THE WISCONSIN EARLY CHILDHOOD LONGITUDINAL DATA SYSTEM (WI EC-LDS) PROJECT - PowerPoint Presentation

1. THE WISCONSIN EARLY CHILDHOOD LONGITUDINAL DATA SYSTEM (WI EC-LDS) PROJECTThe Wisconsin Data RoundtableFebruary 22, 2012

2. How are the children of Wisconsin doing?2

3. Welcome and IntroductionsDPIKurt Kiefer Assistant State SuperintendentJill Haglund EC Consultant, Office of Early Learning, staff to Governor’s Early Childhood Advisory Council (ECAC)June Fox Data AnalystLaura Paella Office Associate, Office of Early LearningDCF Jane Penner-Hoppe Policy Advisor and staff to Governor’s Early Childhood Advisory Council (ECAC)Hilary Shager Research AnalystAlyssa Bokelman Operations Associate and ECAC Staff DHS Linda McCart Policy DirectorAngela Rohan Epidemiologist DWD Dennis Winters Chief Economic Advisor WCCF Dave Edie Early Education Policy Analyst and ECAC memberNationalElliot Regenstein, Chicago-based partner of Education CounselMissy Cochenour, State Support Team (Applied Engineering Management)Susan Illgen, State Support Team (Applied Engineering Management)3

4. 4A coordinated ECE data system can provide parents with the information they need to advocate on behalf of their children; educators with the information they need to serve those children; and policymakers with the information they need to manage the state's resources. For parents, connecting data can make it easier for them to access services. This will be most important for parents and caregivers of the most vulnerable children, who will have the greatest need for service.For educators and providers, linked data could help them understand the needs of the children they serve. Better understanding children’s needs will allow educators and providers to serve children more effectively – and potentially connect children to other available resources.For many others – including state policymakers and researchers – bringing disparate data sources together can provide information about what is needed and what is available from a resource or policy level. This information can be used to manage resources more efficiently, and to better understand the impact of early childhood education.Why have a coordinated data system?

5. The end goal is to improve child outcomes -- in part through better access to high-quality service -- and data is an essential tool in achieving that goal. A coordinated data system should provide information that leads to changes in policy and practice that improve child outcomes.We want data so that we can do things differently – and better. Data plays an essential role in any continuous improvement cycle.In the words of the Georgia State Advisory Council on Early Childhood Education and Care: "Ultimately, the measure of a state data system is not what it collects but what it produces."The national Early Childhood Data Collaborative (ECDC) has identified ten essential elements for a unified early childhood data system.The elements focus on data about children, personnel, and programs.Why have a coordinated data system? (cont'd)5

6. The 10 Essential Elements61. Unique statewide child identifier6. Program site data on structure, quality, and work environment2. Child-level demographic and program participation information7. Unique ECE workforce identifier with ability to link with program sites and children3. Child-level data on development8. Individual ECE workforce demographics, including education, and professional development information4. Ability to link child-level data with K-12 and other key data systems9. State governance body to manage data collection and use5. Unique program site identifier with the ability to link with children and the ECE workforce10. Transparent privacy protection and security practices and policies

7. The 10 Essential ElementsThe ECDC surveyed states to determine how many of them have implemented the 10 essential elements.The ECDC did not release full survey results in the first year. However, it reported that while most states collect data about children, program sites, and workforce, that data is uncoordinated.The survey shows only one state (Pennsylvania) that can link data across all early care and education programs at the child and program site levels, and none can at the workforce level.Many states are using state advisory council grants to advance their work in this area.For most states, this has meant work on designing a linked system – one that is able to answer the state's most important questions, and that is technically sound.7Survey of implementation

8. Using Council Grants for Data8Many states around the country are using council grants for data system designMTWYIDWAORNVUTCAAZNDSDNECONMTXOKKSARLAMOIAMNWIILINKYTNMSALGAFLSC*NCVAWVOHMINYPAMDDENJCTRIMAMEVTNHAKHIIdentified by the National Governors Association as prioritizing data systems in state advisory council grantDid not apply for Council grantObtained council grant but without focus on data*South Carolina returned a portion of its state advisory council grant.

