Thursday August 1, 2013

Thursday August 1, 2013 Baron Rodriguez, PTAC Director Dale King, FPCO Director Corey Chatis, State Support Team Missy Cochenour, State Support Team Robin Nelson, DaSy Center 1

Welcome & Introductions Robin Nelson, DaSy Center Missy Cochenour, SLDS SST 2

Objectives for the Day Develop understanding of key privacy issues in using data in early childhood Increase understanding of how to use early childhood data from planning through sustainability Review analysis of research questions for policy, program, and practice at various administration levels Learn about FERPA & HIPAA impact on development of EC research questions and sharing of data across agencies and with external audiences Develop state tools to take back to state to inform data use 3

Introductions As a state, discuss what you hope to learn today and how each of you fit into the state picture around early childhood integrated data systems, both now and in the future. 4

Data Use Framework PLAN CREATE large images SUPPORT 5

Privacy Considerations in Using Early Childhood Data Baron Rodriguez, PTAC 6

Privacy Considerations in Using Early Childhood Data What legal obligation do EC educational agencies and institutions have to protect PII from students records? Privacy of individual student records are protected under FERPA Other Federal, State,and local laws, such as HIPAA and IDEA, may also apply Determine how/which information is going to flow between agencies to help assess which laws may apply Develop data sharing agreements which ensure data is only shared for authorized purposes and adequately protected at all times. 7

Privacy Considerations in Using Early Childhood Data FERPA s Audit and Evaluation Exception A state or local educational authority may designate a third party as their authorized representative and then disclose PII from education records to them for the purposes of conducting an audit or evaluation of a federal or state supported education program. 8

Privacy Considerations in Using Early Childhood Data FERPA s Audit and Evaluation Exception Requirements Disclosing entity must be a state or local educational authority Must be for the evaluation of a federal or state supported education program Must use a written agreement to designate the recipient as the authorized representative The written agreement must include a number of required elements (see Guidance on Reasonable Methods and Written Agreements ) 9

Privacy Considerations in Using Early Childhood Data FERPA s Audit and Evaluation Exception Requirements (cont d) The recipient must: Comply with the terms of the written agreement; Use the PII only for the authorized purpose; Protect the PII from further disclosure or other uses; Destroy the PII when no longer needed for the evaluation. 10

Privacy Considerations in Using Early Childhood Data Non Profit Scenarios Ray Marshall Center & Austin ISD Midwest school district & large non profit

SLDS Data Use Framework Corey Chatis, SLDS SST 12

Data Use Framework PLAN CREATE large images SUPPORT 13

Data Use Framework: PLAN Mission and Goals What is the point? PLAN CREATE SUPPORT 14

Data Use Framework: PLAN Mission and Goals What is the point? Identification and prioritization of users PLAN CREATE Who are we serving? SUPPORT 15

Data Use Framework: PLAN Mission and Goals What is the point? Identification and prioritization of users PLAN CREATE Who are we serving? SUPPORT Identification of uses What types of decisions and/or actions will the system inform? 16

Data Use Framework: CREATE Stakeholder engagement How do we involve those whom we intend to serve? PLAN CREATE SUPPORT 17

Data Use Framework: CREATE Stakeholder engagement How do we involve those whom we intend to serve? Products/Resources PLAN CREATE What types of products/ resources will the SLDS generate? SUPPORT 18

Data Use Framework: CREATE Stakeholder engagement How do we involve those whom we intend to serve? Products/Resources PLAN CREATE What types of products/ resources will the SLDS generate? SUPPORT Delivery How will you deliver data to key users? 19

Data Use Framework: SUPPORT User support How will users know how to use the system? PLAN CREATE How will users understand the data provided by the system? How will users know what to do with the data provided by the system? SUPPORT 20

Data Use Framework: SUPPORT (continued) Evolution and Sustainability How do we continue to support users and their needs as they expand and evolve? PLAN CREATE How do we make the system an essential resource for users? SUPPORT How do we ensure we have the resources to continue meeting users needs? 21

Data use Framework Identification of Uses Stakeholder Engagement Identification & Prioritization of Users PLAN CREATE Products/Resources Mission & Goals Delivery large images SUPPORT Evolution & Sustainability User Support 22

