Outcomes & Metrics
Early Learning Hubs
TECHNICAL ASSISTANCE WEBINAR
2014
PRESENTED BY
Pam Curtis
Megan Irwin
Agenda
HUB OVERVIEW
PRESENTATION
QUESTIONS & ANSWERS
UPCOMING WEBINARS
CONTACT INFORMATION
Heidi McGowan
Webinar Facilitator
THE GOALS
Early Learning
Council Goals
 Children ready for success in kindergarten when they arrive.
 Children raised in stable and attached families.
 Services that are integrated and aligned into one early learning
system focused on results.
WHAT IS AN EARLY LEARNING HUB?
Early Learning Hubs
 A self-organized community-based coordinating body created to
provide a “system approach” to early childhood education that
works to improve efficiency and outcomes for our youngest
children.
EARLY LEARNING HUB WILL
 Build on existing community resources and assets
 Ask tough questions about what could be done differently to get
better results, especially for at risk children
Early Learning Hubs
 Communities have the option to define their own strategies and
service areas to achieve the outcomes
 Under the community based leadership of Early Learning Hubs
bring public schools, early learning providers, health care, social
services and the private sector together around shared outcomes,
for the first time in Oregon’s history.
Presentation by
Pam Curtis
Megan Irwin
OUTCOMES & METRICS
EARLY LEARNING HUBS
Why outcomes
matter?
EARLY LEARNING HUB OUTCOMES
 45,000 children born each year
 315,000 ages 0-6
Outcomes:
Why bother?
 40% at risk (n=~120,000)
 $380+ million per year focused on prevention
 $1.7 billion per biennia on young
children/families
 Serving 25-33% of at-risk children
On the 2013 Kindergarten Assessment
 33% of entering kindergartners could name 5 or fewer
letters and 14% couldn’t name any letters.
 37% couldn’t identify a single letter sound.
Our results
 About half of our kindergartners could answer at least
half of the questions correctly.
 25% of entering kindergartners did not regularly
demonstrate skills like completing tasks and following
directions.
Kindergarten readiness
 Increasing the number of quality education and care settings
(QRIS)
 Increasing performance on the domains measured by the
Kindergarten Assessment.
Outcomes
we’re
measuring
Stable and attached families
 Increasing the number of children who receive
developmental screening prior to age three.
 Increasing the number of children with access to primary
care.
 Reducing child abuse and neglect.
System coordination
 Reducing administrative overhead.
 Improving the ways programs coordinate into a system.
Unpacking our
outcomes
EARLY LEARNING HUB OUTCOMES
A quick word
on data
sources
The state has the data you need to set
accountability baselines.
Staff assembling baseline data upon
receipt of letter of interest.
Kindergarten
Readiness –
Quality Care
and Education
Settings
 The Quality Rating Improvement System (QRIS) is our
measurement for the quality of licensed child care and
educational settings.
 The QRIS measures quality at five tiers:
 Licensing – basic health and safety
 Commitment to Quality – commitment to move
beyond basic health and safety.
 Three, Four and Five Stars – escalating sets of
standards focused on improving quality.
Baseline
Kindergarten
Readiness –
Quality Care
and Education
Settings
Targeted for Year 2 Targeted Year 3
Improvement
Improvement
Licensed facilities:
Increase the
number of high 334
quality early
Commitment to
Commitment to
learning
quality: 75
quality: ___
and care
facilities
QualityinRating Improvement System
coverage area as Three star: 4
Three star: __
measured by
QRIS:
Commitment to
quality: ___
Three star: ___
Four star: 1
Four star: ___
Four star: ___
Five star: 0
Five star: ___
Five star: ___
Kindergarten Assessment: The Look Forward and Look Back
State Level
Data help
measure
progress over
time
Early Learning Hubs
Data help measure
progress over time
Data help target
resources to
Early Learning
Hubs and schools
Data help target local
supports, strategies and
interventions
Community Level
Schools: Data inform classroom
instruction
Pre-K and Early Learning: Data inform
program and curriculum design
 EARLY LITERACY (direct assessment)
Kindergarten
Assessment
 English letter names
 English letter sounds
 Spanish syllable sounds*
 *only for Spanish Speaking English
Language Learners
 EARLY MATH (direct assessment)
 Numbers and Operations
 APPROACHES TO LEARNING (observational
assessment)
 Child Behavior Rating Scale
Early literacy letter
names:
Early literacy letter
sounds:
Early math
numbers and
operations:
Targeted Year 2
Improvement:
Early literacy letter
names: ___%
Early literacy letter
sounds: ___%
Early math
numbers and
operations: ___%
Targeted Year 3
Improvement:
Early literacy letter
names: ___%
Early literacy letter
sounds: ___%
Early math
numbers and
operations: ___%
Approaches to
learning selfregulation:
Approaches to
learning selfregulation: ___%
Approaches to
learning selfregulation: ___%
Baseline
Kindergarten
Readiness –
Kindergarten
Assessment
Metric 2: Increase
performance of
target population
on the
kindergarten
assessment
Approaches to
Approaches to
learning
learning
interpersonal skills: interpersonal skills:
___%
Approaches to
learning
interpersonal skills:
___%
 Early identification of risk is important to prevention.
