1. Advancing Data Culture One Step at a Time
Haidee Bernstein, SRI
Lisa Backer, MN Department of Education
Mary Anketell, PA Early Intervention & Technical Assistance Program
STATS DC
July 2019

2. Session Objectives Define and provide context for data culture
Tour of the DaSy Data Culture Toolkit
Learn what is happening in MN and PA
Share your thoughts
Picture of a friend’s child. Permission granted

3. Data Culture What is data culture? Vision Collaboration Modeling
Accountability
Beliefs
Commitment
Modeling
What is data culture?
Focuses on Continuous Improvement
Puts the believe in using data into practice
Data
Culture
Strong data culture results when an organization believes in continuous improvement and regularly puts that belief into practice. Schools and districts that have strong data cultures emphasize collaboration as a keystone for success and they empower teachers (providers) and administrators (program leaders) to make decisions for which they will be held accountable. Elements of a strong data culture include commitment, vision, beliefs, accountability, collaboration, modeling, and commitment to ongoing instructional and programmatic improvements.

4. “Culture does not change because we desire to change it
“Culture does not change because we desire to change it. Culture changes when the organization is transformed; the culture reflects the realities of people working together every day.” – Frances Hesselbein

5. What is your data culture environment?
This Photo by Unknown Author is licensed under CC BY-NC-ND
This Photo by Unknown Author is licensed under CC BY-SA

6. What ingredients do you need?
Data Culture
Product (20%)
Process (30%)
People (50%)

7. Data Culture Toolkit

8. Pennsylvania’s Early Intervention Data Literacy Initiative
Translation – EI in PA is 0 - 5
Statewide issue – while we have a robust 0 – 5 data system in PA (PELICAN),
our EI leaders have a range of skills when it comes to
being able to pull a standard report off the system,
be able to identify data errors in the report,
build a customized report from the data system,
identify what the data is saying about their program,
use data visualization skills to better communicate about their data and
(the end goal) use that data/information to make program changes.
Building Better Use of Early Intervention Data

9. Data Literacy Initiative
Goal – Provide Early Intervention Leaders with the skills to effectively use their data to make program improvements.
EI Leaders – run local 0 – 5 programs
One strategy to get to goal was a Data Literacy Academy
While there are several TA/training pieces to the initiative, I want to focus on the Data Literacy Academy held in April 4 & 5, 2017

10. Data Literacy Academy Two-day leadership event
All participants to attend breakouts
Building a Local Data Team
Answering Critical Questions Using Data
Strategies for Monitoring Data Quality
Data Visualization Strategies
All leaders attended all sessions
Sessions used actual PA and local program data
Focus on practice activities
Reliance on national TA staff as presenters
Shift in goal/agenda
Reviewed the tentative agenda with group of stakeholders (leaders)
Mix of excitement and fear
“I’ll cry if I have to go to this meeting”

11. Supports before the Academy
Early Intervention Reports 101 Webinar
How to “Read” the Monthly/Yearly Reports Webinar
Prior to the Academy, Early Intervention leaders had the option to participate in a number of training events focused on the technology and tools used for data reporting. These events included two webinars on the use of PELICAN reports and a pre-Academy session on “Tips and Tricks for Using Excel”.

12. Supports at the Academy
Early Bird Session on Tips and Tricks for Using Excel
PELICAN Information Desk
Access to Technology Resources
Prior to the Academy, Early Intervention leaders had the option to participate in a number of training events focused on the technology and tools used for data reporting. These events included two webinars on the use of PELICAN reports and a pre-Academy session on “Tips and Tricks for Using Excel”. In addition, a Technology Information Desk was held at different times throughout the Academy.