9. Learn more about the Wisconsin Early Childhood Longitudinal Data System ProjectIntroduce essential questions and create underlying questionsIdentify steps towards successful implementation from national guidanceUnderstand what is currently possibly and start the conversation about what they would like to see from this project.Develop recommendations and next steps for the WI project team Understand how you fit into this work and begin to think about what role you would like to play moving forward. Others from the group: What were you hoping to learn and contribute today?Wi Data Round Table9Objectives

10. Wisconsin EC LDS Project Overview: How are the children of Wisconsin doing?10

11. Are children, birth to 5, on track to succeed when they enter school and beyond?Which children and families are and are not being served by which programs/services?Which children have access to high-quality early childhood programs and services?What characteristics of programs are associated with positive child outcomes for which children?What are the educational and economic returns on early childhood investments?Wisconsin Key Policy Questions11

12. Governor’s Early Childhood Advisory Council2010 Wisconsin Early Childhood System Assessment Report reported:“While the state collects many types of data related to early childhood, we don’t have the capacity to connect it, track children’s progress, or use it to assess the system.”Key Objective for 2011-12Create a comprehensive longitudinal data system to track child outcomes and improve decision-making Background12

13. What can a comprehensive early childhood longitudinal data system do?Collect and maintain detailed, high-quality child-, staff-, and program-level dataLink these data to one another across entities (collections or data warehouses), over timeEnable the data to be accessible through reporting and analytic tools13

14. Federal State Longitudinal Data System (SLDS) program and other national guidanceWI Act 59 (2009)Requires establishment of a P-20 longitudinal data system (LDS)3 federal grants awarded to WI-Department of Public Instruction (DPI)US Department of Education LDS Grant ProgramLatest grant includes funding to develop a high quality plan for incorporating early childhood dataFoundation upon which to build14

15. Components of DPI’s Current LDSA comprehensive data warehouse storing student and school data from a variety of sourcesLinks to post-secondary data A security application (Access Manager) that ensures only authorized personnel view confidential data Secured reporting tools; e.g., Multi-Dimensional Analytic Tool (MDAT) that allow authorized users to analyze and provide access to data, including student records Public reporting on WI Information Network for Successful Schools (WINSS) and in School Performance Reports Professional development 15

16. Linking across systemsDo children receiving WI Shares subsidies who attend higher quality child care (as designated by YoungStar) have better educational and health outcomes than those who attend lower quality child care?Do children of families who receive W-2 benefits fare better in school than children in poor families who do not participate in W-2? Do they receive more preventative health services?How do infants and toddlers in foster care fare when they enter school? Is participation in prevention programs such as home visiting associated with better educational outcomes?How can we improve data sharing methodologies between departments?How can we leverage technology advances from other data systems?16

17. The WI EC-LDS: First StepsEC-LDS Project Team DCF, DPI, DHS, DWDECAC Steering CommitteeHired staff at DPIProject Coordinator, Carol Noddings EichingerData Analyst, June FoxProject CharterSigned by DCF, DPI, DHS Administrators17

18. Project Charter ObjectivesAnalyze current early childhood data environmentEstablish data sharing methodologiesCreate a work plan to begin data sharing and analysis processDevelop strategies for data governance, long term system usage, and sustainability18

19. Are children, birth to 5, on track to succeed when they enter school and beyond?Which children and families are and are not being served by which programs/services?Which children have access to high-quality early childhood programs and services?What characteristics of programs are associated with positive child outcomes for which children?What are the educational and economic returns on early childhood investments?Key Policy Questions19

20. Subsidized Child Care (WI Shares, YoungStar)Licensed Child CareIndividuals with Disability Education Act: (IDEA) Part B and Part CIndividual Student Identifier System (DPI)Head Start/Early Head StartHome VisitingHealth (immunization, Vital Records, etc)Tribal Health Data CollectionAFDC/TANF (CARES)Child Support (KIDS)SNAP/Food Stamps (CARES)Child Protective Services (WiSACWIS)Medicaid/BadgerCare (CARES)Workforce and Corrections dataExisting Data Sources20

21. Unique statewide child identifier Child-level demographic and participation informationChild-level data on child developmentLink child-level data with K-12 and other key programsUnique program identifier to link with children and workforceProgram site structural and quality informationUnique EC workforce identifier to link with sites and childrenIndividual-level data on EC workforce demographic, education and professional development informationTransparent privacy protection and security practices and policiesState governance body to manage data collection and useFundamental Data Components21

22. Current Project Team ActivitiesContinue to develop and implement work planContinue to develop and implement communication planConduct data systems surveyWork with national SLDS state support teamExplore ad hoc research projectsBuild partnerships22

23. Expected OutcomesHigh quality information about young children and the services they receiveAbility to measure children’s progress across programs and over timeAbility to document which services are effective for which children and target resources accordinglyIncreased cross-agency collaboration and communicationIncreased accountability23

24. “The simple act of describing something can galvanize action. What gets counted gets noticed. What gets noticed, gets done.” --Glenn Fujiura, University of Illinois24

25. National Guidance on Building an Integrated System25

26. 26One paradigm for tracking the progress towards an integrated EC data system Missy Cochenour

27. Self Assessment Tool GraphicSLDS Webinar27Early Childhood Self-Assessment

28. SLDS Webinar28Early Childhood Self-Assessment Tool

29. Are children, birth to 5, on track to succeed when they enter school and beyond?Which children and families are and are not being served by which programs/services?Which children have access to high-quality early childhood programs and services?What characteristics of programs are associated with positive child outcomes for which children?What are the educational and economic returns on early childhood investments?Wisconsin Key Policy Questions29

