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It highlights leader-focused interventions, explaining why training and capacity-building for program managers is essential. It describes the Rhode Island Program Quality Intervention framework, including assessment and training activities, and reports that quality improvement starts with program managers who lead change in program management practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-the-how-of-quality-improvement-lessons-from-the-rhode-island-program-quality-intervention/591419/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-the-how-of-quality-improvement-lessons-from-the-rhode-island-program-quality-intervention/591419.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the document emphasize program quality improvements in afterschool and youth development?","Question",{"text":112,"@type":113},"It argues that moving toward continuous improvement helps programs evaluate the quality of young people’s experience and provides a structured framework for enhancement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the document say about leader-focused interventions versus focusing only on teaching staff?",{"text":117,"@type":113},"It explains that afterschool program managers often lack training in organizational leadership, and research indicates that improving leaders’ capabilities can strengthen teaching capacity and student outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the Rhode Island Program Quality Intervention (RIPQI) and what does it include?",{"text":121,"@type":113},"RIPQI is a statewide improvement system centered on an assessment tool and includes training in using the assessment, observation of program offerings, and assessment of management practices and supports.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591419,1792172015,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","understanding the “how”of quality improvement  \nLessons from the Rhode Island Program Quality Intervention  \nby Elizabeth Devaney, Charles Smith, and Kenneth Wong  \nOver the past 10 years, afterschool and youth development programming has moved from providing childcare for working parents to being an integral component of the learning day, supporting the academic, social, and emotional development of young people (C. S. Mott Foundation, 2007; Durlak & Weissberg, 2007) . An important part of that transition has been a growing emphasis on improving program quality. Many communities around the country have begun to create site-level continuous improvement models (Wilson-Ahlstrom & Yohalem, 2008; Yohalem & Wilson-Ahlstrom, 2009) . Aligned performance measures help program administrators evaluate the quality of young people’s experience and give them a framework for improvement.  \nMany of these quality interventions target the leaders of afterschool organizations rather than simply directing attention to the teaching staff. Afterschool program managers often start their careers as front-line staff  \nand work their way up to management positions without receiving training or education in how to lead an organization. They may not see themselves as instruc-  \nELIZABETH DEVANEY is an independent consultant working primarily with expanded learning, afterschool, and youth development organizations. Before starting her consulting practice, she was deputy director and quality improvement director of the Providence After School Alliance in Providence, Rhode Island, and project director at the Collaborative for Academic, Social, and Emotional Learning (CASEL) . She was the recipient of a W. T. Grant Foundation Distinguished Fellows award in 2009.  \nCHARLES SMITH, Ph. D., is executive director of the David P. Weikart Center for Youth Program Quality, a division of the Forum for Youth Investment (FYI), and the vice president of research for FYI. He was the principal investigator for the recently completed Youth Program Quality Intervention study, a randomized trial designed to raise the quality of instruction in out-of-school time by building managers’continuous improvement skills.  \nKENNETH WONG, Ph. D., is the Walter and Leonore Annenberg Chair for Education Policy and the chair of the Education Department at Brown University. While holding joint appointment with the Education Department and the Annenberg Institute for School Reform, he directs the master’s program in urban education policy. A political scientist by training, he has conducted extensive research in urban school reform, state finance and educational policies, and federal education policy.  \ntional leaders and may not have training in how to Assessment (HighScope, 2005) and a locally developed change the direction and design of their organization or administrative checklist. The RIPQA was piloted and  \nhow to develop the people who work for them. rolled out statewide in 2006. Since then, PASA has part  \nThe literature on school leadership and climate nered with the Rhode Island After School Plus Alliance change highlights why a leader-focused approach makes and the 21st Century Community Learning Centers inisense. Researchers have demonstrated that improvements tiative at the state Department of Education to create an in school leadership can lead to improved teaching capac- improvement system—the Rhode Island Program ity and therefore to improved student achievement. In Quality Intervention (RIPQI)—with the assessment tool their meta-analysis of 70 studies of principal leadership, at its center. Close to 100 organizations across the state Waters, Marzano, and McNulty (2003) identified 21 sep- are engaging in the process, including all 65 of the 21starate responsibilities of school instructional leaders, from Century Community Learning Centers. The RIPQI infostering a culture of shared beliefs to establishing order cludes the following activities:  \nto providing resources and p","cbCaigeXPUWNANuz","https://ap.wps.com/l/cbCaigeXPUWNANuz","pdf",175606,"English","# Understanding the “How” of Quality Improvement\n## Transition to Continuous Improvement Models\n## Leader-Focused Quality Interventions\n## The Rhode Island Program Quality Intervention (RIPQI)\n## The Youth Program Quality Intervention (YPQI)","[{\"question\":\"Why does the document emphasize program quality improvements in afterschool and youth development?\",\"answer\":\"It argues that moving toward continuous improvement helps programs evaluate the quality of young people’s experience and provides a structured framework for enhancement.\"},{\"question\":\"What does the document say about leader-focused interventions versus focusing only on teaching staff?\",\"answer\":\"It explains that afterschool program managers often lack training in organizational leadership, and research indicates that improving leaders’ capabilities can strengthen teaching capacity and student outcomes.\"},{\"question\":\"What is the Rhode Island Program Quality Intervention (RIPQI) and what does it include?\",\"answer\":\"RIPQI is a statewide improvement system centered on an assessment tool and includes training in using the assessment, observation of program offerings, and assessment of management practices and supports.\"}]","understanding the “how” of quality improvement - Lessons from the Rhode Island Program Quality Intervention | PDF",1792071820,25]