Strategies for Engaging Local Stakeholders

1. Strategies for Engaging Local Stakeholders • Tuesday, October 30, 2012 • Facilitator: Robin Taylor (SST) • Panelists: • Denise Mauzy, Missouri Center for Family Policy & Research • Irene Koffink, New Hampshire Department of Education • John Brandt, Utah State Office of Education

2. Stakeholder Engagement Overview

3. Missouri Engaging Early Childhood and After-School Stakeholders Council for Early Childhood/School-Age Data Research Sub-Committee Integration of P20W planning in many data collaborations • Electronic PD system for ec/sa workforce • Building administrative data relationships Head Start Data Pilot Project

4. Missouri Council for Early Childhood and School-Age Data Purpose: To investigate potential datasets for inclusion in the longitudinal data system, linkage requirements, potential research and policy questions, and the system upgrades needed Member Agencies/Institutions: Child Care Aware® of Missouri Coordinating Board for Early Childhood Department of Elementary and Secondary Education Department of Health and Senior Services Department of Mental Health Department of Social Services Institute for Human Development Missouri AfterSchool Network Missouri Head Start- State Collaboration Office Office of Social and Economic Data Analysis OPEN Initiative Parents as Teachers National Office Region VII Head Start

5. Missouri Research Sub Committee Purpose: To investigate potential datasets for inclusion in the longitudinal data system, linkage requirements, potential research and policy questions, and the system upgrades needed. Also being used as a peer review panel Member Agencies/Institutions: Center for Family Policy & Research Child Care Aware® of Missouri Department of Elementary and Secondary Education Department of Social Services University of Missouri Institute for Human Development Office of Social and Economic Data Analysis Parents as Teachers National Office University of Missouri Southeast Missouri State University

6. New Hampshire

7. Utah • Local/Primary Stakeholders – UDA partners from grant application onward, represented on UDA Governance Committee, chiefs on Executive Board; Department of Health (early childhood) and the Utah Afterschool Network may be added within next year • Utah State Board of Education (K-12) • Utah State Board of Regents (higher education) • Utah College of Applied Technology Board of Trustees • Department of Workforce Services Director • Utah Education Network Board (infrastructure) • Utah Education Policy Center - University of Utah College of Education (research and coordination)

8. Utah • Secondary Stakeholders – once grant was received informal contacts were made followed by more formal presentations when invited • Prosperity 20/20 • Utah State Legislature • Utah K-16 Alliance • Utah Governor’s Office of Planning and Budget • Utah Governor’s Education Excellence Commission • Utah Foundation • Salt Lake Chamber • Utah Department of Health (early childhood) • Utah After School Network

9. Value Add

10. Missouri We need their data • Unlike the K-12 system, there is no central entity to gather information about Missouri’s youngest children • No regulatory authority exists to require all private early childhood and school-age programs to participate in data collection efforts We need to resolve data issues together • Different datasets use different unique identifiers for people and programs • No central authority to require one unique identifier for people and programs across the early childhood field We can inform the development/upgrades of many of the data systems to support the SLDS • Recommendations for changes to PAT • Child Care Aware®/OPEN data partnership

11. New Hampshire • Help form/change legislation • Participation leads to support and buy-in • Ongoing interest in and use of data • Stakeholders attending DQC meetings • Assists with ongoing conversation • Continued engagement • Helps stakeholders to understand and think about what the department is doing now and how they can help move forward

12. Utah • Input on governance policies and procedures • Data sources including metadata • Data quality including missing and mismatched data • Technical consultation • Research agendas • Official multi-agency reports • Ad hoc reporting needs • Suggestions for engaging secondary stakeholders • Production of material to explain/promote the value of the UDA/P-20W to secondary stakeholders and the public • Management of concerns about security and privacy

13. Challenges

14. Missouri Early childhood is multi-faceted • Early care and education • Health • Mental health • Nutrition • Special needs • Family support

15. Missouri Data often stored in multiple locations, even within the same state departments Data are uncoordinated and often require probabilistic matching (child, program, staff, etc.) Significant data gaps Data from the early and extended learning sectors are often “owned” by multiple local, state, and federal partners Findings could be used to as basis for funding decisions (+/-)

16. Missouri Factors that influenced work in Missouri: Unlike the K-12 system, there is no central entity to gather information about Missouri’s youngest children No regulatory authority exists to require all private early childhood and school-age programs to participate in data collection efforts Different datasets use different unique identifiers for people and programs • No central authority to require one unique identifier for people and programs across the early childhood field Many of the data systems are in transition • Recommendations for changes to PAT • Child Care Aware®/OPEN data partnership

17. New Hampshire Part of the Process • Example: Effective Educator Task Force developed state model for teacher evaluation. Give and take on requirements so that stakeholders ( Superintendents, Principals, Teachers, Unions, Legislature) would buy in. Address Concerns How will the data be used? Who has control of the data? Project Priorities • Project focused – shorter engagements, areas of specific interest (i.e. Effective Educator Task Force, EWS Pilot Team) Engage the right stakeholders for specific projects • Match areas of interest, background, current position

18. New Hampshire Time and Scheduling • Meetings later in the day/after hours • Go to meetings/webinars Long Term Commitment • Look for legislative support, work with union representatives, continue to involve educators

19. Utah Concerns about displacement of staffs – provide clear definitions of roles of stakeholder staffs vs. UDA staffs, involve stakeholder staffs on technical and governance committees. Concerns about sustainability and displacement of stakeholders’ existing budgets to support UDA – state budget requests are being made by a “third-party” agency, the governor’s office of planning and budget. Loss of control over data and information, and displacement of local reporting by UDA– clear governance policies evolved about multi-agency reports, research and information vs single agency reports, research, and information.

20. Utah • Commitment of existing/permanent staffs’ time to the “project” – while stakeholders were assured time would be kept to a minimum it was emphasized that the P-20W would only be of value if such involvement existed at levels sufficient to ensure quality data and information. • Need for control over release of data to third parties & privacy – each stakeholder must give approval prior to such action. • Concerns about which education reporting and analysis may transition away from the data owning agency – UDA is primarily for multi-agency reporting. • Governance of research findings and reports prior to publication – such releases must be agreed upon in data governance documents prior to actual work.

21. What will success look like?

22. Missouri A child record can be identified and linked across multiple datasets using one of two unique variables or a combination of unique child-specific variables A program can be identified and linked across multiple datasets A classroom can be identified and linked to the sponsoring program and/or can be linked across multiple datasets  A child can be linked to a teacher, classroom, program, and/or support services through program or enrollment records A sufficient sample size is available (child, program, teachers, etc.) to make generalizations

23. New Hampshire Successful when stakeholders: Become part of the process, way of life. Ask to participate Begin to utilize data to link their work with student outcomes and teacher effectiveness Look beyond the current project and start to think about next steps, opportunities.

24. Utah • The stakeholders’ leadership can define P-20W/SLDS and see the efficiencies of an SLDS • Turf battles ensue over who has control of the data and how reports etc. will be governed • Stakeholders can articulate not just the reports and ad hoc information/analysis they need from the P-20W/SLDS but can also describe research possibilities • Discussions of priorities and sustainability evolve • Analysts and/or researchers from respective stakeholders want to know when the data will be available, and where the metadata are • Data stewards and techs consider changes in source system to improve the quality of data

25. Contacts & Additional Resources Contact information: Robin Taylor, robin.taylor@sst.org Denise Mauzy,MauzyD@missouri.edu Irene Koffink, Irene.Koffink@doe.nh.gov John Brandt, John.Brandt@schools.utah.gov