30. Wisconsin's Key Early Learning Data QuestionsWisconsin has identified five key policy questions to inform the development of a unified data system.  Those questions are broad, and at the Roundtable stakeholders are being asked to develop some more specific sub-questions for the data system.  The idea is to identify questions that, if we knew the answers, we could change policy and practice to improve outcomes for young children.  This handout includes several suggested sub-questions, but Roundtable participants are encouraged to propose additions, subtractions, and amendments.  These sub-questions will be discussed in the morning breakout sessions. 30

31. 31

32. Morning break out Session ActivityQuestionWhy This Question?Who—End UserFor What Purpose?Example:Is participation in prevention programs such as home visiting associated with better educational outcomes? We want to know whether children enrolled in home visiting programs succeed in school (for example, third grade test scores) Home visiting program management, Policy makers, Legislators, Public at large, Researchers Targeting and improving prevention programming, as well as improving educational outcomes     32

33. LUNCH : What is Possible: Demonstration of Other State’s Dashboards and Reports33

34. EXAMPLES:STATE EARLY CHILDHOOD SYSTEMSGoals & Measurable ObjectivesStructures for ImprovementData System Tracks Results34

35. North CarolinaSmart Start35

36. Vision: Every child will arrive at school healthy and ready to succeedClear measurable outcomes set36

37. Smart Start StructurePublic-private partnershipComprehensive approachState level and county nonprofitsCollaboration as its hallmarkData system to track results37

38. Smart Start ResultsAll studies found that Smart Start works: Children are healthier, have better language and math skills and fewer behavior problems than all other childrenChildren are more likely to be immunized on time and have a primary health provider38

39. Smart Start Results5-star child care rating system helped drive qualityChild care teachers are better educated- 80% have college level education78% of all children in child care are in 3, 4, or 5 star rated programs70% of children who receive subsidies are in 4 or 5 star rated programs39

40. Smart Start ResultsNorth Carolina’s 3rd and 5th grade test scores- most improved in the nationDuke University study: Smart Start’s approach improved third grade reading and math scores and lowered the special education placement for children40

41. Maryland School Readiness ProjectAll Maryland children are assessed in kindergarten School readiness data drives quality improvement 41

42. About the MMSRHow Maryland Assesses School ReadinessThe Maryland Model for School Readiness (MMSR) Assessment: what each kindergartener knows and is able to do in 7 domains of learningChildren are identified as:Fully Ready Approaching Readiness: Partially ready, needs some instructional.Developing Readiness: Not Ready, needs considerable. 42

43. 32-Point Jump in Readiness81% of kindergarteners are fully school-ready, up from 49% in 2001-2002 and 78% last year. Source: Maryland State Department of EducationMore Children Fully School-Ready Maryland Model for School Readiness, 2010-20114943

44. Major Increases Among African-American & Hispanic Children76% of African-American kindergarteners are fully school-ready in 2010-2011, rising from 37% in 2001-200270% of Hispanic children are now fully school-ready—a 31-point readiness gain from 2001-2002Source: Maryland State Department of EducationAchievement Gains for All ChildrenMaryland Model for School Readiness, 2010-2011Not Tracked in 2001-2002 or 2009-201044

45. 39-point Increase Among Low-Income Children73% of kindergarteners from low-income households rose to full readiness in 2010-2011, up from 34% in 2001-2002 and 69% the year before.Source: Maryland State Department of EducationAchievement Gains for All ChildrenMaryland Model for School Readiness, 2010-201145

46. 26-point Jump Among Children with Disabilities56% of children with disabilities are fully ready in 2010-2011, making a substantial 26-point gain from 2001-2002.  Source: Maryland State Department of EducationAchievement Gains for All ChildrenMaryland Model for School Readiness, 2010-201146

47. Source: Maryland State Department of EducationAchievement Gains for All ChildrenMaryland Model for School Readiness, 2010-2011Maryland used school readiness data to target resources where improvement was needed. Data drove their efforts.47

48. Pennsylvania:System for Early Learning and Child DevelopmentBecause every child is Pennsylvania’s future48

49. Key Pennsylvania Outcome MeasurePercent of Children in High-Quality Early Childhood Programs49

50. 50Focus on Quality ProgramsPreKHead Start and Early Head StartSpecial EducationKeystone STARS (similar to YoungStar), but 67+% of child care centers are participatingHome visitingHelping fulfill Pennsylvania’s Promise for ChildrenBecause every child is Pennsylvania’s future

51. 51Highlights: Increased capacity More children*, in high quality programs overall: 2002-2003: 18% 2005-2006: 28% 2006-2007: 38% Creation of Office of Child Development and Early Learning between the PA Departments of Education and Public WelfareHelping fulfill Pennsylvania’s Promise for ChildrenBecause every child is Pennsylvania’s future*based on the percentage of 3 and 4 year olds with access to Head Start, STAR 3 & 4 programs, Preschool Early Intervention and state-funded pre-k.

