Workforce Data - The DaSy Center

Report
THE CENTER FOR IDEA
EARLY 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)
The Center for IDEA Early Childhood
Data Systems
• 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
2
3
Session Goals
• Discuss importance of
including IDEA
programs and services
in your registry
• Review standards and
tools that support
states’ efforts
4
THE CENTER FOR IDEA
EARLY CHILDHOOD DATA SYSTEMS
Why Focus on Workforce
Data?
5
A Comprehensive
Early Childhood Framework
Comprehensive services
that promote children’s
physical, developmental,
and mental health
Nurturing relationships, safe
environments, and enriching
experiences that foster learning
and development
Early Care
and Education
Family
Leadership and
Support
Health
Early identification,
assessment and
appropriate services for
children with special
health care needs,
disabilities, or
developmental delays
6
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
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?
9
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
Head Start
1.1 million5
Part C
Intervention
K-12, Health,
and Social
Services
Systems
453,0004
Subsidized
Child Care
1.6 million3
1 The
State
Preschool
1.3 million1
Part B, 619
746,0002
National Institute for Early Education Research. (2012). State preschool yearbook. Rutgers, NJ: Rutgers Graduate School of Education.
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-10acf800preliminary
4 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.pdf
5 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
2
Why Focus on Workforce Data?
Recap: Status of ECE Data Systems
1. Every state collects ECE data on individual children, program
sites and/or members of the ECE workforce
2. 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 childlevel 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
Who is Our Workforce?
Head Start
State Preschool
Early
Intervention
Preschool
Special
Education
Subsidized Child
Care
Non-Subsidized
Child Care
Workforce Categories
•
•
•
•
•
•
Assistant teachers
Teachers
Administrators
Family-based professionals
Non-teaching professional staff
Non-teaching support staff
15
THE CENTER FOR IDEA
EARLY CHILDHOOD DATA SYSTEMS
Where are the Workforce
Data?
16
Examples of Program Specific Workforce
Data Collection
Part C
Head
Start
Program
Head
Start
Program
Head
Start
Program
Part
B/Section
619
Public
School Pre K
APR
Community
Pre K
Teacher
Certification
PIR Report
State Pre K Reporting
17
LEA/SEA Reporting
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
18
Registry as a “Hub”
19
Registries:
A CrossSector
Workforce
Data
Collection
Tool
EI
K
Teachers
Consult
ants
PSE
Head
Start
Trainers
Public
Pre K
Child Care
Centers
Faithbased
Child Care
Family
Child Care
20
Other
TA
Comprehensive Workforce Data
Collection???/QPR Reporting
Examining Data Collection vs. Exchange
Data 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
21
• Others
WHAT IS PART C AND PART B 619?
22
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
Head Start
1.1 million5
Part C
Intervention
State
Preschool
K-12, Health,
and Social
Services
Systems
453,0004
Subsidized
Child Care
1.3 million1
Part B, 619
746,0002
1.6 million3
23
Professionals In Early Childhood Intervention
• Audiologist
• Physician
• Nurse
• Psychologist
• Nutritionist
• Social Worker
• Occupational
Therapist
• Educator (EC;SPED;)
• Physical Therapist
• Speech Language
Pathologist
24
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
Head Start
1.1 million5
Part C
Intervention
State
Preschool
K-12, Health,
and Social
Services
Systems
453,0004
Subsidized
Child Care
1.3 million1
Part B, 619
746,0002
1.6 million3
25
Professionals in Preschool Special Education
• Certified Teachers
• Paraprofessionals
• Service Providers
26
Pre-Conference Poll
• Do you know your early intervention
(Part C) and p preschool special
education (619) coordinators?
• Yes=9
• No=11
27
Connecting with your Part C and Part B/619
Coordinators
Part B/619 Coordinator
• Early Childhood Technical
Assistance Center (ECTA)
• http://ectacenter.org/conta
ct/619coord.asp
Part C Coordinator List
• Early Childhood Technical
Assistance Center (ECTA)
• http://ectacenter.org/conta
ct/ptccoord.asp
28
29
Table Talk
• 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?
30
Want Assistance Connecting to Part C
and 619?
31
THE CENTER FOR IDEA
EARLY CHILDHOOD DATA SYSTEMS
The IDEA Part C and Part B 619 State
Data Systems:
Current Status and Future Priorities
Workforce Data Systems:
Data Elements for Part C
Demographics
29%
40%
Employment information
54%
Education
23%
56%
Professional development
14%
39%
Wages
31%
10%
0%
54%
10%
20%
30%
40%
2%
29%
12%
46%
Licenses/
certifications
33
29%
6%
29%
2%
29%
2%
29%
2%
29%
50%
60%
70%
80%
8%
90%
100%
Workforce Data Systems: Data Elements
for Part B 619
34
Linkages Between C and 619
35
THE CENTER FOR IDEA
EARLY CHILDHOOD DATA SYSTEMS
The Potential of Registry and
Part C & Part B 619 Linkages
36
Alliance Core Data Elements and EI/PSE
37
PROMISING
PRACTICES
-ALASKA
-ILLINOIS
-OHIO
-WISCONSIN
38
Alaska
• 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
39
Illinois
• 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
40
Ohio
• 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
41
Wisconsin
• 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
42
Table Talk: Can you share promising
practices?
43
THE CENTER FOR IDEA
EARLY CHILDHOOD DATA SYSTEMS
Aligning Elements for Data
Exchanges and Analysis
CEDS Tools to Support Your Work
44
So What?
• 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
45
Here’s a
Staff member:
Hmmm…
Did you mean:
Matthe
SmithIII
Race = Guamanian
Gender = M
Matthew ?
Smith ?
Suffix = III ?
Race = NHOPI ?
Sex = M ?
CEDS Tools
• A Robust & Expanding
Common, Voluntary
Vocabulary drawn from
existing sources
• Powerful Stakeholder
Tools & Models
• Connect
• Logical Data Model
• Align
Engage with CEDS
http://ceds.ed.gov
CEDS Anatomy:
The Basics
Standard Information: The Basics
Element
Definition
Hispanic
or Latino
Ethnicity
Yes
No
NotSelected
Option
set
Domain
Entity
K12
K12 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
State Example: Data Elements
• 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”
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
Using CEDS to Answer Program & Policy
Questions: Part C/619 Example
• 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.
55
Available Connections
myConnect
myConnect
Quality Performance Report
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
(Workforce Data)
• Number of staff included in your state registry by
type of care
 Center
Family child care
License-exempt
• Number of staff that meet the following
qualifications by type of care
 Child Development Associate
 State/Territory Credential
Degrees (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 registry
3. Recipients of credit-based training, credentials,
degrees, technical assistance, and financial supports
4. Progress on workforce initiative goals
USING ALIGN
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
States with Early Learning Maps
Aligning to CEDS
Aligning to Others
State Example: Align Tool
• 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.
TABLE TALK: WHAT ARE SOME
ACTION STEPS THAT PARTICIPANTS
CAN TAKE BACK TO THEIR STATES?
69

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