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Twitter Town Hall
Co-Hosts Child Trends, @childtrends Data Quality Campaign, @EdDataCampaign New America Foundation, @lisaguernsey Center for Law and Social Policy, @hnmatthews
Use the hashtag #ecdata to tweet questions and comments
Agenda
Welcome and ECDC Overview Elizabeth Groginsky, Executive Director of the ECDC
Report Overview and Findings Amanda Szekely, National Governor’s Association
Center for Best Practice, Co-author of the report State Highlights
Illinois - Jon Furr, University of Illinois Massachusetts - Sherri Killins, Department of Early
Education and Care North Carolina - Anne Bryan and Kristen Guillory,
Early Childhood Advisory Council Question and Answer Resources
Poll Question
Please select the role that best describes you Researcher State Administrator Policy maker Practitioner Business leader Other
The Early Childhood Data Collaborative (ECDC)
Mission
Promote policies and practices that support states’ development and use of early childhood data systems.
Guiding Principles
From compliance-driven to improvement-driven data systems
From fragmented data systems to coordinated data systems
From “snapshot” data to longitudinal data systems
ECDC Partners
Child Trends is the Hub
Center for the Study of Child Care Employment at UC Berkeley
Council of Chief State School Officers
Data Quality Campaign
National Conference of State Legislatures
National Governors Association Center for Best Practices
Supported by funding from the Birth to Five Policy Alliance
10 Fundamentals
1. Unique statewide child identifier
2. Child-level demographics and program participation information
3. Child level data on development
4. Ability to link child level data with K-12 and other key data systems
5. Unique program site identifier with the ability to link with children and the ECE workforce
6. Program site structural and quality information
7. Unique ECE workforce identifier with ability to link with program sites and children
8. Individual-level data on ECE workforce demographics, education and professional development information
9. State governance body to manage data collection and use
10. Transparent privacy protection and security policies and practices
Report Overview
Developing Coordinated and Longitudinal Data Systems: Trends and Opportunities in the Race to the Top Early Learning Challenge Applications (RTT-ELC)
30 of 37 applicants addressed optional priority to build or enhance an early learning data system
Nine states (six of which addressed data systems priority) won grants in 2011
Five more states will receive grants in 2012, four of which addressed data systems priority
Trends in RTT-ELC Applications
Making data accessible to improve and inform ECE practice and policy;
Linking existing ECE data systems;
Filling ECE data gaps, including workforce and child development data;
Strengthening the connection between ECE data and data from other systems; and
Developing interagency data governance structures.
Making Data Accessible
States set goals to provide data to policymakers, ECE providers, parents, etc.
Proposed strategies include: web portals, dashboards, scorecards, and reports tailored for different users. Pennsylvania proposed a “provider scorecard” to
compile data on individual ECE program sites, including QRIS information, workforce qualifications, child outcome information, etc.
Minnesota proposed new early learning data portal with dashboards and reports that meet the needs of educators, administrators, and parents.
States proposed to build users’ capacity to understand and use data.
Linking Existing Data Systems
States proposing various approaches, including “data warehouses” vs. “federated” systems;
Proposed strategies to facilitate linkages: Identifiers to match records among datasets that
represent the same child, program site, or provider/teacher;
Common data standards to ensure that data fields represent the same type of information when linking databases; and
Data-sharing agreements to develop formal documents that define how data would be linked and used.
Filling ECE Data Gaps
States proposing to fill two significant gaps identified through ECDC 2011 state survey:
Expanding data on the ECE workforce by strengthening and expanding the reach of workforce registries.
Collecting data on child development by capturing data on developmental screenings, formative assessments, and kindergarten entry assessments (KEA).
Strengthening the Connection between ECE data
States propose to strengthen data linkages with: K-12 state longitudinal data systems Head Start Health and human services data
Developing Interagency Governance Structures
Governance structures would set state policies to guide data collection, access, and use. Strategies include:
Developing new interagency data governance bodies; Leveraging existing SLDS governance structure; Establishing data governance body within Early
Childhood Advisory Council.
Illinois: Strategies to link ECE data
Jon Furr, Director of the Office of Education System Innovation at Northern Illinois University
Overview
Illinois SLDS Background RTT-ELC Analytical Framework Building bridges across EC systems Future challenges
ISBE’s 2001 IT Strategic Plan: Statewide Student Information System (SIS) e-Grants management system Data warehouse
SIS: Statewide deployment in 05-06 Unique Student ID (not SSN) Student enrollment data and program information Student demographic information State assessment data Extended to State-funded Pre-K programs
Illinois SLDS: Beginning Stages
P.A. 96-0107, signed into law in July 2009 Established the requirements and framework for the
development of the state’s longitudinal education data system by: Setting forth a long-term vision for the state’s education data system, Requiring the state to implement all of the DQC 10 essential
elements, Requiring the longitudinal data system to support a broad array of
state and LEA educational functions, Establishing a framework for data sharing with outside entities to
support research and evaluation consistent with privacy protection laws.
