Exploring the Role of Part C/619 Participation in Designing ...

Exploring the Role of Part C/619 Participation in Designing ...

The Center for IDEA Early Childhood Data Systems Exploring the Role of Part C and Section 619 Participation in Designing and Using Linked/Integrated Early Childhood Data March 11, 2015 Welcome, the DaSy team is

happy to work with you today Missy Cochenour Kathi Gillaspy Grace Kelley Denise Mauzy Amy Nicholas Jeff Sellers Sharon Walsh What to expect Day 1:

IDEA meeting with DaSy TA team focused on tools and resources related to the larger ECIDS conversation ECIDS staff at the SLDS Best Practices conference (Hyatt) Day 2: (Move to the Hyatt- 4 minute walk) DaSy TA team co-host with the ECIDS/SLDS TA team IDEA and ECIDS state staff across the nation will work together on integrated data issues Reflection leading to next steps, including follow-up call and TA

Electronic evaluation Who Is Participating Tomorrow? Washington, DC ECIDS IDEA Part C & Part B/619

Both ECIDS and IDEA Guam Puerto Rico / U.S. Virgin Islands 5 Review Todays Agenda and Outcomes

6 What you told us (n=18) I understand and can articulate the advantages/value of linked and/or integrated data. As part of a pre-meeting questionnaire, state participants were asked their level of agreement with

this statement. This slide contained the results. I understand which linked and/or integrated data can be used (from other programs/agencies) to answer critical questions related to C and 619, ultimately supporting SSIP and other program improvement efforts. As part of a pre-meeting questionnaire, state participants were asked their level of agreement with this statement. This slide contained the results.

I understand the governance and technical considerations for Part C and 619 data systems when planning to link and/or integrate data. As part of a pre-meeting questionnaire, state participants were asked their level of agreement with this statement. This slide contained the results. Please rate your level of familiarity with

Early Childhood Integrated Data Systems (ECIDS) efforts in your state. As part of a pre-meeting questionnaire, state participants were asked their level of agreement with this statement. This slide contained the results. Getting to know you Find meeting participant that you dont know well Sit with them for 5 minutes Each of you record about your partner

Name, state, role Share 1 or 2 of each of the following Current activity, strength/assets, or success related to linking and/or integrating data Biggest challenge in their state related to linking and/or integrating data Introduce your partner to the large group (1 minute) Terms, Resources, & Tools

Key Terminology for the Next Two Days Data/Information Sharing Data Integration Data Linkages Data System Early Childhood Integrated Data System ECIDS Tool Kit Interoperability Stakeholders

Resources/Tools: DaSy Framework and ECIDS Toolkit Broad Definition of Data System Data System refers to the hardware, software, and other applications that enable Part C and Section 619 programs to collect data about children, families, workforce, and/or program characteristics (e.g., program quality), as well

as the analysis, reporting, and data use practices associated with those data. The DaSy Data System Framework: What is it? It is the Data System component of the larger ECTA System Framework for

Part C & Section 619. For more information about the ECTA System Framework, visit: http://ectacenter.org/sysframe/ Purpose of the DaSy Data System Framework Assist Part C and Section 619 state staff in developing and enhancing high-quality state data systems and in improving the quality of their IDEA data.

http://dasycenter.org/framework/index.html The DaSy Framework Addresses Three Major Uses of Data Accountability Federal and state reporting Program Improvement Identifying strengths and weaknesses, improving results Program Operations

Day-to-day management and operation of program activities Six Subcomponents of the DaSy Framework The ECIDS Toolkit https://slds.grads360.org/#program/ecids-toolkit

A Stakeholder Engagement Example DaSy Framework Indicator 4a. Part C/619 state staff understand their role as stakeholders in the integrated data system initiative. ECIDS Toolkit Key Indicator 2c: Early childhood stakeholders are able to articulate their roles in informing and achieving the intended outcomes of the ECIDS.

A Purpose and Vision Example DaSy Framework Purpose and Vision Indicator 2c. The purpose and vision of the data system address accountability, program improvement, and program operations, including the states key program and policy questions. ECIDS Toolkit Purpose and Vision Key Indicator 1D- The Early Childhood Executive Leadership has documented the guiding questions or critical policy questions intended to frame the

functions of the ECIDS. Table Talk How do you see these tools complementing one another? What questions do you have about how the tools relate to one another and can be used to support your work? What are the implications for when you return back to your respective states?

