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ERIC ED614484: Engaging Stakeholders in Home Visiting Data Integration Efforts PDF

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The Early Childhood D A T A Collaborative Engaging Stakeholders in Home One Step at a Time: The Benefits Visiting Data Integration Efforts of an Incremental Approach to the MInagtgeie gKarnea atnido Vann- Koimf L Hin ome Visiting and IOnttrohdeucrt iEona rly Childhood Data Home visiting is an important component of the early childhood (EC) landscape,1 but home visiting data are often not part of The State-level Home Kate Steber and Dale Epstein the larger early childhood data integration efforts that states Visiting Integration undertake. Building support for home visiting data integration and with Early Childhood coordinating efforts across sectors, systems, and programs require Data Systems Introduction the involvement of a wide range of stakeholders. (SHINE) project aims HThoims ree vsoisuitricneg pisr easne nimtsp aonrt aapnpt rcooamchp ofonre netn goaf gthineg e aa rdlyiv cehrsiled hgorooudp to support states in integrating (oEf Cst)a lkaenhdoslcdaepres.—1 Hfroowme vfaemr, isliteast etso ohfotemne f aviils ittoin pgr imoroitdizeel dheovmeleo pers Tthheei rS htaotme-el evviesilt Hinogm dea ta tvois riteinsega drcahtae rws haennd dleegvieslloatpoinrsg— twhehier ne acrrleya ctihnigld ah oporodc ienstse gtora ted Vwiistiht inogth Ienrt eegarralyt icohni ldhood idnatteag sraytsete hmosm (eE vCiIsDitSin).g2 Hdaotma ew vitishi tointhge rre eparerlsye cnhtsil dah roaondg ed oatfa . It wdaittha .E SaHrlIyN EC hisil dah poroodje ct of dseersvcirciebse,s m sotedpesls f,o arn: d programs, each with different data Dthaet aE aSrylsyt eCmhisld hood Data requirements, so integrating the data can be challenging. Often, (CSoHllIaNbEo)r aptrioveje c(Et CaDimCs) , which 1. Identifying relevant stakeholders. home visiting data is disconnected across different models, as tfooc suuspepso ornt stthaet edse ivne ilnotpemgerantti ng 2w.e llD aest efrrommin iontgh ethr eE Cty dpaetsa o. Tf oin afodrdmreastsio tnh itso c shhaallreen wgiet hto a ndda tsao licit tahnedi ru hsoem oef cvoisoitrdinigna dteatda s tate intefgroramti osnta, ksetahtoelsd ecrasn. take an incremental approach, integrating weaitrhly octahreer aenadrl ye dcuhciladthioono dd ata one aspect of home visiting data at a time, rather than tackling dsyasttae. mSHs.I NThEi sis r eas poruorjceec tw oafs 3it. alCl ahto oonsicneg. Twhhee nad tvoa enntaggaegse tsot atkaekhinogld aenr si ninc rtehme epnrtoacl easpsp. roach tfuhned Eeadr lby yC thhiled Hhoeoisdin Dg-aStaim ons Twhhies nr einsoteugrcraet iwnigll hboem pea rvtiisciutilnagrl yd vaatalu wabitlhe ototh tehro EseC wdahtoa leinacdlu de CFooullnabdoatriaotniv. e (ECDC), which ethffeo frotsll otow cinogn:n ect home visiting data with other early childhood focuses on the development data. These data integration leaders may be state-level data and use of coordinated state • The process of integrating home visiting data into an ECIDS managers or individuals who have taken the ownership of linking data aecarrolys sc eaarerl ya ncdh ielddhuocoadti on data can be managed more easily when it focuses on one piece at a programs. systems. This resource was time, such as a specific model or geographic area. funded by the Heising-Simons Stakeholder engagement is essential to successfully build integrated data systems. Leaders should Foundation. e• ngSatgaete sst ackaenh toreldaet rtsh eea irnlcyr einm tehnet aplr oincteesgsr aatniodn m aas ina tpaiilno tt hpehiar seen, gagement throughout in order to: learn from any challenges or policy barriers that arise, and apply • Fthoastt ekrn oaw selendsgee o wf hinecnlu sscioalnin bgy u kpe teop iinngte sgtraaktee hootlhdeerr hs oinmfoer vmiseitdin ags dthaeta s.ystem changes. • Build support and knowledge by broadening the range of individuals and organizations familiar • Incremental integration allows states to achieve small wins and demonstrate success on data with the system. integration. By showing why integrating home visiting data with other EC data is important and • Iwnofortrhm t shtea kinevheosltdmeersn to fo tf hteim geo aanlsd o rfe tshoeu wrcoersk, ,s wtahteicsh c caann b fuaicldili tbautye- cino mfrommu nsitcaakteiohno ladnedrs h. elp to ensure the data collected meet the needs of the system. The purpose of this resource is to provide states with examples of various ways to integrate their • Give stakeholders the opportunity to inform the goals and direction of the system. home visiting data into their ECIDS over time. This resource will highlight five examples of how states •c a nA alplopwro faocrh a t dhiivs einrscirteym oef nptearls ipnetecgtirvaetsio sno o tfh hato mthee vsiyssittienmg mdaeteat. s the needs of multiple users. 1 Early childhood is the time of child development from prenatal through age 8, with most programs targeting children from birth to age 5. The early childhood system is a set of policies, approaches, and services that are delivered through existing systems, such as education (e.g., pre-K), health care (e.g., immunization), or social services (e.g., subsidies to offset the cost of child care). 2 Epstein, D & King, C. (2018, December 5). Lessons from the early care and education field for home visiting data integration [Blog post]. 