Association Leadership in State-Level Data Projects and Systems Mary Baskett, NHSA Consultant

Why Data is Increasingly Important Federal and state push toward integrated data, through: State Longitudinal Data Systems (SLDs) which align early childhood with K-12 and beyond Early Childhood Integrated Data Systems (ECIDS) which collect, integrate, store and report information from early childhood programs across multiple agencies serving children from birth to age eight and their families.

Why Data is Increasingly Important Statewide Head Start data needed for advocacy to: Demonstrate effectiveness (outcomes data) Describe our role within state early learning systems (program data) Participate in professional development initiatives (workforce data) Align with ECIDS and K-12 data systems To support member programs in: Building strong data cultures Sharing and using data for quality improvement purposes Perception that Head Start is not sharing data as much as other programs (e.g., ECDC survey showed only 9 states linking HS with K-12 data and only 6 linking with other EC databases).

Opportunities for Association Leadership Quality Circles or Learning Communities— sharing data to improve data and program quality Association licenses with data vendors Professional Development—helping programs create “data cultures” State-level data and advocacy reports—demonstrating Head Start effectiveness and impact to partners and policymakers Brokering Head Start data alignment with other systems

Challenges in Data Leadership Data Quality Improving inputs through professional development Building understanding of the value of good data Data sharing and analysis can increase data quality. Data Governance Managing how data is shared and reported Data Limitations State data systems focus primarily on cognitive domain Broader impacts of Head Start harder to quantify Need for “data stories” to complete the picture.

Step 1: Find the Best Data.

Step 2: Write Your Narrative Story Cindy started out the year with 48% attendance. during the Fall of the program year. The teacher learned on a home visit that the family was taking care of a elderly parent and had transportation issues. She and the family advocate and set attendance goals with the parents and helped them create a transportation plan. Cindy attended more regularly and exceeded the recommended outcomes score for her age. Cindy now has 100% attendance in her second year of Head Start and is on her way to being school-ready.

School-Ready Children Step 3: Connect the 2 with a Data Picture Family Goal-Setting Attendance Better Outcomes School-Ready Children 35%

Small Group Discussion What are the top 3 opportunities and/or challenges for your association in data leadership? What’s the most important data project you’d like to complete this year. . . as a benefit to your members? to strengthen Head Start’s role in your state? How can NHSA and/or your association colleagues help you in your data leadership role?