Licensing Measurement

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the learner, will see many applications and implicationsas you move through the chapters in this text.Moving from the Theory to the ConceptualConceptually, licensing measurement is built aroundobviously licensing but there are other systems whichimpact on licensing which are demonstrated in the firstlicensing measurement class when one compares thevarious regulatory and non-regulatory systems in theMorgan Model - Methods for Achieving Quality ChildCare. There are contractual systems, such as QRIS(Quality Rating and Improvement System) or other typesof quality initiatives. These other types of qualityinitiatives are non-contractual systems, such asprofessional development or training or technicalassistance systems; or accreditation systems.These above systems can be integrated into a unifiedmodel called the Early Childhood Program QualityImprovement/Indicator Model or DifferentialMonitoring Logic Model and Algorithm(ECPQI2M/DMLMA) which is depicted in the lectureslides from the NARA Licensing Measurement Coursethat accompanies this text if you desire to utilize thoseresources and is detailed in several of the handouts.Since this will become the unifying framework whendiscussing licensing measurement, I would suggest thatyou as the learner spend a good deal of time reviewingthose slides and handouts. I would think that you willwant to return to them as you move through theupcoming chapters and classes as part of the NARA39
course to make certain you continue to understand howall the disparate pieces fit together into a uniformedwhole.By using the ECPQI2M/DMLMA (also see chapter 5which provides a more detailed step by step guide for thedevelopment within a state licensing agency) it offers allthe key elements to building an effective and efficientprogram monitoring system by integrating regulatorycompliance and program quality and professionaldevelopment systems along with differentialmonitoring's risk assessment and key indicatormethodologies.There are readings related to professional developmentthat are important components to making sure that theECPQI2M is working as it should. One of the consistentkey indicators deals with professionaldevelopment/training. There are examples of creativeand innovative ways the training can be delivered overthe internet. Pay particular attention to the iLookOutprogram, especially to its delivery system. Check outthe https://RIKInstitute.com/publications/ website forthese publications and reports, there are several articlesthat describe the program as well as its innovativecognitive mapping and online delivery platform.Program Monitoring ParadigmsThis section provides some key elements to two potentialregulatory compliance monitoring paradigms(Differential/Relative versus Absolute/Full) for40
Page 1 and 2: RIKI/NARALicensingMeasurementand Mo
Page 3 and 4: Permission is granted to copy and/o
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Page 11 and 12: seemed to have more and more impact
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Page 15 and 16: The field of regulatory science is
Page 17 and 18: can always check out any of the pub
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Page 25 and 26: for the future. Caring for Our Chil
Page 27 and 28: approaches can be utilized in any h
Page 29 and 30: It also became of interest for the
Page 31 and 32: National Resource Center for Health
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Page 39: programs were not increasing in qua
Page 43 and 44: organizational element in how rules
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Page 51 and 52: recommended as the sole means for t
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Page 57 and 58: presented here has these two system
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Page 89 and 90: • Enhanced Dichotomization Model
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90
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case. Now it is possible to explore
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examples that should be familiar to
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is an example of a normally distrib
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the data. In fact, it is probably o
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additional variance should be built
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a very large sample of family child
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being based upon Yes/No responses.
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indicators and now quality indicato
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comprehensive Child Development Pro
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licensing data is very different fr
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very different than in other measur
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recommended that only Full (100%) r
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perspective of a child’s developm
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Because of this plateau effect with
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have a positive impact on licensed
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attaining NAEYC accreditation. NECP
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formulated and then implemented in
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public policies being promulgated b
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"Do No Harm". It is interesting to
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assessment tool for example. So whe
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Program: Developing A Conceptual Fr
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NACCRRA (National Association of Ch
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Childhood Education: Universal Pre-
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Iutcovich, Fiene, Johnson, Koppel,
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Fiene & McDonald (1987). Instrument
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Fiene (1979). Potpourri of child de
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Licensing Measurement

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