1R eEtarirelvye cdh firlodmh ohottdp si:s/ /twhwew t.icmhield otrfe cndhsil.dor gd/esvheinloinpgm-ae-lnigth ftr-olemss opnrse-fnraotma-lt thher-oeaurglyh-c aagree- a8n,d w-eidthu cmatoiosnt- fiperoldg-froarm-hso mtaer-gveistitiningg -cdhaitlad-rinetne gfrraotmio n. bAinr tEhC tIDoS a igs ea 5d.a tTah sey setaemrly t hcahti lcdohmoboinde ss,y ssetceumre sis, aan sde rte poof rptso ilnicfoierms,a atipopn rforoamch ae vsa, raientdy osef revairclye lse athrnaint ga rsee rdviecleivs earnedd p trhorgoraumgsh, ienxcilsutdiningg data sreylsatteedm tso, cshuicldhr eans aenddu fcamatiiloiens s(eer.gve.,d p brye -tKhe) ,p hroegarlathm ,c mareem (bee.grs. ,o ifm thmeu wnoizrkaftoiorcne), ,a onrd stohec icahl asreacrvteicriestsi c(se o.gf .t, hseu pbrsoidgriaems toor oseffrvsiecte st.h Feo cr omsotr eo f information on ECIDS, please go to the Early Childhood Data Collaborative website: https://www.ecedata.org/. child care). ecedata.org 1 ecedata.org January 2020 1 The Early Childhood D A T A Collaborative Step 1. Identify key stakeholders for data integration. One Step at a Time: The Benefits For data integration leaders, the first step toward engaging stakeholders in data integration efforts ios tof id eantinfy t heI snpeccificr inedivmiduales annd otrgaanliz atAionsp thapt harveo vaarioucs rholes ats ostak ethohldeers. W ith respect to integration of home visiting data into ECIDS, there are three stakeholder roles: •I nDattae prgovidrears: Itndiivoidunals porovifdi ngH daota thmat weill b eV inteigsratiedt ing and • Data collectors and managers: Individuals and organizations collecting, managing, storing, and overseeing integrated data Other Early Childhood Data • Data users: Individuals and organizations that will use the data for program, research, or policy purposes Kate Steber and Dale Epstein An individual or organization may have multiple roles, and their role(s) may also change over time. For example, a home visiting program that collects data on their participants to include in the integrated system would be considered a data collector and manager. The program may also use the data from Introduction an integrated system to understand the landscape of home visiting services operating in their area to inform improvements to their program or to tailor outreach to target populations, making them also Home visiting is an important component of the early childhood d(EaCta) ulasnedrss.c Taop eid.1 eHnotiwfye vkeery, shtoamtees voifstietinn gfa silt taok ephroioldrietirzse t hhoatm me ay have onTeh oer Smtaotree- loefv ethl eHsoem roe les, data integration leaders should consider the following questions2: visiting data when developing their early childhood integrated Visiting Integration data systems (ECIDS).2 Home visiting represents a range of with Early Childhood • Who is regularly involved in discussions about home visiting in the state? Who is involved in services, models, and programs, each with different data Data Systems discussions about data collection, management, and security? requirements, so integrating the data can be challenging. Often, (SHINE) project aims •h o mWeh vois iist inaffg edcattead i sb yd ihsocomnen evicstietidn ga cbruots sis d niffote ruesnuta mllyo idnevlosl, vaesd in discutsos isounpsp aobrot ustt aitt?e sF ionr ienxteagmrpatlein, g welils a tsh ferroem in otethreesr tE iCn hdoamtae. Tvois aitdindgre dsas ttah iins tcehgarlaletinogne a tmo odnagta s chool admtihneisirt rhaotomres ovirs hiteinaglt hd aptrao viders intesgerravtiinogn ,i nstdaivteids ucaalns wtahkoe raenc einivcere hmoemneta vl iaspitpinrgo ascehrv, iicnetes?g rDaotiensg the intwegitrha toiothne or fe haorlmy ec hviilsdihtionogd d ata oner eaflspecetc tt hoef hpoermspe evcistiivtiensg o df aftaam aitli eas t, iamse d, aratath perro tvhidane rtsa?c kling data. SHINE is a project of •it alWl ahte ornec me.i gThhte d aadtvaa innttaeggerast tioon t alekaindge rasn l einacrnre ambeonutta sl taapkperhooalcdhe rs that thhaev Eea nrolyt Cbheieldnh poroedvi oDuastlay wheenn ginatgeegdra?t ing home visiting data with other EC data include Collaborative (ECDC), which the following: focuses on the development • Do the stakeholders represent the diversity of the home visiting field (in terms of their roles, and use of coordinated state • eTxhpee prireoncceesss, ocfu ilntuteraglr iadteinngti thioesm, eg evoisgitrianpgh dica tloac ianttioo nasn, EetCcI.D)?S early care and education data • Dcaon t bhee mstaakneahgoeldd emrso rree peraessielyn wt pheeonp itle f oact uaslle lse voenl so onef hpoiemcee vaits iat ing (is.yes.,t fermoms. Tthhoiss ere wsohuor cpero wvaidse or rteimceei,v seu scehr vaisc ae ss ptoe cthifiocs em wodheol oovre grseeoeg rhaopmhiec vairseitain. g systems)? funded by the Heising-Simons Foundation. T• heS ttaabteles bcaenlo twre parto tvhied einsc erexmamenptleasl ionft etghrea trioolne sa tsh aa tp diloifft eprheanste s, takeholders may play in data intelgeraartni ofrno. m any challenges or policy barriers that arise, and apply that knowledge when scaling up to integrate other home visiting data. Role Potential Stakeholders • Incremental integration allows states to achieve small wins and demonstrate success on data Caregivers may provide data on the outcomes they achieve while participating in integration. By showing why integrating home visiting data with other EC data is important and home visiting. They may also provide data on the outcomes their children or family Datwao prrtohv itdheer sin vestment of time and resources, states can build buy-in from stakeholders. experiences. Home visitors may provide data on the activities they are conducting The purpose of this rewsoituhr cfaem isil iteos , pthroev nidume bsteart oefs vwisiitths tehxeaym cpolnedsu octf, vaanrdio outsh ewr apyrso gtora imnt feagcrtaotres. their home visiting data into their ECIDS over time. This resource will highlight five examples of how states Parents may collect data on their children’s development, participation in activities, can approach this incremental integration of home visiting data. Data collectors and and other indicators of home visiting program progress. Home visitors collect data managers from the families they work with. Home visiting model developers and program 1 Early childhood is the time of cmhialdn daegveelrosp mmeantn farogme p trhenea tdala ttharo cuoghll eagcet e8,d w bithy mhoosmt pero vgriasmitso trasr.g eting children from birth to age 5. The early childhood system is a set of policies, approaches, and services that are delivered through existing systems, such as education (e.g., pre-K), health care (e.g., immunization), or social services (e.g., subsidies to offset the cost of child care). 