Quality Improvement Coaching for Curriculum Implementation

Overview

An agency approached CCNY requesting our QI services to assist Early Intervention teachers with quality curriculum implementation.  The project included 8 grantees, 14 sites and 48 classrooms.  We assisted in guiding teachers to support improved social emotional development outcomes for children between the ages of 3-5.  Historically, the teachers did not have experience in using data to guide and improve practice with their teachers.  CCNY was asked to coach teachers and site directors in the use of data to improve practice and outcomes.

Solution

Initial site visits were coordinated to introduce teachers and administrators to the data collection tools and QI process.  The tools included a document to track teacher progress with curriculum implementation and two forms that tracked observation scores for the teachers and classrooms.  The observation tools tracked the teachers’ ability to support social-emotional development through their interactions with students and the classroom score measured the children’s use of curriculum techniques and behaviors demonstrating the weekly concepts learned.

Monthly Quality Improvement calls were scheduled with each site administrator to coach on how to use the data to improve social emotional outcomes for children.

In addition, we coached administrators with sustainability plans to ensure the curriculum was utilized and sustained beyond the grant.

Results

Administrators learned how to use the data to support staff with curriculum implementation and each site has a solid sustainability plan to ensure continued implementation of the social emotional curriculum.

A third-party evaluation indicated that teacher commitment to continue with the curriculum was at 100%.  The assessments utilized during the program showed significant gains for the children.  At the beginning of the program, baseline scores surpassed the national average (16%) for children in the needs range for each of three protective factors.   By the end of the school year, the number of children at need fell by 60% in the initiative category, by 31% in the self control category, and 48% in the attachment category.