THE CENTER FOR IDEAEARLY CHILDHOOD DATA SYSTEMS

Data Partnerships to Ensure that Professionals Who Work with Children with Special Needs are Represented

Denise Mauzy, DaSy, ELC TA (AEM) Carlise King, ECDC

Missy Cochenour, SLDS, CEDS, DaSy (AEM)

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• Provides TA and resources to state agencies to assist with the development or enhancement of data systems for early intervention and early childhood special education programs

• Works with states to enhance IDEA data systems and to assist states in developing systems that are coordinated with other early childhood data systems and have longitudinal linkages to data systems for older children

The Center for IDEA Early Childhood Data Systems

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• Discuss importance of including IDEA programs and services in your registry

• Review standards and tools that support states’ efforts

Session Goals

THE CENTER FOR IDEAEARLY CHILDHOOD DATA SYSTEMS

Why Focus on Workforce Data?

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A Comprehensive Early Childhood Framework

Early Care

and Education

Health Family

Leadership and Support

Comprehensive services that promote children’s

physical, developmental, and mental health

Nurturing relationships, safe environments, and enriching

experiences that foster learning and development

Resources, experiences, and relationships that strengthen families,

engage them as leaders, and enhance their

capacity to support children’s well being

Special Needs/Early

Intervention

Early identification, assessment and

appropriate services for children with special health care needs,

disabilities, or developmental delays

Source: Adapted from Early Childhood Systems Working Group, National Governor’s Association, 2006.

Critical Early Childhood Policy Questions Are children, birth to age five, on track to succeed at

school entry and beyond? Which children have access to high quality early care

and education programs? Is the quality of programs improving over time? What are the characteristics of effective programs? How prepared is the workforce to provide effective

education and care for all children? What policies and investments lead to a skilled and

stable early childhood workforce?

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What are "Early Care and Education" Data?

The ECDC recognizes that multiple domains are important to early childhood

This framework focuses on the early care and education (ECE) domain— Subsidized Child Care Licensed Child Care Early Intervention (IDEA Part C) Early Childhood Special Education (IDEA Part B Section 619) State Pre-kindergarten State-funded Head Start or Early Head Start

Linking Child Level Data Across Programs and Systems

K-12, Health, and Social

Services Systems

Head Start1.1 million5

State Preschool1.3 million1

Part B, 619746,0002

Subsidized Child Care1.6 million3

Part C Intervention

453,0004

1 The National Institute for Early Education Research. (2012). State preschool yearbook. Rutgers, NJ: Rutgers Graduate School of Education. 2 U.S. Department of Education. (2012). Children with Disabilities Receiving Special Education under Part B of the Individuals with Education Act. Washington, DC. 3 U.S. Department of Healthy and Human Services. (2011). FY 2010 CCDF data tables (preliminary estimates). Washington, DC. Retrieved from http://www.acf.hhs.gov/programs/occ/resource/ccdf-data-10acf800-preliminary4 U.S. Department of Education. (2012). Infants and toddlers receiving early intervention services in accordance with Part C. Washington, DC. Retrieved from https://www.ideadata.org/TABLES35TH/C1-1.pdf5 CLASP. (2013) The United States Head Start by the numbers 2011 PIR profile. Washington, DC. Retrieved from https://www.ideadata.org/TABLES35TH/B1-2.pdf

Why Focus on Workforce Data?Recap: Status of ECE Data Systems1. Every state collects ECE data on individual children, program

sites and/or members of the ECE workforce2. Data are uncoordinated as almost every state cannot link

child-, program site-, and ECE workforce-level data across all ECE programs

3. Data gaps remain for ECE workforce-level data and child-level development data

4. Governance matters because data linkages are most likely to occur between data systems located within the same state agency

States cannot answer basic questions about the states’ ECE systems

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Who is Our Workforce?Head Start

Workforce Categories

•Assistant teachers•Teachers•Administrators•Family-based professionals•Non-teaching professional staff•Non-teaching support staff

THE CENTER FOR IDEAEARLY CHILDHOOD DATA SYSTEMS

Where are the Workforce Data?