2 Epstein, D & King, C. (2018, December 5). Lessons from the early care and education field for home visiting data integration [Blog post]. Retrieved from https://www.childtrends.org/shining-a-light-lessons-from-the-early-care-and-education-field-for-home-visiting-data-integration. An ECIDS is a data system that combines, secures, and reports information from a variety of early learning services and programs, including data related to children and families served by the program, members of the workforce, and the characteristics of the program or services. For more information on ECIDS, please go to the Early Childhood Data Collaborative website: https://www.ecedata.org/. 2 https://www.bsr.org/reports/BSR_Stakeholder_Engagement_Stakeholder_Mapping.final.pdf ecedata.org 1 ecedata.org 2 The Early Childhood D A T A Collaborative OneRol e Step at a TimePot:e ntTial hStakeeho lBderse nefits Model developers may use data to understand outcomes within their program and of an Inctor unedermstande then brotadaer lla ndAscappe opf hormeo visaitincg inhterv etntoions int thhe reegio n in which they work. Leaders in other early childhood sectors may use data to under­ stand the services that families they work with may be receiving and better coor­ IDnata tuseers gration of Home Visiting and dinate services. Researchers use data to explore questions at the local, state, and national level across early childhood sectors. Legislators and policymakers may use Other Early Childhood Data data to examine overlap in services, large-scale family outc omes, and other topics that can help them prioritize funding effectively and efficiently. Kate Steber and Dale Epstein Step 2. Determine what information to share with and solicit from each Introduction group of stakeholders. DHoatma ein vtiesgitriantgio isn alena idmeprso’ rntaenxtt cstoempp iso ntoe ndte otef rtmhein eea wrlyh acth tiyldpheo oofd i nformation could be shared with e(EaCch) lsatnadkeschaopldee.1 rH gorwouepve. rS, tsatkaetehso lodfetersn nfeaiel dto t op ruinodrietirzset ahnodm teh e goals of Tthhee dSatatate i-nlteevgerla Htioomn,e a s wviesiltl iansg tdhaet ab ewnheefints d aenvde lcohpainllge ntgheesir tehaer leyff cohritl dmhiogohdt lienatedg troa tfeodr themselvVeissi toinr gth Ienitre ogrrgaatinoinz ation. Tdhaitsa usnydsteermstsa n(EdCinIgD Sw)i.l2l Hheolmp eb uviilsdit isntgak reehporeldseernst’s s au prapnogrte foofr building thew sityhs tEeamrl ya nCdh iflodrh ocoondt inued msearvinicteensa, mncoed aenlsd, acnodlle pcrtoiognra omf sd, aetaac. hA dwditithi odniffale irnefnotr mdaattaio n that stakehoDldatear sS nyseteedm tso know varies dreeqpueinredminegn otsn, sthoe iinrt reoglera itnin rge ltahteio dna ttoa tchaen i nbtee gchraatliloenng siynsgt.e Omf taennd, their le(vSeHl IoNfE i)n vporolvjeecmte animt isn shaping ihto. Tmhee vqisuietisntgio dnas tbae ilso dwi sacroen nnoetc etexdh aaucsrtoivsse dbiuffte preronvt imdeo da esltsa, ratsin g point ftoor s tuhpinpkoinrtg s tthatreosu ginh inimtepgorrattainngt twoeplilc ass t for ocmom omthuenr icEaCt ed awtiat.h T sot aakdedhroelsdse trhsi sin c dhiafflleernegnet rtool edsa.t a their home visiting data integration, states can take an incremental approach, integrating with other early childhood Donaet aas pperoctv oidf heorsm e visiting data at a time, rather than tackling data. SHINE is a project of it all at once. The advantages to taking an incremental approach the Early Childhood Data Data providers may be interested in knowing what privacy protections they and their data will receive, when integrating home visiting data with other EC data include Collaborative (ECDC), which as well as what access they will have to the data, such as to reports created using the data after it has the following: focuses on the development been collected. In addition, they may want to know whether they will have a role in determining how and use of coordinated state t•h e Tdhaet ap wroiclle bses uosf eindt,e agnrda tiifn sgo h, owmhaet vtihsaitti nrgo led awtail li netnot aainl. TEhCeID foSl lowing questions are important to early care and education data concsaidne br ew mheann aegnegda gminogr ed eataas iplyr owvhideenr sit: focuses on one piece at a systems. This resource was time, such as a specific model or geographic area. funded by the Heising-Simons • Data protection: Who will have access to the data? What types of identifying information (e.g., zip Foundation. • cSotadteess, chaonu tsreehaot ltdh ien cinocmreem) ewnitlla bl ien taecgcreastsioibnl ea?s Ha opwilo wt ipllh daastea, be secured? learn from any challenges or policy barriers that arise, and apply • Dthaatta k pnroowvlieddegr ea cwcheesns :s Wcailliln dga utap ptoro ivnitdeegrrsa tbee o atbhleer thoo amcec evsissi ttihneg ddaattaa .collected (e.g., via a public online database, via a private database)? Will the data be used to create public reports that data • pInrcorveimdeernst caal nin atecgcreastsi?o