Family
Stability –
Developmental
Screening
 Developmental growth is not just physical.
 Less than 50% of children who need extra support get
it before school.
 Healthcare and childcare are critical developmental
opportunities.
 Opportunity for creativity abounds!
Family
Stability –
Developmental
Screening
Increase
the
number of
children
who
receive
developm
ental
screening
prior to
age three
Baseline
Targeted Year 2
Improvement:
Targeted Year 3
Improvement:
Number of children in
target population who
receive developmental
screening prior to age
three:
% increase of children
in target population
who receive
developmental
screening prior to age
three: ___%
% increase of children
in target population
who receive
developmental
screening prior to age
three: ___%
 Healthy children are Ready; Ready children are
Healthy.
Family
Stability –
Access to
primary care
 Primary care home is an approach – much like Hubs.
 Primary care home is the anchor for health care and
linkage to other needed services.
 Primary care homes and family resource managers are
on-point for coordination.
Baseline
Family
Stability –
Access to
primary care
Increase
Number of children in
the
target population with
number of access to a PCPCH:
children
with
access to
a Patient
Centered
Primary
Care
Home
(PCPCH):
Targeted Year 2
Improvement:
Targeted Year 3
Improvement:
% increase of children
in target population
with access to a
PCPCH: ___%
% increase of children
in target population
with access to a
PCPCH: ___%
 Children are best raised in families.
Family
Stability –
Reducing child
abuse and
neglect
 Healthy, stable and attached families raise the
healthiest children.
 Oregon has the 13th highest foster care rate in the
nation.
 Renewed statewide effort and resources.
 The role of an Early Learning Hub in making progress in
this area should really focus on child neglect and abuse
prevention.
Family
Stability –
Reducing child
abuse and
neglect
Targeted Year 3
Improvement:
Number of children
age 0 through 6 who
enter foster care:
___%
Baseline
Year 2 Trends
Number of children
age 0 through 6 who
enter foster care:
Hub will observe
trends in the number
of children age 0
through 6 who enter
foster care.
Number of children
age 0 through 6 who
- Decreasing the number
return to foster care:
of children age 0 through
Hub will observe
trends in number of
children age 0
through 6 who return
to foster care.
Number of children
age 0 through 6 who
return to foster care:
___%
Hub will observe
trends in number of
children involved with
the child welfare
system who are
served safely and
equitably at home.
Number of children
involved with the
child welfare system
who are served safely
and equitably at
home: ___%
Decrease the
number of
children and
families involved
with the child
welfare system as
measured by:
6 who enter foster care.
- Decrease the number of
children age 0 through 6
who return to foster care.
- Increase the number of
children involved with the
child welfare system who
are served safely and
equitably at home.
Number of children
involved with the
child welfare system
who are served safely
and equitably at
home:
 Historical approach of individual programmatic efforts
and funding streams. Resulting in:
 Poor outcomes
 Increasing need for resources to sustain myriad approaches
System
Coordination
 Called to integrate services, funds and use data to drive
approaches
 Proxy measures:
 Increasing the number of children served
 Reducing the age of onset of first service for high risk children
 Reducing cost per child, including administrative overhead
 March 6th
Equity and Family Engagement
10:00-11:00 am
Webinars
 March 19th
Building a Strong K-3 Connection
10:00-11:00 am
 March 27th
Oregon’s QRIS
10:00-11:00 am
 March 31st
12:00-1:00 pm
Building a Strong Health Care Connection
Contact
Information
Pam Curtis, Chair of the Early Learning Council Deputy
Director, Center for Evidence-based Policy, Oregon Health &
Sciences University
Megan Irwin, Early Learning System Design Manager
megan.irwin@state.or.us
503-507-9462
www.OregonEarlyLearning.com