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Building a B-9 Early Childhood Outcomes & Tracking System

Building a B-9 Early Childhood Outcomes & Tracking System. Massachusetts State Board of Early Education and Care November 10, 2009. Janice M. Gruendel, Ph.D., M.Ed. Consultant Massachusetts Department of Early Education and Care. Early Education and Care Legislative Language.

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Building a B-9 Early Childhood Outcomes & Tracking System

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  1. Building a B-9 Early Childhood Outcomes & Tracking System Massachusetts State Board of Early Education and Care November 10, 2009 Janice M. Gruendel, Ph.D., M.Ed. Consultant Massachusetts Department of Early Education and Care

  2. Early Education and Care Legislative Language The department shall establish a comprehensive system for measuring the performance and effectiveness of programs providing early education and care and services.  This system shall include, but not be limited to, outcomes of the kindergarten readiness assessment system and additional educationally sound, evaluative tools or developmental screenings that are adopted by the department to assess developmental status, age-appropriate progress and school readiness of each child; outcomes of evidence-based intervention and prevention practices to reduce expulsion rates; and evaluations of overall program performance and compliance with applicable laws, standards and requirements.  (b)  The department, with the approval of the board, shall adopt, and from time to time may revise, the rigorous, developmentally appropriate, and educationally sound kindergarten readiness assessment system required by this chapter, including additional tools that the department considers necessary in order to assess age-appropriate progress and school readiness of preschool-aged children.  This system shall recognize the unique challenges of assessing preschool-aged children, and shall utilize tools that are reliable, valid and culturally and linguistically appropriate.

  3. The MA Cabinet’s Vision for the Role of Data in a “Readiness” System • Information on a child should be tracked, integrated and shared from birth and continue through the child’s success in college or entry to the workforce • Information sharing should occur for all children, not only children who are identified as at-risk at any particular point in time • Information sharing should be respectful of a child and family’s privacy while providing key information that education, social services and other providers can use to improve children’s outcomes • Data should be used to create meaningful, coordinated prevention and intervention strategies and perform these early on and in a coordinated manner

  4. Of course, having successful college and workforce outcomes does not begin with young adults…

  5. It begins here, with babies and young children…

  6. College & Career Pass HS Mastery Test(s) Pass Mastery Tests Ready for K Ready for PreK Born Learning The “readiness” system that tracks risks and then intervenes – in a timely manner – to improve child, youth and family outcomes must begin as early in the lives of children as possible Graduate HS Prenatal to Three Preschool K 3rd- 8th Grade High School Adult

  7. Disparities in Early Vocabulary Growth are Evident Early in Children’s Lives 1200 College Educated Parents Working Class Parents 600 Cumulative Vocabulary (Words) Welfare Parents 200 16 mos. 24 mos. 36 mos. Child’s Age (Months) Source: Hart & Risley (1995)

  8. 1. When infants and toddlers don’t have quality interactions with caring adults and access to health care, they enter preschool behind. The Gnarly Cycle of Un-Readiness 2. When preschoolers don’t have quality early learning experiences, they enter kindergarten behind. 3. When children enter school behind, they are much more likely to be held back, need special education, fail MA’s Mastery Tests, drop out of high school and become engaged with the welfare and corrections systems. And, then they have children… 8

  9. There are some key policy questions we will need to answer Policy Questions re B-5 1. How many very young children do we have each year with multiple risks? Who are they? 2. How can we target an appropriate level of early intervention services to them and their families? 3. What worked? 4. Have quality improvements improved outcomes? Policy Questions at School Entry 1. How many young children enter K with very low readiness levels at entry to K? 2. Were they the same “at risk birth cohort” five years earlier? 3. Will they be the same students who can’t read in 3rd grade? • Policy Questions at Third Grade • 1. How many 3rd graders have are not successful in the MCAT ? • Could we have identified this problem earlier and prevented it? • Will these students be “achievement gap” kids at 6th?

  10. To answer these questions, we will need data about children, programs and the system that serves them System Performance Measures (e.g.) #1: Unique child, workforce and program IDs assigned: (DEEC) #2. Cross agency agreements for data sharing and case coordination (State & local agencies) #3: Funding Allocated (e.g., for program quality improvement (State & local agencies) Population Indicators (e.g.) #1: Birth data at risk children (State agencies within MA Health & Human Services) #2: Well-child visits for low income children B-5 (MA health & Human Services & DEEC) #3: Entry to K Readiness (DEEC, ESE) #4. 3rd Grade Reading Mastery (ESE) Agency and Program Performance Measures –such as who is served and how -- drawn from the state agencies and the programs that they operate, regulate or fund

  11. ESE has been building a K-12 data system that must now become a P-20 data system -- SLDS College & Career And, the proposed EEC Unified Data System must now stretch to become an early childhood information system and link up with the ESE SLDS. Graduate HS Pass Mastery Tests Early Childhood Information System Ready for K Ready for PreK Born Learning P-20 Statewide Longitudinal Data Systems Prenatal to Three Preschool K 3rd- 8th Grade High School Adult

  12. An Early Childhood Information System (ECIS)… …collects high-quality early childhood data on inputs and specific outcomes that can be analyzed and used to make decisions (within and beyond 0-5 system). ** **Developed by the Early Childhood Data Consortium • National Governors Association • National Conference of State Legislatures • Data Quality Campaign • Council of Chief State School Officers • National Center on Children in Poverty • PreK NOW/Pew • Center on the Child Care Workforce

  13. …An ECIS has the following characteristics… • Ability to track children across ages and over time, encompassing data on home and community environments • Includes children’s demographic data (such as birth date, gender, race, ethnicity, language) and includes special populations (e.g., ELL, special needs) and children not in service systems 3. Encompasses child outputs in at least four developmental domains and data on children can be linked across sectors (e.g., ECE, health) • Includes program and fiscal data (e.g., teacher/workforce characteristics, program quality, and service costs) 5. Allows for analysis by geography