n allows states to achieve small wins and demonstrate success on data integration. By showing why integrating home visiting data with other EC data is important and • Dwaotrath p trhoev iidnevre srtomleesn: tW oifl lt dimatea a pnrdo vreidseorusr cgeivse, sintaptuets ocna nh obwui ltdh eb udya-tian afrroem u ssetdak (eeh.go.l,d pearrst. icipating in advisory groups, attending public meetings to discuss reports)? In what format and how often will Thet hpeuirrp foeseed boaf cthki sb ere csoolulerccete ids ?t o provide states with examples of various ways to integrate their home visiting data into their ECIDS over time. This resource will highlight five examples of how states Dcaant aap cporollaecch ttohriss inacnrdem menatnaal ignteergsr ation of home visiting data. Data collectors and managers may be most interested in understanding how the data and systems 1 Early childhood is the time of child development from prenatal through age 8, with most programs targeting children from birth to age 5. The they oversee will fit into the data integration process. For example, they may want to learn how early childhood system is a set of policies, approaches, and services that are delivered through existing systems, such as education (e.g., pre-K), dheaatltah cianrtee (eg.gr.a, itmiomnun mizaatiyon a), ffore scotc iatlh seerivri cdesa (ye-.gt.o, s-udbsaidyie fsu ton cofftisoetn tshe, scousct hof achsil dg caatreh)e. ring data or obtaining consent. 2 Epstein, D & King, C. (2018, December 5). Lessons from the early care and education field for home visiting data integration [Blog post]. They may also want to know whether and how state leaders plan to involve them in ongoing data Retrieved from https://www.childtrends.org/shining-a-light-lessons-from-the-early-care-and-education-field-for-home-visiting-data-integration. iAnnt EeCgIDraS tisi oa nda wta osyrskte. mT thheat fcoomllobiwneisn, sge cquruese, satnido rnepso ratsr ein fiomrmpaotiornt afrnomt tao v acrioetny soifd eearrly w lehareninng e snergviacegsi anngd pdroagtraam cso, ilnlcelucdtiongr sd ata arenladte dm toa cnhaildgreenr san: d families served by the program, members of the workforce, and the characteristics of the program or services. For more information on ECIDS, please go to the Early Childhood Data Collaborative website: https://www.ecedata.org/. ecedata.org 1 ecedata.org 3 The Early Childhood D A T A Collaborative • Informed consent: Who will be consenting to provide data (e.g., caregivers, children, programs, or Omnodeels) ? SWhtate barprier s amigth t daata Tcolliecmtors eenc:o unTterh wheen asBkinge fonr coensefint t(e.sg., language barriers, challenges explaining terminology in plain language)? What power dynamics may oifnfl uaencne w hIetnherc famrieliesm feel teheyn hatvea thle oAptionp nopt tor coonseant c(e.gh., s otciaol or ctomhmeunit y dynamics, fear of institutions)? What training is required to ensure informed consent? •I nCotlleectigng rhigah-tquialoity ndat a:o Dof cu rHrento datma colleect ioVn syistsemist aliignn wgith thae dnatadbas e that will be created for integrated data? How might data need to be modified or standardized to facilitate data integration? What training might data collectors need to successfully collect high-quality Other Early Childhood Data data? • Data collector and manager roles: Will data collectors and managers be consulted about how to Kaatded rSestse cbhaellern gaens dto Ddaatal eco lElepctsiotne oirn management? Will they have the opportunity to provide input on the data collection process to inform modifications? DInattrao udseurcs tion DHoatma eu sveisrist imnga yis baen mimopsto rintatenrte csotemdp ionn leenartn oinf gth aeb eoaurtl yt hceh itlydpheoso do f data and reports that may be a(EvCai)la lbanled oscnacpee d.1a Htao wareev einr,t esgtartaetse do.f tWenh iflaei ls otom per idoartitaiz ues ehrosm mea y already Tkhneo wSt haotew-l ethveeyl Hwoamnte to use tvhisei tdinagta d, aottah ewrhs emna dye nvoelto kpninogw .t hCeoinr seeaqrluye cnhtliyld, hito ios dim inptoergtraantte tdo share inVfoisrimtinagti oInnt eagbroauttio hno w different ddaattaa usyssetre smtask (eEhCoIlDdSer) .2g Hrooumpse mviasiyt ibngen reefiptr efrsoemnt su sai nragn ignete ogfr ated data sow tithha tE tahrleyy C chainld choonosdid er how tsheervyi cweasn, tm tood eenlsg,a agned w pirtohg trhaem psr, oecaecshs .w Sihtha rdiniffge irnefnotr mdaattaio n about how dDaattaa uSsyesrtse cmasn advocate for or sreuqpupiorertm ienntetgs,r asoti oinnt ecganra btien gu stehfeu ld faotra ccraena tbineg c shuapllpenogrti nwgi.t hOifnt ean c, ommun(iStHy,I NesEp)e pcriaoljleyc itf adiamtas can be phoromveid veids ittoin gco dmamtau ins idtiiessc osnernveecdte bdy a hcoromses vdiisffiteinregn. tT mheo dfoelllso,w aisn g questioton ss uaprep oimrtp sotrattaenst i nto i nctoengsriadteinr g wwehlel na se nfrgoamg iontgh dera tEaC u dseartsa:. To address this challenge to data their home visiting data integration, states can take an incremental approach, integrating with other early childhood • Data use: What type of data will be available and how will it be linked? Will data users have one aspect of home visiting data at a time, rather than tackling data. SHINE is a project of access to a codebook or data dictionary of integrated data along with a manual for how to use the it all at once. The advantages to taking an incremental approach the Early Childhood Data integrated data? when integrating home visiting data with other EC data include Collaborative (ECDC), which •th e Sfoulplopworintign:g data integration: How can data from the integration profcoecsuss ebse olenv tehraeg deedv etolo bpumiledn t support