Using Data for Program Improvement Christina Kasprzak May, 2011

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Text of Using Data for Program Improvement Christina Kasprzak May, 2011

  • Using Data for Program Improvement

    Christina KasprzakMay, 2011

  • Using data for improvementAnalyzing the DataInterpreting the DataPlanning for Improvement

  • Evidence refers to the numbers, such as 89% of families reported ...

    The numbers are not debatableAnalyzing the data what is the evidence?

  • How do you interpret the numbers?What can you conclude from the numbers?Does evidence mean good news? Bad news? News we cant interpret?To reach an inference, sometimes we analyze data in other ways (ask for more evidence).Interpreting the data what do you mean?

  • Given the inference from the numbers, what should be done?What are recommended actions?What quality practices could help accomplish this outcome?Another role for stakeholders?Planning for improvement- what actions will you take?

  • Looking at Family Survey Data

  • Return rateRepresentative of population servedEnsuring quality of our data

  • What do I do with my family outcomes data?Looking at outcomes for all families in the programLooking at outcomes by sub-groupsLooking at outcomes over time

    Analyzing family outcomes survey data

  • Overall means on indicator(s)Frequency distributions

    Looking at family outcomes for all families

  • Overall family survey data

  • Overall family survey data

  • Palau: Frequency distributionTo what extent has your childs program: helped you know how to help your child learn? encouraged you to be actively involved in your childs education?included you as a full partner in making decisions about your childs education?

    Figure 3: 2009 Preschool Survey Results

  • System Characteristics Service Characteristics Family Characteristics Child CharacteristicsLooking at family outcomes by subgroups

  • across the system?

    Do you have regions/programs that are reasonable subgroups?What about classrooms, teams, providers?Type of program?

    Are there differences in outcomes

  • across service characteristics?

    Types of serviceIntensity of servicesWhere services receivedetc.

    Are there differences in outcomes

  • Breakdown for each FSM state

  • Guam Part B

  • What system or service variables make the most sense when analyzing YOUR data? -Region, program, classroom, team, provider, type of program, etc.?-Type of service, intensity of service,where service is received, etc.?

  • across family characteristics?

    Race/ethnicityFamily incomePrimary languageetc.

    Are there differences in outcomes

  • across child characteristics?

    Race/ethnicityFamily incomePrimary languageetc.

    Are there differences in outcomes

  • CNMI-CTable 2. Percent of Families who Report that Early Intervention Services has Helped their Family in Measurement A, B, and C

  • Analysis by childs disability

  • What family or child characteristics make the most sense when analyzing YOUR data? -Family race/ethnicity, income, language, length of time in service, etc.?-Child race/ethnicity, type of disability, length of time in service, etc.?

  • Do family outcomes change over time?

  • OSEP indicators 4a, 4b, 4c:Statewide results (2006-2008)

  • AS- PART CQ16: Know their rights Indicator 4: Year-to-Year comparisons for question 16

  • Guam Part C- Item comparison over timeJune 2004 & June 2005 Parent Survey Responses Related to Family Capacity

  • How are families doing on each item?

  • Family survey:Statewide response to questions 1-15

  • If the lowest rated items are:KNOWING YOUR RIGHTS AND ADVOCATING FOR YOUR CHILD 4. How much does your family know about the programs and services that are available?6. How familiar is your family with your rights?

    HAVING SUPPORT SYSTEMS 10. How often does your family have someone your family trusts to listen and talk with when they need it?11. How often does your family have someone you can rely on for help when your family needs it?12. How often is your family able to do the things your family enjoys?

    ACCESSING YOUR COMMUNITY 15. How often does your child participate community/social activities right now?Then what kinds of improvements in practices would you want to implement?

  • AS- Part B items (not their chart)

    Teachers and administration seek out my input;Show sensitivity to the needs of my child; Encourage me to participate in the decision-making process;Respect my cultural heritage; Help me to understand the Procedural Safeguards [the rules in federal law that protect the rights of parents]; andShow a willingness to learn more about my childs needs.

  • AS- Part B items (fake data!)

  • More than 90% of the parents surveyed during FFY 2009 monitoring visits also indicated they would be able to:

    locate policies and procedures related to special education and free appropriate public education;identify RMIs special education programs and services; exercise rights as parents of a child with disabilities;participate in the education of their children; andassist and support the public education system.

    MH- Report by items

  • Analyzing the DataInterpreting the DataPlanning for Improvement

    Using data for improvementThen did your improvement activities make a difference?

    ************Palau preschool data****FSM (but I edited the table to include less info)****CNMI (but I edited the table to include less info)********What are the lowest scoring items?*If these are the lowest scoring items, what might you do to improve these outcomes?*AS Part B items from the survey in their APR. Not their chart!

    Fake data what are the lowest scoring items?

    *Bar chart presentation of the same data. What are the lowest scoring items? What might you do to improve these data?**