Data Use Strategy: Plan Corey Chatis, SLDS SST 23

Data Use Strategy: Plan Mission and Goals: What is the point? Defining and communicating a common vision Establishing clear goals, defining success the value of logic chains Ensuring that all subsequent decisions regarding tools, products, training, communication, etc. are anchored to the vision and goals 24

Data Use Strategy: Plan Identification and Prioritization of User Roles: Who are we serving? The importance of focus: You cannot be everything to everyone Understanding what is important to each user role and how that supports the overall mission/objectives of the SLDS 25

Data Use Strategy: Plan Identification of Uses: What types of decisions and/or actions will the system inform? Ensuring the system has the data (granularity, frequency, quality) required to appropriately inform the identified decisions and/or actions Identifying the hooks for each user role how will the SLDS data help them improve their work Understanding how data can be applied within users current context: Actionable and relevant 26

Governance Considerations for Planning Missy Cochenour, SLDS SST Robin Nelson, DaSy Center 27

What is EC Data Governance? Data governance is both an organizational process and a structure. It establishes responsibility for data, organizing program area staff to collaboratively and continuously improve data quality through the systematic creation and enforcement of policies, roles, responsibilities, and procedures. DG can be structured to support one sector (e.g., EC) or span across sectors (e.g., P 20W) but there are key differences between the two. 28

What is EC Data Governance? Data Governance: Helps to protect interests of stakeholders by enforcing compliance with agreed upon rules and regulations regarding data management (including security) Outlines who can take what actions, when, with what information, and using what methods Defines rules of engagement, organizational bodies, accountable individuals, and processes Is formalized as a set of policies and procedures Encompasses the full data life cycle (Your resource guide has a variety of data governance resources and for more information talk to Missy or Corey for additional EC Data Governance support) 29

Governance Process Related to Planning Decision Making Authority Establish organizational structure with different levels of DG & specify roles and responsibilities at each level Data Request Process Who approves or denies the requests? Based on what criteria? Recommending approval Reviewing cost estimates and available resources Identifying users Standard policies and procedures establish rules of engagement for dealing with all levels of stakeholders 30

Interactive State Session 1 Missy Cochenour, SLDS SST 31

Interactive State Session 1: Plan Early Childhood Data Use: Plan (toolkit will be provided) 32

Key Data Uses in Early Childhood Missy Cochenour, SLDS SST 33

Key Data Uses in Early Childhood What is driving the work in Early Childhood? Critical policy and program questions across agencies and programs Who are the potential users? Policymakers, program administrators, teachers, parents, and others Discussion question: What does the use have to do with Privacy? 35

Key Data Uses in Early Childhood User Interest/Need Example(s) Policymakers & Legislators Program leaders Inform policy development, revision, and funding decisions Improve program effectiveness and efficiency Resource allocation, program evaluation, legislative actions, etc Program evaluation, resource allocation, staffing needs, community needs, program development, program planning, etc. Educators Inform decisions to improve local level learning environments Resource allocation, staffing needs, instructional approaches, student placement, curriculum development, etc. Researchers Assess the impact of policies and programs on students and education entities Research questions, program evaluation, policy evaluation, etc. Families Support learning and inform decisions about placement in available schools/programs/ courses Which schools/program to send their child to, which classes to take to be ready for college, resources available, etc. 36

Key Data Uses in Early Childhood User Examples from Other States Policymakers & Legislators 1. Are children birth to age 5 on track to succeed when they enter school? 2. What are the education and economic returns on early childhood investments? 3. What are the definable characteristics of the state s Birth 8 workforce? 4. Which children and families are and are not being served by which programs and services? Program leaders 1. What characteristics of programs are associated with positive outcomes for which children 2. What characteristics of programs improve quality of services for families? 3. Is my program effective? 4. Are my teachers prepared to meet the needs of the families we serve? Educators 1. Is my class/child development on track to succeed when they enter school? 2. Is this instructional strategy working for this child? Researchers 1. Does the self regulation of a child predict their school success in K? 2. How effective is this program? (General program evaluation) 3. What would the impact of increased quality standards have on the workforce? Families 1. What is the best program for my child? Where are programs located? 2. Is my child on track to be ready for school? 37