Exploring Linked and Integrated Data Intro Reflection and Planning Tool Focus Area Key Considerations Ideas or Actions You Would Like to Pursue Support Required and From Whom

Data/Information Sharing Information sharing describes the exchange of data between various organizations, people and technologies. http:// www.techopedia.com/definition/24839/information-sharing Can occur in many forms for Part C and 619 Paper report Electronic file Others

Note: Transition data is an example of required data sharing Data Linkage DaSy-The process of joining or connecting records in one data set/system with those in another data set/system. Records can be linked through a common identifier in both data sets or by some other method.

Early Childhood Data Collaborative- Linking Head Start Data with State Early Care and Education Coordinated Data Systems- March 2015 Data Integration SLDS-Data integration is the combination of technical and business processes used to combine data from disparate sources into meaningful and valuable information. A complete data integration solution encompasses discovery, cleansing, monitoring, transforming and delivery of data from a variety of sources.

Source: www.ibm.com/software/data/integration/ What does integrating data mean? Resolution of data definitions from multiple sources data element code sets from multiple sources Distinguishing the subtle differences in data from multiple sources Goal: To spend more time on what the data say than

reconciling the various meanings Example: Gender codes M/F in Source A vs. male/female in Source B vs. 1=male/2=female in Source C DaSy Framework & Your Responses Quality Indicator PV2e The purpose and vision of the Part C/619 state data system include integrating information from early childhood programs and agencies as well as participation in the broader State

Longitudinal Data System (SLDS) efforts. This slide contained state responses on their status for this element of quality. Why integrate data? Unduplicated count of children Broader application for the data A complete picture of child/student, workforce, and program Identify influences outside program or agency Recognize program or policy effects over time

For more information, check out What is an ECIDS? http://nces.ed.gov/programs/slds/pdf/WhatisanECIDS.pdf Align Align Align Align

Large Group Discussion What are examples of benefits for Part C and/or 619 to link/integrate data? IMPACT OF SELECTION OF INTEGRATED DATA MODEL 3 Potential Models

Centralized Federated Hybrid 38 KEY FEATURES OF CENTRALIZED MODELS

Central database Match data once, use many times Ability to integrate data Stability and testability Data more readily available for use in reports, BI, dashboards, etc. 39

Single Agency Example a state Department of Education-supported online Individualized Education Program (IEP) system all local districts can access the system for data on their students, transfer students between districts, and perform transactional data collection functions associated with each student system is hosted by the Department on a cloud server rather than each local district hosting on individual servers

DaSy: Types of Data Systems http:// dasycenter.org/resources/papers/types_data_systems.html EC Centralized ECIDS Presentation Layer: Reports, Data Marts, Datasets EC Data System INTEGRATION Student

Identities MATCHING Child Care K12 Data Head Start

State PreK Early Interventio n Part B Early Interventio n Part C

Home Visiting Other Data M et ad at a

An SLDS Example KEY FEATURES OF FEDERATED MODELS No central database to support Accommodates a culture of data sharing sensitivity Can be implemented more quickly Matched dataset does not persist Limited to producing datasets for

research/analysis EC Federated ECIDS M et ad at a Presentation Layer: Research Datasets

Matched dataset is cached, then removed once data are delivered to requester. Home Visiting MATCHING Child Care

Other Data Early Intervention Part B Early Intervention Part C

State PreK Head Start KEY FEATURES OF HYBRID MODELS PII-matchable data linkages maintained Biggest process bottleneck Can produce results more quickly

Matched dataset does not persist Similar functionality as federated model EC Hybrid ECIDS M et ad at a Presentation Layer:

Research Datasets Matched dataset is cached, then removed once data are delivered to requester. Student Identities

Home Visiting MATCHING Linkages Persist Child Care Other Data

Early Intervention Part B Early Intervention Part C State PreK Head Start

Common Misconceptions You lose control of your data Your data must be perfect before you can begin to integrate it with other data Integrating data allows you to go in and play in the data to see what you can find You no longer have to analyze your own data If the lawyers review and approve your consents and MOUs, you are compliant with FERPA, HIPAA, and IDEA Others?

