16, 2016 Consent Agenda - PowerPoint PPT Presentation

Metrics & Scoring Committee September 16, 2016

Consent Agenda • Approve August minutes. • Vice ‐ Chair elections 2

Updates 3

Health Plan Quality Metrics Committee Applications opened on September 6 th and will close Oct 19 th http://www.oregon.gov/oha/analytics/Pages/Quality ‐ Metrics ‐ Committee.aspx Committee members include: • 2 health care providers • 1 hospital representative • 1 individual representing insurers, large employers or multiple employer welfare arrangements • 2 health care consumer representatives • 2 CCO representatives • 1 individual with expertise in health care research • 1 individual with expertise in health care quality measures; and • 1 individual with expertise in mental health and addiction services 4

Waiver Renewal 5

Public Health Advisory Board: Accountability Metrics Subcommittee • Last met August 25 th • Completed its review of the existing Child & Family Wellbeing measures. • Will begin reviewing public health measure sets in September. • On track to have final measures selected in Q1 2017. 6

Behavioral Health Collaborative Met Aug 25 th to discuss a draft problem statement and conceptual framework for a 21 st century behavioral health system in Oregon. 7

Hospital Metrics • Subject to CMS approval, the new program year (HTPP Year 4) begins October 2016. • OHA is seeking to align the HTPP measurement period with CCOs (i.e., switch to calendar year). If CMS approves, Year 4 will begin January 2017 • Hospital Metrics TAG continues development of a Year 4 measure of safe opioid prescribing in the emergency department. • Hospital Performance Metrics Committee next meets on Sept 21 st and will focus on setting HTPP Year 4 benchmarks and administration of the first HTPP challenge pool. 8

Equity Measure Development CCOs were updated on the conversation and the upcoming request for their input at the September 12 th QHOC meeting. Staff will compile results and share at future Committee meeting. 9

PCPCH Weighting Following August Committee discussion, staff are consulting with the PCPCH program on options, and will be discussing them with the TAG next week. Staff will follow up with the Committee after the TAG meeting. 10

2017 Challenge Pool 11

Recap In August, the Committee reviewed the 2016 challenge pool measures and considered any potential modifications, including replacing Diabetes: HbA1c Poor Control with Effective Contraceptive Use or Assessments for Children in DHS Custody. No decision was made. 12

Current (2016) Challenge Pool Measures The challenge pool is used to distribute any Alcohol or other substance misuse remaining quality pool funds (i.e., if any CCOs do not earn 100% of their pool). screening (SBIRT) Currently, there are 4 challenge pool measures Developmental screening and if a CCO meets the benchmark or improvement target for these measures, they Depression screening and follow up plan earn an additional payment. Challenge pool payment availability is based on Diabetes: HbA1c poor control how well CCOs do overall, and how well CCOs do on these specific measures.

Public Testimony

Introduction to Kindergarten Readiness Helen Bellanca Tim Rusk 15

Why is kindergarten readiness important? Adulthood Better lifelong health outcomes Social ‐ Economic success High School graduation 3 rd grade reading level Kindergarten readiness Age 0 ‐ 5 Physical, emotional and social needs met

Kindergarten Readiness “Although researchers, educators, parents, and policymakers agree that a child’s future academic success is dependent on being ready to learn and participate in a successful kindergarten experience, the exact definition of readiness depends on who is doing the defining. Whether a child is “ready” will always depend on the demands kindergarten places on the child and the supports it provides, as well as the child’s knowledge and skills.” Prepared for Kindergarten: What Does “Readiness” Mean? National Institute for Early Education Research Preschool Policy Brief March 2005

How How do do most most peopl people de defi fine ne ki kinder ndergart arten readiness? adiness? A child’s skills, behaviors, or attributes in relation to the expectations of individual classrooms or schools.

Wh What at do do ki kinder ndergart arten teacher teachers sa say? y? 75% of kindergarten teachers listed top three attributes for KR as: a) physically healthy, rested, and well nourished, b) able to communicate his or her thoughts and needs in words, c) curious and enthusiastic in their approach to new activities. Half listed not being disruptive, being sensitive to other children’s feelings, being able to take turns and share 10% thought being able to count to 20 or more or knowing the letters of the alphabet were important Heaviside, S., & Farris, S. (1993). Public school kindergarten teachers’ views on children’s readiness for school. Washington, DC: National Center for Education Statistics.