52. Clear succinct goalsMeasurable objectivesBranding the effort for public buy-inInfrastructure that aligns funding and resources both public and privateSolid data system to measure resultsRegular reports on progress to public and policy makersSuccessful States: Take Away Strategies that Work52

53. 53Art of the PossibleWhat is a Dashboard?“Dashboard is an executive information system user interface that (similar to an automobile's dashboard) is designed to be easy to read.”

54. 54Art of the Possiblehttp://dashboard.ed.gov/dashboard.aspxU.S. Education Dashboard

55. 55Art of the Possiblehttp://dashboard.ed.gov/dashboard.aspxRhode Island DataHub

56. 56Art of the Possiblehttp://dashboard.ed.gov/dashboard.aspxMissouri State Department of Education

57. 57Art of the Possiblehttp://dashboard.ed.gov/dashboard.aspxHead Start Program Data

58. Work of the Day: Afternoon Break Out Groups58

59. Planning for EC data system development cannot be accomplished without the right stakeholders engaged in the work.What is a stakeholder?Do they contribute data?Are they users of data?What is their function and role?Is there a cross-section of state and program stakeholders?A stakeholder is any individual who is served by the data, has a clearly defined role and function, and represents a necessary and important sector for the project.Group 1: Engaging Stakeholders and Building Sustainability

60. While it is necessary to include a variety of stakeholders, keeping them engaged--and engaged at the right time--can be a challenge.How will stakeholders interact with one another?Do stakeholders know why they are engaged in the process?What happens when there are changes in staffing or leadership?How does the project team communicate to stakeholders? Group 1: Engaging Stakeholders and Building Sustainability

61. Capacity is the state’s ability to not only take on the task of including EC data in the SLDS, but also the degree to which it can. Assessing capacity includes:Analyzing existing resources necessary to accomplish the task, Determining which state programs are collecting and reporting data, Determining what additional resources might be necessary, andAnalyzing the knowledge base of stakeholders essential to the project’s success. In a nutshell, identifying capacity is much like putting a large wish list through a vetting process to develop a realistic and achievable scope for the project.Group 1: Engaging Stakeholders and Building Sustainability

62. What is Data Governance? It establishes responsibility for data, organizing program area staff to collaboratively and continuously improve data quality through the systematic creation and enforcement of policies, roles, responsibilities, and procedures.Why does is Data Governance Important?Defined key policy and program questions about early learningCoordination between state agencies and programs administering early childhood services and collecting dataImproved understanding and quality of data collected, reported, and used by multiple agencies and early childhood programsReduced agency and program staff burden Improved communication, collaboration, and relationshipsGroup 2: Data Governance and System Design62

63. System Design focuses on how the data system will be created and implemented. Introduction to data modelsLogicalConceptualPhysicalIntroduction to implementation options:CentralizedFederatedSLDS Webinar63Group 2: Data Governance and System Design

64. 64Central Principles of Data GovernanceInter-agency/program approach to managing information, from collection through useClear, distinct roles for and relationships among program areas, IT, and leadershipAll programs and/or agencies contributing data to the effort are representedProgram area ownership of information – it’s NOT an IT initiativeCommon definitions across programs and/or agencies Inter-agency/program data governance coordinator

65. 65Intended Outcomes of Data Governance for EL SectorDefined key policy and program questions about early learningCoordination between state agencies and programs administering early childhood services and collecting dataImproved understanding and quality of data collected, reported, and used by multiple agencies and early childhood programsReduced agency and program staff burden Improved communication, collaboration, and relationships between: Programs/agencies ↔ IT Agencies ↔ Programs

66. 66Agency and Program Executive Leadership Agencies, Program(s), IT, Providers Program staffResponsible for infra-structure that collects, stores & reports dataDPCDMCRoles & GroupsEscalationImplementation

67. Identify participating agencies/programsEstablish executive sponsors and data policy committeeDevelop and enact data governance policyIdentify data governance coordinatorIdentify data stewards/managers for each agency or programIdentify other members of data management committee (e.g., IT representation)67Initial Steps to Establish Data Governance

68. Group 3:Planning for the Use of DataSome questions to consider68

69. Wrap up Next StepsThank you! Today your contributions have made a significant impact on this project and helped us inform our next steps. What you can expect next:A report summarizing the findings and contributions of the day.An invitation to complete an electronic survey, link to be sent by e-mail, to ask about your participation today. Ongoing communication on project will be publically available, including a website with updates and key documents.Ongoing collaboration is essential.69