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Developing Coordinated Longitudinal Early Childhood Data Systems October 16, 2012


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Title: Developing Coordinated Longitudinal Early Childhood Data Systems October 16, 2012

Developing Coordinated Longitudinal Early
Childhood Data Systems October 16, 2012
Twitter Town Hall
  • Co-Hosts
  • Child Trends, _at_childtrends
  • Data Quality Campaign, _at_EdDataCampaign
  • New America Foundation, _at_lisaguernsey
  • Center for Law and Social Policy, _at_hnmatthews
  • Use the hashtag ecdata to tweet questions and

  • Welcome and ECDC Overview
  • Elizabeth Groginsky, Executive Director of the
  • Report Overview and Findings
  • Amanda Szekely, National Governors 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

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
  • From fragmented data systems to coordinated data
  • 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
  • Pre-K Now, a campaign of the Pew Center on the
  • 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
  • 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

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
  • 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

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
  • 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

  • Illinois SLDS Background
  • RTT-ELC Analytical Framework
  • Building bridges across EC systems
  • Future challenges

Illinois SLDS Beginning Stages
  • ISBEs 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 PreK programs

P-20 Longitudinal Ed. Data System Act
  • P.A. 96-0107, signed into law in July 2009
  • Established the requirements and framework for
    the development of the states longitudinal
    education data system by
  • Setting forth a long-term vision for the states
    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
  • Establishing a framework for data sharing with
    outside entities to support research and
    evaluation consistent with privacy protection
  • Early learning data a priority ISBE authorized
    to collect necessary early learning data

IES Grant 1 9M April 09
  • Development of an Enterprise-wide Data
  • Improved Data Quality through Data Stewardship
  • Development of an Education Enterprise Data

IES Grant 2 11M Spring 10
  • Expansion of Early Childhood Data Collection
  • 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

RTT-ELC Analytical Framework
RTT-ELC Essential Data Elements Categories RTT-ELC Essential Data Elements Categories 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 EC Educator Demographic Information Program-level data
A tale of two cities
Illinois State Board of Education
Illinois Department of Human Services
A tale of two cities
Illinois State Board of Education
Illinois Department of Human Services
  • Establish Gateways to Opportunity Registry as a
    comprehensive repository
  • Rule changes to include more educators
  • Web service integration with ISBE certification

  • 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

Children and Families
Health and Human Services Data
Education and Workforce Data
Workforce Data Quality Initiative
IDHS Integrated Eligibility System
Matching across WDQI and IES
LDS Governance
  • P-20 LDS Act contemplates a federated governance
  • Linkages by Intergovernmental and Data Sharing
  • Need a governance structure that cuts across
    workforce, education, and early childhood data

Making Data Accessible
My State built an LDS and all my teachers got was
this stupid T-shirt
Teacher Portal/ Instructional Improvement System
Illinois Shared Learning Environment (powered by
the Shared Learning Collaborative
Thank you!
  • Jonathan Furr
  • Director
  • Office of Education System Innovation
  • Northern Illinois University

Massachusetts Data accessibility
  • Sherri Killins, Commissioner of Massachusetts
    Department of Early Education and Care

  • 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
    Educations (now the Department of Elementary and
    Secondary Education) Early Learning Services

Purpose of EECs 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 childs health, development
    and success.

Governance EEC Board
  • Board of Early Education and Care
  • 11 Members
  • Meets 10 times/year (2nd Tuesday)

Board Members
  • Eleonora Villegas-Reimers
  • Chi-Cheng Huang, M.D.
  • Cheryl Stanley
  • Mary Walachy
  • Carol Craig OBrien
  • JD Chesloff, Chair
  • Sec. of Education Paul Reville
  • Sec. of EOHSS JudyAnn Bigby, M.D.
  • Joan Wasser Gish
  • Sharon Scott Chandler
  • Elizabeth Childs, M.D.
  • Commissioner/
  • Board Secretary
  • Sherri Killins
  • Advisory Groups
  • EEC Advisory Team
  • Parent Advisory Team

MA Education Governance Structure
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.
    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

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
  • 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
  • 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 programs 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 States
    Tiered Quality Rating and Improvement System
  • Child-level program participation and attendance

Early Childhood Information System (ECIS)
ECIS will be used to improve the states ability
to target opportunities to support a childs
growth from birth to 5, as well improve program
and educator quality.
The Commonwealths 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
  • 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

Data from parents, screenings, assessment, and
demographic data will feed ECIS to generate
valuable reports and information

Parent/Child Registration Portal
EEC data warehouse
Data loading process
Child data feeds
Reporting capabilities
Establish outreach
Conceptual Structure of ECIS
Advancing the ECIS in Massachusetts
  • EEC Data Warehouse Architected and Loaded
  • 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
  • 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

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
  • 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 states 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,
  • State agencies participating in Early Learning
  • NC Partnership for Children (Smart Start)

  • 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
  • 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
  • Keep the Early Childhood Advisory Council
    apprised and elevate policy issues, as needed
  • Represent early childhood on the
    NC P-20W Council

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
  • Kristen Guillory, Project Manager, North Carolina
    Early Learning Challenge Grant

Question and Answer
  • Child Trends Data Bank http//www.childtrendsdatab 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//
    CLASP Child Care and Early Education Data Tool
    Using Data to Inform a State Early Childhood
    Agenda http//
  • Data Quality Campaign http//www.dataqualitycampai
  • PreK-12 Interactive Database of the Federal
    Education Budget with state and school-district
    data http//

Contact the ECDC
  • Elizabeth Groginsky
  • Executive Director
  • Early Childhood Data Collaborative
  • 202.572.6117
  • Join the ECDC Listserv at