Reflectio ns Break Please return by 10:45 Governance and Technical Considerations for Part C and 619 Data Systems When

Planning to Integrate Data Integrated Data Governance Principles Agency-wide approach to managing information, from collection through use All programs that collect/use data are represented Program area ownership of information Its NOT an IT initiative Clear, distinct roles for and relationships among program areas, IT, and leadership

Each data element has one owner Common processes, definitions, and business rules across programs Data governance coordinator DaSy Framework & Your Responses Quality Indicator DG2e Data governance policies address Part C/619 representation on other data governance structures and describe the extent of their decision-making authority as it relates to Part C/619 state

data. This slide contained state responses on their status for this element of quality. DaSy Framework & Your Responses Quality Indicator DU2c Part C/619 state staff or representatives develop documentation of the specifications (e.g., data elements, restrictions related to data elements, querying parameters, report criteria) to answer specific questions, and is updated as

needed. This slide contained state responses on their status for this element of quality. Technical Considerations DaSy Framework & Your Responses Quality Indicator DG4g Data governance policies require that any internal or external program or agency maintaining and/or using state Part C/619

data adhere to applicable data quality policies and procedures. This slide contained state responses on their status for this element of quality. DaSy Framework & Your Responses Quality Indicator DG4h Data governance policies require that supporting documentation is available to ensure interoperability when transferring state Part C/619 data to other programs or

agencies (e.g., data dictionaries, data validation checks). This slide contained state responses on their status for this element of quality. DaSy Framework & Your Responses Quality Indicator DG6g Data governance security policies require that all internal or external entity or agency maintaining or using state Part C/619 data adhere to all applicable security policies and procedures.

This slide contained state responses on their status for this element of quality. DaSy Framework & Your Responses Quality Indicator SDD4q The Part C/619 state data system has interoperability that allows for linking Part C or 619 data to other statewide longitudinal and early childhood data systems. This slide contained state responses on their status for this element of quality.

Where do you start? Determine what must be delivered to provide added value. These are your requirements. Products, systems, software, and processes are the ways how to deliver, satisfy, or meet the requirements whats. Why are requirements important? Until we have a detailed understanding of the

business processes and interfaces, we will continue to be challenged in defining the right solutions. Without understanding the why and what, sometimes we fix whats not broken. Other times in solving one problem others are created. What functionality is needed for those requirements? What functionality is needed to conduct the types of data analysis you want to conduct for your program?

Data analytic functionality can range from simple onscreen predefined (or canned) reports to rich business intelligence capabilities. How will decisions for data element inclusions be determined? When are these considerations made? Early Review often As (not if) changes are suggested, be ready to discuss/negotiate impact of changes.

Be realistic with both time and budget How these decisions are made Interviewing subject matter experts and relating needs Organizing complex information into understandable subject areas "Translating" technical language into business language and vice versa Ensuring stakeholder involvement at all levels of decisionmaking Drafting clear and concise written documentation for users

and technicians Working successfully with multidisciplinary teams Desired outcome(s) should Begin with end in mind. Describe what you are trying to achieve by engaging stakeholders, including results and impacts. Answer, What specifically are you trying to achieve? Be more specific than the purpose, and should be the initial step in the stakeholder engagement

process. Keep stakeholders focused on the outcome(s) throughout the engagement process. Benefits of good planning Good requirements gathering provides a firm foundation from which to work. Customers need to know what is being developed and that it will satisfy their needs. Developers need to know what to develop and testers what to test.

A quality requirements document can provide all of these things. Hitting the Target Reflection s Lunch! Please be back here no

later than 1:15 pm. Critical Question s DaSy Framework & Your Responses Quality Indicator PV2c The purpose and vision of the data system address accountability, program improvement, and program

operations, including the states key program and policy questions. This slide contained state responses on their status for this element of quality. DaSy Framework & Your Responses Quality Indicator DU1c When planning documents, products, resources, and timelines, Part C/619 state staff consider accountability and program improvement questions that drive data analysis and

use. This slide contained state responses on their status for this element of quality. 73 DaSy Framework & Your Responses Quality Indicator DU2a Part C/619 state staff or representatives analyze data to address accountability and program improvement needs,

including providing timely information for federal and state reporting requirements. This slide contained state responses on their status for this element of quality. DaSy Framework & Your Responses Quality Indicator DU2b Part C/619 state staff prioritize and respond to various types of data requests, including for data that are readily available and queried regularly, data that require additional staff time

to query, and data exports for external users. This slide contained state responses on their status for this element of quality. Lets Think About Critical Questions DaSy is developing a set of Critical Questions that can be considered by states. Will be available soon Document contains questions on: Child and Family Level

