NARA Webinar this week on their Key Indicator Methodology

Here is the link to register for NARA’s Webinar on their Licensing Key Indicator Methodology which will be aired on October 28th:

https://www.naralicensing.org/webinars.

Posted in RIKI.Institute@gmail.com | Leave a comment

Space: A Unified Field Theory

I have attached three abstracts/technical research notes about how children develop their concepts of time and space and the implications as it relates to the philosophical, epistemological and physical aspects of a new theory dealing with the four states of space: stationary, moving, filled and empty.

Posted in RIKI.Institute@gmail.com | Leave a comment

NARA Webinar on Licensing Key Indicator Rules

Dr Fiene will be doing a NARA Webinar on Licensing Key Indicator Rules on October 28th from 1:00 – 2:00pm.

Here are some concepts that Dr Fiene will cover in the Webinar contained in the attached file below:

Posted in RIKI.Institute@gmail.com | Leave a comment

Key Indicator Webinar Will be Offered This Fall 2020

NARA will be doing a Licensing Key Indicator Webinar this Fall 2020. Many of the NARA Seminar participants were asking about this. A date has not been established, but it should be announced by NARA in the coming month or so. Be on the look out. For those of you who would like an introduction, please see the following flyer about Licensing Key Indicators:

Posted in RIKI.Institute@gmail.com | Leave a comment

Some Takeaways from the NARA Licensing Seminar

There have been several very interesting discussions at the NARA Licensing Seminar that are worth sharing. Here are some takeaways from the various sessions that need highlighting. These highlighted items are pertinent to all human services and not just to early care and education programs and they have a definite monitoring slant:

  1. Virtual inspections will be of tremendous interest in the foreseeable future in how jurisdictions conduct licensing and monitoring reviews of programs.
  2. Outcome validation studies will need to be completed in the licensing field to ultimately determine if clients are truly in a safe and healthy setting.
  3. In doing virtual inspections, is a Key Indicator (KI) or Risk Assessment (RA) approach, which targets specific rules based upon predicting overall regulatory compliance and risk, a better approach than attempting to do comprehensive reviews. In other words, should (KI + RA) be used as a remote screener for more in-depth reviews where rule infractions have been found.
  4. Limitations about the term “Compliance” and its negative connotations and short changing of programs. This is missing the point, the issue is not “compliance” but rather having “standards that are not high enough”. This has been clearly documented in the Regulatory Compliance Law of Diminishing Returns. This concept will be further developed in future RIKINote Blogs.

Posted in RIKI.Institute@gmail.com | Leave a comment

National Meetings and Panels During the Month of September

During a two week time frame (Sept 7 – 21), Dr Fiene has had the opportunity to present and discuss pressing issues within early care and education related to COVID19.

The Virtual NARA Licensing Seminar

CCEEPRC Use of Licensing Data

Expert Licensing Panel hosted by the National Center for Early Childhood Quality Assurance

COVID19 Early Childhood Expert Panel hosted by the National Center for Early Childhood Health and Wellness

The Role of Licensing in Early Care and Education Technical Expert Panel

Posted in RIKI.Institute@gmail.com | Leave a comment

Presentation at the NARA Licensing Seminar on Validation of Key Indicators and Risk Assessment in the State of Washington and the Province of Saskatchewan

Next week on November 14th, 2020 Dr Fiene will be joining Dr Sonya Stevens from the Washington Department of Children, Youth, and Families; and Kim Taylor and Derek Pardy from the Province of Saskatchewan’s Ministry of Education to do a presentation on their respective Validation Studies. The Validation Studies are demonstrating the efficiency and effectiveness of the Key Indicator and Risk Assessment methodologies as they are applied in licensing early care and education programs by using a differential monitoring approach.

Below is the slide deck that will be used for the presentation.

Posted in RIKI.Institute@gmail.com | Leave a comment

Presentation Made in the State of Washington by Stevens & Fiene on New Contact Hour Metric for Tracking COVID19 Infections in Child Care Centers

Here is a presentation that Drs Fiene and Stevens did last month to senior leadership in the Department of Children, Youth, and Families in the State of Washington. The presentation highlighted the encouraging results from a pilot study conducted in Washington’s Early Care and Education programs by Dr Stevens utilizing the new Contact Hour metric proposed by Fiene. The new metric is being proposed as an innovative virtual/remote measurement strategy to monitor COVID19 infection rates by tracking exposure time, density, and spacing in child care centers.

Here is a copy of the presentation and paper:

Posted in RIKI.Institute@gmail.com | Leave a comment

Campus Tycoons Having A Positive Impact

Here is a wonderful example of how students are making a positive impact. I have posted about Pandemic Analytics in a previous post after learning about their work with schools and businesses. But what really catches your attention in this latest article is the commitment of the team at Pandemic Analytics.

As a research psychologist and professor of psychology, I spent a great deal of time working with students similar to the team at Pandemic Analytics and whenever I read about how they want to have a positive impact, I am so encouraged that our future will be in good hands.

Take a minute to read the following article (Link or pdf) about what I feel are some of the best and brightest:

https://campustycoons.com/caltech-student-designs-tools-to-help-schools-and-businesses-return-safely-to-in-person-mode/

Posted in RIKI.Institute@gmail.com | Leave a comment

National Association for Regulatory Administration’s 2020 Virtual Licensing Seminar, Sept 14-16, 2020


2020 Virtual Licensing Seminar

September 14-16


NARA presents this year’s concurrent session schedule for the 2020 Virtual Licensing Seminar! This year we’re featuring great conversations centered on the great work that you all do. Check out the sessions highlighted below and register today.


Monday, Sept. 14

Concurrent Session A [1:45 – 2:45pm ET]

Validation Studies of Licensing Key Indicator Rules and Risk Assessment Rules: State of Washington and the Province of Saskatchewan
Presented by: Rick Fiene, Sonya Stevens, Kim Taylor, Derek Pardy

Establishing Collaborative Relationships in Early Child Care
Presented by: Sharon Woodward

The Joint Commission Behavioral Health Accreditation – QRTP Accreditation Implementation
Presented by: Mary Louise Wei, Colette Bukowski

Piloting a New Bridge to Quality
Presented by: Nakilia McCray, Shannon Carroll

Monday, Sept. 14

Concurrent Session B [3:00 – 4:00pm ET]

Keeping Children Safe: Trends in Child Care Licensing
Presented by: Sheri Fischer, Tara Orlowski

Licensing and Enforcement in the 21st Century – Innovation, Collaboration, and Data
Presented by: Tyler M Farmer, Sonya Stevens, Judy Bunkleman

Assisted Living Regulations During a Pandemic
Presented by: Margie Zelenak

Licensing’s Role In Supporting the Reduction of Suspension & Expulsion
Presented by: Amy Page, Alexa Watkins

Tuesday, Sept. 15

Concurrent Session C [12:30 – 1:30pm ET]

Effective Strategies to Regulated Assisted Living Providers
Presented by: Alfred C. Johnson

Working Together to Advance Quality
Presented by: Tara Lynne Orlowski, Ed.D., co-presenters TBA

The Quality Connection: Connecting the Dots for Continuous Quality Improvement
Presented by: Iko Ezell-Blackmon, Catherine Broussard

Remote Inspections: Protecting Health and Safety in Emergency Situations
Presented by: Ron Melusky, Alisa Hendrickson

Tuesday, Sept. 15

Concurrent Session D [3:00 – 4:00pm ET]

How Stakeholder Collaboration Drives Successful Outcomes for Technology Implementations
Presented by: Michelle Thomas, Martin Bing

Using Licensing Data to Understand Connections Within Early Care and Education
Presented by: Nina Johnson, Kelly Maxwell, Simon Bolivar, Michele Adams

Utilizing Trauma Informed Care Principles in Licensing Inspections
Presented by: Donna Sabo, Joyce Debolt

Coming Together in the Time of COVID
Presented by: panelists TBA

Wednesday, Sept. 16

Concurrent Session E [1:45 – 2:45pm ET]

Putting the Pieces Together
Presented by: Michele Adams, Jeanne VanOrsdal

Measuring Workforce Competency
Presented by: Tara Lynne Orlowski, Ed.D., Ryan A. Wilke, Ph.D.

An Approach to Tackling Unlicensed Child Care
Presented by: April Rogers, Tahishe Smith

Social Distancing and On-site Inspections – Defining the New Normal
Presented by: Mark Parker

For more details on each session, check out NARA’s website.

View the Seminar Schedule-at-a-Glance online.

Register today


NARA has been my professional go-to organization for over 20 years. The availability of knowledge from its members, issue papers, credential, and products has been invaluable. I am looking forward to this year’s Seminar, and while I will miss the in-person networking and seeing friends from across the country, I am honored to be part of an organization that is supporting its membership with this free learning opportunity. Debby Russo, NARA Board Member

Questions? Contact events@naralicensing.org

Follow us on LinkedIn and Twitter!
National Association for Regulatory Administration400 South Fourth Street, Suite 754E
Minneapolis, MN 55415
888.674.7052
Posted in RIKI.Institute@gmail.com | Leave a comment

Updated Health and Safety Briefs from the National Center for Early Childhood Quality Assurance

The National Center on Early Childhood Quality Assurance (ECQA Center) is pleased to share an updated series of briefs about the health and safety training topics required in the 2016 Child Care and Development Fund (CCDF) Program Final Rule for all child care providers that receive payment from the CCDF subsidy program.

Licensing and CCDF administrators may find these briefs helpful as they consider revisions to standards for both licensed and license-exempt providers. These briefs may also be useful in developing health and safety guidelines for child care providers during the coronavirus disease 2019 (COVID-19) pandemic—especially the brief about the prevention and control of infectious disease—because all the briefs provide links to best practice guidelines and examples of regulatory language on the topics.

This series of CCDF health and safety requirements briefs, updated in July 2020, provides an overview of national guidelines and state requirements related to the following topics:

·       Brief #1: Prevention and Control of Infectious Diseases

·       Brief #2: Administering Medications

·       Brief #3: Prevention of and Response to Emergencies Due to Food and Allergic Reactions

·       Brief #4: Reducing the Risk of Sudden Infant Death Syndrome and Using Safe Sleeping Practices

·       Brief #5: Building and Physical Premises Safety

·       Brief #6: Emergency Preparedness and Response Planning

·       Brief #7: Handling, Storing, and Disposing of Hazardous Materials and Biological Contaminants

·       Brief #8: Transportation of Children.

Each brief includes the following:

·       Links to relevant standards from Caring for Our Children Basics: Health and Safety Foundations for Early Care and Education, which represent the minimum health and safety standards that experts believe should be in place when children are cared for outside their homes

·       Links to relevant standards in Caring for Our Children: National Health and Safety Performance Standards: Guidelines for Early Care and Education Programs, CFOC Online Standards Database, which represent best practices with respect to health and safety in early care and education settings and helps programs and providers implement Caring for Our Children Basics standards, understand the research and rationale behind the standards, and move to higher levels of quality in health and safety

·       Data from the 2017 Child Care Licensing Study about licensing requirements for child care centers, family child care homes, and group child care homes in all 50 states and the District of Columbia

·       Examples of regulatory requirements for licensed and license-exempt providers that represent a range of approaches taken by the 50 states, District of Columbia, and 5 territories

·       Additional resources and tools to support states, territories, and tribes in the development and revision of health and safety requirements for child care settings.

For additional information and support, please visit the ECQA Center website or email us at QualityAssuranceCenter@ecetta.info.

Office of Child Care

Administration for Children and Families

U.S. Department of Health and Human Services

Mary E. Switzer Building, Fourth Floor, MS 4425

330 C Street, S.W.

Washington, DC  20201

General office number: (202) 690-6782

Fax: (202) 690-5600

General email: occ@acf.hhs.gov

Website: http://www.acf.hhs.gov/programs/occ

Posted in RIKI.Institute@gmail.com | Leave a comment

Re-Opening Your Facility and Keeping It Open Safely During A Pandemic

Here is a creative model to deal with reopening schools, early care and education programs, large group settings, businesses, and then monitoring them over time. Ari Rosner provides us with a brilliant approach to setting up a defined space using distance algorithms. Very unique and clever think-outside-the-box methodology. These models address the number of individuals present, distancing/space, exposure time, and density. It is a perfect example of data utilization at its best. Highly recommended for any facilities or large businesses and agencies:

Posted in RIKI.Institute@gmail.com | Leave a comment

Journal of Regulatory Science Article on a Mixed Method Program Evaluation of a Focused Child Care Monitoring Checklist

A very important and significant study was reported in the Journal of Regulatory Science: A Mixed Method Program Evaluation of Annual Inspections Conducted in
Childcare Programs in Washington State by Dr Sonya Stevens.

This mixed method study used a program evaluation to assess the reliability and social validity of the focused childcare monitoring checklist used in Washington State, as well as its social validity in maintaining quality programming in licensed childcare centers. The focused monitoring checklist and interview responses were used to answer two specific research questions: (1) How do stakeholders describe the value, usefulness,
and effects of state administrated focused monitoring?; and (2) What is the inter-rater reliability of the focused monitoring tool used to assess the foundational health and safety issues that must be met by state licensed early childhood programs? The study found that licensors and providers found the focused monitoring tool as more efficient and informative than the current differential monitoring system. The use of a checklist focusing on real time compliance increased the value placed on the relevance of the inspection with respect to meeting licensor and provider needs. The results also showed that even with a controlled tool, performance of onsite inspections can vary greatly along a continuum of reliability and objectivity due to licensor rater drift and individual perceptions of licensing procedures. Licensing agencies should consider further evaluation of the monitoring process and the reliability of the checklist tool as the process is implemented statewide, concentrating on the training content and
training methods provided to licensors.

