Engaging Local Stakeholders from Postsecondary and/or Workforce

1. Engaging Local Stakeholders from Postsecondary and/or Workforce • Tuesday, May 28, 2013 • Melissa Beard, Washington Education Research and Data Center (ERDC) • Jayson Chung, Wisconsin Department of Public Instruction • Charles McGrew, Kentucky Center for Education and Workforce Statistics

2. Overview What does engagement of PS and Workforce look like in your state Strategies used to engage PS and Workforce Challenges faced and how they were overcome or are being overcome Tactics for overcoming perceived legal issues regarding sharing between K12 and PS and/or Workforce Issues encountered engaging PS versus Workforce and different approaches used Questions and Answers

3. Washington

4. Context Education Research and Data Center created by statute in 2007 and located in the Governor’s budget agency (Office of Financial Management) Statute includes all the public education entities and the employment agency as partners OFM has collected public 4-year post-secondary enrollment since the late 1990’s ARRA SLDS grant in 2009 WDQI grant in 2012

5. Engagement in Washington State and local education agency involvement in data governance committees from the beginning Monthly webinars with public 4-year institutions Annual campus visits High involvement in data mapping activities

6. Challenges Individual agencies losing control of the message No private higher education data Data privacy concerns

7. Strategies Communicate and learn about data needs in order to determine benefits Get data out in small doses quickly Data use summits Data use handbooks Feedback reports and data sets Belief that all partners bring a valuable perspective that strengthens P-20W work

8. WISCONSIN DEPARTMENT OF HEALTH SERVICES • Wisconsin

9. Legal Authorities 2009 Wisconsin Act 59: Authorizes cooperative research on education programs, and requiresa student LDS. • Authorizes education agencies to cooperatively evaluate each others’ programs to improve student academic achievement. • Written agreement (the “Compact”) under which agencies will establish a student LDS…which may be of the federated variety. 2013-2015 budget bill:SLDS provision would add Workforce and Children & Families to the Student LDS Compact. Emphasizes sharing workforce data.

10. The Developing Federated SLDS Ecosystem 2009 ARRA Grant: Early Childhood 2009 ARRA Grant: Postsecondary (Statutory compact members) UW System WTC System DCF (Children & Families) DHS (Health) DWD (Workforce) WI Student No.(In operation) Entity Resolution Tool (TBD) WAICU DPI 2012 RTTT Early Learning Project Proposed legislation’s student LDS compact members

11. Growing An SLDS Using Organic Methods Relationship of Agencies’ SLDS Comfort Level to Data Reporting Requirements, Based on Imaginary Data Some common, effective engagement practices as applied to SLDS growing, from the perspective of a “lead” agency • If you have any say in the matter, find the right people to work with. • Give the process time to “breathe” so that positive relationships can develop based on trustworthy behavior. • To the extent possible, understand and respect the unique pressures and obligations each partner must deal with. Give each partner the support and “space” to deal with these.

12. Growing An SLDS… Define joint responsibilities and interests, while protecting individual agency autonomy Within the group, communicate clearly, pay attention to semantic issues, be predictable & avoid surprises Make common messaging—to superiors, stakeholders, constituents, policy makers—a priority. Transition from a project mentality to a long term management mentality as soon as possible. Think about governance (predictability, mutual safety) as soon as practicable. Try to keep control of the SLDS “agenda” in your state by being proactive (e.g., research priorities) Don’t forget to talk the talk – Why are we doing this?

13. Kentucky

14. Engagement in Kentucky K-12, SHEEO, and Educator Licensure were the original founders with Education and Workforce Development Cabinet Secretary Creation of state policy questions reached out to legislators, governor’s office, practitioners, organizations, workforce, economic development Focus groups created for each major report like the high school feedback reports and inclusion of workforce staff on reports that utilize their data Extensive outreach with presentations and contact to a variety of stakeholders including school boards, postsecondary institutions, legislative committees, researchers, and media Board includes agency heads from K12, SHEEO, Educator Licensure, Financial Aid, and Cabinet with an advisory group that also includes College of Education Deans and institutional researchers KLDS includes UI and is incorporating WIA and other workforce program data as well as apprenticeships

15. Context Started with original Kentucky High School Feedback Reports in 2005-06 – conversations back to 2003 and original plan in 2007 Kentucky P-20 Data Collaborative formed in 2009 with an MOU and an SLDS grant Executive Order to support Collaborative in 2010 Recurring state budget started in 2012 Executive Order establishing the Office of Education and Workforce Statistics (KCEWS) in 2012 with legislation in 2013 and naming workforce directly

16. Challenges Using de-identified data limits work to reporting and analysis and not operational issues Demand for information is out-pacing staff resources Political questions about who controls the reporting processes with new office role Need to expand to include federal employees and out-of-state college attendance and employment as well as other data sources to provide more accurate/complete information Understanding how to properly utilize workforce, training, and employment data

17. Strategies Involve a variety of stakeholder communities and leaders in decisions and when designing reports and information tools including agency staff Address the low hanging fruit by releasing useful information that is more easily available now and expanding over time Secure executive orders and legislation as well as develop rules for data de-identification to eliminate potential legal stumbling blocks that make it easier to work together Beginning design for a data portal to make information easier to locate Develop internal tools to make it easier and faster to respond to data requests Provide agencies with reporting tools and create information for their stakeholders Annual research agenda that is vetted with stakeholders and advisory group which is approved by the Board Operating principals geared toward filling in holes and gaps between agencies and not replicating their efforts and reporting services for agencies that lacked strong reporting systems Provide services for agencies such as workforce by assisting with data requests and support from our analysts and researchers on technical issues

18. Questions & Answers

19. Contacts & Additional Resources Contact information: • Keith Brown, SLDS State Support Team: brown.jkeith@gmail.com • Melissa Beard, Washington Education Research and Data Center (ERDC): Melissa.Beard@ofm.wa.gov • Jayson Chung, Wisconsin Department of Public Instruction: Jayson.Chung@dpi.wi.gov • Charles McGrew, Kentucky Department of Education: Charles.McGrew@ky.gov