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Examples of Program Specific Workforce Data Collection

PIR Report

Head Start

Program

Head Start

Program

Head Start

Program

APR

Part B/Section 619

Part C

LEA/SEA Reporting

Teacher Certifica

tion

State Pre K Reporting

Community Pre K

Public School Pre K

Registry Data Collection• Comprehensive workforce information system • Collects essential data on early childhood and school

age professionals• Recognizes professional attainment and supports PD

planning• An integral part of the infrastructure for state

professional development systems• Serves as a hub for data collection, reporting, and

analyses

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Registry as a “Hub” 19

20 Comprehensive Workforce Data Collection???/QPR Reporting

Family Child Care

Child Care Centers

Faith-based Child Care

Registries: A Cross-Sector Workforce Data Collection Tool

Head Start

TrainersPublic Pre K

Consultants

EI

PSE

TA

K Teachers

Other

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Examining Data Collection vs. ExchangeData Collection• Requires focused

recruitment of populations• Incorporation of

professionals in registry’s ID system

• No need to worry about alignment of data elements

• Advanced reporting/access options

• Increase probability for duplicative data collection

• Others

Exchange of Data• Requires focused

recruitment of populations but includes selling point • E.g., accessing teacher cert

data directly for participants• ID management

across systems• E.g., probabilistic matching

• Alignment of data elements across systems needed

• Reduced probability for duplicative data collection

• Others

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WHAT IS PART C AND PART B 619?

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What is Part C?• The Program for Infants

and Toddlers with Disabilities (Part C of IDEA)

• Federal grant program—states must ensure intervention to every eligible child and family

• Serving children ages birth through age 2 and their families

K-12, Health, and Social

Services Systems

Head Start1.1 million5

State Preschool1.3 million1

Part B, 619746,0002

Subsidized Child Care1.6 million3

Part C Intervention

453,0004

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Professionals In Early Childhood Intervention• Audiologist

• Nurse

• Nutritionist

• Occupational Therapist

• Physical Therapist

• Physician• Psychologist• Social Worker• Educator (EC;SPED;)• Speech Language

Pathologist

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What is Part B/619?

• The Preschool Grants Program- Section 619 of Part B of IDEA

• Supports states in providing services to children with disabilities, ages 3 through 5

K-12, Health, and Social

Services Systems

Head Start1.1 million5

State Preschool1.3 million1

Part B, 619746,0002

Subsidized Child Care1.6 million3

Part C Intervention

453,0004

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• Certified Teachers

• Paraprofessionals

• Service Providers

Professionals in Preschool Special Education

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• Do you know your early intervention (Part C) and p preschool special education (619) coordinators?• Yes=9• No=11

Pre-Conference Poll

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Connecting with your Part C and Part B/619 Coordinators

Part C Coordinator List• Early Childhood Technical

Assistance Center (ECTA)• http

://ectacenter.org/contact/ptccoord.asp

Part B/619 Coordinator

• Early Childhood Technical Assistance Center (ECTA)

• http://ectacenter.org/contact/619coord.asp

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• Are you surprised by the polling responses?• Why might you create partnerships with Part C and

619? • What are the challenges in your state/region?• What supports do you need?

Table Talk

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Want Assistance Connecting to Part C and 619?

THE CENTER FOR IDEAEARLY CHILDHOOD DATA SYSTEMS

The IDEA Part C and Part B 619 State Data Systems: Current Status and Future Priorities

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Workforce Data Systems: Data Elements for Part C

Wages

Professional development

Licenses/certifications

Education

Employment information

Demographics

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

10%

39%

56%

46%

54%

29%

54%

31%

14%

23%

12%

40%

29%

29%

29%

29%

29%

29%

8%

2%

2%

2%

6%

2%

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Workforce Data Systems: Data Elements for Part B 619

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Linkages Between C and 619

THE CENTER FOR IDEAEARLY CHILDHOOD DATA SYSTEMS

The Potential of Registry and Part C & Part B 619 Linkages

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Alliance Core Data Elements and EI/PSE

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PROMISING PRACTICES

-ALASKA-ILLINOIS-OHIO-WISCONSIN

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• The Alaska SEED Registry has an Early Intervention (EI) and Infant Learning Program (ILP) track on the SEED Career Ladder. • All EI/ILP professionals are required by their program to be

in the Alaska SEED Registry. • Comprehensive data on Part C (n=107 ILP practitioners)• ILP/Part C Training Coordinator has access to data system

for monitoring• No recruitment or data relationships with Part B/619

or teacher licensure

Alaska

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• Early intervention has been invited to participate in recruitment planning activities

• No current targeted recruitment for early intervention or pre-school special education

• Staff members who work in licensed programs are required to be in the registry

• Preschool for All staff (certified and non-certified) required to join registry• Working on project involving data exchange of certified

teacher data

Illinois

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• Early Intervention Service Coordinators and Supervisors are required to participate in the registry• Registry administers credentialing process (n=~2,000)

• Funded by Ohio Department of Health• Provide information to Department of Health monthly

• Teacher licensure has its own system• All Department of Education programs will be mandated to

participate due to TQRIS and the ELCG• Working one-time data dump for licensure information for

all teachers employed in programs participating in QRIS

Ohio

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• Early intervention and preschool special education trainers participate in the trainer approval process

• Early childhood and preschool special education professionals’ training are tracked in the Registry training calendar system

Wisconsin

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Table Talk: Can you share promising practices?

