SLDS State Support Team Webinar 1 The presentation will begin at approximately 1:00 p.m. ET Information on joining the teleconference can be found on the “Info” tab in the upper left of this screen. Be sure to use the “Attendee ID” number on the Info tab when dialing in to associate your name with your phone. In order to cut down on background noise, please mute your phone by dialing *6 upon entry into the meeting. During the question and answer portion of this presentation: You can re-enter *6 to unmute your phone and ask a question; or Type your question into the Q&A panel below the participant list and clicking “Send”. A copy of this presentation and a link to the recording will be shared with the IES Grantees and EIMAC listservs.

Introduction to Early Childhood Data Use

3 What does it mean to effectively use early childhood data? Determine the mission and/or goals (i.e., what are you trying to do?) Identify and prioritize the users/roles you want to serve in support of the goals Determine and prioritize the decisions or actions by those roles that you want to inform and influence Identify the appropriate, relevant data necessary to inform and influence those decisions and actions Early Childhood Data Use

Panelists Melissa Beard (Washington) Sarah Argue (Arkansas) Agenda Introduction to using EC data Learn about the process other states are going through to begin to use EC data Share ideas about how to use current capacity to use early childhood data Share ideas about future possibilities of using EC Data Questions from participants SLDS Webinar 4 Welcome

large images 5 Data use Framework CREATE SUPPORT PLAN

Mission and Goals What is the point? 6 CREATE SUPPORT PLAN Data use Framework: PLAN

Mission and Goals What is the point? 7 CREATE SUPPORT PLAN Identification and prioritization of users Who are we serving? Data use Framework: PLAN

Mission and Goals What is the point? 8 CREATE SUPPORT PLAN Identification and prioritization of users Who are we serving? Identification of uses What types of decisions and/or actions will the system inform? Data use Framework: PLAN

9 For Example: Determining access to services What is the point? To better understand where children birth to five are being served with a specific geographic area Who are we serving? The policymakers and program administrators What types of decisions and/or actions will the system inform? Policymakers- where additional resources are needed Program Administrators- determining the needs for the program for specific populations within their geographic area Early Childhood Data Use

Washington Example : Currently working to engage the appropriate stakeholders Highlight: Not asking about research questions until they actually have the early childhood program involvement. 10 Early Childhood Data Use

Arkansas Example: AR funds statewide EC program at $111 million, this is a line item in state budget that is NOT constitutionally mandated. AR is pulling together data in a way to show that EC Education preps kids for K12 and closes achievement gap. They have run data from AR Better Chance students to see how these kids do in Kindergarten and to show that those who participate are more K-ready. AR ties this into more long-term effects. AR wants to make this data accessible to end users like parents – so they can compare ABC kids to no pre-K kids, AND AR has isolated student K-readiness by agency – this will be politically sensitive data so AR is still trying to figure out how to handle this. AR continues to have difficulty getting all head start data. 11 Early Childhood Data Use

12 Mission and Goals: Early Childhood Data Use Arkansas: To provide educators, parents, policy makers, and researchers with relevant data to improve educational outcomes for students in Arkansas. Washington: Create a data governance structure to support data sharing related to early learning research questions and program effectiveness

13 Identification and prioritization of users Who are we serving? Early Childhood Data Use Arkansas: Use internal research capacity to work with ECE stakeholders to identify priorities for effective policy development. Washington: Engage external researchers with experience in EC data analysis from the beginning

14 Identification of uses What types of decisions and/or actions will the system inform? E a rly Childhood Data Use Arkansas: -Program expansion -Program alterations -Focus areas Washington: Program improvements and funding decisions

Next Webinar in the Series Early Childhood Data Use: Creating Ways to Use the Data 15 Early Childhood Data Use

Questions and Comments? 16 Early Childhood Data Use

Contacts: State Support Team & SLDS Team: Missy Cochenour, (909) , Panelists: Melissa Beard, Washington Education Research and Data Center Sarah Argue, Arkansas Research Center 17 Early Childhood Data Use