FERPA and PART C of the IDEA Dale King, FPCO 38

FERPA and PART C of the IDEA Family Educational Rights and Privacy Act (FERPA) FERPA provides parents the right to: inspect and review education records seek to amend education records; and consent to the disclosure of personally identifiable information from education records, except as provided by law 39

FERPA and PART C of the IDEA FERPA and IDEA Part C FERPA generally applies to records subject to Part C of IDEA. The more specific provisions in the new Part C regulations published on September 28, 2011, (which regulations are consistent with, and incorporate the protections under, FERPA) govern the confidentiality rights of infants and toddlers with disabilities and their parents. 40

FERPA and PART C of the IDEA IDEA Part C and Confidentiality Part C ensures the protection of the confidentiality of any personally identifiable data, information, and records collected or maintained by the Secretary under Part C and by participating agencies, including the State lead agency and EIS providers, in accordance with FERPA. 41

FERPA and PART C of the IDEA Translation of Terms FERPA Education record Education Educational agency or institution School official State educational authority Student Part C Early intervention Record Early intervention Participating agency Qualified EIS personnel/service coordinator Lead agency Child under IDEA Part C 42

FERPA and PART C of the IDEA Education Records and Early Intervention Records FERPA: Education records are records that are directly related to a student; and maintained by an educational agency or institution or by a party acting for the agency or institution. Part C: Early intervention records to mean all records regarding a child that are required to be collected, maintained, or used under part C of the Act and the regulations of this part. Health records on students, including immunization records, maintained by an educational agency or institution subject to FERPA are education records subject to FERPA. 43

FERPA and PART C of the IDEA Personally Identifiable Information FERPA: includes, but is not limited to the student s name, name of the student s parent or other family members, address of the student or student s family, social security number, student s date of birth, place of birth, and mother s maiden name. Also, includes other information that, alone or in combination, is linked or linkable to a specific student; or information requested by a person believed to know the identity of the student to whom the education record relates. Part C: Means personally identifiable information as defined in 34 CFR 99.3 as amended, except that the term student in the definition of personally identifiable information in 34 CFR 99.3 means child as used in this part and any reference to school means EIS provider as used in this part 44

FERPA and PART C of the IDEA Inspection and Review of Records FERPA: Provides that educational agency or institution, as well as the SEA, afford parents and eligible students the right to inspect and review their education records, within 45 days of receiving request. Part C: Requires each participating agency to comply with a parent s request to inspect and review any early intervention records relating to their children that are collected, maintained, or used by the agency without any unnecessary delays and before any meeting regarding an IFSP, or any hearing pursuant to 303.430(d) and 303.439, and in no case more than 10 days after the request has been made. 45

FERPA and PART C of the IDEA Amending Records FERPA: Affords parents the right to seek to amend information in their child s education records and an opportunity for a hearing to challenge the content of education records. Part C: Provides the same opportunity for a hearing to challenge the content of education records as FERPA provides. Part C states that a hearing held under 303.411 must be conducted according to the procedures in FERPA. 46

FERPA and PART C of the IDEA Consent for Disclosure FERPA: Requires that a parent or eligible student provide a signed and dated written consent before a school discloses education records, except for specific exceptions. Part C: requires parental consent before PII is disclosed to parties, other than to authorized representatives, officials, or employees of participating agencies in order to meet Part C requirements; and parental consent before using PII for any purpose other than meeting the requirements of Part C. Part C: Part C lead agency or other participating agency may not disclose PII to any party except participating agencies (including lead agency and EIS providers) that are part of the State s Part C system without parental consent, unless authorized to do so under Part C or one of the exceptions in FERPA, where applicable to Part C. 47

FERPA and PART C of the IDEA FERPA Exceptions to Consent Relevant to Part C To comply with a judicial order or subpoena To respond to a health or safety emergency In connection with audit or evaluation of Federal or State supported education programs, or for the enforcement of or compliance with Federal legal requirements which relate to those programs. Disclosure of PII from education records of children in foster care to: agency caseworker or other representative of a State or local child welfare agency (CWA) who has the right to access a student s case plan under State or tribal law. (Uninterrupted Scholars Act) 48