Below is the URL for the full article in the journal:

https://journals.tdl.org/regsci/index.php/regsci/article/view/126/193

 

Posted in RIKI.Institute@gmail.com | Leave a comment

Virtual/Remote Inspections for Early Care and Education Programs

Licensing and Monitoring agencies are beginning to look more at doing “Virtual” or “Remote” inspections because of the COVID19 Pandemic. Attached below is a series of papers dealing with some key elements of this discussion: an introductory statement, NARA “Remote Inspection” Guide, and a checklist on the “13 Indicators Related to Health and Safety” published by ASPE.  Here is the introductory statement followed by the full series of papers:

Early Care and Education Virtual/Remote Inspections

Richard Fiene, Ph.D.

The purpose of this paper is to delineate what the key elements for virtual inspections could be given the present COVID19 pandemic.  It is suggested as guidance for licensing agencies and other Early Care and Education (ECE) agencies, such as Head Start.  Specific rule/standards will be suggested as well as other possible approaches to conducting virtual inspections.  It should be looked upon as a companion document to go along with NARA’s (National Association for Regulatory Administration) Virtual Inspection document (Attached document below).

Obviously, program monitoring via virtual inspections will change the oversight and inspection function of licensing agencies and other agencies responsible for measuring compliance or performance with ECE programs.  Here are the key elements and rules/standards that should be emphasized in these virtual reviews.   The focus will be on keeping children and staff healthy and safe.  Rules/standards related to health and safety should be emphasized, especially those that will prevent the spread of infectious diseases.   Also rules/standards that will support and enhance mitigation efforts such as group size, staff-child ratios, square footage should be emphasized.

Specific rules/standards in the following areas:

  • Group size and Staff-Child ratios;
  • Attendance/Enrollment;
  • Health and Safety (especially related to the spread of infectious diseases);
  • Exposure time;
  • Square footage;
  • Drop off and Pick Up arrangements;
  • Transportation;
  • Mixing of groups and small group activities;
  • Care for Ill Children;
  • Fiscal Stability.

If the above suggested rules/standards review does not work then an alternative approach could be one in which the virtual inspection would focus on the rules/standards in the following tool:

Thirteen ECE Key Indicators (Attached document below)

This tool contains statistical key predictor rules/standards that will predict overall compliance.  So an agency can administer this tool virtually similar to the suggestions in NARA’s Virtual Inspection Guide and only follow up with those ECE programs which demonstrate non-compliance with any of the rules/standards with the 13 Key Indicators.

ECE Virtual/Remote Inspections Papers

Posted in RIKI.Institute@gmail.com | Leave a comment

ECPQIM: Early Childhood Program Quality Improvement & Indicator Model Tool and Validation

Here is a draft of the Early Childhood Program Quality Improvement and Indicator Model Tool (ECPQIM Tool) based upon the key indicator methodology combining indicators from both research on regulatory compliance and program quality over the past 40 years.  It represents a major cost effective and efficient advance in how best to monitor early care and education.  This tool is being developed in the Ministry of Education, Province of Saskatchewan.

ECPQIM Tool

Also, here is a draft of a report presenting the results of two validation studies in the State of Washington and the Province of Saskatchewan validating the key indicator and risk assessment methodologies in early care and education programs.

Validation Studies

cropped-1443102033199.jpg

Posted in RIKI.Institute@gmail.com | Leave a comment

Revise the Federal Strategic Plan to Prevent and End Homelessness

On behalf of the undersigned organizations, we thank you for the opportunity to provide
input into revisions to the federal strategic plan to prevent and end homelessness. We
represent a diverse group of organizations from across the country dedicated to improving access to early care and education programs, including Head Start programs, advocacy organizations, membership organizations, child care resource and referral agencies, homeless service agencies, and others. We believe the federal strategic plan can be an important tool for guiding the efforts of multiple sectors toward a common goal,
preventing and ending homelessness, and are eager to continue working in partnership
with other sectors to achieve that goal.  Please see the attached letter:

Recommendations to USICH for Federal Strategic Plan to Prevent and End Homelessness

Posted in RIKI.Institute@gmail.com | Leave a comment

Proposed COVID19 Mitigation Logic Model

A week or two ago, I posted “A Tale of Two Trends” in which I attempted to show trends in daily COVID19 infection rates for countries that were successful and those that were not. This post deals with a proposed logic model (attached below) that might explain these two trends. The red sequence is not what we want to be doing while the green sequence is what we should be doing. The actual daily infection rates taken from the various countries clearly demonstrate the differences when the appropriate mitigation approaches are not followed.

COVID19 Logic Model

Posted in RIKI.Institute@gmail.com | Leave a comment

The Four States of Space

I have attached an outline for a proposed “Four States of Space” paper.  This builds upon research and thinking I have been doing separate from my regulatory compliance and measurement research related to the basic concepts of time, space, matter, gravity.  In this one pager which I plan to develop into a paper, I suggest that all these concepts are based upon space in one of these four interacting states.

Four States of Space

For example, time  = space in motion, energy = filled space (mass) in motion, gravity =  interaction between filled (mass) and empty space, and when space is stationary = a singularity with no time.  A 2 x 2 matrix is used as a simplified model of the interactions.

 

Posted in RIKI.Institute@gmail.com | Leave a comment

COVID19 Daily Infection Rates: “The Tale of Two Trends”

COVID19 Daily Infection Rates: The Top 25 Countries and Trends in the Data

“The Tale of Two Trends”

Richard Fiene, Ph.D.

July 2020

I have been monitoring the COVID19 daily infection rates since the Johns Hopkins University site was established (https://coronavirus.jhu.edu/map.html) and two very different trends in the data have clearly emerged over the past 6 months which I find very unsettling.

The two trends (daily cases trend line) are the following: 1) A very positive trend in that cases did spike but since the spike have decreased significantly and are either at a very low level or continue to decrease. This is a good trend and one we had hoped for early on when the pandemic was first identified. However, there is a second trend 2) A very negative trend in that cases did spike but have plateaued out and are not decreasing or they are still increasing. This is not what we wanted to see. I am not going to conjecture into why this has occurred but I only want to list the countries in these two groups because maybe we can learn from the Group 1 countries.

I looked at the top 25 countries with the highest COVID19 daily infection rates in the aggregate (Total Confirmed Cases). Unfortunately, the majority of countries are in Group 2 (Negative Result)(n = 18) rather than in Group 1 (Positive Result)(n = 7).

  • Group 1 (+ Result) = UK, Spain, Italy, France, Germany, Canada, China.
  • Group 2 (- Result) = US, Iran, Brazil, Russia, India, Peru, Chile, Mexico, Pakistan, Turkey, Saudi Arabia, South Africa, Bangladesh, Columbia, Qatar, Sweden, Egypt, Argentina.

So what is so different about these two groups of countries’ approaches. Can we learn from Group 1. On the surface they look like a very diverse group from three different areas of the world. Please keep in mind that I only looked at the top 25 countries because they had the largest number of confirmed cases. However, when you analyze the data from all 188 affected countries the two trend lines hold up so again we could continue to search out the Group 1 countries and find out what is different about their approach because it appears to be working a lot better than the Group 2 countries.

___________________________________

Richard Fiene, Ph.D., Research Psychologist, Research Institute for Key Indicators (RIKIllc), rfiene@rikinstitute.com, http://rikinstitute.com.

RIKI LOGO VLG

Posted in RIKI.Institute@gmail.com | Leave a comment

The Washington State Foster Care Study

The state of Washington Department of Children, Youth, and Families just published a significant foster care pilot study utilizing an innovative key predictive methodology.

A mixed method correlational exploratory pilot was conducted in Washington State to determine items within the home study assessment that could be used as indicators to identify baseline requirements of the assessment and suggest anticipated depth (expansion or reduction) within the required topic(s). The purpose of the home study is to assess the caregiver(s)’ ability to provide a safe home, the quality of care needed by children and an environment that is nurturing, respectful and supportive. The goal of this study is to identify predicative indicators that will assist in the development of a home study that will increase consistency within home studies and decrease timeliness of completion.

The use of predictive indicators may have the potential to reduce subjective decision making as well as identify inconsistencies when determining the recommendation of approval or denial of a home study. Additionally, with a carefully designed home study system inclusive of predictive analytics, it is possible to reduce the amount of time an assessor uses to approve or deny a home study, saving agency time and resources. Finally, by using focused technical assistance with those applicants who need more or specific support, the use of predictive indicators may increase the success of timely placement and permanency goals. This mixed method study included a case review of 207 home studies where 19 primary and secondary themes emerged as significant. It lays the ground work for methods used to identify predictive elements within the assessment process. Preliminary results are provided along with further recommendations.

Please see the following link to learn more about this research study:

https://authors.elsevier.com/a/1bGP3hNfKp8GF

 

Posted in RIKI.Institute@gmail.com | 1 Comment

ECE Validation Studies Completed in Washington State and the Province of Saskatchewan

Two large scale early care and education validation studies were completed in the state of Washington and in the Province of Saskatchewan demonstrating the effectiveness and efficiency of the differential monitoring approaches of risk assessment and key indicators.

Attached below are the two studies:

NARA Saskatchewan Validation Studies

NARA Washington Validation Final Report

These studies are extremely important because they demonstrate that differential monitoring as encouraged by CCDBG/CCDF via risk assessment and key indicator methodologies is an extremely valid approach to ECE licensing and program monitoring.

cropped-1443102033199.jpg

Posted in RIKI.Institute@gmail.com | Leave a comment

Washington State Pilot Study Demonstrates Effectiveness of Contact Hours Metric in Determining COVID19 Potential Infections in Child Care

An exciting development has occurred in a child care pilot study in the state of Washington in which a new monitoring methodology appears to be able to build a metric that is effective at determining potential COVID19 infection rates.  The results need to be expanded and replicated but it appears that by using a new metric called “Contact Hours” instead of group size, it is possible to build a screening tool that takes into account time, space and numbers of individuals and provides a Conversion Table based upon the number of children, adults, and time of exposure and placing these data into a series of equations with the result, the higher the “Contact Hours”, the higher the potential infection rate.

It uses a color coded (red, yellow, green) traffic light pattern in which as the “Contact Hours” increases, it correlates with the potential spread of the COVID19 virus.  Red indicates “Highest Potential”; Yellow indicates “Mid Range Potential”; and Green indicates “Lowest Potential”.  The “Contact Hour” modeling and formulas take into account both exposure time as well as density distributions of individuals.   The “Contact Hour” metric is much more effective and efficient than either measuring group size or staff-child ratios alone or in combination.

The Washington child care validation pilot study is attached here:

Washington Child Care Contact Hour Validation Pilot Study

The authors of the study are now interested in fine tuning the methodology to determine the exact thresholds in the “Contact Hours” models which can statistically predict the potential spread of the virus.

Posted in RIKI.Institute@gmail.com | Leave a comment

Ten Principles for Reopening Early Care and Education Programs

1)  It appears that “distancing” is a key element in the spread of the virus.  Square footage, staff-child-ratio and group size are the three standards/regulations that probably have the most impact on “distancing”.  Chances are the fewer staff and children in place together in the largest space will help to mitigate the spread of the virus.  We need to move our “Do No Harm” to “Mitigated Unavoidable Risks” as our safety philosophy during this pandemic.  Square footage, staff-child-ratio, and group size form a “Prevention Triangle” in attempting to keep kids safe during a pandemic in practicing “distancing”.  It is not perfect but it may help to prevent some cases.  We know that kids don’t social distance well, so we need to prepare the environment to help this to happen or at least increase the chances that it will occur.  It will be more about “reducing risks” rather than “preventing risks”. 

2)  Keep group sizes to 10 or fewer children. 

3)  Increase square footage to the greatest possible level.  This could be done by limiting the number of children at a particular site – think in terms of a family child care home model but having it at a child care center.  Use the group size as a cohort and do the introduction of only one cohort at a time within a center based program.  Only use self-contained classrooms.  The largest classroom that is available at the site, it will be easier for supervision.   

4)  Start with the older children, so that the ratio of staff to children can be maintained at 10-1 or 8-1 safely as per Caring for Our Children standards.  Younger children who will require additional staff will be introduced after we see how well the older children with one adult do.   

5)  Limit the number of hours in keeping the facility open.  It is all about contact hours and exposure times. 

6)  In the classroom, spread the group out by placing activity areas/learning centers as far apart as possible.  Expand the group.  Design developmentally appropriate activities that can incorporate masks and distancing.  Engage in more solitary or parallel play rather than group activities, just like toddlers do naturally in their developmental play patterns.  Mix up indoor and outdoor activities.  If there is only one group/cohort at each center there will be no need to worry about mixing of different groups. 

