Transcript ECO Longitudinal - OSEP Leadership Mtng

Data on Child and Family
Outcomes:
Tools for Improving State Systems
Kathy Hebbeler
SRI International
Presented the National Summit on Quality in Home Visiting Programs
Washington, DC
February, 2012
Imagine….
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• Children in your large programs are
making 20% less progress than children in
your small programs.
• Families who received 80% of their home
visits are more engaged with their children
than families who received 50%.
• Children of families who can access
community resources show more progress
than other children.
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Would you do anything
differently?
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The Power of Outcomes
• Outcomes are what programs are
hoping to achieve for children and
families.
• Data on outcomes…
– Document successes
– Shine light on where work needs to be
done
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Examples of Child Outcomes
For programs serving young children with
delays and disabilities:
1. Children have positive social relationships
2. Children acquire and use knowledge and
skills
3. Children take action to meet their needs.
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Another example…
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•Literacy Knowledge and Skills
•Language Development
•Logic and Reasoning
•Mathematics Knowledge and Skills
•Science Knowledge and Skills
•Social Studies Knowledge and
Skills
•Physical Development and Skills
•Social Emotional Development
•Creative Arts Expression
•Approaches to Learning
•English Language Development
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Examples of Family Outcomes
• Families understand their child's strengths,
abilities, and special needs.
• Families know their rights and advocate
effectively for their child.
• Families help their child develop and learn.
• Families have support systems.
• Families access desired services, programs,
and activities in their community.
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V & R Data
on Child
Outcomes
+
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V & R Data on
Family
Outcomes,
Experiences,
Demographics
+
V & R Data on
Program and
Service
Features
=
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A lot of insight into what is
going on in the program
statewide
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Early Care and Education System
• Home visiting is part of the state’s early
care and education system
• Much energy being devoted to building
state data system for EC and E systems
• Including linking EC data to K-12 data
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Early Childhood Data Collaborative
 Are children, birth to age 5, on track to
succeed when they enter school and
beyond?
■ Which children have access to highquality early care and education
programs?
■ Is the quality of programs improving?
■ What are the characteristics of
effective programs?
■ How prepared is the early care and
education workforce to provide
effective education and care for all
children?
■ What policies and investments lead to
a skilled and stable early care and
education workforce?
http://www.ecedata.org/files/DQC%20ECDC%20WhitePaper-Nov8.pdf
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ECDC’s 10 Fundamentals
1. Unique statewide child identifier*
2. Child-level demographic and program participation information*
3. Child-level data on child development
4. Ability to link child-level data with K–12 and other key data
systems
5. Unique program site identifier with the ability to link with
children and the ECE workforce*
6. Program site data on structure, quality and work environment*
7. Unique ECE workforce identifier with ability to link with program
sites and children*
8. Individual ECE workforce demographics, including education,
and professional development information*
9. State governance body to manage data collection and use
10. Transparent privacy protection and security practices and
policies
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*RTT-ELC Essential Data Element
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Building a state measurement
system
• Long term commitment
• Requires resources (esp. for professional
development)
– To build
– To maintain
• Requires vigilance to ensure data quality
• Is essential for program improvement
and accountability
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Quality Indicators
Components
Elements
Purpose
1.
State has articulated purpose(s) of COMS.
Data Collection and Transmission
Purpose
2.
Data collection procedures are carried out efficiently and effectively.
3.
Providers, supervisors, and others involved in data collection have the
required knowledge, skills, and commitment.
Data
Collection and
Transmission
4.
State's method for entering, transmitting, and storing data is effective and
efficient.
Analysis
State identifies accountability and program improvement questions related to
child outcomes.
Local programs identify accountability and program improvement questions
related to child outcomes.
Analysis
7.
State agency analyzes data in a timely manner.
8.
Local programs analyze data in a timely manner.
9.
State agency ensures completeness and accuracy of data.
Reporting
Using Data
Evaluation
Cross-System
Coordination
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5.
6.
Reporting
10. State agency interprets, reports, and communicates information related to
child outcomes.
11. Local programs interpret, report, and communicate information related to
child outcomes.
Using Data
12. State agency makes regular use of information on child outcomes to improve
programs.
13. Local programs makes regular use of information on child outcomes to
improve programs.
Evaluation
14. State evaluates its COMS regularly.
Cross-system Coordination
a.
b.
c.
d.
e.
f.
g.
h.
State has…
State has…
State agency..
Representative..
State agency…
State ……
State provides…
State has..
15. Part C and 619 coordinate child outcomes measurement.
16. Child outcomes measurement is integrated across early childhood (EC)
programs statewide.
17. Child outcomes measurement is aligned with state’s early learning
guidelines/standards.
18. State has a longitudinal data system to link child outcomes data from EC
program participation to K–12 data.
www.the-eco-center.org
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Some not so good alternatives
• Don’t collect any outcomes data
• Collect data at the program level and keep
it there
• Collect data but don’t invest in the capacity
of programs to use the data
• Collect data at the state level but don’t act
on it
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Imagine….
…a state where all children and families in
home visiting programs have good
outcomes
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Without
data, you
don’t know
where you
are.
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