13. Building a Culture of Data Use
Supports after the Academy
Model data use
Continue professional development
Local communities of practice related to data use
Modeling data use by state office and TA providers
Critical Questions Communications
Data discussions at Regional Leadership Meetings
Keep the learning going – we aren’t the experts so need to work on our own skills
Training for EI leaders – Learning Boost s, PELICAN webinars, Excel Camp II
Training for state and TA staff – Community of Practice with initiative team, discussions on current work, Challenges

14. What changes were sustained
What challenges remain
State-level modeling of data use
Increased use of data in local determinations and monitoring
Continued professional development on data literacy
Local implementation of data literacy teams
Strategies for supporting new leaders in data use

15. Supporting Meaningful Data Use-Internal and External
Lisa Backer| Education Supervisor-IDEA Part C and B/619
DC Stats: July 2019

16. External: Local Program Assessment

17. INSPIRE
education.state.mn.us

18. ACTION
education.state.mn.us

19. Promoting data use at all levels: Investment in Tableau
Tableau Public
Tableau External Secure
Tableau Internal Secure
Intended User
General Public
Policy-makers
Researchers
Decision-makers within local school districts
Staff within the Minnesota Department of Education
Personally Identifiable Information No
Yes
Cell-size Suppression
Interactive
Displays designed to answer specific questions
Data refresh
At least annually
At least quarterly
Ongoing
9/28/2019
Leading for educational excellence and equity, every day for every one. | education.mn.gov

20. MN Dept. of Education Data Infrastructure
Student Information System-
Child demographics
Federal Setting and Disability Category*
Dosage—planned and received
Personnel Information System
Minnesota Common Course Catalog
Attributes of early education (curriculum, assessment, site-based initiatives)
Level of fidelity attained by teaching team (beginning, expanding or maintaining)
Links instructional staff to enrolled children

21. MnCoE Data Infrastructure
Fidelity of Implementation
State Benchmarks of Quality
Local Benchmarks of Quality*
Quality and effectiveness of training
End-of-event survey
Follow-up survey
Coaching log*
Coaching model
Frequency and focus
PDF Time and Effort Log*
Fidelity of Practice*
Pyramid: TPOT & TPITOS
FGRBI: SS-OO-PP-RR Key Indicator Observation
CEM: CEM Checklist
Child Event Tools
Behavior Incident Report--Pyramid
Scale for Teacher’s Assessment of Routines Engagement (STARE)--CEM
Fiscal Data
Data from tools marked with * are being merged into EC Real-time Data Warehouse
Items with asterix are moving into data warehouse. Items in green are excel documents that support data entry and create automatic displays for use by local implementation teams
Coaching log handout
See data calendar handout
Tactics work of Julilann Woods: Setting the Stage/Observation-opportunity to practice/Problem-solving and planning/Reflection and Revision

22. Data Integration: Phase I
Connect MnCoE data to MnCoE data
How much coaching is needed to support a teacher to reach fidelity?
Are 1:1 coaching and group coaching equally effective?
Does fidelity of implementation as measured by the Benchmarks of Quality increase fidelity of practice?
Does PDF effort predict fidelity of implementation?

23. Data Integration: Phase I (cont.)
Connect MDE data to MDE data
Does intensity of intervention services or time in a regular early childhood setting correlate with higher child and family outcomes?
Does intervention environment or preschool instructional setting influence outcomes?
To what extent is the use of a particular curriculum or assessment tool correlated with better child outcomes?

24. Data Integration Phase II: Connecting MnCoE and MDE Data
Do children benefit more when teachers/providers demonstrate fidelity of practice? OSEP Child Outcomes? Mastery of Minnesota Early Learning Standards (ECIPS)? Reduction in referrals to special education in kindergarten? Reading well by 3rd grade? Higher graduation rates? Post school outcomes?
Lisa

25. PLEASE COMPLETE THE EVALUATION!!
4 ways:
Paper forms (submission boxes near registration table)
Go to
Conference app under “Evaluation Forms”
Scan the QR code:
Session Number: [Enter Your Session Number, i.e., 2-A]

26. Learn more and share your thoughts
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27. Thank You
The contents of this presentation were developed under a grant from the U.S. Department of Education, #H373Z However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Meredith Miceli and Richelle Davis.
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