for home visiting or other early childhood programs? How caannd t uhsee d oaft ac oinofrodrimna oterd s ustpaptoe rt • The process of integrating home visiting data into an ECIDS different stakeholders’ priorities and activities (e.g., researchers, stateea rolyffi ccaiarels ,a pnodl iecdyumcaakteiorns, deaatraly can be managed more easily when it focuses on one piece at a childhood practitioners)? systems. This resource was time, such as a specific model or geographic area. • Giving back to the community: How can the integrated data lead tof uancdtieodn abbyl et hsete Hpesi stoin g-Simons Foundation. • iSmtaptreosv cea tnh etr ecaotm thmeu innictyre?m Heonwta ml iingthetg rinatteiognr aatse ad pdialotat pinhfaosrem, services that data users provide tleoa crno mfrommu naintiye sc?h Faloler ndgaetsa ours eprosl iwcyh ob atryrpieircsa ltlhya ht aavreis efe, wan idn taeprapclyt i ons with communities (e.g., rtehsaet akrncohwerles,d pgoel iwcyhmena kscearsli)n, gh ouwp tmo iignhtet gthraet ed aottah efar chiolitmatee v tihsietiinr ga bdialittay. to connect with communities in new or deeper ways? • Incremental integration allows states to achieve small wins and demonstrate success on data • Dinatetag ruasteior nr.o Bleys :s Hhoowwi ncgan w thhye ienxtepgerratitsien gp rhoovmidee dvi sbiyti ndga tdaa utas ewrsit bh eo ltehveerr EagCe dda ttoa iins fiomrmpo trhtaen dt aatnad iwnotergthra tthioen in pvreosctemses?n tD oof tthime ed aatnad u rseesrosu ercnegsa,g setadt eins tchaen p bruoiclde sbsu rye-pinre fsreonmt ast vaakreiheotyld oefr sro. les (e.g., researchers, families, legislators, program administrators, or advocates)? The purpose of this resource is to provide states with examples of various ways to integrate their Mhoemtheo vdiss iftoinr gs hdaartian gin atond t hseoilri cEitCinIDgS i nofvoermr taimtioen. Twhiilsl vreasryo udrecpe ewnidlli nhgig ohnlig whht ofi vthee e sxtaamkephleosl doefr hs oawre s tates acnand awphparto raoclhe (tsh)i sth ineyc raerme epnlatayli ningt eags rpaatirotn o of ft hheo mdaet av iisnitteinggr adtaiotan. effort. In addition, it is important to identify the most appropriate data users to connect with and deliver information to stakeholders. For e1 Exaarlmy cphilledh, ohood mis teh ev tiimsiet oofr csh iwldo duevledlo lpimkeenlyt f rbome pthreena btael tshtro pugeho apgele 8 ,t woit hd miroesct tplryog traamlks twarigtehti nhgo cmhilder evn ifsroitmin bgirt hp taor atgice i5p. aThnet s aeabrloy uchti lddhaotoad siynstteemg irsa at isoetn o fa pnodlic iteos, aapspkro afochre sc, oannds seenrvtic etos t huast ear et hdeeliivre rdead ttahr.o Ougnh etxhisetin og tshyseterm hs,a snucdh, aas gedeunccatyio nle (ea.gd.,e prrse- K), health care (e.g., immunization), or social services (e.g., subsidies to offset the cost of child care). m2 Eapsyte bine, D t &h Kei nbg,e Cs.t ( 2p0e18o, Dpelcee mtobe sr h5)a. Lrees sionnfso frromma thtieo enar lay bcaoreu atn tdh eedu dcaatitoan fiineltde fgorr haotmioen v iseitffinog rdta twa iinttheg orattihone r[B eloagr plyos t]. cRehtirliedvhedo forodm lhetatpds:e//rwsw, ws.cuhcildht raensd isn.o rtgh/sehi nainrge-aa-sli gohft- lhesesaonltsh-fr oamn-dth ee-deaurlcy-acatrieo-nan,d b-eedcucaautiosne- fioelfd -tfhore-hiro meex-pviseitriniegn-dcaeta -iinnt ewgroatriokni.n g wAni tEhC IDpSr ois ga rdaamta ssy satecmro thsast scoymsbteinmes,s s.e cures, and reports information from a variety of early learning services and programs, including data related to children and families served by the program, members of the workforce, and the characteristics of the program or services. For more information on ECIDS, please go to the Early Childhood Data Collaborative website: https://www.ecedata.org/. ecedata.org 1 ecedata.org 4 The Early Childhood D A T A Collaborative Step 3. Choose how to engage stakeholders in the data integration One Step at a Time: The Benefits process. Aoftefr idaentnifyin gI kney cstarkeeholmders aendn thet taypels oAf infoprmpatiorn oto saharce whith otr soolic it tfrohm ethe m, data integration leaders should determine how to engage stakeholders in the data integration process, recognizing that stakeholders may differ in what they can contribute to the process. For example, Integration of Home Visiting and some stakeholders may be able to offer valuable guidance about how data can be shared, whereas others may have greater insight into the best uses of data with the populations that can benefit most Other Early Childhood Data from integrated data. Therefore, individuals and organizations may take diffe rent roles in the data integration process or participate at different stages of the process. Figure 1 illustrates four levels at which stakeholders may engage in the data integration process: Kate Steber and Dale Epstein informing, consulting, collaborating, and sharing leadership. The number of stakeholders involved in the process will vary according to their level of engagement, with the largest group of stakeholders bIneitnrgo indfourmcetdio abnout data integration and the smallest group sharing leadership of the system. FHiogmuree v1i.s Sittinakge ihs oalnd eimrsp’ loervtealnst o cfo emnpgoagneenmte onft tihne t heea rdlya tcah iilndtheogoradt ion process (EC) landscape.1 However, states often fail to prioritize home The State-level Home visiting data when developing their early childhood integrated Visiting Integration data systems (ECIDS).2 Home visiting represents a range of Sharing lweaitdh eErasrhlyi pCh ildhood services, models, and programs, each with different data Data Systems requirements, so integrating the data can be challenging. Often, (SHINE) project aims home visiting data is