Wh What at do do par parents of of pr preschool eschool ki kids ds sa say? y? 58 ‐ 88% said counting to 20 and knowing letters was essential ◦ 70 ‐ 74% of parents who did not graduate HS said this was important ◦ 41 ‐ 50% of college grad parents said this was important ◦ 80 ‐ 88% of Head Start parents said this was important Families with English as a second language say the ability to speak English is a key readiness skill Heaviside & Farris (1993). West, J., Germimo ‐ Hausken, E., & Collins, M. (1995). Readiness for kindergarten: Parent and teacher beliefs (Statistics in brief). Washington, DC: National Center for Education Statistics.

Wh What at do do ki kids ds sa say? y? Knowing and following a teacher’s rules Knowing where things are and what to do Knowing how to make friends Dockett, S., & Perry, B. (2004). Starting school: Perspectives of Australian children, parents and educators. Journal of Early Childhood Research, 2, 171 ‐ 189

Wh What at co cont ntribute tes to to ki kinder ndergart arten readiness? adiness? Physical/dental health Attachment with primary caregiver Emotional health of family/caregiver Opportunities for stimulation (preschool, community activities, playgroups) Social contact with other kids Being read to consistently Parental beliefs, behaviors and expectations

Wh Which fact actor ors contribut ribute to to childr children en not not bei being re ready fo for ki kinder ndergart arten? n? Physical health problems with inadequate care Poor nutrition, poor sleep habits Chronic dental pain/infections Developmental delays and disabilities (Cerebral palsy, Down’s syndrome, delay due to prematurity) Poor attachment with caregivers Poor emotional support from caregivers Witnessing or experiencing trauma or violence Limited exposure to books, materials, novel experiences, other caregivers

Building a Kindergarten Readiness metric Oregon has made substantial investments in both health care reform (CCOs) and Early Childhood Education (Early Learning Hubs) There is a deep and persistent 2 ‐ way connection between health and education ◦ Having persistent health problems makes it difficult to succeed in school ◦ Low academic achievement increases the risk of lifelong health problems

Oregon Health Policy Board and Early Learning Council Joint Subcommittee Focus is on how CCOs and Hubs can/should work together Joint Subcommittee commissioned a Workgroup to explore possibilities for shared metrics between Hubs and CCOs

Background The Joint Subcommittee of the Oregon Health Policy Board and Early Learning Council convened the Child and Family Well ‐ being (CFWB) Measures Workgroup from September 2014 ‐ September 2015 The workgroup’s charge was to develop recommendations for a shared measurement strategy for children birth through 6 years and their families that informs: ◦ program planning ◦ policy decisions ◦ allocation of resources ◦ priority setting

Helen Bellanca, Co ‐ Chair Tim Rusk, Co ‐ Chair Associate Medical Director, Health Share of Oregon Executive Director, Mountain Star Family Relief Nursery Pooja Bhatt Sujata Joshi Early Learning Manager, United Way ‐ Columbia Willamette Project Director, NW Portland Area Indian Health Board Cade Burnett Martha Lyon Child & Family Services Director, Head Start, Umatilla ‐ Morrow Executive Director, Community Services Consortium for Linn, Benton Counties and Lincoln Counties Janet Carlson David Mandell County Commissioner, Marion County Early Learning Policy and Partnership Director, Early Learning Division, Oregon Department of Education Bob Dannenhoffer Alison Martin Interim CEO, Umpqua Community Health Center Assessment and Evaluation Coordinator, Oregon Center for Children and Youth with Special Health Needs Donalda Dodson Katherine Pears Executive Director, Oregon Child Development Coalition Senior Scientist, Oregon Social Learning Center Aileen Alfonso Duldulao T.J. Sheehy Maternal and Child Health Epidemiologist, Multnomah County Research Director, Children First for Oregon Health Department R.J. Gillespie Bill Stewart Pediatrician and Medical Director, Oregon Pediatric Improvement Director of Special Projects, Gladstone School District Partnership Andrew Glover Peter Tromba Youth Villages, Inc. Policy Research Director, Oregon Education Investment Board Consultant: Michael Bailit Matthew Hough Staff: Dana Hargunani & Rita Moore Pediatrician and Medical Director, Jackson Care Connect CCO