1. Minnesota’s Early Childhood Longitudinal Data System
Growing Evaluability Together
Minnesota’s Early Childhood Longitudinal Data System

2. The Need Expansion of early childhood initiatives have resulted in
Rapid growth
Increasing demands for information
Not all programs have access to
District resources around data use
Staff with measurement expertise
Training to address strategy, planning, measurement, communication of outcomes

3. The Need
Workshops on evaluation and measurement basics at MN Community Education Association conferences with standing room only attendance
Ongoing needs expressed by the field for support in this area

4. The Project
A toolkit that district programs (and perhaps others) can use to support data and information use
That meets programs wherever they are at along a continuum of needs
That includes resources for self-directed learning and network resources
Toolkit content to be piloted with test districts over three years
A “home” is established for the toolkit by year four (with regional capacity built)

5. The Project
In the fall of 2015 Minnesota was awarded an SLDS-IES grant
This grant is focused on data use
Our application included this project to help build capacity for measurement and evaluation in the early childhood field

6. Intended Users School district early childhood program leads
Community education
Early Childhood Family Education
Early Childhood Screening
School Readiness programs
Others (over time)

7. What is “Data Use”?
Effective use of information to support knowing what works, continuous improvement, and informing others about what you are accomplishing in your community.
Creating a clear connection between daily activities and short- and long-term goals.
Creating a strategic plan and monitoring progress.
Using data and information to communicate effectively with community members and leaders.
Creating metrics to respond effectively (and quickly) to change.
Using assessment data to inform curriculum and instruction.

8. Examples of “Data Use”
Effective use of information to support knowing what works, continuous improvement, and informing others about what you are accomplishing in your community.
Constructing a logic model of program activities aligned to theory, outputs, outcomes, and long-term goals.
Establishing reasonable measures for understanding your progress towards long-term goals (e.g. a 3-year, 5-year, or 10-year plan).
Creating engaging materials to communicate program effects to multiple audiences.
Having the ability to quickly estimate impacts of funding loss, funding increases, or changes in work.
Understanding how to use assessment data to inform changes to curriculum, individual learning supports and long-term goals.

9. Connection to ECLDS
The Early Childhood Longitudinal Data System was launched in February, 2016.
The ECLDS shows how children are doing in our state at a high level (state and regional patterns)
It is intended to provide a picture of program participation and status of children over time during and after their participation in publicly-funded programs.
The effectiveness of local programs is essential to changing state and regional patterns in child learning and school readiness.
Using data and information effectively is an essential part of this.

10. Thank you!
If you have any questions about this work, please contact us:
Anita Larson
Avisia Whiteman