7)  Have teachers practice non-developmentally appropriate interactions by practicing safe distancing and not getting eye to eye with the child when interacting.  This will help with mitigating the spread of the virus so that if the child sneezes it will not be close to the teacher’s face.  Along with masks, issue smocks for each teacher to wear, they will be easier to wash if they do become infected.   

8)  Have the state licensing agency keep track of how programs are doing by using Fiene’s “Contact Hour Methodology” to determine any overpopulation situations.  Also, it could be an excellent tracking tool for future planning during a pandemic in answering questions about potential thresholds when it comes to the amount of contact hours between staff and children.  Go to http://rikinstitute.com for details. 

9)  By keeping group sizes to 10 or less it would be easier to transport the children because of the smaller numbers and practicing distancing in a van. 

10)  After a month or so and there are no outbreaks of the virus and staff are getting more comfortable & less stressed, add another cohort to the center in a separate self-contained classroom and follow the same steps as listed above. 

Posted in RIKI.Institute@gmail.com | Leave a comment

Child Care Trilemma Out of Balance

The Child Care Trilemma of Affordability, Availability, and Quality had reached somewhat of a balance over the past 50 years since its original identification.  However, recently in the quest to get child care programs back up and running, the balancing act of these three concepts appear to be a bit ajar.  Since the COVID19 pandemic closed down the majority of child care in the country with the exception of emergency child care for essential workers, there has been a great deal of discussion on how best to move forward within national forums.  I have had the distinct honor to be included in many of these discussions.

What is beginning to worry me as I listen to others debate the rebooting of child care are the positions regarding the Child Care Trilemma Balance seem to be shifting to more emphasis on the affordability and availability (quantity) side of the equation with quality somewhere in the rear view mirror.  There is no doubt in my mind that child care is going to be a driving force to getting the general workforce back to work, but I hope we don’t regress 50 years to the same political dichotomization of child care as a workforce support for parents or a child development service for children.

 

Posted in RIKI.Institute@gmail.com | Leave a comment

New iLookOut Publication on Cognitive Mapping

The iLookOut Research Team from the College of Medicine, Penn State Hershey, Bloomsburg University, New York University, and the University of Oklahoma have recently had their research into cognitive mapping published in the Journal of Distance Education and e-Learning.  Please see the article below describing this research:

Journal of Distance Education and e-Learning

Posted in RIKI.Institute@gmail.com | Leave a comment

Formulae for a Contact Hours Metric to be Used in Emergency Child Care Technical Research Note

In an earlier email posted on emergency child care, there was mention about the need to develop a new metric dealing with contact hours.  The attached short technical research note provides a methodology for developing such a metric:

Since monitoring of programs will not be occurring during the COVID19 pandemic are there ways to measure compliance without actually needing to do observations in facilities, such as centers or homes.  There is when it comes to adult child ratios and group sizes by using a metric which uses the number of contact hours (CH) and determining if there is any relationship to COVID19 infections.  And it involves asking the following six questions:

  1. When does your first teaching staff arrive or when does your facility open?
  2. When does your last teaching staff leave or when does your facility close?
  3. Number of teaching/caregiving staff?
  4. Number of children on your maximum enrollment day?
  5. When does your last child arrive?
  6. When does your first child leave?

After getting the answers to these questions, the following formulae can be used to determine contact hours (CH) based upon the relationship between when the children arrive and leave (TH) and how long the facility is open (TO):

CH = ((NC (TO + TH)) / 2) / TA    

CH = (NC x TO) / TA

CH = ((NC x TO) / 2) / TA    

CH = (NC2) / TA

Where: CH = Contact Hours; NC = Number of Children; TO = Total number of hours the facility is open; TA = Total number of teaching staff, and TH = Total number of hours at full enrollment.

By knowing the number of contact hours (CH) it will be possible to rank order the exposure time of adults with children.  This metric could then be used to determine if greater contact hours is correlated with the increased risk of the COVID19 virus, for example.   The following chart can be used by entering the following metrics (example in the table is based upon 5 enrolled children (NC)):  the facility is open for 10 hours (TO) and then various scenarios are played out for how long the facility is at full enrollment (TH).  Based upon these metrics an outcome rubric can be used where less CH is a positive (+), while high CH is a negative (-).  For simplicity, the following chart is based upon one teaching staff (TA) being present (1:5 Adult-Child Ratio).

Contact Hour Score Generated from Above 4 Formulae and Potential Outcomes (COVID19 Infections)

Contact Hours – CH Score Formulae for CH Score Potential Outcomes

25

(5 (NC) x 10 (TO)) / 2 +

37.5

(5 (NC) (5 (TH) + 10 (TO)) / 2

+ / –

50

5 (NC) x 10 (TO)

-/ +

62.5 5 (NC) x 12.5 (TO)

Formulae for a Contact Hours Metric to be Used in Emergency Child Care Technical Research Note

Here is an update to the above Technical Research Note with a Conversion Table generating Relatively Weighted Contact Hours and a series of research notes (first paper) and an Excel Spread Sheet for actually do the calculations and generating results (second paper):

CHACR Fiene 4-24-20

CHACR Formula Models3 Excel Spreadsheet

Posted in RIKI.Institute@gmail.com | Leave a comment

Licensing Principles for Emergency Child Care

Based upon conversations that have been occurring at the national level I wanted to share the following principles that I think apply to licensing of emergency child care:
1)  We need to rethink the philosophy of “Do No Harm” and replace it with “Unavoidable  Risks”.  Emergency child care is in the eye of a perfect storm of risk and the best we will be able to do is reduce, but we will not be able to prevent the spread of this virus.
2)  Stepping Stones to Caring for Our Children, the key standards from the larger set of CFOC standards that place children at greatest risk of mortality and morbidity need to be the reference point for licensing administrators as they think about regulating this new temporary service of emergency child care.
3)  The most stringent adult-child ratios are critical in reducing the spread of the virus, following CFOC Standard 3.6.2 (Child Care for Ill Children) for ratios is recommended with the exception of babies under one year where a 1:1 ratio is recommended.
4)  Adult-child ratio needs to be the new group size standard/rule in emergency child care.  In other words, if the ratio is 3:1, the group size is 3 children, not 6 children.  We need a new metric that measures contact hours.
5)  Regulation of square footage, which generally averages 35 square feet in family child care homes and child care centers, needs to be increased to 144 square feet in any setting (home, center, school, YMCA/YWCA, preschool, etc..) in order to abide by the distancing requirement of 6 feet.
Posted in RIKI.Institute@gmail.com | Leave a comment

Emergency Child Care

Here is a concept paper on the need for emergency child care because of the COVID-19 pandemic and how best to meet the need:

CARING FOR OUR CHILDREN AND EMERGENCY CHILD CARE FOR ESSENTIAL WORKERS

The two papers mentioned in the above concept paper are posted here for your viewing:

Honor the Early Childhood Education Workforce

In the Eye of the Storm

And here is the URL to the LinkedIn Post by Peggy Pizzo on Emergency Child Care:

LinkedIn Post by Peggy Pizzo

Posted in RIKI.Institute@gmail.com | Leave a comment

Developmental Time/Space Continuum Theory: The Dimensionality of Space, Time as Space in Motion, and the Spatial Acquisition Device (SAD)

I am going to make a very different post this time versus my past blogs in this column.  What I am sharing: Developmental Time/Space Continuum (DT/SC) Theory (see attached technical research note below) is something I have been working on for some time now.  It is presented here as a “thought piece”, a preliminary technical research note that I would love to begin a dialogue about.  I have always had an interest in cognitive development as a research psychologist and how we develop our basic concepts of time and space.  This led me to do a great deal of reading of Piaget’s Theory of Cognitive Development and Epistemology as well as in the physical sciences.  There still is much work to be done on DT/SC but I wanted to get some feedback from others and that is the reason for posting it on this blog.

DTSC Theory 3-D and T=Sm4

Posted in RIKI.Institute@gmail.com | Leave a comment

Fiene to Receive “VOICE for Children Distinguished Career Award”

Dr Richard Fiene will be receiving a Pennsylvania Association for the Education of Young Children VOICE for Children Distinguished Career Award (PennAEYC Award Announcement) in April of this year.   Dr Fiene’s career spans 5 decades from the early 1970’s until the present day.   He has spent his professional career in improving the quality of early care and education in various states, nationally, and internationally both at the public policy and academic levels.  He has done extensive research and publishing on the key components in improving child care quality through an innovative early childhood program quality indicator model of training, technical assistance, quality rating & improvement systems, professional development, mentoring/coaching, licensing, risk assessment, differential program monitoring, key indicators/regulatory compliance, and accreditation which has led to a cost effective and efficient approach to data utilization and child outcomes.

Dr Fiene is a retired professor of human development & psychology (Penn State University) where he was department head and founding director, along with Dr Mark Greenberg, of the Capital Area Early Childhood Research and Training Institute.  He is presently President & Senior Research Psychologist for the Research Institute for Key Indicators which he founded in 2013 and continues consulting with early care & education agencies in the US, Canada, and beyond; and with the College of Medicine at the Penn State Medical Center in Hershey, the Prevention Research Center & Better Kid Care Program at University Park.

Dr Fiene is generally regarded as a leading international researcher/scholar on human services licensing measurement and differential monitoring systems.  His regulatory compliance law of diminishing returns has altered human services regulatory science and licensing measurement dramatically in thinking about how best to monitor and assess licensing rules and regulations through targeted and abbreviated inspections.

His research has led to the following developments: identification of herding/clustering behavior in the developmental play patterns of two-year olds, preschool developmental play patterns being applied to adult-child ratio regulatory compliance, national early care and education quality indicators, mathematical model for determining adult-child ratio compliance, solution to the trilemma in child care delivery services, Stepping Stones to Caring for Our Children, online mentoring/coaching as a targeted and individualized learning platform, the National Early Childhood Program Accreditation (NECPA), validation framework for early childhood licensing systems and quality rating & improvement systems, an Early Childhood Program Quality Improvement Model, Theory of Regulatory Compliance, Caring for Our Children Basics: Health and Safety Foundations for Early Care and Education, and to the development of statistical techniques for dealing with highly skewed, non-parametric data distributions in human services licensing systems (child care, child-residential, and adult-residential)(National Association for Regulatory Administration (NARA) Key Indicators).

Posted in RIKI.Institute@gmail.com | Leave a comment

Exchange Leadership Initiative

Attached below is an invitation to early childhood educators to join the present 326 ECE Exchange Leaders.  This group of early childhood educators, researchers, and scholars have had a tremendous influence on the early childhood field globally.  For those interested, please take a look at the attachment below and visit the website that lists the 326 ECE Exchange Leaders (https://www.childcareexchange.com/eli-directory/).

Exchange Leadership Initiative 2020 Invite

Posted in RIKI.Institute@gmail.com | Leave a comment

Request for ECE Licensing Reports

Please share your research and evaluation reports about licensing in early care and education (ECE). Send the materials, along with your contact information, to TRLECE@acf.hhs.gov by January 31, 2020.

The Office of Planning, Research and Evaluation (OPRE) recently posted a request for research and evaluation reports about licensing in ECE to inform this project, Understanding the Role of Licensing in Early Care and Education (TRLECE), 2019–2024. TRLECE will identify and address gaps in knowledge about how key features of the ECE licensing system are related to ECE quality and outcomes for children, families, and key stakeholders (e.g., providers, licensing agencies).

One of the early project activities is to refine a conceptual framework and to synthesize information regarding what is currently known about licensing research, policies, and administrative practices. The project team is searching for relevant licensing materials and will review a broad range of information. We invite you to share your relevant work with us. Examples include:

  • Evaluation reports of ECE licensing regulations or practices
  • Reports that summarize or analyze ECE licensing data at the local, regional, or state/territory level
  • Research reports, including manuscripts under review
  • National reports of licensing data across states or territories
  • Conceptual frameworks or models of ECE licensing
  • Logic models that include ECE licensing
  • Descriptions of outcomes or benefits of the ECE licensing system.

We will assume that the materials you share are publicly available unless you specify otherwise. Please include URL information for publicly available reports, if applicable. Please send all materials, along with your contact information, via email to TRLECE@acf.hhs.gov by January 31, 2020.

We encourage you to share this email with colleagues who may have relevant work to share. To learn more about this request, visit the request for research and evaluation reports page.

