The Center for IDEA Early Childhood Data Systems Improving Outcomes Through Knowledge: The Power of Early Childhood State Databases Kathleen Hebbeler, Martha Diefendorf, Taletha Derrington, Donna Spiker, & Lynne Kahn Division for Early Childhood 29 th Annual International Conference on Young Children with Special Needs and Their Families San Francisco, CA ~ October 17, 2013

Do you use data in your day to day work? How? Why Do We Care About Data? 2

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 Session Overview 3

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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 State of the States’ IDEA EC Data Systems 6

Excellent response rate: For EI 94% (n= 49) For ECSE 96% (n= 50) Reflects EI and ECSE commitment to data! What Were the Response Rates? 7

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 What Kinds of Questions Were Asked? 8

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 and Data Elements: Why is this important? 9

10 State Data Systems EIECSE Yes No Missing

Data Elements in Child-Level Data Systems 11 Some common data elementsEIECSE Child demographics94%96% Disability category77%96% Eligibility status98%90% Child outcomes83%90% Service setting89%87% ID for program or school89%81% Reason for exiting program98%79%

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 Program-Level Data Systems & Data Elements 12

Workforce Data Elements 13 Workforce data element EI ECSE Teachers ECSE Related Services Personnel ECSE General Ed Teachers Demographics29%67%58%64% Employment data54%77%60%67% Education46%75%58%64% Licenses/certifications56%83%69%71% Professional development39%29% 23% Wages10%46%42%46%

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: What is it? 14

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? Linkage: Why is it important? 15

Linkage Within EI and Within ECSE 16 Linkages within EI/ECSE Data SystemsEIECSE Child and program/school data19%31% Child and classroom----19% Child and workforce data40%31% Workforce and program/school data17%

Linkage Between EI and ECSE 17

Use of Common Identifiers in EI & ECSE 18 EI & ECSE Common identifiers Child-level21% Program-level or school-level12% Workforce-level6%

Linkage with Other EC Program Data 19 Other EC Program DataEIECSE State pre-K 12%46% Head Start 6%22% Early Head Start 2%10% Child care 6%8% Home visiting 8%

Linkage with Health Data 20 Health Program DataEIECSE Medicaid/SCHIP42%12% EHDI37%8% Vital records21%0% Birth defects registry21%2% All-payer claims (insurance)13%0% WIC/SNAP8%6% Hospital6%2% Behavioral health4%2%

Linkage with Social Services Data 21 Social Services Program DataEIECSE Child welfare21%10% Foster care12%8% Temporary Assistance for Needy Families (TANF)10%14% Homeless services6%14%

State of the States’ IDEA EC Data Systems: On the Web 22

Introduction to The DaSy Center 28 State and local programs are increasingly aware of the importance of having good data. The time is right

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 29

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 30

K-12 Longitudinal Data System Quality EI/ECSE Data Other EC Program Data Other EC Program Data Other EC Program Data Other EC Program Data EC Integrated Data System What Will DaSy Do? Assist states in data system development

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) 32

State Technical Assistance Priorities & Improving Child & Family Outcomes 33

States’ Priority Areas for TA 34 Area of State PriorityEIECSE Child and family outcomes67%63% Linkages within EI or within ECSE data elements58%56% Data use (e.g., analysis, program improvement)54%52% Data sharing permissions and/or privacy issues67%48% APR indicators/618 data48%63% Including EI/ECSE in broader state data system planning52%48% Data quality, verification, audit systems50%46% Linkages with social services or health data50%27%

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 Child and Family Outcomes 35

System for Producing Good Child and Family Outcomes Good Federal policies and programs Good State policies and programs High quality services and supports for children 0-5 and their families Good outcomes for children and families Good Local policies and programs Information infrastructure Research Prof’l Development Evidence Based Practice Adequate funding Strong Leadership

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? Discussion Questions: Using Data 37

38 Access to Individual Child Data EIECSE Yes No Missing

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? Discussion Question: Using Data 39

Keeping up to date with DaSy Visit DaSy web site: Follow DaSy on Twitter Like DaSy on Facebook: DaSy Center 40