The following brief document and powerpoint slides present the latest information in summary format on the Early Childhood Program Quality Improvement/Indicator Model and the Differential Monitoring Logic Model and Algorithm (ECPQIM/DMLMA) (#1/2/5/9):

  1.  ECPQIM/DMLMA Brief Collection of Readings: (RJF1A).  This document contains the original 2013 paper and the updated 2015 paper describing ECPQIM/DMLMA along with examples of reports and other supporting papers for the model. (#1/2)
  2. ECPQIM Listing of Publications by Content Area: (ECPQIM PUBLICATIONS) (#1/2)
  3. ECPQIM/DMLMA Powerpoint Presentation with Notations(PPT135+ NARA-RIKIN).  This powerpoint contains an overview to the ECPQIM/DMLMA model.  Here is the presentation from YouTube.  (#1/2)
  4. This graphic  (Early Childhood Program Quality Improvement/Indicator Model (ECPQI2M4) & Differential Monitoring Logic Model and Algorithm (DMLMA) Update) summarizes the latest research on ECPQIM/DMLMA (Fiene, 2015a). (#1/2)
  5. This graphic (Relationship of Comprehensive Reviews (CR) to Key Indicator (KI) or Risk Assessment (RA) Rule Non-Compliance) depicts the relationship amongst comprehensive instruments and key indicators & risk assessment tools (Fiene, 2015b).  (#1/2)
  6. And here is a Seminar Presentation (The Intersection of Translational Research and Implementation Science: An Early Childhood Predictive Analytic Model (ECPQIM4)(Abstract)(Video of the Presentation) I did in 2015 at the Prevention Research Center, Penn State University describing ECPQIM/DMLMA (Fiene, 2015c).  (#1/2)  In 2017, NARA – National Association for Regulatory Administration hosted a webinar in which I presented the dominant Regulatory Compliance Monitoring Paradigms (Edna Bennett Pierce Prevention Research Center Annoucement).  This presentation builds upon and extends the PRC Seminar presentation.
  7. Powerpoint presentation done as a NARA Webinar (Key Indicators: Regulatory Compliance Monitoring Paradigms)(Regulatory Compliance Monitoring Paradigms Webinar Slides). 
  8. One of the original papers (The Instrument Based Program Monitoring Information System and Indicator Checklist for Child Care) describing ECPQIM, differential monitoring, licensing key indicators and the risk assessment methodologies. (#2)

There are two national initiatives which demonstrate specific outcomes of the ECPQIM/DMLMA approach:  Caring for Our Children Basics and Head Start Key Indicators.  The following national publications (OHS, OCC, ACF, ASPE), powerpoint presentations, and webinars provide information about these programs/initiatives based upon differential monitoring, risk assessment and key indicator methodologies.

Here is an article I wrote for Child Care Information Exchange about 20 years ago which might get a bit more traction today then it did back in the 1990’s when not as many quality funds were available to states.  I would love to see this idea pilot tested in a state or two.  I think the “trilemma” still exists today as it did 20 years ago, so let’s think outside the box and see if creative public policies can have some impact on this continuing problem.  Here is a pdf of that article I wrote:  Searching for a Solution to the Child Care Trilemma.  The ideas in this article combine several components/elements that I have advocated for from my ECPQIM Paradigm (Fiene, 1971, 1985, 2013, 2015).

These are a series of ECE Quality Studies completed in Pennsylvania from 1996 – 2011 which demonstrate the impact that public policies can have on overall quality of programs:

  • The 1996 Study – Professional Development, Training System.
  • The 2002 Study – All Early Childhood Settings, Head Start, Preschool, etc.
  • The 2006 Study – Keystone Stars – PA Quality Rating & Improvement System.
  • The 2011 Study – Subsidy System, TEACH, Keystone Stars.

More detailed evaluations of quality locally in Pennsylvania, family child care, child care and Head Start.

Here are a QRIS ToolKit and Compendium of Measures for use within ECE/QRIS systems:

These reports give examples of professional development, training system evaluations as well as particular approaches (mentoring, coaching), and the Institute (CAECTI) responsible for developing and completing them:

For additional detailed information regarding ECPQIM/DMLMA (Fiene, 2015), please go to the following website for additional articles and reports: (RIKI Institute)