THE CENTER FOR IDEAEARLY CHILDHOOD DATA SYSTEMS

Aligning Elements for Data Exchanges and Analysis

CEDS Tools to Support Your Work

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• CEDS is a free tool for you to use• It will help build your policy questions and the

elements needed to answer the questions• It will help align your data elements to those you

hope to exchange with• The National Registry Alliance is actively involved and

is mapping the Core Data Elements in order to help registries with this process

• Allows you to compare your efforts to other states

So What?

Registry

Here’s a Staff member:

MattheSmithIII

Race = GuamanianGender = M

Teacher Certification

Hmmm…Did you mean:

Matthew ?Smith ?

Suffix = III ?Race = NHOPI ?

Sex = M ?

• A Robust & Expanding Common, Voluntary Vocabulary drawn from existing sources

• Powerful Stakeholder Tools & Models• Connect• Logical Data Model• Align

CEDS Tools

Engage with CEDShttp://

ceds.ed.gov

CEDS Anatomy: The Basics

Standard Information: The BasicsElement

Definition

Option set

DomainEntity

YesNoNotSelected

Hispanic or LatinoEthnicity

K12K12 Student

Early Learning Stakeholder Group• The new and revised V3

categories within Staff were the following:• Professional Development• Licensing/Credential• Employment

• Total of 43 new elements for public comment

• Building new data system OR

• Negotiating a data exchange between a registry and teacher certification, early intervention, or preschool special education

CEDS provides a “jump start”

State Example: Data Elements

USING CONNECT

Connect

Stakeholders from various types of educational organizations can use the tool to Answer program and policy questions

Calculate metrics and indicators Address reporting requirements

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• Example Connections:• What is median hourly wage of early learning

professionals? How does it vary by subgroup?• What are the characteristics of professionals working in

ECE?• To answer such a program question, you need

• Data, possibly from multiple data systems with workforce data

• Data elements and their definitions• A plan to analyze the data . . .

• You need the CEDS Connect tool.

Using CEDS to Answer Program & Policy Questions: Part C/619 Example

Available Connections

myConnect

myConnect

1. Ensuring health and safety of children through licensing and health and safety standards.

2. Establishing early learning guidelines.3. Creating pathways to excellence for child care

programs through program quality improvement activities

4. Creating pathways to an effective, well-supported child care workforce through professional development systems and workforce initiatives.

Quality Performance Report

• Number of staff included in your state registry by type of care CenterFamily child careLicense-exempt

• Number of staff that meet the following qualifications by type of care Child Development Associate State/Territory CredentialDegrees (AA, BA, Graduate)

Quality Performance Report (Workforce Data)

• Number of staff that received credit-based training by type of care• Number of staff that received a CDA or Credential in the last year• Number of staff that received technical assistance in the last year

Coaching Mentoring Specialist Consultation

• Number of staff that received financial support in the last year Scholarships Reimbursement of training expenses Loans Wage supplements

Quality Performance Report (Workforce Data)

1.Current education and credential status for the ECE workforce

2. Participation in your state workforce registry3. Recipients of credit-based training, credentials,

degrees, technical assistance, and financial supports 4. Progress on workforce initiative goals

Quality Performance Report (Workforce Data)

USING ALIGN

Web-based tool that allows users to

• Import or input their data dictionaries

• Align their current data to CEDS• Compare their data dictionaries• Analyze their data in relation to

various other CEDS-aligned efforts

Align

States with Early Learning Maps

Aligning to CEDS

Aligning to Others

• State plans to link registry data with licensing data.

• Each party can create a map using the Align tool to simplify the process of linking data sets.

State Example: Align Tool

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TABLE TALK: WHAT ARE SOME ACTION STEPS THAT PARTICIPANTS CAN TAKE BACK TO THEIR STATES?