Early learning data a priority; ISBE authorized to collect necessary early learning data
P-20 Longitudinal Ed. Data System Act
1. Development of an Enterprise-wide Data Architecture
2. Improved Data Quality through Data Stewardship
3. Development of an Education Enterprise Data Warehouse
IES Grant #1: $9M; April 09
Expansion of Early Childhood Data Collection Systems ISBE commences collecting data from infant
and toddler programs that are funded through the Early Childhood Block Grant (ECBG) into the state longitudinal data system
ISBE captures information on all of the ECBG-funded programs in Illinois serving children from birth to five
IES Grant #2: $11M; Spring 10
RTT-ELC Analytical Framework
RTT-ELC Essential Data Elements Categories
Children & Families
Workforce Program
Unique statewide child identifier
Unique EC Educator identifier
Unique program site identifier
Child and family demographic information
EC Educator Demographic Information
Program-level data
Child-level program participation and attendance data
Workforce
Establish Gateways to Opportunity Registry as a comprehensive repository
Rule changes to include more educators Web service integration with ISBE
certification data
Program
Establish the Data Tracking Program as the comprehensive provider database for QRIS monitoring and supports
Integration with DCFS licensure data Integration with ISBE preschool data
Matching across WDQI and IES
IES
Childcare
Case management
Early Intervention
Matching proceduresWeb service extractions
LDS Governance
P-20 LDS Act contemplates a federated governance structure
Linkages by Intergovernmental and Data Sharing Agreements
Need a governance structure that cuts across workforce, education, and early childhood data
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Teacher Portal/Instructional
Improvement System
Student Data Learning Maps Professional Development
Lesson PlansCurriculum/Assessment Tools
Illinois Shared Learning Environment(powered by the Shared Learning Collaborative: www.slcedu.org)
Thank you!
Jonathan FurrDirector
Office of Education System InnovationNorthern Illinois University
Massachusetts: Data accessibility
Sherri Killins, Commissioner of the Massachusetts Department of Early Education and Care
Background
In 2005, the Commonwealth of Massachusetts became the first state in the nation to create one agency to oversee early education and care and out-of-school time programs for families.
The Department of Early Education and Care (EEC) was created by consolidating the former Office of Child Care Services with the Department of Education’s (now the Department of Elementary and Secondary Education) Early Learning Services unit.
Purpose of EEC’s Establishment
EEC was established within the context of strong evidence from brain development research showing the long-term impact of high-quality early education and its potential return on investment.
The goal of the consolidation was to create a single, unified, more efficient system of early education and care in Massachusetts that is better responsive to the educational and developmental needs of children and to the vital role of families in a child’s health, development and success.
Governance – EEC Board
o Eleonora Villegas-Reimerso Chi-Cheng Huang, M.D.o Cheryl Stanleyo Mary Walachyo Carol Craig O’Brien
JD Chesloff, Chair o Sec. of Education Paul Revilleo Sec. of EOHSS JudyAnn Bigby, M.D. o Joan Wasser Gisho Sharon Scott Chandlero Elizabeth Childs, M.D.
Board of Early Education and Care• 11 Members• Meets 10 times/year (2nd Tuesday)
Commissioner/Board Secretary• Sherri Killins
Advisory Groups• EEC Advisory Team • Parent Advisory Team
Board Members
The Call for Collective Action
“As we contemplate the future of our Commonwealth, and the future of our country and world, we must think differently and act more creatively about how we create consistent excellence throughout public education. We must break down the silos that characterize our approach to public education. Instead, we must create a continuum of teaching and learning dedicated at every turn to the academic and personal success of each individual student… (The Patrick Administration Education Action Agenda) provides an action agenda for establishing universal excellence over the next decade. Recognizing that no one idea will transform the system, the agenda leverages the relationships within the education sector and among all sectors of society. As we implement these action items, my administration will continue its commitment to the collaboration and cooperation that are the hallmarks of the Commonwealth Readiness Project. Taken together, and with all stakeholders working together, I am confident that we can deliver on a new 21st century promise of high-quality public education for all Massachusetts residents.”
