ERIC ED614484: Engaging Stakeholders in Home Visiting Data Integration Efforts

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by  ERIC

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