1. SLDS State Support Team Webinar SLDS Webinar1 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 click “Send.” A copy of this presentation and a link to the recording will be shared with the IES Grantees and EIMAC listservs. Early Childhood Data Use Part III

2. Introduction to Early Childhood Data Use Part III

3. Panelists Avisia Whiteman (Minnesota) Casey Hanson (Missouri) Dr. Lori Bland (George Mason University) Agenda Review of early childhood data use - Plan & Create phases from the first two webinars Introduction to using early childhood data use – Support phase Learn about examples from other states creating early childhood products and use Share ideas about future possibilities of using EC Data Questions from participants SLDS Webinar 3 Welcome

4. 4 What does it mean to effectively use early childhood data? Early Childhood Data Use

5. large images 5 Data Use Framework CREATE SUPPORT PLAN

6. Mission and Goals What is the point? 6 Review: PLAN 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?

7. Stakeholder Engagement How do we involve those whom we intend to serve? Products/Resources What types of products and resources will the SLDS generate? Delivery How will you deliver data to key users? 7 CREATE SUPPORT PLAN Review: CREATE

8. User Support How will users know how to use the system? How will users understand the data provided by the system? How will users know what to do with the data provided by the system? 8 Data Use Framework: SUPPORT CREATE SUPPORT PLAN

9. Evolution and Sustainability How do we continue to support users and their needs as they expand and evolve? How do we make the system an essential resource for users? 9 Data Use Framework: SUPPORT (continued) CREATE SUPPORT PLAN How do we ensure we have the resources to continue meeting users’ needs?

10. large images 10 Data Use Framework CREATE SUPPORT PLAN Mission & Goals Identification & Prioritization of Users Identification of Uses Stakeholder Engagement Products/Resources User SupportEvolution & Sustainability Delivery

11. How will users know how to use the system? How do we continue to support users and their needs as they expand and evolve? Data Use: Support Strategies Minnesota ExampleMissouri Example Provide group-based and one- on-one training, wiki Work with early adopters to revise and refine to provide more support and value for others System built by relationships Ask users to help prioritize improvements Engagement in process from Day 1 Training & technical assistance Development and automation of data collection, analysis Working to institutionalize roles and responsibilities

12. How will users understand the data provided by the system? Data Use: Support Strategies Minnesota ExampleMissouri Example Constant communication Ideally, the core group of users will involve a person from each agency across program areas to ensure deep understanding Minnesota is standardizing data entry through a Minnesota manual for source system element codes and report standards High level of detail and explanation in pilot reports, but time intensive This question is the struggle for continuing to fund analysis o Automation o Who can have access?

13. How will users know what to do with the data provided by the system? How do we ensure we have the resources to continue meeting users’ needs? Data Use: Support Strategies Minnesota ExampleMissouri Example Data Analysis Plan prior to coding Provide examples of how other agencies have used it, ideally indexed to standard federal reporting and common local needs Work with user group to prioritize the largest impact improvements Head Start ownership of data and analysis o Data Element and Protocol workgroup o Governance committee Annual revisiting

14. How do we make the system an essential resource for users (sustainable)? Minnesota ExampleMissouri Example Data Analysis Plan identifying opportunities to support core initiatives within Head Start Provide reports as a way to intensify relationships with partners For example, do children with high needs really attend full day kindergarten after Head Start? Open dialogue with partners, programs, and practitioners o Eventually, parents and policymakers Continued adaptation and development Data Use: Support Strategies

15. Research has typically: been conducted in K-12 focused on use of student achievement data, in this order 1.state-level accountability tests 2.district-level benchmark tests 3.classroom assessment focused on use of specific technological tools (fewer studies) been conducted with, in this order 1.special education teachers (response to intervention) 2.classroom teachers 3.leadership (principals and superintendents (but in broader context)) Applications of principles can be made to Early Childhood. Understanding the Context for the Research

16. What does research say about how users of the data (state administrators, policy makers, program administrators) understand the data provided by the data system? Research in Practice

17. Data is complex and multi-layered: build understanding of relationships across data. Use is influenced by user understanding and social interactions among users: build understanding with organizational groups. Data use isn’t and shouldn’t be linear: build understanding of data use as an iterative and recursive process. User Understanding of Data & Data Use

18. What does the research say about whether users know what to do with the data provided by the data system? Research in Practice

19. Incorporation of micro-level (classroom) data is key because macro-level data (state) is less useful. Specific feedback from data impacts learning. Skill drill should not be the only focus for data use – because development of conceptual understanding and deep learning is lost. User anxiety about DDDM affects efficacy for using data tools and understanding the data which, in turn, affects collaboration about data use and ability to internalize DDDM as a regular practice. User Use of Data

20. What does the research say about how we continue to support users and their needs as they expand and evolve? Research in Practice

21. Leader at meso-level (organization) is a key player to model data use, but typically lacks training: Cultivate leadership. DDDM + instructional coaching within an organization influences practice and increases outcomes: Cultivate a coaching culture. Use is based on data skills, data use skills, and content understanding of users: Cultivate expertise development in context/content. Continuous Support of Users

22. Use is influenced by the context of the decision and/or content area in which the decision is made (i.e., literacy data and decisions are different than those for numeracy). o Construct sessions to build efficacy for data skills, data understandings, and suggestions for use o To do this, use modeling, elaboration, and feedback. o Cultivate collaborative work groups within organizations. o Focus workshops on one context/content area. o Identify key problems for users based on data analysis. o Bring in content experts to help with solutions. o Disseminate easily understood, colorful 1-2 page flyer with visualized data, problem identified by the data, solutions to the problem, and implications for decisions. Continuous Support of Users (continued)

23. What does the research say about decision making resulting from data use?

24. Focus on continuous organizational or implementer improvement, rather than on summative judgment. Focus on underlying processes related to client outcomes-- focus decisions that improve learning rather than test scores. Use programs that have at least good evidence of effectiveness (See IES What Works Clearinghouse.) Capacity for use is necessary, but not sufficient: o Start with goals, then align data to goals o Embed within systemic change o Create common language and culture o Develop multiple structures/layers for decision-making Translate Numbers into Meaning Translate Meaning into Action For Effective Decision Making

25. Biesta, 2007. Bowers, 2009. Datnow, Park, & Kennedy- Lewis, 2012. Dunn, Airola, Lo, & Garrison, 2013. Ikemoto & Marsh, 2007. Luo, 2008. Mandinach, 2012. Mandinach, Honey, & Light, 2006. Sources Marsh, McCombs, & Martorell, 2010. Park & Datnow, 2009. Rogosa, 2005. Slavin, et al., 2013. Supovitz, 2009. Swan & Mazur, 2011. Wohlstetter, Datnow, & Park, 2008. Wohlstetter, Park & Datnow, 2008. Wu, 2009.

26. SLDS State Support Team Webinar SLDS Webinar 5-18-1126 Questions or comments?

27. State Support Team & SLDS Team: Missy Cochenour, (909) 241-4264 Missy.cochenour@sst-slds.org Maddie Fromell, (202) 219-7117 Maddie.fromell@ed.gov Panelists: Casey Hanson, hansoncb@missouri.eduhansoncb@missouri.edu Avisia Whiteman, avisia.whiteman@state.mn.usavisia.whiteman@state.mn.us Dr. Lori Bland, lbland2@gmu.edulbland2@gmu.edu 27 SLDS Webinar Contacts