--READY FOR 21ST CENTURY SUCCESS: THE NEW PROMISE OF PUBLIC EDUCATION; The Patrick Administration Education Action Agenda, June 2008
EEC Duties: Child/Educator Databases
Massachusetts General Law (MGL) Ch.15D:
(q) establish and regularly update: (1) a comprehensive database of early childhood educators and providers, hereinafter referred to as the educator database, for the purpose of enhancing the workforce development system; and (2) a comprehensive database of children both waiting for and receiving early education and care services, in this chapter called the student database, that is compatible with relevant databases at the department of elementary and secondary education and the executive office of health and human services; and
Core Areas of Focus
EEC is focused on strengthening the system of early education and care in Massachusetts as a critical element of the education pipeline from cradle to career.
The child outcomes that we are trying to achieve require investment in four critical areas: teacher quality, program quality, screening and assessment, and engagement of communities and families.
The system EEC is building includes all children, not just those who are subsidized or in formal care.
Early Childhood Information System (ECIS)
Massachusetts has set out four broad uses for the ECIS data system:
Providing parents/families with information about early learning and development programs available to them and giving them the information needed to support their children development;
Providing programs and services with information about the children they are serving and to improve individualized teaching and learning at the classroom and program level through formative assessment;
Providing policy makers with information about the current use of early learning and development programs, capable of disaggregation to a local level and by different groupings of children (with a particular emphasis upon children with high needs), in order to:
identify service gaps and needs,
track trends in addressing those gaps and needs over time, and
identify the combinations of best practices in engaging children in services which show positive early childhood outcomes, that can be used to inform further investment and systems improvement;
Provide an opportunity for state agencies to understand where children may be served by multiple systems that would benefit from greater coordination and integration.
ECIS: Scope
The ECIS is an early learning data system that has been collaboratively designed to provide information that will improve instruction, practices, and services for early education programs, educators, and families.
What information is collected in ECIS? Child and family demographic information Early Childhood Educator demographic information, including data
on educational attainment and State credential or licenses held, as well as professional development information
Program-level data on the program’s structure, quality, child suspension and length of time in programs, rates, staff retention, staff compensation, work environment, and all applicable data reported as part of the State’s Tiered Quality Rating and Improvement System
Child-level program participation and attendance data
Early Childhood Information System (ECIS)
ECIS will be used to improve the state’s ability to target opportunities to support a child’s growth from birth to 5, as well improve program and educator quality.
The Commonwealth’s Bold Vision: Core Elements of the Early Childhood Information System
Family Engagement Parental Consent Core Child Level Data Self- Assessment Data
Child Development Screening and Assessment Data Collected through ASQ, EVT, PVT, Social and Emotional Test, Woodcock-
Johnson Interagency Data Sharing
Interagency Service Agreements (ISAs) Key risk and protective factors
Strength and Risk Analyses Pull and match child-level data from above data sources Report out on child-level critical strength and risk factors
Communication General communication to all families on general child development advice
and guidance and information on community events and resources Families with high needs children receive targeted communications on state
agency resources and community supports
Community and family outreach
Data from parents, screenings, assessment, and demographic data will feed ECIS to generate valuable reports and information
Business Intelligence
Dashboards
Self-Service Data and Reports
ECIS Data Warehouse
Departmental Datamarts
Multi-dimensional Data eCCIMSeCCIMSCCIMSCCIMS
QRISQRISPQRPQR
LMLM
CCFACCFA
11
44
2233Parent/Child Registration
Portal
Parent/Child Registration
Portal
ASQASQ
EEC data warehouse11
22
33
44
55
Data loading process
Child data feeds
Reporting capabilities
Establish outreach
KEY
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Conceptual Structure of ECIS
Advancing the ECIS in Massachusetts EEC Data Warehouse Architected and Loaded COMPLETED
Staffing COMPLETED
Platform/Tool Selection and Training COMPLETED
Legacy Systems Integration COMPLETED
Initial Build of the EEC Data Warehouse COMPLETED
Cleansing/de-duplication IN PROGRESS Loading of the EEC Data Warehouse IN PROGRESS Initial Loading of the Data Marts IN PROGRESS Validation/Testing IN PROGRESS Requirements: Federal RTTT Reporting: IN PROGRESS
Reporting: Development NOT STARTED Reporting: Agency and inter-agency reporting NOT STARTED
ONGOING Participation in LDS/P20 project Data collection consent discussions
FY13 Budget Support for Data Sharing A data sharing pilot program between the department of early education and care,