Sincerely,

TRLECE Project Team

Tracy Carter Clopet, Emily Ross, Ivelisse Martinez-Beck, and Ellen Litkowski, OPRE

Kelly Maxwell, Child Trends

Nina Johnson, ICF

Office of Child Care, Administration for Children and Families, U.S. Department of Health and Human Services, Mary E. Switzer Building, Fourth Floor, MS 4425, 330 C Street, S.W., Washington, DC  20201, General office number: (202) 690-6782, Fax: (202) 690-5600, General email: occ@acf.hhs.gov, Website: http://www.acf.hhs.gov/programs/occ

Posted in RIKI.Institute@gmail.com | Leave a comment

Public Library of Science PLOS One: The iLookOut Research Study

Attached is the latest research article detailing the iLookOut Study and Program, Penn State, College of Medicine, Center for the Protection of Children:

Generalizing findings from a randomized controlled trial to a real-world study of the iLookOut, an online education program to improve early childhood care and education providers’ knowledge and attitudes about reporting child maltreatment

Abstract

In recent years, real-world studies (RWS) are gaining increasing interests, because they can generate more realistic and generalizable results than randomized controlled clinical trials (RCT). In 2017, we published a RCT in 741 early childhood care and education providers (CCPs). It is the Phase I of our iLookOut for Child Abuse project (iLookOut), an online, interactive learning module about reporting suspected child maltreatment. That study demonstrated that in a RCT setting, the iLookOut is efficient at improving CCPs’ knowledge of and attitudes towards child maltreatment reporting. However, the generalizability of that RCT’s results in a RWS setting remains unknown. To address this question, we design and conduct this large RWS in 11,065 CCPs, which is the Phase II of the iLookOut. We hypothesize replication of the earlier RCT findings, i.e., the iLookOut can improve CCPs’ knowledge of and attitudes toward child maltreatment reporting in a real world setting. In addition, this RWS also explores whether demographic factors affect CCPs’ performance. Results of this RWS confirmed the generalizability of the previous RCT’s results in a real world setting. It yielded similar effect sizes for knowledge and attitudes as were found in the earlier RCT. Cohen’s d for knowledge improvement was 0.95 in that RCT, 0.96 in this RWS; Cohen’s d for attitude improvement was 0.98 in that RCT, 0.80 in this RWS. Also, we found several significant differences in knowledge and attitude improvement with regard to age, race, education, and employment status. In conclusion, iLookOut improves knowledge and attitudes of CCPs about child maltreatment prevention and reporting in a real-world setting. The generalizability of the initial RCT findings to this RWS provides strong evidence that the iLookout will be effective in other real world settings. It can be a useful model for other interventions aimed at preventing child maltreatment.

PLOS One Public Library of Science Research Article

pennsylvania_state_university_seal-svg

Posted in RIKI.Institute@gmail.com | Leave a comment

CCDF Resource Manual and Differential Monitoring Algorithms

Below please find links to the CCDF Resource Manual which is a tremendous resource to state agency administrators as they are busy complying with the standards of the Child Care Development Fund.  The Office of Child Care has done a wonderful job in putting in one place a ton of resources that are readily available.

The second link is a series of papers that present the algorithms for putting in place a differential monitoring system.  It provides all the details for state agency Information Technology (IT) staff to get such a system up and running.  Again it provides one stop shopping for state administrators if they are interested in developing such a system.

CCDF Fundamentals Resource Guide

Differential Monitoring Algorithm Papers

RIKI LOGO VLG

Posted in RIKI.Institute@gmail.com | Leave a comment

NARA Annual Licensing Seminar

The National Association for Regulatory Administration (NARA) annual licensing seminar is next week.  It brings together key researchers, policy administrators, and licensing staff and administrators to discuss the latest developments in regulatory administration and science.  Attached is an overview highlighting the presentations for the week.  Please pay particular attention to the presentation by Lisa Clifford and Dawn Downer on Differential Monitoring Through Data Driven Decisions.  They have done a wonderful study in the state of Indiana in the development of a Licensing Key Indicator system and did some very interesting analyses in comparing licensing data with their QRIS system.   Many jurisdictions can learn about very effective and efficient data utilization from their approach.

NARA Licensing Seminar 2019 Schedule of Presentations

cropped-1443102033199.jpg

Posted in RIKI.Institute@gmail.com | Leave a comment

Three RIKI Technical Research Notes for Scientists, ECPQIM Data Distributions, and Principles of Regulatory Compliance Measurement

Listed in this RIKINotes blog are three RIKIllc Technical Research Notes for psychological scientists (geared for all scientists considering research with regulatory compliance data)(1), ECPQI2M (Early Childhood Program Quality Improvement and Indicator Model) data distributions(2), and proposed principles of regulatory compliance measurement(3).  These three technical research notes help to further delineate the nuances and idiosyncrasies of regulatory compliance data, measurement, and analysis.

  1. ECPQIM Regulatory Compliance Methods and Practices for Scientists
  2. ECPQIM DB Data Distributions
  3. Principles of Regulatory Compliance Measurement

RIKI LOGO VLG

Posted in RIKI.Institute@gmail.com | Leave a comment

Economic Application Utilizing the Theory of Regulatory Compliance

Here is an article published in the Academic Journal of Economic Studies utilizing the Theory of Regulatory Compliance (Fiene, 2016; 2019).  The study appraises the quality of compliance upheld by selected Nigerian and Ghanaian manufacturing companies to minimum disclosure requirements of IFRS during financial reporting. Hence, it determines whether any significant difference exists in the compliance quality of the post IFRS Financial Statements prepared in Nigeria and Ghana in their first five years of IFRS adoption. It is an empirical study that is descriptively designed to pave room for the use of the content analysis scoring system as the core instrument for data collection.

The study recommends that a more robust regulatory oversight on companies’ full compliance to IFRS disclosure requirements be upheld towards achieving a commendable level of comparison in both countries’ IFRS Financial Statements as expected. More so, companies’ consistent full compliance to IFRS requirements should hence be adopted as one of the prerequisites for there continued listing by the Nigerian and Ghana Stock Exchanges.

Academic Journal of Economic Studies

Posted in RIKI.Institute@gmail.com | Leave a comment

Exchange Leadership Initiative – New Exchange Leaders Announced

The July-August 2019 Issue of the Child Care Exchange Magazine was just published and I have the distinct honor to be included as one of the new Exchange Leaders announced in this edition of the magazine.  I feel humbled to be included with such a wonderful group of ECE professionals who are doing great work with young children.

Attached is the article that appeared in the magazine announcing the new Exchange Leaders and the Exchange Leader Webpage site:

Exchange Leadership Initiative Article

The Exchange Leaders

 

Posted in RIKI.Institute@gmail.com | Leave a comment

A Theory of Early Childhood Outcomes

Attached is a technical research note/abstract (RIKInote #75) on proposing a theory of early childhood outcomes based upon the combined impacts of professional development, program quality, and regulatory compliance.  This is an attempt to combine these major systems into a single unified equation in determining their relative weights for early childhood outcomes.  This is a controversial proposal but one based upon 50 years of research and empirical evidence, all taken from the Research Institute for Key Indicators’ Early Childhood Program Quality Improvement and Indicators Model data base.

TECO Fiene July 2019a

RIKI LOGO VLG

Posted in RIKI.Institute@gmail.com | Leave a comment

Capital Area Early Childhood Training Institute Reunion

We had a wonderful reunion of many of the staff and faculty from Penn State CAECTI – Capital Area Early Childhood Training Institute.  It was wonderful seeing everyone again.  Here is a picture from the reunion.

CAECTI 20190621_222031

Pennsylvania_State_University_seal.svg

Posted in RIKI.Institute@gmail.com | Leave a comment

Preparation for Washington State’s Validation Study Kick Off Meetings Next Week

I am in the midst of preparing to fly to Seattle next week to be part of the Washington State’s Validation Study Kick Off (NARA WA Validation) meetings in Olympia.  This is a really big deal in early care and education licensing because the state is expanding the use of weighted risk assessment in making licensing decisions.  In the past, weighted risk assessment has been used for making determinations about individual rules or regulations and about the frequency of monitoring visits.  Washington state’s licensing office has always been at the forefront of monitoring innovations in being one of the first states to utilize licensing key indicators which has been part of their overall differential/abbreviated monitoring for many years now.   According to my records, they have the longest running use of licensing key indicators than any other state or province.

Washington has been working with the National Association for Regulatory Administration on their weighted risk assessment project for the past couple of years and the next 1-2 years will be devoted to validating their approaches.  The interested reader can find out more details about Washington’s Research Agenda by going to RIKInstitute.com.  I will also be providing updates over the next couple of weeks during my time in Seattle and Olympia.  This is another major step in moving the regulatory science field forward when it comes to regulatory compliance, licensing measurement, and differential monitoring systems.

An interesting discussion during my time in Washington (RAM1)(NARA WA Validation PPT).

NARA WA IMG_2019-06-26_06-44-13

cropped-1443102033199.jpg

 

Posted in RIKI.Institute@gmail.com | Leave a comment

iLookOut to appear in the Journal of Early Child Development and Care

A description of the iLookOut Program for Child Abuse Prevention will appear in the Journal of Early Child Development and Care.

It was published online yesterday, June 7, 2019.  Below is the journal eprint.

Ilookout for child abuse conceptual and practical considerations in creating an online learning programme to engage learners and promote behaviour 

Pennsylvania_State_University_seal.svg

Posted in RIKI.Institute@gmail.com | Leave a comment

News from the Edna Bennett Pierce Prevention Research Center at Penn State

Here is the latest news (May 23, 2019) from the Edna Bennett Pierce Prevention Research Center at Penn State University highlighting events, faculty, staff, students, and affiliates.

News and Updates from PRC Faculty, Staff, Students and Affiliates

Pennsylvania_State_University_seal.svg

Posted in RIKI.Institute@gmail.com | Leave a comment

Exchange Leadership Initiative

I got this wonderful news today, it is truly an honor to be included:

Dear Rick,

Congratulations – you have been chosen to be an Exchange Leader.  You will be included in the article featuring our newest Exchange Leaders in the July/August issue of Exchange magazine. 

The Exchange Leadership Initiative (ELI) launched in November 2014, with the intention of making leadership more visible in the field of Early Care and Education.  Our early childhood field has strong leaders who accomplish the important work of educating young children, as well as supporting and advocating for children, their families, and their communities.  Exchange Leaders are everywhere, doing powerful work in their communities, regions and across the world. 

You are joining the more than 300 current Exchange Leaders.  Your passion for the field and your commitment and perseverance over the years is important to the work we all do.  I welcome you and look forward to working with you.

Sincerely,

Pam Boulton, Ed.D.

Coordinator, Exchange Leadership Initiative

 

Posted in RIKI.Institute@gmail.com | Leave a comment

Journal of Regulatory Science: A Treatise on Regulatory Compliance

The Journal of Regulatory Science is publishing “A Treatise on the Theory of Regulatory Compliance (Fiene TRC JRS 7 2019)” this month (Volume 7)(doi.org/10.21423/jrs-v07fiene).  This article presents the latest research and thinking in how this theory impacts regulatory science and compliance within social and economic regulations.  Here is the link to the Journal of Regulatory Science, look under Policy Commentaries:

Journal of Regulatory Science, Volume 7(1)

or just go directly to the article

(doi.org/10.21423/jrs-v07fiene)

logos-riki-nara-psu-page-001

Dr Richard Fiene, Research Psychologist and Professor of Psychology (ret) at Penn State University is generally regarded as the leading international researcher/scholar on licensing measurement and differential monitoring systems. His theory of regulatory compliance has altered regulatory science and licensing measurement dramatically in thinking about how best to monitor and assess licensing rules and regulations.
Dr Fiene’s measurement and monitoring methodologies have led to targeted or abbreviated inspections in all aspects of human service licensing thru risk assessment, key indicators and differential monitoring approaches. He has maintained an international data base on regulatory compliance for the past 40 years which is housed at the Research Institute for Key Indicators (RIKIllc) and the Pennsylvania State University and has led to the development of statistical techniques for dealing with highly skewed, non-parametric data distributions. His research has led to the following: identification of herding behavior of two year olds, national early care and education quality indicators, mathematical model for determining adult child ratio compliance, Solution to the Trilemma in Child Care Delivery Services, Stepping Stones to Caring for Our Children, Online coaching as a learning platform, Validation framework for licensing systems, and an Early Childhood Program Quality Improvement Model.
He has written extensively on regulatory compliance in the human services and his research has been disseminated all over the world via his website (http://RIKInstitute.com). He presently directs the Research Institute for Key Indicators and is a senior research consultant with the National Association for Regulatory Administration, and is an Affiliate Professor with the Edna Bennett Pierce Prevention Research Center, Consultant to the College of Medicine at Penn State Hershey and the College of Ag. Sciences at Penn State University.
Posted in RIKI.Institute@gmail.com | Leave a comment

iLookOut Child Abuse Prevention Program: An Online Learning Program for Protecting Children

The iLookOut Child Abuse Prevention program has clearly demonstrated that it significantly improves knowledge about abuse, and attitudes regarding what is needed to protect children from harm and has resulted in individuals feeling better prepared to respond to child maltreatment.  Now it has also been demonstrated that iLookOut improves reporting to child protective services, with significantly more reports resulting in findings of abuse and/or referral for social services.  Here is an Infographic describing the program and its significant results.

iLookOut Infographic

Pennsylvania_State_University_seal.svg

Posted in RIKI.Institute@gmail.com | Leave a comment

Dr. Philip Zimbardo gives talk at Penn State Harrisburg

Dr. Philip Zimbardo is an influential psychologist best-known for his 1971 Stanford prison experiment. Many psychology students may also be familiar with his psychology textbooks and the Discovering Psychology video series often used in high school and psychology classrooms. Zimbardo is also the author of several notable books including The Lucifer Effect.

I had the distinct honor to be invited to a dinner hosted by the Penn State psychology faculty for Dr. Zimbardo this week.  Here is a photo of Dr. Zimbardo and the faculty & guests.