Practitioner level Local EIS and LEA Program level For today, we have selected 10 of these questions that involve data linkages and integration. Stickers, Stickers, and More Stickers Activity Large group discussion Review posted questions Add any critical questions that are missing (group

consensus) Individual activity Using your stickers, select your highest priority questions You may use multiple stickers on a question Large group discussion Review trends Self select for additional work on priority question 10 Critical Questions Identified

by DaSy 1. What percent of children enrolled in EI/ECSE are served in general early care and education programs (e.g., Early Head Start, Head Start, home visiting, child care, state Pre-K)? (Indicator B6-A) How does this compare to the overall population of children birth-5 in the state? 2. What percent of children with IFSP/IEPs are spending time in high quality early care and education settings?

Critical Questions 3. What percent of children in EI/ECSE are enrolled in public insurance, such as Medicaid and/or CHIP? 4. What percent of children or families in EI/ECSE are receiving other public services (e.g., CAPTA, WIC, foster care, CSHCN, CPS, SSI)? 5. What percent of children who receive EI services continue on to ECSE? Critical Questions 6. What is the relationship between child outcomes

and characteristics of the general early care and education settings in which children with IFSP/IEPs spend time (e.g., child to caregiver ratio, type/variety of settings, curricula, staff experience, and quality)? 7. What percent of children who exit EI/ECSE at age expectations do not have an IEP in K-12 (e.g., in kindergarten, in third grade, in grade 12, at graduation, ever)? Critical Questions

8. What are the characteristics of children who exit EI/ECSE at age expectations and without an IEP but who subsequently receive an IEP later in K-12? How do they differ from EI/ECSE recipients who do not receive special education services later in K-12? 9. What percent of children who have received EI/ECSE are achieving at grade level later in K-12 (e.g., at grade 3; grade 6; etc.)? 10. What percent of children who exit EI/ECSE at age expectations achieve at grade level later in K-12? What percent of their classmates are achieving at grade level?

Mapping the Elements Use the worksheet in your packet Write the questions at the top of the worksheet Identify

elements needed to answer the question if data are available which agency has the data whether any conversations about data sharing have occurred Report Out What did you discover? Which state(s) can potentially answer this question? For those who cannot, what is the largest barrier?

Reflection s The Center for IDEA Early Childhood Data Systems What is an ECIDS? Why Does it Matter to Me?

WHAT IS AN ECIDS? Collects, integrates, maintains, stores, and reports information Early childhood programs across multiple agencies within a state that serve children and families from birth to age eight From the SLDS brief: An Early Childhood Integrated Data System ECIDS

From the SLDS brief: An Early Childhood Integrated Data System Exploring the Potential ECIDS efforts are still in planning and initial implementation stages in many states. Demonstrations tomorrow focused on how data are being used Discussion on multiple fronts about how to potentially include program-level and quality data in ECIDS

QRIS Head Start Part C/619 Key Themes: Head Start Participation in ECIDS Similar to Head Start, Part C and 619 will have to address Record matching Formal data sharing agreements Developing tools for secure data linkages Inclusion in state governance bodies

Addressing concerns about how data are used Transparency of privacy protection and security practices and policies Early Childhood Data Collaborative- Linking Head Start Data with State Early Care and Education Coordinated Data Systems- March 2015 http://www.childtrends.org/wp-content/uploads/2015/03/ecdc-head-start-brief.pdf 3 Approaches to ECIDS Centralized Federated Hybrid

What model is being planned or implemented in your state ECIDS? Break Please be back at 3:00 p.m. The Center for IDEA

Early Childhood Data Systems Maximizing Part C and Section 619 Participation in Integrated Data and ECIDS Efforts DaSy Framework & Your Responses Quality Indicator SE4a Part C/619 state staff understand their role as stakeholders in the integrated data system initiative.

This slide contained state responses on their status for this element of quality. DaSy Framework & Your Responses Quality Indicator SE4b Part C/619 state staff participate as active stakeholders in the (integrated data system) initiative in a variety of ways. This slide contained state responses on their status for this element of quality.

