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The Center for IDEAEarly Childhood Data Systems
Tapping into Data to Make a Difference
Jacqueline Nunn, DaSy, Johns Hopkins University School of Education, Center for Technology in Education (CTE)
Marcella E. Franczkowski, Asst State Superintendent, Maryland State Department of Education (MSDE), Division of Special Education/Early Intervention Services
Cindy Millikin, DaSy, Johns Hopkins CTE
Veronique Gugliucciello, Johns Hopkins CTE
Pam Miller, Early Childhood Specialist, MSDE
New Orleans, LAAugust 2016
Objectives
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MSDE Partnership with JHU-CTE
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Compelling Questions
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What difference does Early Intervention Services make for children birth to 3 years of age?
What are the effects of EIS on future student performance?
What interventions work better than others?
Barrier: Stymied by the Silos of Data
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Unique ID
Longitudinal Data System
Led by Division of Special Education/Early Intervention Services
Obtained grant for development of the data system
Solution: Unique IDs in a LDS
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Data accessible but not in a friendly format
Limited effective analyses methods
No pre‐programmed reports
Barrier: Unfriendly User Interface
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Charts
Ad hoc reports
Analytics
Training included
Solution: Business Intelligence Tool
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Process to hold each team member responsible and accountableTeam actions based on data and tracked by data
Barrier: Lack of a Team Process
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Needed a team processStructure for data analyses as teams
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Solution:
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Maryland’s Story
Marcella FranczkowskiAssistant State SuperintendentDivision of Special Education/Early Intervention Services
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Imperative 1: Early ChildhoodImperative 2: Access, Equity, and ProgressImperative 3: Secondary Transition
Maryland’s Strategic Focus to Narrow the Gap
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Key Strategies
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Data‐informed decisions
Strategic collaboration
Family partnerships
Evidence‐based practices
Professional Learning
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SPDG – means to get a closer view of efficacy
TAP‐IT process
Systems change
New program for implementation
SPDG and TAP-IT: A local story
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Technical Assistance for Making and Sustaining Change
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What is your process for team‐based data‐informed decision making and how do you document your team’s decisions and process?
How might you improve your processes and current documentation of your team’s data‐driven decision‐making?
Challenge Question
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Process for effective implementation of interventionsData‐driven decision‐making processHigh quality decision makingShared understanding in a systematic wayActions needed to improve student outcomes
TAP-IT
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TAP-IT Implementation Levels
Child
Programs/Schools
Districts/Organizations
State
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Team
Unique from other problem‐solving processes
What makes TAP‐IT unique from other data problem‐solving models?
Tool for Teams
T - TEAM
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Listen to understand. Complete activities on time. Participate and contribute to the team. Respect each other. Offer help willingly.Be organized and prepared.
Learning Community Standards
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The Center for IDEAEarly Childhood Data Systems
How would you define a “high performing team”?
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High Performing Team
Positive interdependence ‐ Sink or Swim Together
Individual Accountability ‐ No Free Riders
Performance monitoring ‐ Check it out
Collaborative Competence ‐ All for One; One for All
Technology Optimization ‐ Power Up and Produce
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Team-based ProtocolImplementation teams
Protocol to establish efficient collaborative processes– Vision, goals, and
operating standards– Team member roles– Meeting schedule– Identification of relevant
sources of data
High performance teaming processes
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Analyze
AnalyzeInquiry to guide data analyses and root causes
Multiple sources of relevant data
Identification of children/programs needing support
Identification of needed professional learning
Synthesize key findings
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Compelling Questions
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What difference does Early Intervention Services make for children birth to 3 years of age?
What are the effects of EIS on future student performance?
What interventions work better than others?
Plan
PlanThe “what, who, when, where, resources, measurement” for each strategy
Action plan– SMART goals: specific,
measurable, achievable, realistic, timely
• 1 Yearly goal• 3 cycle goals• Monthly targets
– Specific Actions
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Implement
Implement
Specific roles of team members
Specific responsibilities with designated timelines
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Track
TrackMonthly monitoring of action tasks and performance targets
Compilation of results –organized and analyzed to determine impact
Monthly review of performance targets
Quarterly review of goals
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Pam Miller, Early Childhood Specialist
– Maryland State Department of Education
Maryland, TAP-IT, and Infants/Toddlers Program
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TAP-IT and SSIP Part C
The Maryland Infants and Toddlers Program will substantially increase the rate of growth of positive social‐emotional skills in infants, toddlers, and preschool‐age children in four local Infants and Toddlers Programs.
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Strategic CollaborationsCoachingRBISEFELCOSIFSP Process & Document
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SEFEL
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Learn More About Us!
Visit the DaSy website at:http://dasycenter.org/Like us on Facebook: https://www.facebook.com/dasycenterFollow us on Twitter:@DaSyCenter
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The contents of this presentation were developed under a grant from the U.S. Department of Education, # H373Z120002. 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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