January 19, 2017
Head Start and State Education Data Systems
In the Head Start Program Performance Standards
Section 1302.53 of the New HSPPS
• Section Title: “Community partnerships and coordination with other
early childhood and education programs”
• Requires programs to take an active role in promoting coordinated
systems of comprehensive early childhood services to low-income
children and families in their community through communication,
cooperation, and the sharing of information among agencies and their
community partners, while protecting the privacy of child records in
accordance with subpart C of Part 1303 and applicable federal, state,
local, and tribal laws.
– This includes…
1302.53(b)(3) of the New HSPPS - State Education Data Systems
Data Systems - A program should integrate and share
relevant data with state education data systems, to the
extent practicable, if the program can receive similar
support and benefits as other participating early
childhood programs
Effective date - August 1, 2017
AI/AN programs are exempt, but may choose to participate
State Education Data Systems
• Types of education data systems a state might have:
– Statewide Longitudinal Data System (SLDS)
• P-20 data system
• P-20W data system
– Early Childhood Integrated Data Systems (ECIDS)
P stands for “preschool,” the 20 indicates that the system includes data
from higher education, and the W stands for “workforce”
ECIDS
SLDS
Subpart C of Part 1303 of the New HSPPS
Protections for the Privacy of Child Records
This subpart outlines the following requirements to protect the personally
identifiable information (PII) in child records:
• Parental consent including nine instances when consent is not required
• Written agreements with third parties to protect PII when disclosing data
• Parent rights in respect to their child records
– Right to inspect, amend, request a hearing, copy of record,
and (also, right to inspect written agreements)
• Maintenance of records
– Destroy in reasonable timeframe
– Ensure only appropriate parties have access
– Data systems are protected to current industry standards
• Annual notice to parents
Subpart C of Part 1303 of the New HSPPS
Protections for the Privacy of Child Records
Exceptions to this HSPPS subpart for Head Start agencies
• If a program is subject to FERPA (e.g., school district), then the
program does not comply with this subpart
• If a child record is subject to IDEA confidentiality requirements, then
the program follows those requirements for that child record and not
this subpart
Exception to Consent in the ECIDS Context
Section 1303.22 paragraph (c)(2) allows a program to disclose PII
without consent to officials from a federal or state entity to
evaluate education or child development programs; provided
that some control is in place such as a written agreement. This
standard allows a program to share PII with their state data
system without parent consent for the purpose of evaluating
education and child development programs.
http://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii/1303-22-discl
osures-and-without-parental-consent
Federal Resources: Data Integration
• ED-HHS Report: The Integration of Early Childhood Data
• ASPE Project: Building the Capacity to Use Linked Early
Childhood Administrative Data to Support Program
Improvement and Research (BCULD)
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HHS–ED Report on Integration of Early Childhood Data
• Provides a vision for integrated early childhood
data.
• Highlights key considerations (e.g., stakeholder
engagement, building analytic capacity, data
privacy, etc.).
• Includes case studies of states making steps
toward integrating early childhood data &
disseminates high-quality resources available.
• North Carolina
• Minnesota
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Building Capacity to Use Linked Data Project
• Explored benefits and challenges for programs
• Developed a set of resources:
•
•
•
•
•
Draft - Do Not Distribute
Research Brief: Strength in Numbers
5 Case Studies
5 “Data Directions”
Data Linking Planning Guide
Compilation of Existing Resources to Support Data Use & Linking
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Benefits and Challenges In Linking Data
Benefits
• Inform strategic community planning of services,
efforts to support staff (professional
development)
• Examine children’s progress after leaving
program
• Reduce burden on program staff and families
• Improve comprehensive services (coordinate
screening, referral, follow-up)
Benefits and Challenges In Linking Data
Challenges
• Privacy concerns
• Lack of program capacity (time, funding)
• Managing multiple data collection systems
(linking data within own program)
• Limited capacity of existing data collection
systems (vendor issues; ability to export data to
link)
Why do you or might you share or link data?
Benefits
• What are you interested in doing with linked
data?
• Do you know if your state has an early childhood
integrated data system (ECIDS)? If so, what is the
purpose of the ECIDS in your state?