PSH Psychology

Pennsylvania_State_University_seal.svg

Posted in RIKI.Institute@gmail.com | Leave a comment

New Saskatchewan and NARA Project Demonstrating the Efficacy of ECPQIM and Differential Monitoring

It is exciting to announce a new differential monitoring project in the Province of Saskatchewan, Canada being done by NARA – National Association for Regulatory Administration.   This project will assist the Ministry of Education in developing a full blown differential monitoring system with key indicators, risk assessment rules, and quality indicators along with the validation of each.  It will be a full evaluation of the ECPQIM – Early Childhood Program Quality Improvement and Indicator Model (please see the following webpage (https://rikinstitute.com/ecpqim/) for additional details about the model.  This project will get back to the original purpose of differential monitoring in providing a balance between licensing indicators and quality indicators being used in tandem during abbreviated monitoring reviews.  This approach of combining key indicators with risk assessment rules focuses on children’s health, safety and well-being developmentally.

I will be providing updated RIKI Notes as we move along with the project delineating the various phases.

cropped-1443102033199.jpg

Posted in RIKI.Institute@gmail.com | Leave a comment

Effectiveness and Efficiency Relationship

RIKI Technical Research Note #70 – Effectiveness and Efficiency Relationship with resultant Cost Benefit Analysis modeling based upon data from the Theory of Regulatory Compliance.  This technical research note depicts a graphic display of the relationship between effectiveness and efficiency and how the intersection of these two can result in cost benefit analysis.

RIKI Effectiveness and Efficiency Relationship1

RIKI LOGO VLG

Dr Richard Fiene, Research Psychologist and Professor of Psychology (ret) at Penn State University is generally regarded as the leading international researcher/scholar on licensing measurement and systems. His theory of regulatory compliance has altered regulatory science and licensing measurement dramatically in thinking about how best to monitor and assess licensing rules and regulations.
Dr Fiene’s measurement and monitoring methodologies have led to targeted or abbreviated inspections in all aspects of human service licensing thru risk assessment, key indicators and differential monitoring approaches. He has maintained an international data base on regulatory compliance for the past 40 years which is housed at the Research Institute for Key Indicators (RIKIllc) and the Pennsylvania State University and has led to the development of statistical techniques for dealing with highly skewed, non-parametric data distributions. His research has led to the following: identification of herding behavior of two year olds, national early care and education quality indicators, mathematical model for determining adult child ratio compliance, Solution to the Trilemma in Child Care Delivery Services, Stepping Stones to Caring for Our Children, Online coaching as a learning platform, Validation framework for licensing systems, and an Early Childhood Program Quality Improvement Model.
He has written extensively on regulatory compliance in the human services and his research has been disseminated all over the world via his website (http://RIKInstitute.com). He presently directs the Research Institute for Key Indicators and is a senior research consultant with the National Association for Regulatory Administration, and is an Affiliate Professor with the Edna Bennett Pierce Prevention Research Center, Consultant to the College of Medicine at Penn State Hershey and the College of Ag. Sciences at Penn State University.
Posted in RIKI.Institute@gmail.com | Leave a comment

Child Care Aware of America’s Child Care Licensing Database Report

Child Care Aware published a very significant report (Child Care Aware of America’s Child Care Licensing Database: Initial Findings) on state licensing throughout the USA.  It builds upon their innovative reports “We Can Do Better“.  This new report series utilizes Caring for Our Children Basics as the comparison tool in looking at the state’s licensing rules and monitoring systems.  It is an absolutely brilliant approach to being able to look at state’s rules from a national perspective and I applaud Child Care Aware for taking this on.  Here is a copy of the report and links to their webpage which contains additional information about the child care licensing data base.

Richard Fiene, Ph.D., Research Psychologist, Research Institute for Key Indicators (RIKIllc); Professor of Psychology (ret), Penn State University; Affiliate Professor, Penn State Prevention Research Center; Senior Research Consultant, National Association for Regulatory Administration (NARA).

logos-riki-nara-psu-page-001

 

Posted in RIKI.Institute@gmail.com | Leave a comment

Updating the Theory of Compliance with Big Data Analysis via the Key Indicator Methodology

There is a major movement within the human services involving big data where rather than selecting samples to do analyses state/provincial agencies have the capability to provide basically population data.  For the Theory of Regulatory Compliance as it involves the Licensing Key Indicator Methodology, selection criteria and the dichotomization of data are changing dramatically because of the increased cell sizes in determining and generating the Licensing Key Indicators.

For example, in the past, the Licensing Key Indicator Methodology always utilized a 25/50/25 dichotomization model for segregating high compliance from low compliance facilities.  However, with big data being available, cell sizes are much more robust in which this dichotomization model can be increased to 12.5/75/12.5.   The move to this model helps to decrease the number of false negatives while at the same time increasing phi coefficients.  By doing this, the Licensing Key Indicators generated are very robust and highly predictive.

The following Licensing Key Indicators continue to be identified in state/provincial analyses and results (all these Indicators are from the original ASPE Research Brief: 13 Indicators of Quality Child Care):

  • Proper Supervision,
  • Children are properly immunized,
  • The facility is hazard free,
  • Reporting of child abuse, and
  • Staff are trained in CPR and first aid.

RIKI LOGO VLG

Posted in RIKI.Institute@gmail.com | Leave a comment

NARA Presentation in Indiana on Differential Monitoring and Key Indicators

NARA – National Association for Regulatory Administration conducted a presentation in Indiana on differential monitoring and key indicators (February 14, 2019).  Please go to the following Facebook Live link to see the presentation:

Facebook Live Link

 

cropped-1443102033199.jpg

Posted in RIKI.Institute@gmail.com | Leave a comment

The Relationship between Regulatory Compliance and Quality Initiatives: RIKIllc Technical Research Note #67

The Relationship between Early Care & Education Quality Initiatives and
Regulatory Compliance: RIKIllc Technical Research Note #67
Richard Fiene, Ph.D.
February 2019

 

Over the past couple of decades there has been many early care and education initiatives, such as Quality Rating and Improvement Systems (QRIS), Professional Development, Training, Technical Assistance, Accreditation, and Pre-K programs to just name a few. Validation and evaluation studies have begun to appear in the research literature, but in these studies there has been few empirical demonstrations of the relationship between these various quality initiatives and their impact on regulatory compliance or a comparison to their respective regulatory compliance. This brief technical research note will provide examples of these comparisons taken from the Early Childhood Program Quality Improvement and Indicator Model (ECPQI2M) Data Base  maintained at the Research Institute for Key Indicators (RIKIllc).

I have written about this back in 2014 (Fiene, 2014) in how the various quality initiatives were having a positive impact on the early care and education delivery system but at that point regulatory compliance data were not available. Today, in 2019, with many changes and developments in state data systems, this is no longer the case. Now it is possible to explore the relationships between data from the various quality initiatives and licensing. Several states in multiple service delivery systems have provided replicable findings in which I feel comfortable reporting out about the relationships across the data systems.

What we now know is that there is a positive and statistically significant relationship between regulatory compliance and moving up the QRIS Quality Levels. In other words, facilities have higher compliance in the higher QRIS Quality Levels and lower compliance in the lower QRIS Levels or if they do not participate in their state’s respective QRIS (F = 5.047 – 8.694; p < .0001).

Other quality initiatives, such as being accredited, shows higher compliance with licensing rules than those facilities that are not accredited (t = 2.799 – 3.853; p < .005 – .0001).

This is a very important result clearly demonstrating the positive relationship between regulatory compliance and quality initiatives. I have some additional state data sets that I will add to the ECPQI2M data base and will continue to analyze these relationships and post additional RIKIllc Technical Research Notes.

 


Richard Fiene, Ph.D., Senior Research Consultant, National Association for Regulatory Administration; Psychologist, Research Institute for Key Indicators; and Affiliate Professor, Prevention Research Center, Penn State University, Professor of Psychology (ret), Penn State University. (http://rikinstitute.com).

RIKI LOGO VLG

Posted in RIKI.Institute@gmail.com | Leave a comment

Dissertation on the Effectiveness CCR&R Services Using a Coaching Model on Licensing Compliance

Here is an interesting Early Care and Education Dissertation completed by a doctoral student at the University of South Carolina, Wenjia Wang.  “The purposes of this study were to investigate the significance of the impact of CCR&R services using a coaching model on licensing compliance outcomes at child care centers and to further our knowledge on the use of coaching to improve health and safety conditions in child care environments.”

A Quasi-Experimental Study on the Effectiveness of CCRR TA Coach

Posted in RIKI.Institute@gmail.com | Leave a comment

Boston Globe Article

The following article appeared in the Boston Globe this morning:

With New Day-Care Inspection System, High Caseloads and Shorter Visits – The Boston Globe

logos-riki-nara-psu-page-001

Posted in RIKI.Institute@gmail.com | Leave a comment

Some Technical Considerations in Using Complaint Data and Regulatory Compliance Data: RIKIllc Technical Research Note #66

Some Technical Considerations in Using Complaint Data and Regulatory
Compliance Data: RIKIllc Technical Research Note #66

Richard Fiene, Ph.D.

January 2019

 
As promised in RIKIllc Technical Research Note #65, this Note will provide details on the
and analytical considerations when using complaint and regulatory compliance data together.  As pointed out in the previous technical research note, using complaint data as a potential outcome appears to have merit and should be explored in greater detail. However, with that said there are some parameters that the methodology has that should be explored in order to make the analyses more meaningful.

When looking at regulatory compliance and complaint data there are four possibilities: 1) the facility is in full compliance and has no complaints; 2) the facility is in full compliance but has complaint(s); 3) the facility has some non-compliance and has no complaints; and 4) the facility has some non-compliance and has complaint(s). These four possibilities can be depicted in a 2 x 2 matrix:

Cell C = Full Compliance & No Complaints; Cell A = Full Compliance & Complaints (False Negative): Cell B = Non-Compliance & No Complaints; Cell D = Non-Compliance & Complaints. (See the attached Technical Research Note for a clearer picture of the 2 x 2 Matrix).

 
In the this 2 x 2 matrix, we would want to see cell C and cell D as the predominant cells and cell A and B as the less dominant cells, especially cell A because this represents a false negative result.

However, there are a couple of limitations to the above matrix that need to be taken into account. One, are the complaints substantiated or not. Any complaint must be substantiated to be counted in the model. If it is unsubstantiated, than it is not counted in the matrix. Two, there is the problem with directionality that needs to be addressed. For example, does the complaint occur before or after the full inspection in order to determine regulatory compliance. The 2 x 2 matrix and the modeling for these
analyses is based on the complaint occurring after the full inspection and that is the reason for cell A being labeled a false negative. If the directionality is reversed and the full inspection occurs after a complaint, cell A is no longer a false negative.

RIKI Technical Details

RIKI LOGO VLG

Posted in RIKI.Institute@gmail.com | Leave a comment

Relationship between Regulatory Compliance and Complaints in a Human Services Licensing System: RIKIllc Technical Research Note #65

What is the Relationship between Regulatory Compliance and Complaints

Richard Fiene, Ph.D.

January 2019

 

Within licensing measurement and the validation of licensing systems it is particularly difficult to have specific outcome metrics that can be measured within a human services licensing system. The purpose of this technical research note is to propose a potential solution to this problem.

Probably the most accurate measures of licensing outcomes focus on improvements in the health and safety of clients within human services licensed facilities, such as: fewer injuries (safety) or higher levels of immunizations (health). Another measure related to client satisfaction is the number of complaints reported about a licensed facility by clients and the general public. The advantage of using complaints is that this form of monitoring is generally always part of an overall licensing system. In other words, the state/provincial licensing agency is already collecting these data. It is just a matter of utilizing these data in comparing the number of complaints to overall regulatory compliance.

The author had the opportunity to have access to these data, complaint and regulatory
compliance data in a mid-Western state which will be reported within this technical research note. There are few empirical demonstrations of this relationship within the licensing research literature. The following results are based upon a very large sample of family child care homes (N = 2000+) over a full year of licensing reviews.

The results of comparing the number of complaints and the respective regulatory compliance levels for specific family child care homes proved to show a rather significant relationship (r = .47; p < .0001). This result is the first step in attempting to understand this relationship as well as developing a methodology and analysis schema since directionality (e.g., did the complaint occur before or after regulatory compliance data collection?) can play a key role in the relationship (this will be developed more fully in a future technical research note). The focus of this research note was to determine if any relationship existed between regulatory compliance and complaint data and if it is worth pursuing.

It appears that looking more closely at the relationship between complaint and regulatory compliance data is warranted. It may provide another means of validating the fourth level of validation studies as proposed by Zellman and Fiene’s OPRE Research Brief (Zellman, G. L. & Fiene, R. (2012). Validation of Quality Rating and Improvement Systems for Early Care and Education and School-Age Care, Research-to-Policy, Research-to-Practice Brief OPRE 2012-29. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services) in which four approaches to validation are delineated for Quality Rating and Improvement Systems (QRIS). This author has taken this framework and applied it to licensing systems (Fiene (2014). Validation of Georgia’s Core Rule Monitoring System, Georgia Department of Early Care and Learning) and more recently proposed as the framework for Washington State’s Research Agenda (Stevens & Fiene (2018). Validation of the Washington State’s Licensing and Monitoring System, Washington
Department of Children, Youth, and Families).

For additional information regarding the above studies, the interested reader should go to RIKInstitute.com.

