Improving Outcomes Through Knowledge: The Power of EarlyChildhood State DatabasesKathleen Hebbeler, Martha Diefendorf, Taletha Derrington, Donna Spiker, & Lynne Kahn Division for Early Childhood 29th Annual International Conference on Young Children with Special Needs and Their Families San Francisco, CA ~ October 17, 2013
Why Do We Care About Data? • Do you use data in your day to day work? • How?
Session Overview • State of the States’ IDEA Early Childhood (EC) Data Systems • Needs assessment methods, response rates • Highlights of findings • Introduction to the DaSy Center • State technical assistance (TA) priorities and improving outcomes for young children with special needs and their families
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State of the States’ IDEA EC Data Systems • Online needs assessment • Development coordinated with • Infant Toddlers Coordinators Association (ITCA) • Early Childhood Data Collaborative (ECDC) • Sent to Early Intervention (EI) & Early Childhood Special Education (ECSE) coordinators in all states/jurisdictions in summer 2013 • Completed with data managers and others identified by coordinators
What Were the Response Rates? • Excellent response rate: • For EI 94%(n= 49) • For ECSE 96% (n= 50) • Reflects EI and ECSE commitment to data!
What Kinds of Questions Were Asked? • Status of EI and ECSE data systems: • What data elements does the state collect • Linkages within and between different state data systems • Data system administration and use of data Note: Slightly different versions for EI and ECSE based on program differences
State Data Systems and Data Elements: Why is this important? • Data allows states to understand the characteristics of the: • Populations served • Settings and services received and their quality • Personnel providing services • Data allows state to understand who is experiencing good outcomes
State Data Systems EI ECSE Yes No Missing
Program-Level Data Systems & Data Elements • Only 29% of states have EI program-level data systems. • Only 41% of states have ECSE program-level data systems. • 37% have data on program structure (e.g., agency, service model). • 33% have information on whether program includes children without disabilities
Linkage: What is it? • Joining or connecting records about one individual or entity in one data system or dataset with those in another data system or dataset using a common identifier or other method • These can be linkages: • Within EI and within ECSE data bases • Between EI and ECSE • With K12 education • With other early childhood program, social services, health data
Linkage: Why is it important? States can answer programmatic and policy questions about: • Children’s outcomes from EI and ECSE participation, e.g.: • What percentage of former EI recipients receive special education in kindergarten? • How are ECSE graduates doing in third grade? • Factors associated with good child outcomes, e.g.: • What workforce and program factors, such as personnel qualifications and program quality, impact child outcomes? • Do children served in inclusive programs have better outcomes?
State of the States’ IDEA EC Data Systems: On the Web http://dasycenter.org/state_of_states/index.html
Introduction to The DaSy Center The time is right State and local programs are increasingly aware of the importance of having good data.
What is DaSy? • The Center for IDEA Early Childhood Data Systems • A new 5-year Center funded by OSEP to assist states with improving IDEA EI and ECSE data by: • Building better data systems • Coordinating data systems across EC programs • Connecting to longitudinal data systems • Building the capacity of states to use data
Who is DaSy? • SRI International • Frank Porter Graham (FPG) Child Development Institute • Applied Engineering Management (AEM) • Westat • Center for Technology in Education (CTE) at Johns Hopkins University (JHU) • Cadre of national experts
What Will DaSy Do?Assist states in data system development Other EC Program Data Other EC Program Data K-12 Longitudinal Data System Quality EI/ECSE Data Other EC Program Data EC Integrated Data System Other EC Program Data
Some Key Collaborations • OSEP Early Childhood Technical Assistance (ECTA) Center • OSEP Early Childhood Personnel Center (ECPC) • Support team for the State Longitudinal Data System (SLDS) grants • Common Education Data Standards (CEDS) • Early Learning Challenge (ELC)TA Consortium • Privacy Technical Assistance Center (PTAC) • Center on Enhancing Early Learning Outcomes (CEELO) • Early Childhood Data Collaborative (ECDC)
State Technical Assistance Priorities & Improving Child & Family Outcomes
Child and Family Outcomes • States have child and family outcome data • Need to understand what variables are influencing the outcomes in order to plan service or system improvements to improve the outcomes
System for Producing Good Child and Family Outcomes Research Prof’l Development Evidence Based Practice Good outcomes for children and families High quality services and supports for children 0-5 and their families Good Federal policies and programs Good State policies and programs Good Local policies and programs Strong Leadership Adequate funding Information infrastructure
Discussion Questions: Using Data • Researchers • Have you worked with your state agency around analysis of state data? • Does your state allow access to the information for research purposes? • Local administrators/practitioners • What kind of data can you access to answer the kinds of questions we have been talking about?
Access to Individual Child Data EI ECSE Yes No Missing
Discussion Question: Using Data • How could you use data as a tool to improve outcomes for children and families in what you do? • What supports your use of data? • What are the challenges to your use of data?
Keeping up to date with DaSy • Visit DaSy web site: http://dasycenter.org/ • Follow DaSy on Twitter :@DaSyCenter • Like DaSy on Facebook:DaSy Center