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.