disconnected across different models, as to support states in integrating Consulting well as from other EC data. To address this challenge to data their home visiting data integration, states can take an incremental approach, integrating with other early childhood one aspect of home visiting data at a time, rather than tackling data. SHINE is a project of it all at once. The advantages to taking an incremenCtaol lalpapbrooraacthi ng the Early Childhood Data when integrating home visiting data with other EC data include Collaborative (ECDC), which the following: focuses on the development and use of coordinated state • The process of integrating home visiting dIantafo inrmto ianng E CIDS early care and education data can be managed more easily when it focuses on one piece at a systems. This resource was time, such as a specific model or geographic area. funded by the Heising-Simons Source. The above figure has been informed and developed based on stakeholder engagement recommendations from the H• omSet Vaitseitsin gc aAnp ptrlieeda tR tehseea rinchc rCeomllaebnotraatli vien.t (e2g0r1a8)t.i oThne aIms pao prtialnocte p ohf aPsaert,i cipatory AFpporuonacdhaetsi oinn P.recision Home Visiting Research. Baltimore, MD: Child Trends and James Bell Associates. Retrieved from: https://www.hvresearch.org/precision-home­ learn from any challenges or policy barriers that arise, and apply visiting/participatory-approaches/ that knowledge when scaling up to integrate other home visiting data. Informing • Incremental integration allows states to achieve small wins and demonstrate success on data It isi nimtepgorrattaionnt .f oBry lsehaodwerisn gto w kheye pin taellg srtaatkinegh ohlodmeres vinisfoitrinmge dda tthar owuitghh ooutht etrh eE Cd adtaat ain itse gimraptoiornta pnrto acneds s. For winosrttahn tchee, lienavdeestrms sehnot uoldf teimnseu aren dth raets ostuarkceehso, sldtaetress u cnadne rbsutailndd b tuhye- ign ofraolsm o sf ttahkee hdoatldae irnst.e gration process and are aware of any major changes or updates. Data integration leaders will be most The purpose of this resource is to provide states with examples of various ways to integrate their successful in building stakeholder support if they engage stakeholders at the beginning and then home visiting data into their ECIDS over time. This resource will highlight five examples of how states inform them regularly throughout the process, so that individuals, programs, and communities stay can approach this incremental integration of home visiting data. informed of changes or decisions that will affect the way data are collected, managed, and used. Leaders may choose to send email newsletters, provide updates via social media, share information at t1 aEarrglye ctheilddh omode ies ttihne gtims ea obf ochuiltd tdhevee lpoprmoecnet sfrso,m o prr epnarteasl tehnrotu gaht acgoe n8,f weirthe nmcosets p raongrdam ms tearegteitningg sc.h ildren from birth to age 5. The early childhood system is a set of policies, approaches, and services that are delivered through existing systems, such as education (e.g., pre-K), health care (e.g., immunization), or social services (e.g., subsidies to offset the cost of child care). 2 Epstein, D & King, C. (2018, December 5). Lessons from the early care and education field for home visiting data integration [Blog post]. Retrieved from https://www.childtrends.org/shining-a-light-lessons-from-the-early-care-and-education-field-for-home-visiting-data-integration. An ECIDS is a data system that combines, secures, and reports information from a variety of early learning services and programs, including data related to children and families served by the program, members of the workforce, and the characteristics of the program or services. For more information on ECIDS, please go to the Early Childhood Data Collaborative website: https://www.ecedata.org/. ecedata.org 1 ecedata.org 5 The Early Childhood D A T A Collaborative Consulting One Step at a Time: The Benefits To promote continuous system improvement, data integration leaders may consider consulting with a group of data providers, data collectors and managers, and data users to gather their feedback of an Incremental Approach to the about what works well and what can be improved. From the group of informed stakeholders, leaders may collect information or feedback from these stakeholders about how the data integration process Integration of Home Visiting and is going. By collecting feedback at regular intervals, data integration leaders can implement changes that improve the accessibility and utility of the system. Leaders can take one of two different aOpprotahchees tor c onEsulatingr sltaykeh oClderhs oir ulsde a hcomobinoatiodn o f Dapparoatchaes. In the first approach, data integration leaders identify a group of stakeholders they will consult at regular intervals to gather feedback on changes over time. Alternatively, leaders consult different groups of stakeholders at different points in time to ensure that they capture the perspectives of a broad group of individuals Kate Steber and Dale Epstein and programs that interact with the system; these stakeholders may be invited to participate when pertinent topics or issues arise in the data integration process. Typically, meetings—whether they hInaptpreond inu pcetrsioonn or virtually—are most effective for consulting with stakeholders because the format allows for discussion and collaboration. Other approaches include focus groups, surveys, or individual cHoonmveer vsiastiitoinngs . is an important component of the early childhood (EC) landscape.1 However, states often fail to prioritize home The