Challenges
• What are your concerns about sharing data?
• What barriers have you faced or would you
anticipate?
5 Local Case Studies of Data Linking Efforts
Real world examples highlight many ways linked EC data can
support continuous program improvement and research:
1. CAP Tulsa linked to public schools to understand transitions to
kindergarten and support teacher effectiveness.
2. The Learning Center linked health and early intervention data
within program and with external programs to better serve
children.
3. Telamon partnered with TANF to improve enrollment in and
coordination of family services.
4. Rochester Childfirst Network used linked data to support
classroom instruction and teacher professional development.
5. AVANCE Houston partnered with school district to understand
children’s literacy and math skills in early elementary school.
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Draft - Do Not Distribute
5 “Data Directions” serve as program guides
Data Directions serve as guides to help programs deal with common issues
related to linking data, including:
1. Developing a data governance entity
2. Discussing data with families
3. Engaging a research partner
4. Developing data sharing partnerships
5. Linking ECE data with public schools
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Draft - Do Not Distribute
Data Linking “Planning Guide”
• Designed to help ECE program leaders, data staff, and TA partners reflect on capacity
to engage in data linking efforts and identify next steps, based on 6 areas of best
practice:
Engage a data
savvy staff
Use
technology
that supports
data linking
Inventory
current data
and identify
additional data
needs
Identify
priority
questions to
answer with
linked data
Implement
data
management
standards
Data Linking to
Support
Continuous
Program
Improvement
Establish
organizational
practices that
support data
linking and use
Example of “Planning Guide” Checklist
Checklist #1: Identify priority questions that require linked data to set
goals and drive decision-making
PRACTICES
Linking to other data
Program staff and/or families have identified questions that could be answered
with linked data
Program leaders, staff, or families have identified other data that would be
useful to have that the program does not currently collect
Program leaders have identified other organizations that collect data about the
children and families in their program.
Program leaders have talked with leaders in other organizations about
questions that would be helpful to answer using linked data from both
organizations
Not at All,
Somewhat,
Fully
Somewhat
Fully
Fully
Not at All
Sub-practices you are
doing somewhat or
not at all will help you
identify areas for
improvement
Example of “Planning Guide” Worksheet
List the 1 or 2 questions you would like to be How are my children doing in reading once they leave my program?
able to answer about your children,
families, staff or program.
What do you see as the immediate next
∙ Contact the school district within the next month to find out what kind
steps to answer these questions?
of reading data they collect
What is the timeline for completing each
∙ Talk to district staff about starting a data linking agreement to share
step?
kindergarten assessment data. Will schedule a time to discuss data
linking within the next 3 months
What are possible challenges in
∙ District staff might be so busy that it is difficult to schedule a time to
accomplishing the next steps and what
talk. We will call the staff member we know and be prepared to talk
strategies will you use to address them?
about how this might be useful for both of us.
Who will be responsible for each step?
∙
What resources are needed (staff, time,
etc.)?
∙
Myself and other leaders in my program including my health and
education coordinators
Staff time to talk with district staff. Outside expertise to link and
analyze the18data and address our main question of interest.
Key Project Takeaways
• There is growing interest in using and linking data
• However, there are few programs that are successfully linking data
• Integrating data takes time!
• Partners and resources are needed for more complex data linking (e.g. school
district, state, funders)
• Knowledge and practice vary widely across grantees (e.g., data security,
partnerships with families, limitations in admin data)
• Vendor contracts can make it more challenging to use data
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Thank You!
• Project Materials: Building Capacity to Use Linked Data for Program Improvement and
Research Initiatives https://aspe.hhs.gov/building-capacity-use-linked-data-program-improvement-and-rese
arch-initiatives
• The Integration of Early Childhood Data: State Profiles and a Report from the U.S.
Department of Health and Human Services and the U.S. Department of Education https://www.acf.hhs.gov/ecd/early-childhood-data
Presenter Contact Information:
• Jesse Escobar [email protected]
• Lindsey Hutchison [email protected]
• Kimberly Burgess [email protected]