A customer requested CCNY services to assist select early childhood education programs with the implementation of new evidence based, social emotional development curriculum. The project included coordination amongst 4 quality improvement coaches and 3 early childhood education coaches, 8 early childhood organizations with 14 different sites and a total of 48 classrooms. Historically, the supervisors and teachers within these education programs had little experience with high fidelity evidence based program implementation or using data to guide and improve practice. CCNY’s role included our feedback and assistance with data collection protocols and forms as well as participating as part of the coaching teams working one on one with teachers, supervisors and site directors in the use of data to monitor implementation, improve practice and outcomes.
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 review their monthly site and classroom level data and to coach them on how to use the data to improve social emotional outcomes for children. CCNY also facilitated the development of agency and site specific sustainability plans to ensure the curriculum continued to be utilized (with fidelity) and data collection/data use for improvement purposes also continued beyond the contracted coaching and support services.
Site administrators and supervisors learned how to positively use data to support staff with curriculum implementation, use data to create child and classroom specific quality improvement strategies, and each site has a solid sustainability plan to ensure continued implementation and use of the social emotional curriculum.
The results of a third-party evaluation funded by our customer indicated that teacher commitment to continue with the curriculum was at 100%. The assessments and data utilized during the program showed clinically and statistically significant socio-emotional gains for the children (as measured by presence and absence of risk and protective factors pre and post curriculum implementation).