FERPA and PART C of the IDEA Record of Access FERPA: Contains recordkeeping requirements for both schools and SEAs. Records must (1) be maintained as long as record is maintained; (2) include parties who requested or received information; and (3) include legitimate interest the parties had in receiving information. Part C: Contains recordkeeping requirements for participating agencies. Agencies (1) must keep a record of parties obtaining access to early intervention records collected, maintained, or used under Part C; (2) and include name of party, date access given, and purpose for which the party is authorized to use the records. 49

Privacy and Governance Considerations for Use Corey Chatis, SLDS SST 50

Privacy Considerations: Use Phase Complying with FERPA: Under what exception does it apply? List the exceptions (could we create a spreadsheet to share so they can take it home/ PTAC FAQ) Is there an MOU in place to share these data? Does it include the critical question and the related elements? Aggregate and de identified data 51

Governance Considerations: Use Phase Data Content Management Clearly defined purposes explaining why data are collected and used Data access and use policy Who has what level of access to the data? Under what conditions? Data request process Is PII absolutely necessary for this research? How do external parties request access to the data? Who approves or denies the requests? Based on what criteria? 52

Interactive State Session 2: Use Early Childhood Data Use: Use (toolkit will be provided) 54

PTAC 101 on Multi Agency MOUs Baron Rodriguez, PTAC 55

PTAC 101 on Multi Agency MOUs KEY POINTS Audit & Evaluation is generally the exception you would use to share data under FERPA. The Studies exception has a very narrow focus PTAC can assist with review of data sharing agreements. A few considerations: PTAC can t review in regard to state/local laws, which may be more stringent PTAC/ED can t give a stamp of approval, but can say it meets the requirements and/or best practices set forth in the data sharing agreement checklist The agreement may differ depending on which exception you use and the architecture/ownership of the various systems. Consult with PTAC if you have questions on this. Utilize the PTAC checklist to get started! (Let s go now!) 56

Early Childhood Create Strategies Missy Cochenour, SLDS SST Corey Chatis, SLDS SST 57

Data Use Strategy: Create Stakeholder engagement: How do we involve those whom we intend to serve? Establishing goals for engagement Setting expectations up front: what is being asked, what will be provided Communications versus input Leveraging existing groups The importance of follow up 59

Data Use Strategy: Create Products/Resources: What are we creating? Selecting tools appropriate for users User population size Technology skill level Degree of user driven inquiry/interaction Creating sum greater than the parts the power of an aligned set of resources anchored to a core set of critical questions 60

Data Use Strategy: Create Delivery: How do we get it to users? Understanding users current work context The value of well planned rollouts Communication plan Timing based on users calendar Identifying hooks that prompt usage after initial rollout 61

Privacy and Governance Considerations for Create Baron Rodriquez, PTAC 62

Privacy Considerations: Create Does your MOU allow for sharing data with the particular audience requesting? Have you considered your system type and data flow to ensure you are using the correct FERPA exception? Does your website address all the FERPA compliance elements needed before posting reports or accessing data files? Have you considered alternative reporting mechanisms such as aggregate data or properly de identified data to ease legal/risk burden on your agency? 63

Governance Considerations: Create Assigning different levels of data access based on their roles and responsibilities Established policies and procedures to: Define how individual data or reports will be shared with relevant stakeholders Ensure that PII is protected in public aggregate reports Ensure that data sharing and reporting comply with federal, state and local laws 64

Interactive State Session 3: Create Early Childhood Data Use: Create (toolkit will be provided) 66

Perspectives on Research Using Early Childhood Data 67

Early Childhood Research Community Support Various Perspectives: Within the state agencies (WI, Hilary Shager) Within a state collaborative research partner (ARC, Sarah Argue) National child outcomes (ECO Center/DaSy, Kathy Hebbeler) National research on EC to K12 (NCES SLDS, DJ Cratty) 68

State Responses to the Panel How does your state plan to work with researchers? What are the benefits? The challenges? What information shared by the panelist really resonated with you? What would you like to know more about? What questions do you still have? 69

Wrap Up Baron Rodriquez, Privacy Technical Assistance Center Missy Cochenour, SLDS State Support Team Robin Nelson, DaSy Center 70