the department of elementary and secondary education, the executive office of education, the department of public health and the executive office of health and human services to assign a state assigned student identifier to children participating in early intervention programs with the goal of tracking and evaluating educational and developmental outcomes for children receiving early intervention services, improving delivery of services and determining cost savings associated with the early intervention program; provided, that any pilot program shall be contingent upon informed consent from participating families…
The agencies must report by March 15, 2013 on: (i) the progress made on implementation of the pilot program, including but not
limited to, the criteria used for selecting sites and preliminary implementation plans for the assignment of state assigned student identifiers to children receiving early intervention services;
(ii) a timetable for full implementation of the pilot program including resources needed to meet the proposed timetable;
(iii) a plan for obtaining informed consent from families receiving early intervention services;
(iv) the number of state assigned student identifiers that have been assigned to date, if applicable; and
(v) recommendations on how the department of public health and the agencies of the executive office of education can rigorously evaluate the effect of early intervention services on the future special education needs of program participants;
North Carolina: Governance structures
Anne Bryan, Executive Director of the North Carolina Early Childhood Advisory Council
Kristen Guillory, North Carolina Early Learning Challenge grant manager
NC Early Childhood Advisory Council
Established by Governor in 2010 Broad representation of state and local agencies and
perspectives in serving young children and families Purpose: To create and sustain a shared vision for
young children and a comprehensive, integrated system of high-quality health, family strengthening, and early care and education services to achieve the best possible outcomes for the state’s young children
Lead agency for the Race to the Top - Early Learning Challenge in North Carolina
Early Learning Challenge in NC
Goal: Each and every child comes to kindergarten ready for success in school and in life
Four major focus areas: Strengthen the early childhood system Enhance program quality and access Strengthen the early childhood workforce Target high-intensity support in a high-need
Transformation Zone $ 8.9 M of the $70 M grant allocated to the
development of the Early Childhood Integrated Data System (ECIDS)
Vision for the Data System (ECIDS)
A major system-building initiative to provide the information needed to enhance services for young children and improve outcomes
Approach: Create a data system that integrates data from
different agencies that serve young children to provide timely and accurate information for system-wide planning and efficient and effective implementation of services
Promote shared accountability for outcomes among early childhood programs and services
Elements of the ECIDS Design
Oversight by the Early Childhood Advisory Council System development by the State Information
Technology Services agency Interagency coordination and decision making for the
ECIDS development and data management through the implementation of a Data Management Group
Collaboration with major partner agencies, including: State agencies participating in Early Learning Challenge NC Partnership for Children (Smart Start)
Staffing
ECIDS Specialist on the Early Learning Challenge grant management staff
Information Technology Services Staff – Project Director, Project Manager, Business Analyst, Technical Architect
Collaboration with and funding for staff in each participating state agency for program requirements and technical development: Department of Public Instruction Division of Child Development and Early Education Division of Public Health
Data Management Group
Early Childhood Data Management Group to be created using the existing Data Management Group (DMG) of the NC Department of Public Instruction as the model www.ncpublicschools.org/data/management/
Voting representation from each participating agency to ensure interagency coordination and decision making
Data Management Group … continued
Discuss and resolve issues regarding development of the ECIDS application and associated data collection, management, and use
Address long-term evolutionary needs of the ECIDS application
Keep the Early Childhood Advisory Council apprised and elevate policy issues, as needed
Represent early childhood on the NC P-20W Council: www.ncpublicschools.org/data/ncp-20w/
Looking forward in North Carolina
Learning process with many lessons ahead over the next three years
Our interagency governance strategy is critical to the ECIDS development process
Contacts: Anne Bryan, Executive Director, North Carolina
Early Childhood Advisory Council
[email protected] Kristen Guillory, Project Manager, North Carolina
Early Learning Challenge [email protected]
Resources Early Childhood Data Collaborative http://ecedata.org/
Highlights 50-state survey results and background information on the 10 Fundamentals
Child Trends Data Bank http://www.childtrendsdatabank.org The one-stop source for the latest national trends and research on over 100 key indicators of child and youth well-being.
CLASP Datafinder: http://www.clasp.org/data/ CLASP Child Care and Early Education Data Tool: Using Data to Inform a State Early Childhood Agenda http://www.clasp.org/babiesinchildcare/publications?id=0010
Data Quality Campaign http://www.dataqualitycampaign.org PreK-12 Interactive Database of the Federal Education
Budget with state and school-district data: http://febp.newamerica.net/
Contact the ECDC
Elizabeth Groginsky
Executive Director
Early Childhood Data Collaborative
202.572.6117
Join the ECDC Listserv at www.ecedata.org