Are you Trying to get to the table? At the table but still figuring out your role? Actively participating it the table activities? Stakeholder Engagement Process Stage 1: Inform

Stage 2: Prepare Reflect Stage 3: Act Stage 1: Inform Beginning Your Involvement In this stage, you need to:

Find out who is involved in the work Develop an understanding of what is to be accomplished Identify the benefits to children and families in your program Gather and process introductory information about the initiatives leadership ata

D ed t a r g Inte System s ve ti a Initi

Benefits of a High-Quality Integrated Data System to Part C/619 Stage 1: Inform An integrated data system will enable you to: Analyze data and answer critical questions about child and family outcomes, such as:

How well do children enrolled in Part C/619 do when they enter kindergarten? Beyond kindergarten (e.g., 3 rd grade, 5th grade, etc.)? Is later school performance related to the length of time

children were enrolled in the Part C/619 program or age of referral? Examine the long-term benefits of specific services provided Develop data-informed program improvement activities Exploring Your Programs Stage 1: Inform Needs and Interests

What questions do I have that I cannot answer with my own system? What do I want others to know about my program that an integrated system could support?

What data do we need to include in the new system to ensure we are able to answer the questions that we want/need to answer? Are there program requirements related to data security and access? How will my programs involvement in the initiative be sustained? What opportunities will I be given to participate in future enhancements to the system? Stage 2: Prepare

Stage 2: Prepare Understand the context in which the integrated data system work is occurring. Develop a deeper understanding of the scope of the work Identify how Part C and Part B 619 fit into the work What Part C/619 data should be included in the system? What data from other programs/agencies need to be

included for Part C/619 to be able to answer their critical questions? Clarify expectations for your engagement (both your own expectations and those of the initiatives leadership) Stage 2: Enhancing Your Engagement Prepare Purposeful Planning Active engagement requires purposeful planning.

Identify specific outcomes you hope to achieve as a stakeholder in an initiative (e.g., access to K-12 data for longitudinal analyses) Understand how the information gained improves child and family outcomes Continue to strengthen your data systems literacy skills Create a Message Map Grouping for Message Map Activity

Please rate your level of familiarity with Early Childhood Integrated Data Systems (ECIDS) efforts in your state. GROUP 1: I am familiar with ECIDS and am engaged in this work in my state. GROUP 2: I am familiar with ECIDS efforts but am not engaged in this work in my state. GROUP 3: I am not familiar with ECIDS nor am I engaged with this work in my state. Stage 3: Act

Stage 3: Act Develop and strengthen relationships with leaders and other stakeholders. Discuss roles/responsibilities

Respond to requests for input/involvement Be an active member of the stakeholder group through information gathering Ask questions and advocate for your program!

Make meaningful contributions to the development of the data system ata D ted a r g Inte System s ve

ti a ti Ini Enhancing Your Engagement Stage 3: Act Information Gathering Getting the answers you need to advocate for Part C/619. For example:

Where is Part C/619 in the states priority timeline for including our data in the system? Will our data be included now or years down the road? What will Part C/619 be able to do with the data in the system? What questions will be able to answer?

Requires an understanding of what data are going into the system. Who (what agency/program) will own and maintain the data once the system is completed? Reflect Assess progress toward targeted outcomes.

Is the work moving in the direction I had hoped/expected? Examine your roles and contributions.

Reflect Am I playing an active role in moving the work forward? Reflect on the content of the groups discussions. Am I getting the information I need from leadership to make informed contributions to

discussions? Putting it All Together Actively seek and gather information needed to make informed contributions Strengthen relationships with leaders and other stakeholders Build your knowledge and capacity to function effectively as a stakeholder through communication, cooperation, and collaboration Seek support when needed--the DaSy Center is here to help!

Putting it All Together with the ECIDS Demonstrations http:// www.dasycenter.org/resources/modules.html Reflections Next Steps and TA Needs Review the ideas/action items from the 4 major topics As an individual OR

As part of a state grouping Record your top 2 or 3 next actions to pursue Idea First action step Person(s) involved

Timeframe Be sure to include any TA that you need Todays Evaluation & Tomorrows Meeting Evaluation will be emailed to you today Tomorrows meeting starts at 8:30 am Located in Hyatt Regency

Bethesda 1 Bethesda Metro Center The contents of this presentation were developed under a grant from the U.S. Department of Education, #H373Z120002. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Meredith Miceli and Richelle Davis.

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