  14. …and the following core components STATE Data and Use LOCAL, REGIONAL Data and Use Unique Child Identifiers SASIDs assigned as early in the life of a child as possible Unique Teacher/staff Identifiers SSN deeply encrypted and in ESE system plus eventual DEEC registry Unique Program Identifiers MA status unknown

  15. Federal Requirements for a SLDS • Twelve elements are required, including the following PK-20 • A unique student identifier • Student-level enrollment, demographic and program participation information • Student-level information about the points at which students exit, transfer in, transfer out, drop out or complete P-16 education • Capacity to communicate with higher education systems • A data audit system to assess data quality, validity and reliability • Yearly test records of individual students • Information about students not tested • A teacher identifier system that can match teachers to students For nearly all of these, there is an as-yet undefined or undeveloped early childhood data analog. This is one good place to start!!!!!

  16. ARRA Race to the Top SLDS (P-20) Requirements There must be a P-20 statewide longitudinal data system There must be a plan to ensure that SLDS data are accessible to and used to inform and engage key stakeholder, including parents, students, LEA personnel, community members… SLDS data along with instructional data is available and accessibleto researchers so that they can evaluate the effectiveness of instructional materials, strategies, and approaches for different types of students (e.g., students with disabilities, ELL, students whose achievement is well below or above grade level)

  17. So, what can Massachusettsdata now available tell us about the state’syoung children???

  18. MA Data on the Characteristics of the State’s Young Children 2007 Births ~ 77,800 • Massachusetts Population (2008) • 6,498,000 Total • 457,131 under age six years • 231,083 under age three years Children Birth to Six Years (2008) • Race/ethnicity: 73% white; 12% latino; 14% other • Low Income: 28% • Federal Poverty Level: 17% • Mother w/less than HS degree: 16% • Enrolled in Food Stamps Program: 19% • Risk of Developmental/Behavioral Problems: 22% • Enrolled in B-3 early intervention: 9% (2005) • Enrolled in preschool special ed: 15% (2006) • Low birth weight babies: 7.9% (2007) • Births to unmarried mothers: 33% (2007) Between 8% and 30% of MA babies may be at risk of school un-readiness. How many individual children experience multiple risks? With no unique ID, we won’t know.

  19. MA Data on Children’s Readiness for Kindergarten 3 & 4 yr olds ~155,600 Attendance in High Quality EEC predicts School Readiness • Total HS Slots, 3 and 4 year olds: 12,883 (2008 PIR) • Total UPK Slots: 5,700 (EEC March 2009) • Total UPK and HS Enrollment: 19,257 (NIEER 2008) • EEC Subsidized Preschool Slots: 18,592 (EEC June 2009) • HS teachers with BA or more: 41% (PIR 2008) • 21% of preschools serving subsidized children are of high quality across 3 • domains: emotional support, classroom organization, • instructional support Kindergarten Enrollment • Number of 5 year olds (2009): 80,281 • Students enrolled in kindergarten (2009): 68,540 • Of enrollees, 75% in fall day K; 25% part day K Without a unique child ID across EEC & ESE and either Entry to K or Exit PreK readiness measures tied to teachers and programs, we can’t know about K readiness.

  20. MA Achievement Gap Data: 3rd Grade English/Language Arts & Math ~70,300 3rd graders took MCAS MCAS Results: English and Language Arts • 33% at Needs Improvement Level • 11% at Warning/Failing Level MCAS Results: Mathematics • 25% at Needs Improvement Level • 14% at Warning/Failing Level MCAS Results: ELA for Low Income Students • 69% at Warning/Failing Level MCAS Results: Math for Low Income Students • 70% at Warning/Failing Level MA has a significant 3rd grade achievement gap. When did it begin? How could it have been prevented?

  21. Next steps?Ensure that the proposed EEC Unified Data System has (a) the three ECIS core components (child, staffing & program IDs), (b) can be linked across B-9 agencies, and (c) takes full advantage of ARRA and FFY 10 opportunities.

  22. Are there enhancements that should be made in the proposed EEC Unified Data System to assure cross-agency B-5 linkages? 22

  23. Are EEC and ESE ready and able to compete effectively for federal funds? • ARRA SLDS (ESE) • Due to the feds by 11.19.09 • Could provide some funding for next stage Early Childhood Information System (ECIS) development as part of P-20 Statewide Longitudinal Data System • FFY 10 Early Learning Challenge Grants • Governor chooses agency that will submit • Likely due in later spring 2010 US Total $8 billion over 8 years Key components: • Early childhood data system • B-5 quality improvement system (QRIS) • (c) ECE workforce plan • ARRA Statewide Advisory Council for Early Ed and Care • Submits its own grant • Due to the feds by August 10, 2010 MA award: $1.4 million one time award over 2-3 years SAC grant application makes recommendations re: • (a) Unified early childhood data system • (b) Early care and ed quality improvement • ARRA CCDBG (EEC) • $2.7 m funds now in CT for Infant & Toddler quality, and ECE quality improvement • Could support: • (a) Early childhood data system (b) Pilot required QRIS system (early care and Ed quality)

  24. Are we ready to build a great team effort involving both EEC and ESE around a PreK-3 educational framework, anchored in timely, accessible, useful data on effective teaching and learning? College & Career Graduate HS Early Childhood Information System Pass Mastery Tests Ready for K Ready for PreK P-20 Statewide Longitudinal Data Systems Born Learning Prenatal to Three Preschool K 3rd- 8th Grade High School Adult 24

  25. We MUST be ready because they are waiting.

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