__________________________________________________________
Richard Fiene, Ph.D., Professor of Psychology (ret), Penn State University; Senior Research Consultant, National Association for Regulatory Administration (NARA); and Research Psychologist, Research Institute for Key Indicators (RIKIllc).

Logos - RIKI, NARA, PSU-page-001

Posted in RIKI.Institute@gmail.com | Leave a comment

Data Distributions for the Major ECE Systems: Licensing, QRIS, and ERS

I thought it important to share with researchers who may be doing ECE research on Licensing, QRIS – Quality Rating and Improvement Systems, and ERS – Environmental Rating Scales.  Usually when we are doing research, we find the data to be normally distributed which is the case with ERS data sets.  However, in dealing with Licensing and QRIS data sets, this is not the case.  With Licensing data we find the data distributions to be highly skewed and with QRIS data we find the data distributions to be either bi-modal or highly skewed depending on if only the QRIS sites are used or the full complement of sites statewide.  Attached is a brief technical research note which depicts these data distributions for consideration when doing future research by licensing researchers.

Data Distributions for Licensing QRIS and ERS

Posted in RIKI.Institute@gmail.com | Leave a comment

Theory of Regulatory Compliance and Quadratic Regression

Here is a RIKIllc brief technical research note on the Theory of Regulatory Compliance and quadratic regressions:

Theory of Regulatory Compliance and Quadratic Regression 

 

Logos - RIKI, NARA, PSU-page-001

Posted in RIKI.Institute@gmail.com | Leave a comment

Evolution of Differential Monitoring

Attached please find a Technical Research Note on the Evolution of Differential Monitoring with special emphasis on Key Indicators and Risk Assessment.

Evolution of Differential Monitoring

Logos - RIKI, NARA, PSU-page-001

Posted in RIKI.Institute@gmail.com | Leave a comment

The Importance of Immunizations

Having children properly immunized is a very important goal within public health.  It helps to protect children’s health.  Within early care and education programs, immunizations are both a standard of care as well as an outcome of that care.  Recently, as I have been doing additional in-depth analyses of the national data base that RIKILLC – Research Institute for Key Indicators maintains, having children properly immunized has been and continues to be a key indicator rule that statistically predicts overall regulatory compliance with all early care and education rules.  This is a result that appeared in the research literature over 40 years ago and is still present in today’s analyses.  It helps to account for approximately 70% of the variance related to statistically predicting regulatory compliance.  These results are across the USA and Canada.

So why is an immunization standard or rule such a good discriminator of high performing early care and education programs.  Keeping track of children’s immunizations is not an easy task.  It is very detailed-oriented which takes a great deal of diligence on the individuals doing the tracking.  One can assume that the best programs have figured this out while the mediocre programs who have difficulty with regulatory compliance have not.

Posted in RIKI.Institute@gmail.com | Leave a comment

Child Care Licensing Study Trend Analysis

After returning from a stimulating week at the National Association for Regulatory Administration’s (NARA) Licensing Seminar and the Expert Licensing Panel hosted by NARA and the National Center for Early Childhood Quality Assurance (NCECQA), I learned about a new resource made available by the Child Care and Early Education Research Connections (CCEERC).  The resource makes all the data over the past decade from the Child Care Licensing Studies conducted by NARA and NCECQA available as SPSS data files.   I started to mine these data as soon as I got back and plan on posting several blogs on this website over the winter months looking at trends in the data over the past decade.

There are five data points from 2005 – 2014.  The data base provides a national window into child care licensing in both center based and home based care.  I will start with the centers data base and then move to the home data bases.   Here is my first look at the center data base related to licensed capacity, number of centers and average size of centers.  As I said, I will be selecting variables and posting results overtime looking at trends over the five data points.  If anyone has any pressing questions that they are interested in seeing how things have changed over the past decade, please don’t hesitate to get in touch with me at Fiene@RIKInstitute.com.

Child Care Licensing Study CCC Licensed Facilities 2005-2014

cropped-1443102033199.jpg

Posted in RIKI.Institute@gmail.com | Leave a comment

Follow-Up Detail to the Three State Standards Validation Using Stepping Stones as a National Standard

Below I have a hotlink to a chart and graphic display which provides additional detail to an earlier RIKI Blog post on a three state standards validation study using Stepping Stones to Caring for Our Children.   The chart provides the specific number of standards by the  major categories within Stepping Stones to Caring for Our Children.   This gap analysis provides a template/model for doing these types of analyses with all states and jurisdictions.  I would encourage states and jurisdictions to do this type of validation gap analysis related to validating their rules in comparison to Stepping Stones to Caring for Our Children.

Three State Standards Validation Study by Fiene & Stevens

For additional information about this validation study, please don’t hesitate to contact:  Dr Richard Fiene, Psychologist/Principal Investigator, Research Institute for Key Indicators (http://RIKInstitute.com) (Fiene@RIKInstitute.com).  Dr Sonya Stevens, Washington State Licensing Analyst was Co-Principal Investigator.

RIKI LOGO VLG

 

Posted in RIKI.Institute@gmail.com | Leave a comment

National Association for Regulatory Administration’s Licensing Seminar in Williamsburg, VA (Sept 24-26)

The National Association for Regulatory Administration’s Licensing Seminar was held in Williamsburg, Virginia from September 24-26th along with the Expert Licensing Panel hosted by the National Center for Early Childhood Quality Assurance from September 26th-27th.

Here is the URL – NARA Licensing Seminar and the schedule – NARA Seminar – Schedule at a Glance

Response to a presentation from the Seminar:  LinkedIn

My colleague, Dr Sonya Stevens, after our joint presentation on the Theory of Regulatory Compliance at the NARA Licensing Seminar:

Sonya and RJF IMG_1095

Posted in RIKI.Institute@gmail.com | Leave a comment

Theory of Regulatory Compliance Models

Attached to this blog is a technical research note outlining the three theory of regulatory compliance models that have been used over the past 40 years describing the essence of this theory.  It is interesting to note that the three models moved from a linear relationship to a non-linear relationship to a tiered relationship between individual key indicators and overall regulatory compliance & program quality.

Here is the technical research note with graphic displays:

Theory of Regulatory Compliance Models

RIKI LOGO VLG

Posted in RIKI.Institute@gmail.com | Leave a comment

Washington State’s Early Care & Education Research Agenda

It is with great excitement that I share with you today two very significant publications from the Washington State’s Department of Children, Youth and Families which outline their research agenda for licensing of early care and education programs.  These publications are ground breaking in that they address many of the key systemic issues that states are dealing with related to licensing and program quality today.

These publications provide a state example of how best to apply public policy analysis to
regulatory and standards development, validation and implementation. They provide a blueprint to follow as state administrators deal with the complex task of rule formulation within the context of differential monitoring involving risk assessment and key indicators. Washington State has provided actual study examples to Zellman and Fiene’s (2012) Conceptual Framework for Validation by applying it to licensing and regulatory compliance.

Washington staff have creatively utilized legislation to align several sets of standards, a
goal that has had difficulty coming to fruition in many other states. This is a public policy
approach that is both cost effective and efficient. Building upon this base, they have been able to craft a plan to test both validity and reliability of the data and decisions being made related to regulatory compliance, program quality and child outcomes.

Washington State has always been a leader in utilizing NARA’s Key Indicator Methodology as being one of the first states to fully implement such a system by utilizing the Fiene Indicators as part of their abbreviated tools.  Washington State staff continue to work with the National Association for Regulatory Administration (NARA) and the Research Institute for Key Indicators (RIKI) in building and refining their differential monitoring system.

Posted in RIKI.Institute@gmail.com | Leave a comment

Validation of Regulations in Three States Using Stepping Stones to Caring for Our Children as Our National Comparison

The past several posts to this blog have dealt with standards, rules/regulations, Caring for Our Children, and unlicensed child care.  This specific post presents some initial analyses of doing a validation study of regulations in three states using as the national comparison tool Stepping Stones to Caring for Our Children (Stepping Stones).  Stepping Stones is a risk assessment listing of standards taken from the larger Caring for Our Children book which focuses only on those standards that place children at greatest risk of morbidity and mortality.

In doing this validation study I assumed that there would be a high agreement between the 122 Stepping Stones standards and the respective regulations in the three states.  Oh, was I ever disappointed!!  There was 50% to 67% agreement between the Stepping Stones standards and the respective state regulations which means a gap of one-half to one-third.  Please keep in mind that these are standards that if they are not met place children in the greatest risk of mortality and morbidity.  Very sobering to say the least.

Posted in RIKI.Institute@gmail.com | Leave a comment

ECPQIM – Early Childhood Program Quality Improvement and Indicators Model Data Base

Here is the article and comprehensive data base for the Early Childhood Program Quality Improvement and Indicator Model (ECPQIM) I have been suggesting to use as a systems approach for monitoring and evaluating early care and education programs.

Posted in RIKI.Institute@gmail.com | Leave a comment

Two Newspaper Articles on Unlicensed Child Care and Home Based Child Care

The following two links provide interesting newspaper articles for parents and policy makers that fit nicely with my two previous blog posts on Caring for Our Children Basics and the Parent’s Guide to Choosing Safe and Healthy Child Care.

Unlicensed Child Care

http://www.theintell.com/news/20180712/hiding-in-plain-sight-pennsylvania-turns-blind-eye-to-unlicensed-child-care/1

Home Based Child Care

http://www.theintell.com/news/20180712/bristol-township-home-child-care-providers-explain-why-state-licensing-matters/1

 

Posted in RIKI.Institute@gmail.com | Leave a comment

A Parent’s Guide to Choosing Safe and Healthy Child Care

For those who follow my RIKI Website and Blog, I have in two previous RIKI Blogs posted Generic Key Indicators for Early Care and Education and Caring for Our Children Basics for state administrators.  In this blog, I want to post a guide (A Parent’s Guide for Choosing Safe and Healthy Child Care) that has been around a long time and disseminated all over the world and is based upon 40 years+ of research in which the indicators within the guide have been studied extensively in a host of replication studies.  I would recommend parents to use it when visiting potential child care programs before making a final decision on where they would want their child cared for, or for parents who have their children in child care already.  For others, who follow this blog, please share with parents who may be making a child care decision.  As I said above, what is unique about this parent’s guide is the number of replication studies that have been completed validating the indicators within the guide.

Posted in RIKI.Institute@gmail.com | Leave a comment

Generic Key Indicators from Regulatory Compliance, Professional Development and Quality Rating Improvement Systems

I get asked all the time what are the most salient generic key indicators from all the various sectors of the early care and education system, such as regulatory compliance/licensing, professional development and quality rating improvement systems (QRIS).  I have mentioned in this blog over the years that I have maintained a national data base for an Early Childhood Program Quality Improvement and Indicator Model (ECPQI2M) for the past 40 years which has data from these major systems.   In these systems I have generated key indicators over the decades to look at trends and what were the most important standards that statistically predicted quality and child outcomes.  In the past, these key indicators have focused more on regulatory compliance/licensing and have appeared in ACF and ASPE publications.  More recently, I have been able to apply the same key indicator methodology to professional development and QRIS system.  So here is the list of the seven generic key indicators from these various systems in addition to regulatory compliance/licensing that we should focus on:

  1. All children are properly immunized (licensing)
  2. Teachers & Director have ECE degrees (licensing)
  3. Competent supervision at all times (licensing)
  4. Families are fully engaged (QRIS)
  5. Coaching occurs (professional development)
  6. Teacher’s guide children’s behavior (QRIS and Environmental Rating Scales)
  7. Teacher’s respond to children’s communication (QRIS and Environmental Rating Scales)
Posted in RIKI.Institute@gmail.com | Leave a comment

Caring for Our Children Basics

Caring for Our Children Basics has fallen off the radar screen when it comes to monitoring, regulatory compliance and standards development in early care and education (ECE).   This is a very important set of standards that has distilled the most critical  standards from several significant national documents.  ACF had intended its use as a basic voluntary set of standards for all ECE programs.  I really don’t want state licensing administrators to lose sight of this document as they think through and revise their state ECE rules/regulations.

Here is a link to the ACF Webpage:   Caring for Our Children Basics ACF Webpage

Here is the document itself:  Caring for Our Children Basics Document

Here is the tool that accompanies Caring for Our Children Basics:  CFOCB Tool

 

Posted in RIKI.Institute@gmail.com | Leave a comment

NARA’s Key Indicator Facilitated Dialogues to Continue at their Licensing Seminar in Williamsburg, Virginia, September 24-26.

The second NARA Key Indicator Facilitated Dialogues session was held yesterday (June 15, 2018) in which Dr Fiene discussed the evolution of the Early Childhood Program Quality Improvement and Indicator Model, the Differential Monitoring Logic Model and Algorithm, and his latest Regulatory Compliance research.  The third session in this series will be offered at NARA’s Licensing Seminar to be held in Williamsburg, Virginia, September 24-26, 2018. 