State-level Home Collaborating visiting data when developing their early childhood integrated Visiting Integration data systems (ECIDS).2 Home visiting represents a range of with Early Childhood Data integration leaders may ask an even smaller subset of stakeholders to collaborate with them to services, models, and programs, each with different data Data Systems shape each step of the data integration process, from project planning through completion, as equal requirements, so integrating the data can be challenging. Often, (SHINE) project aims partners. Stakeholders at this level of engagement would be expected to have a dedicated role in the home visiting data is disconnected across different models, as to support states in integrating process as well as a larger say in decision-making. Stakeholders who collaborate with data integration well as from other EC data. To address this challenge to data their home visiting data leaders on the full process of developing and running the data system will have a more intensive role integration, states can take an incremental approach, integrating with other early childhood in the system than those who are involved only at the informing and consulting levels of engagement. one aspect of home visiting data at a time, rather than tackling data. SHINE is a project of Therefore, these individuals should have the capacity to dedicate time to the process, as well as an it all at once. The advantages to taking an incremental approach the Early Childhood Data understanding of the system and how it works. It is likely that these stakeholders will be convened or when integrating home visiting data with other EC data include Collaborative (ECDC), which asked to collaborate on a frequent and regular basis, such as in monthly or quarterly meetings. the following: focuses on the development Sharing leadership and use of coordinated state • The process of integrating home visiting data into an ECIDS early care and education data can be managed more easily when it focuses on one piece at a Finally, data integration leaders may choose a select group of stakeholdseyrsst,e wmhso. T rheips rreesseonutr icned wivaidsu als, time, such as a specific model or geographic area. programs, and communities involved with or affected by the data, to plfauyn ad erodl eb yin t hgeo vHeerinsiinngg -tShiem ons system. These stakeholders may be responsible for setting policies, makFionugn ddeactiiosino.ns about how and • States can treat the incremental integration as a pilot phase, when data are used, and determining which data are integrated within the system. They may serve on learn from any challenges or policy barriers that arise, and apply a governance entity specifically around the use of integrated data.3 that knowledge when scaling up to integrate other home visiting data. Stakeholders who share leadership of the data integration process may be expected to have more • Incremental integration allows states to achieve small wins and demonstrate success on data expertise than those who are involved at the collaborating level because these individuals govern, integration. By showing why integrating home visiting data with other EC data is important and monitor, and oversee the system. Partners at this level of engagement are expected to have to or worth the investment of time and resources, states can build buy-in from stakeholders. develop an understanding of data governance and privacy issues. At the start of the integration pThroec peussr,p tohseey o mf athyi sp arertsiocuiprcaete i sin t ow peerokvlyid oer smtaotnetsh wlyi tmh eeextaimngpsl.e Os nocf ev athrieo usys swteamys isto d ienvteelgorpaeted ,t haneidr ghoomveer nviinsgit iinsg p driamtaa riinlyt ofo tchuesire EdC oInD Sm oavinetre tniamnec.e T, hsitsa kreeshoouldrceer sw wilhl ohi gshhalirgeh lte fiavdee resxhaipm sphleosu lodf shtoilwl m setaette s rceagnu alaprplyr,o baucth tthheisir imncereetminegnst aml ainyt eogcrcautrio onn o af mhoomnteh lvyis bitainsigs .d ata. 1 Early childhood is the time of child development from prenatal through age 8, with most programs targeting children from birth to age 5. The early childhood system is a set of policies, approaches, and services that are delivered through existing systems, such as education (e.g., pre-K), health care (e.g., immunization), or social services (e.g., subsidies to offset the cost of child care). 2 Epstein, D & King, C. (2018, December 5). Lessons from the early care and education field for home visiting data integration [Blog post]. Retrieved from https://www.childtrends.org/shining-a-light-lessons-from-the-early-care-and-education-field-for-home-visiting-data-integration. An ECIDS is a data system that combines, secures, and reports information from a variety of early learning services and programs, including data 3r eFlaotre dm too rceh iilndfroernm anadti ofanm ailbieos uste revsetda bbyli sthhein pgr odgartaam g, moveemrbnearns coef tshteru wcoturkrfeosrc we,i tahn dh othme ech vairsaictitnegris stitcask oefh tohled perrosg, rsaeme oInr cselurvdiicnegs. HFoorm meo re information on ECIDS, please go to the Early Childhood Data Collaborative website: https://www.ecedata.org/. Visiting Programs in Data Governance Bodies available at childtrends.org/shine-initiative. ecedata.org 1 ecedata.org 6 The Early Childhood D A T A Collaborative Conclusion One Step at a Time: The Benefits Support and input from a variety of stakeholders is critical for the successful integration of home voisitfin g adatna w itIh nothcer reaerly mchildheoond dtataa. Tlhe fiArst pstepp towraord eangcagihng sttakoeho ldterhs ine da ta integration efforts is to identify