Denise Mauzy, DaSy , ELC TA (AEM) Carlise King, ECDC Missy Cochenour, SLDS, CEDS, DaSy (AEM)

1. 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)

2. 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

4. Session Goals • Discuss importance of including IDEA programs and services in your registry • Review standards and tools that support states’ efforts

5. Why Focus on Workforce Data?

6. Early Care and Education A Comprehensive Early Childhood Framework Nurturing relationships, safe environments, and enriching experiences that foster learning and development Comprehensive services that promote children’s physical, developmental, and mental health Family Leadership and Support Health Resources, experiences, and relationships that strengthen families, engage them as leaders, and enhance their capacity to support children’s well being Early identification, assessment and appropriate services for children with special health care needs, disabilities, or developmental delays Special Needs/ Early Intervention Source: Adapted from Early Childhood Systems Working Group, National Governor’s Association, 2006.

8. 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?

10. 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

12. Linking Child Level Data Across Programs and Systems 1The National Institute for Early Education Research. (2012). State preschool yearbook. Rutgers, NJ: Rutgers Graduate School of Education. 2 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-10acf800-preliminary 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 5CLASP. (2013) The United States Head Start by the numbers 2011 PIR profile. Washington, DC. Retrieved from https://www.ideadata.org/TABLES35TH/B1-2.pdf

14. Why Focus on Workforce Data? Recap: Status of ECE Data Systems • Every state collects ECE data on individual children, program sites and/or members of the ECE workforce • Data are uncoordinated as almost every state cannot link child-, program site-, and ECE workforce-level data across all ECE programs • Data gaps remain for ECE workforce-level data and child-level development data • 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

15. Who is Our Workforce?

16. Where are the Workforce Data?

17. Examples of Program Specific Workforce Data Collection

18. Registry Data Collection • Comprehensiveworkforce 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

19. Registry as a “Hub”

20. Registries: A Cross-Sector Workforce Data Collection Tool • Public Pre K • Trainers • Other • Head Start • Consultants • EI • PSE • TA • K Teachers

21. Examining Data Collection vs. Exchange Data Collection 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 Others • 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

22. What is Part C and Part B 619?

23. 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

24. Professionals In Early Childhood Intervention • Audiologist • Nurse • Nutritionist • Occupational Therapist • Physical Therapist • Physician • Psychologist • Social Worker • Educator (EC;SPED;) • Speech Language Pathologist

25. 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

26. Professionals in Preschool Special Education • Certified Teachers • Paraprofessionals • Service Providers

27. Pre-Conference Poll • Do you know your early intervention (Part C) and p preschool special education (619) coordinators? • Yes=9 • No=11

28. Connecting with your Part C and Part B/619 Coordinators Part C Coordinator List Part B/619 Coordinator Early Childhood Technical Assistance Center (ECTA) http://ectacenter.org/contact/619coord.asp • Early Childhood Technical Assistance Center (ECTA) • http://ectacenter.org/contact/ptccoord.asp

30. 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?

31. Want Assistance Connecting to Part C and 619?

32. The IDEA Part C and Part B 619 State Data Systems: Current Status and Future Priorities

33. Workforce Data Systems: Data Elements for Part C

34. Workforce Data Systems: Data Elements for Part B 619

35. Linkages Between C and 619

36. The Potential of Registry and Part C & Part B 619 Linkages

37. Alliance Core Data Elements and EI/PSE

38. Promising Practices-Alaska-Illinois-Ohio-Wisconsin

39. 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

40. 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

41. 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

42. 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

43. Table Talk: Can you share promising practices?

44. Aligning Elements for Data Exchanges and Analysis CEDS Tools to Support Your Work

45. 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

46. Here’s a Staff member: Matthe SmithIII Race = Guamanian Gender = M Hmmm… Did you mean: Matthew ? Smith ? Suffix = III ? Race = NHOPI ? Sex = M ? Teacher Certification Registry

47. CEDS Tools • A Robust & Expanding Common, Voluntary Vocabulary drawn from existing sources • Powerful Stakeholder Tools & Models • Connect • Logical Data Model • Align

48. Engage with CEDS http://ceds.ed.gov

49. CEDS Anatomy: The Basics

50. Standard Information: The Basics Element Definition Hispanic or Latino Ethnicity Optionset Yes No NotSelected Domain K12 Entity K12 Student