NARA will be highlighting, in addition to the Facilitated Dialogues, several sessions on Key Indicators for participants.  Dr Fiene will be presenting with Dr Sonya Stevens on the innovative work Dr Stevens has been doing in the State of Washington related to key indicators, risk assessment, differential monitoring, and regulatory compliance.  For those who are interested in NARA’s Licensing Seminar, please go to their website.   If interested in the Facilitated Dialogues, please go to the following website – http://www.naralicensing.org/key-indicator-facilitated-dialogues.

cropped-1443102033199.jpg

Posted in RIKI.Institute@gmail.com | Leave a comment

NARA’s Key Indicator System: Facilitated Dialogues this Friday, June 15th

Key Indicator System: Facilitated Dialogues this Friday, June 15th

Join Dr. Fiene and NARA at 

3-4pm AT |2-3pm ET |1-2pm CT |12-1pm MT | 11-12pm PT | 10-11am AKT

Child Care | Adult Care | Child Welfare

 

NARA is excited to present facilitated dialogues on Key Indicators with Dr. Rick Fiene, the father of the Key Indicator System. The Key Indicator System methodology applies across all licensing areas; these dialogues allow licensing professionals across child care, adult care, and child welfare to discuss the application and theory of Key Indicators as they increase efficiency and effectiveness of existing licensing systems.

2018 Meeting Details

Months: March, June, and September
Duration: 60 minutes
Date/Time: June 15 at 2-3pm ET

Every effort will be made to find a date that works for all participants, however, if you cannot join a meeting: 1) you may submit questions in advance for Dr. Fiene to answer, and 2) NARA will send you the discussion recording.

September’s meeting will be held both in person for those attending seminar and via conference call line.

Meeting recordings will be made available to participants.

Participants will be given access to a Community Forum to continue discussion and ask questions between meetings.

Additional meetings into 2018 and beyond will be determined as the group sees fit.

To Join this Group

Complete registration and payment for the 2018 Facilitated Dialogues Package – three (3) 60-minute meetings in 2018 to learn from Dr. Fiene and ask questions specific. You may join this group after it begins in March; you will be sent the recordings for meetings missed.

Register here

Member cost:

Individual and Organizational: $75 per person (breaks down to $25 per session)

Retiree & Student: $60 per person (breaks down to $20 per session)

Non-member cost: $120 per person (breaks down to $40 per session)

 

About Dr. Rick Fiene

Dr. Fiene has spent 40+ years in developing and improving Key Indicator, risk assessment and differential monitoring methodologies. After a long career in Pennsylvania State Government as a research psychologist and the Pennsylvania State University as a professor of psychology, in 2013 he created the Research Institute for Key Indicators (RIKI) in order to consolidate all research on differential monitoring. Most recently RIKI has entered into a strategic partnership with NARA on the future development of Key Indicators, risk assessment and differential monitoring to all human services.

Posted in RIKI.Institute@gmail.com | Leave a comment

Regulatory Compliance Skewness and Scaling for Decision Making

Here are two technical research notes/short papers on regulatory compliance skewness and scaling for decision making.  The first note deals with the issues associated with the terrible skewness found in regulatory compliance data while the second research note proposes a scale that could potentially be used for making licensing decisions based upon the results from the first research note.

  1. Regulatory Compliance Skewness
  2. Regulatory Compliance Decision Making Scale

Logos - RIKI, NARA, PSU-page-001

Posted in RIKI.Institute@gmail.com | Leave a comment

Fiene Algorithm for Generating Regulatory Compliance Key Indicators (RCKI)

Here is the most recent simplified version of the Fiene Algorithm for Generating Regulatory Compliance Key Indicators (RCKI)

  1. Add up regulatory non-compliances for all programs, agencies, jurisdictions, etc…
  2. Review Regulatory Compliance history sorted from high to low
  3. Nominal (Compliance(1)/Non-Compliance(0)) or ordinal measurement (Gradient(1-5)) scaling
  4. Take Risk Assessment Weighting (1-9) into account and apply to nominal or ordinal scaling.
  5. Top 25% (High Group) and bottom 25% (Low Group) of regulatory compliance scores
  6. Drop out the middle 50% of regulatory compliance scores
  7. Develop a 2 x 2 matrix which includes each regulation by the High Group and Low Group
  8. Cells of the Matrix:  A = High Group + Programs in Compliance on Specific Regulation
  9. B = High Group + Programs out of Compliance on Specific Regulation
  10. C = Low Group + Programs in Compliance on Specific Regulation
  11. D = Low Group + Programs out of Compliance on Specific Regulation
  12. W = Total Number of Programs in Compliance on Specific Regulation
  13. X = Total Number of Programs out of Compliance on Specific Regulation
  14. Y = Total Number of Programs in High Group.
  15. Z = Total Number of Programs in Low Group
  16. Use the following formula: ((A)(D)) – ((B)(C)) / sqrt ((W)(X)(Y)(Z)) = RCKI
  17. Result will range from –1 to +1
  18. +.5 to +1.0 will be included as Regulatory Compliance Key Indicators (RCKI).  All other regulations will not be included.
Posted in RIKI.Institute@gmail.com | Leave a comment

Pubs, Docs, Pres for State Licensing Administrators

Here are a series of publications, documents, technical notes, and slides for licensing administrators related to licensing measurement & systems, and regulatory compliance to keep in mind as they design and implement their monitoring systems:

Logos - RIKI, NARA, PSU-page-001

Posted in RIKI.Institute@gmail.com | Leave a comment

Ordinal Scaling in Licensing Measurement

I have attached a short technical paper (TRC Ordinal Scale Licensing Measurement ) on moving from the predominant licensing measurement paradigm which measures rules and standards at a nominal scale level to an ordinal scale level.  By introducing this alternate paradigm for licensing measurement it opens up many avenues of analyses, changes in how licensing decision making is done, and potentially combines licensing and quality measurement as one system rather than two systems as it exists now.  This last point will be very controversial because of the existing standards and measurement system that has separate systems for licensing and quality rating & improvement systems (QRIS).   Both systems have their own staffs, infrastructure, rewards, and sanctions when monitoring the rules and standards in each of the respective systems.  The proposal presented in this paper is to have just one system, with one staff, one infrastructure that provides a continuum from regulatory compliance to program quality based upon selected licensing key indicators and quality key indicators that represent specific rules and standards.   This will be the first in several technical papers to develop this concept more fully.

 

Logos - RIKI, NARA, PSU-page-001

Posted in RIKI.Institute@gmail.com | Leave a comment

Assorted Flyers and Brochures Describing RIKILLC, ECPQI2M, KI, QI, RA, and DM

Here are an assortment of flyers and brochures developed by the Research Institute for Key Indicators LLC (RIKILLC) and the National Association for Regulatory Administration (NARA) describing the Early Childhood Program Quality Improvement and Indicator Model (ECPQI2M), Key Indicators (KI), Quality Indicators (QI), Risk Assessment (RA), and Differential Monitoring (DM).

Posted in RIKI.Institute@gmail.com | Leave a comment

ECPQI2M Research Articles

The following three journal articles published in 2013, 2015, and 2017 focus on the key components of ECPQI2M – Early Childhood Program Quality Improvement and Indicator Model in regulatory program compliance (1IJCCEP), program quality via Quality Rating & Improvement Systems (QRIS)(2ECRQ), and Early Care and Education professional development (3JPEDHC).

___________________________________________________________________________________
Richard Fiene, Ph.D., Senior Research Psychologist, Research Institute for Key Indicators (RIKILLC), Professor of Psychology (ret), Penn State University, & Senior Consultant, National Association for Regulatory Administration (NARA).

Contact Dr Fiene at Fiene@RIKInstitute.com or RFiene@NARALicensing.org or rjf8@psu.edu

Posted in RIKI.Institute@gmail.com | Leave a comment

Research Projects Over the Past 40 Years

I have had the opportunity to work on some very interesting projects over the past 40 years+ as a research psychologist and professor. I have worked with many National Organizations; Federal, Local and State Agencies; and private human service agencies during my professional career. But probably the best project I ever worked on was with Royal Caribbean Cruise Line where we were asked to assess their youth activity programs (aka child care). What was so much fun with this project was the data collection phase where the only way to collect data was to be booked on seven day cruises. Now that was a blast!!

I was still at Penn State and directing the Capital Area Early Childhood Research and Training Institute when this project come to fruition and I still remember the day when I mentioned to the faculty and staff of the Institute that we had a new project. This always got them excited because it meant additional work for staff who were busy all the time. But when I started to describe this new project with Royal Caribbean, suddenly eyes of discontent turned to scenes of royal blue waters.

The staff of Royal Caribbean were first class and a joy to work with. I will not mention names because I have not asked their permission to include them in this blog but all of them from the Director of Global Security to the Captains of the Ships were all highly professional.

The other wonderful outcome of this project was that the standards we developed a portion of them were adopted by the CLIA – Cruise Line International Association for all Youth Sponsored Programs for all their members which numbered about 30 cruise lines. I wished getting standards adopted were as easy for early care and education back in the states.

Posted in RIKI.Institute@gmail.com | Leave a comment

Linear versus Non-Linear Reality

Here are some notes that I hope will generate a good deal of thinking about how we approach reality given some random observations about data (mathematics and statistics), psychology (public policy) and physics (time and space).  This is very different from my other posts on this blog but it does tie in nicely with my data prediction research I have been doing for a really long time within the public policy sector dealing with regulatory compliance and administration.

Linear and Non Linear Reality1

___________________________________________________________________________________
Richard Fiene, Ph.D., Senior Research Psychologist, Research Institute for Key Indicators (RIKILLC), Professor of Psychology (ret), Penn State University, & Senior Consultant, National Association for Regulatory Administration (NARA).

Contact Dr Fiene at Fiene@RIKInstitute.com or RFiene@NARALicensing.org or rjf8@psu.edu

Posted in RIKI.Institute@gmail.com | Leave a comment

Building Effective and Efficient Program Monitoring Systems for Human Services

Attached is a paper that describes the basic tenets/elements of building an effective and efficient program monitoring system for human services.  State administrators are constantly under pressure to ensure the health and safety of clients (effectiveness) while not being overly burdensome on the providers of care (efficiency).  This paper highlights how effectiveness and efficiency are tied together and in how efficiency efforts can overshadow effectiveness under certain conditions.

Basic Tenets of Effective and Efficient Monitoring Systems3

___________________________________________________________________________________
Richard Fiene, Ph.D., Senior Research Psychologist, Research Institute for Key Indicators (RIKILLC), Professor of Psychology (ret), Penn State University, & Senior Consultant, National Association for Regulatory Administration (NARA).

Contact Dr Fiene at Fiene@RIKInstitute.com or RFiene@NARALicensing.org or rjf8@psu.edu

 

 

Posted in RIKI.Institute@gmail.com | Leave a comment

Three Things We Have Learned in Regulatory Compliance

Here is a very short paper/abstract entitled:  Three Things We Have Learned about Key Indicators, Risk Assessments, and Differential Monitoring over the past 40+ years of doing research on these methodologies.

KI, RA, DM National Update

 

 

Posted in RIKI.Institute@gmail.com | Leave a comment

Regulatory Compliance Decision Making Using the Key Indicator Methodology

In this blog I have a new Technical Research Paper on how best to make regulatory compliance decisions.  “The purpose of the paper is to provide guidance to regulatory administrators in decision making regarding the Key Indicator Methodology. A 2 x 2 Matrix will be used to demonstrate the key decisions that need to be made with various caveats and examples. Key Indicator Systems for Licensing have been used in states for many years now; this paper hopefully will provide a framework for the difficult decision making when it comes to moving from an abbreviated monitoring inspection to a full comprehensive monitoring inspection.”

This paper builds upon previous Technical Research Papers and other publications in which I have described the technical details of the key indicator methodology.  This paper hopefully provides a more straightforward presentation without the algorithms and statistical formulas.

Regulatory Compliance Decision Making Using the Key Indicator Methodology

Richard Fiene, Ph.D., Senior Research Psychologist, Research Institute for Key Indicators; Professor of Psychology (retired), Penn State University; and NARA Senior Consultant.

Research Institute for Key Indicators (RIKILLC)

 

Posted in RIKI.Institute@gmail.com | Leave a comment

NARA’s First Key Indicator System Facilitated Dialogue Session Held

NARA’s Key Indicator System: Facilitated Dialogues was held on Friday, March 23

Participants joined Dr. Fiene and NARA at the following time to discuss Key Indicators, Licensing Measurement & Systems 

3-4pm AT |2-3pm ET |1-2pm CT |12-1pm MT | 11-12pm PT | 10-11am AKT

Child Care | Adult Care | Child Welfare

 

NARA was excited to present the first session of facilitated dialogues on Key Indicators with Dr. Rick Fiene, the father of the Key Indicator System. The Key Indicator System methodology applies across all licensing areas; these dialogues allow licensing professionals across child care, adult care, and child welfare to discuss the application and theory of Key Indicators as they increase efficiency and effectiveness of existing licensing systems.

2018 Meeting Details

Months: March, June, and September
Duration: 60 minutes
Date/Time: March 23 at 2-3pm ET

Every effort will be made to find a date that works for all participants, however, if you cannot join a meeting: 1) you may submit questions in advance for Dr. Fiene to answer, and 2) NARA will send you the discussion recording.

September’s meeting will be held both in person for those attending seminar and via conference call line.

Meeting recordings will be made available to participants.

Participants will be given access to a Community Forum to continue discussion and ask questions between meetings.

Additional meetings into 2018 and beyond will be determined as the group sees fit.