key stakeholders and inform them about the goals of data integration, solicit information from them to learn how to best meet their needs, and describe their role in the Integration of Home Visiting and integrated data system and how the system might benefit their work. Data integration leaders can successfully involve stakeholders in the process by selecting the appropriate stakeholders to engage, Other Early Childhood Data communicating important information to them, and staying engaged with th em on an ongoing basis. Stakeholders can be involved in this process in one or more of the following roles: data providers, data collectors and managers, and data users. It is important to think beyond the individuals Kate Steber and Dale Epstein and organizations who are usually at the table for home visiting discussions and decisions when identifying who should be informed about data integration efforts, which may require intentional and eInxttrar oeffdourt cotni tohen part of data integration leaders. For information on crafting messages to reach stakeholders with different roles and priorities, see the additional resources section below. Home visiting is an important component of the early childhood • Early Childhood Integrated Data Systems (ECIDS) Toolkit: Stakeholder Engagement: The State (EC) landscape.1 However, states often fail to prioritize home The State-level Home Longitudinal Data System team developed a toolkit to support the development of an ECIDS, visiting data when developing their early childhood integrated Visiting Integration which includes a section on stakeholder engagement. This resource can be adapted for engaging data systems (ECIDS).2 Home visiting represents a range of with Early Childhood home visiting stakeholders and includes self-assessments, planning guides, communication plans, services, models, and programs, each with different data Data Systems and other guidance that may be important for successful stakeholder engagement. requirements, so integrating the data can be challenging. Often, (SHINE) project aims •h o mSeta vkiesihtoinlgd edra ctoa mism duisnciocnantieocnt:e Tdh aec Uronsivse drsiffiteyr eonf tK manosdaesl sC, eanst er for Cotmo msuupnpitoyr tH setaalttehs ainn din tegrating well as from other EC data. To address this challenge to data their home visiting data Development’s Community Toolbox (Chapter 6) providers information about creating a integration, states can take an incremental approach, integrating with other early childhood communication plan, including identifying the best methods for communicating with different one aspect of home visiting data at a time, rather than tackling data. SHINE is a project of groups and crafting successful messaging. it all at once. The advantages to taking an incremental approach the Early Childhood Data •w heKne yin qteugersattiionngs h foomr set avkiseithionlgd derast:a T wheit hE aortlhye Cr hEiCld hdoatoad i nDcaltuad Ce ollaboraCtoivlela’sb ogrraatpivheic ( oEuCtDliCni)n, gw kheicyh the qfoulelostwioinngs : that can be answered by integrated data for different stakfeohcoulsdeesr o gnr othuep sd ceavne lobpe mheelnptf ul for determining what types of information to share about the benefiatns do fu tshee o sfy csoteomrd.i nated state • The process of integrating home visiting data into an ECIDS early care and education data • Icnafno rbme emda cnoangseedn tm: Tohree eInatseilryn wathioenna ilt Rfoecscuusees C oonm omniet tpeiee’cs er easte aa rch toolkit, Obtaining Meaningful systems. This resource was Itnimfoer,m seudch C aosn ase snpte, coiufitcli nmeosd beal rorire grse otog rinapfohrimc eadre cao. nsent, methods for overcoming these barriers, funded by the Heising-Simons and methods for minimizing coercion. Foundation. • States can treat the incremental integration as a pilot phase, learn from any challenges or policy barriers that arise, and apply that knowledge when scaling up to integrate other home visiting data. • Incremental integration allows states to achieve small wins and demonstrate success on data integration. By showing why integrating home visiting data with other EC data is important and worth the investment of time and resources, states can build buy-in from stakeholders. The purpose of this resource is to provide states with examples of various ways to integrate their home visiting data into their ECIDS over time. This resource will highlight five examples of how states can approach this incremental integration of home visiting data. 1 Early childhood is the time of child development from prenatal through age 8, with most programs targeting children from birth to age 5. The early childhood system is a set of policies, approaches, and services that are delivered through existing systems, such as education (e.g., pre-K), health care (e.g., immunization), or social services (e.g., subsidies to offset the cost of child care). 2 Epstein, D & King, C. (2018, December 5). Lessons from the early care and education field for home visiting data integration [Blog post]. Retrieved from https://www.childtrends.org/shining-a-light-lessons-from-the-early-care-and-education-field-for-home-visiting-data-integration. An ECIDS is a data system that combines, secures, and reports information from a variety of early learning services and programs, including data related to children and families served by the program, members of the workforce, and the characteristics of the program or services. For more information on ECIDS, please go to the Early Childhood Data Collaborative website: https://www.ecedata.org/. ecedata.org 1 ecedata.org 7

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