To Join this Group

Complete registration and payment for the 2018 Facilitated Dialogues Package – three (3) 60-minute meetings in 2018 to learn from Dr. Fiene and ask questions specific. You may join this group after it begins in March; you will be sent the recordings for meetings missed.

Register here

Member cost:

Individual and Organizational: $75 per person (breaks down to $25 per session)

Retiree & Student: $60 per person (breaks down to $20 per session)

Non-member cost: $120 per person (breaks down to $40 per session)

 

About Dr. Rick Fiene

Dr. Fiene has spent 40+ years in developing and improving Key Indicator, risk assessment and differential monitoring methodologies. After a long career in Pennsylvania State Government as a research psychologist and the Pennsylvania State University as a professor of psychology, in 2013 he created the Research Institute for Key Indicators (RIKI) in order to consolidate all research on differential monitoring. Most recently RIKI has entered into a strategic partnership with NARA on the future development of Key Indicators, risk assessment and differential monitoring to all human services.

Posted in RIKI.Institute@gmail.com | Leave a comment

NARA’s Key Indicator System: Facilitated Dialogues this Friday, March 23rd

Key Indicator System: Facilitated Dialogues this Friday, March 23

Join Dr. Fiene and NARA at 

3-4pm AT |2-3pm ET |1-2pm CT |12-1pm MT | 11-12pm PT | 10-11am AKT

Child Care | Adult Care | Child Welfare

 

NARA is excited to present facilitated dialogues on Key Indicators with Dr. Rick Fiene, the father of the Key Indicator System. The Key Indicator System methodology applies across all licensing areas; these dialogues allow licensing professionals across child care, adult care, and child welfare to discuss the application and theory of Key Indicators as they increase efficiency and effectiveness of existing licensing systems.

2018 Meeting Details

Months: March, June, and September
Duration: 60 minutes
Date/Time: March 23 at 2-3pm ET

Every effort will be made to find a date that works for all participants, however, if you cannot join a meeting: 1) you may submit questions in advance for Dr. Fiene to answer, and 2) NARA will send you the discussion recording.

September’s meeting will be held both in person for those attending seminar and via conference call line.

Meeting recordings will be made available to participants.

Participants will be given access to a Community Forum to continue discussion and ask questions between meetings.

Additional meetings into 2018 and beyond will be determined as the group sees fit.

To Join this Group

Complete registration and payment for the 2018 Facilitated Dialogues Package – three (3) 60-minute meetings in 2018 to learn from Dr. Fiene and ask questions specific. You may join this group after it begins in March; you will be sent the recordings for meetings missed.

Register here

Member cost:

Individual and Organizational: $75 per person (breaks down to $25 per session)

Retiree & Student: $60 per person (breaks down to $20 per session)

Non-member cost: $120 per person (breaks down to $40 per session)

 

About Dr. Rick Fiene

Dr. Fiene has spent 40+ years in developing and improving Key Indicator, risk assessment and differential monitoring methodologies. After a long career in Pennsylvania State Government as a research psychologist and the Pennsylvania State University as a professor of psychology, in 2013 he created the Research Institute for Key Indicators (RIKI) in order to consolidate all research on differential monitoring. Most recently RIKI has entered into a strategic partnership with NARA on the future development of Key Indicators, risk assessment and differential monitoring to all human services.

Posted in RIKI.Institute@gmail.com | Leave a comment

NARA’s KEY INDICATOR FACILITATED DIALOGUES with DR. RICK FIENE

NARA (National Association for Regulatory Administration) is excited to present new, facilitated dialogues on Key Indicators with Dr. Rick Fiene, the father of the Key Indicator System. The Key Indicator System methodology applies across all licensing areas; these dialogues will allow licensing professionals across child care, adult care, and child welfare to discuss the application and theory of Key Indicators as they increase efficiency and effectiveness of existing licensing systems.

This group will meet for one hour in March, June, and during NARA’s September Licensing Seminar in 2018. Additional meetings will be determined as the group sees fit.

Dr. Fiene has spent 40+ years in developing and improving Key Indicator, risk assessment and differential monitoring methodologies. After a long career in Pennsylvania State Government as a research psychologist and the Pennsylvania State University as a professor of psychology, in 2013 he created the Research Institute for Key Indicators (RIKI) in order to consolidate all research on differential monitoring. Most recently RIKI has entered into a strategic partnership with NARA on the future development of Key Indicators, risk assessment and differential monitoring to all human services.

Please go to the following webpage for additional information:

www.naralicensing.org/key-indicator-facilitated-dialogues

 

Posted in RIKI.Institute@gmail.com | Leave a comment

NARA Key Indicator System: Facilitated Dialogues with Dr. Rick Fiene

Key Indicator System: Facilitated Dialogues w/ Dr. Rick Fiene

NEW! FOR PROFESSIONALS IN…

Child Care | Adult Care | Child Welfare

In partnership with Dr. Rick Fiene, NARA is starting facilitated dialogues on Key Indicator Systems. The Key Indicator System methodology applies across licensing areas and these dialogues will allow licensing professionals across child care, adult care, and child welfare to discuss the application and theory of Key Indicators as they increase efficiency and effectiveness of existing licensing systems.

This group will meet for one hour in March, June, and during NARA’s Annual Licensing Seminar in 2018. Additional meetings will be determined as the group sees fit.

To join this new group, please fill out this short 3 question survey to indicate your interest and let us know which Key Indicator topics most interest you.

Posted in RIKI.Institute@gmail.com | Leave a comment

NARA March Webinar: Key Indicators for Adult Care

MARCH WEBINAR

KEY INDICATORS FOR ADULT CARE

NARA Webinar: Key Indicator Systems in Adult Care Settings – A Powerful Resource

Thursday, March 8 2018 – Register today!

1:30pm AT
12:30pm ET
11:30am CT
10:30am MT
9:30am PT
8:30am AKT

Key Indicator Systems identify a statistically-validated subset of regulations that indicate compliance with the entire set of regulations, allowing licensing oversight agencies the ability to conduct abbreviated inspections while still ensuring that safe, high-quality care is provided in all settings.

Although agencies nationwide are moving towards Key Indicator Systems as an effective alternative to traditional licensing methods, nearly all Key Indicator Systems are developed for child care programs, and are vastly underutilized in adult-care licensing.

This webinar will present an overview of how Key Indicator Systems work, discuss why such systems are not more prevalent in adult-care licensing programs, and explore the benefits of Key Indicator Systems to persons in care, adult-care providers, the licensing agency, and the general public.

FEATURING

Ronald Melusky, Director of the Division of Program Operations, PA Dept. of Human Services

Mr. Melusky is the Director of the Division of Program Operations in the Pennsylvania Department of Human Services, Office of Developmental Programs. His division oversees statewide implementation of licensing activities in day and residential programs for adults with intellectual disabilities and autism.  Mr. Melusky has previously served as a member of NARA’s Board of Directors and as President-Elect from 2012 – 2014.  He has assisted in the development of Key Indicator Systems for numerous licensing oversight agencies.

Posted in RIKI.Institute@gmail.com | Leave a comment

Early Childhood Task Force with Fred Rogers as Honorary Chairperson

Here is an oldie but one that is worth sharing since we are celebrating Fred Rogers 50th Anniversary of Mr Rogers Neighborhood:  creation of the Early Childhood Task Force with Mr Rogers as the honorary chairperson as signed by then Governor Schweiker back in 2002.  Here is the announcement about the creation of the Task Force:

Early Childhood Task Force with Gov Schweiker and Mr Rogers

 

Posted in RIKI.Institute@gmail.com | Leave a comment

Early Childhood Innovation Prize

This is one of the most interesting initiatives and solutions in early care and education that I have seen.  It is like the “Nobel Prize” for Early Childhood Education.  What a great idea!  So collaborative and creative.   Please check out the following websites for additional information:

Early Childhood Innovation Prize

Early Childhood Program Quality Improvement and Indicator Model (ECPQI2M)

 

 

 

Posted in RIKI.Institute@gmail.com | Leave a comment

New OPRE Research Report on QRIS Validation Studies

Attached is a new OPRE Research Report on the Validation of Quality Ratings Used in QRIS – Quality Rating and Improvement Systems:

Validation of Quality Ratings in QRIS

Posted in RIKI.Institute@gmail.com | Leave a comment

NARA Webinar: Theory of Regulatory Compliance, January 25, 2018

NARA Webinar: Theory of Regulatory Compliance
Thursday, January 25, 2018 – Register today!

1:30pm AT
12:30pm ET
11:30am CT
10:30am MT
9:30am PT
8:30am AKT

The theory of regulatory compliance is the basis for risk assessment, key indicators and
differential monitoring. Without this theory, these methodologies could not be used within human service licensing. This webinar will discuss the essence of the theory and its implications beyond human service licensing to econometrics.

Featuring
Dr. Rick Fiene, Research Institute for Key Indicators

Dr. Fiene has spent 40+ years in developing and improving key indicator, risk assessment and differential monitoring methodologies.  After a long career in Pennsylvania State Government as a research psychologist and the Pennsylvania State University as a professor of psychology, in 2013 he created the Research Institute for Key Indicators (RIKI) in order to consolidate all research on differential monitoring.   Most recently RIKI has entered into a strategic partnership with NARA on the future development of key indicators, risk assessment and differential monitoring to all human services.

Posted in RIKI.Institute@gmail.com | Leave a comment

iLookOut for Child Abuse

The iLookOut for Child Abuse Online Training Program sponsored by the  Center for the  Protection of Children and Department of Humanities, Penn State Hershey and funded by National Institute for Child Health and Human Development is a must see for human service state administrators and training/professional development  coordinators.   The iLookOut training will explain signs, symptoms, and risk factors of abuse as well as what, how, and when to report suspected child abuse. Overall, the participant will learn their role as a mandated reporter.  Please go to the following website to find out more: (http://ilookoutproject.org/).

Here is the latest presentation by Dr Benjamin Levi on the iLookOut program and a poster presentation by Dr Carlo Panlilio:

iLookOut Presentation

iLookOut Poster

 

Posted in RIKI.Institute@gmail.com | Leave a comment

Licensing and Quality Data Distributions

Here are two technical research notes which depict licensing and quality data distributions from several states and national data bases maintained by the Research Institute for Key Indicators (RIKILLC).

The most prominent aspect of the data displays is the skewness of the licensing data in comparison to the quality data which are more normally distributed.  Because of the non-parametric tendencies of licensing data there are limitations in analyzing the data.  It also introduces certain unwanted results in which a good deal of mediocrity is introduced into the highest levels of compliance with licensing rules when compared to quality scores.  With these limitations in the data, certain methodologies were introduced to overcome these, such as risk assessment/weighting of rules and key indicator/predictor rules to focus and target monitoring reviews on the most critical health and safety rules/regulations.  Differential monitoring is the result when these two methodologies are employed in a program monitoring system.

Posted in RIKI.Institute@gmail.com | Leave a comment

Article published in Journal of Pediatric Health Care

The following article is being published in the Journal of Pediatric Health Care, Volume 31, Issue 6, November–December 2017, Pages 684-694:  Caring for Our Children Health and Safety Standards Into Child Care Practice: Child Care Health Consultation Improves Infant and Toddler Care.  This article describes a very successful coaching/mentoring intervention.

Posted in RIKI.Institute@gmail.com | Leave a comment

Efficient and Effective Monitoring in Licensing Peer Learning Group

The BUILD Initiative – QRIS National Learning Network, NECQAC – National Early Childhood Quality Assurance Center, and NARA- National Association for Regulatory Administration have collaborated on the development and implementation of a major initiative with ten states dealing with more efficient and effective monitoring in licensing.

Please see the following HHS/ACF Office of Child Care website (2017 Efficient and Effective Monitoring in Licensing Peer Learning Group) for the details of this innovative Peer Learning Group.  Ten states (Alabama, Delaware, District of Columbia, Indiana, Iowa, Pennsylvania, New Jersey, Rhode Island, Texas, and West Virginia) participated in the Peer Learning Group and the series of webinars have produced several significant resources.  I would highly recommend this webinar series for other states, other human services, and other jurisdictions to take a look at this innovative approach to monitoring in licensing.  The webinars really do move the human services licensing and monitoring fields forward in so many positive ways.

Posted in RIKI.Institute@gmail.com | Leave a comment

NARA Webinar: The Importance of Key Indicators and Risk Assessment in a New National ECE Monitoring System

NARA Webinar: The Importance of Key Indicators and Risk Assessment in a New National ECE Monitoring System and the Introduction of a new Coaching Model

 

Thursday, September 28, 2017 – Register Today!

 

We will explore how key indicator and risk assessment methodologies contribute to the development of a national monitoring system for federally funded ECE programs and how a new technology called “Pinging” may be an innovative delivery model for online coaching.

Featuring Dr. Rick Fiene of the Research Institute for Key Indicators and the Prevention Research Center, Pennsylvania State University.

logos-riki-nara-psu-page-001

Posted in RIKI.Institute@gmail.com | Leave a comment

NARA 2017 Licensing Seminar

The National Association for Regulatory Administration (NARA) is holding its 25th Annual Licensing Seminar next month.  Please see the attached brochure which highlights this premier seminar on regulatory administration and compliance in the human services field (NARA 2017 Seminar Program).

 

cropped-1443102033199.jpg

Posted in RIKI.Institute@gmail.com | Leave a comment