Collecting PostSchool Outcomes Data

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Collecting Post-School Outcomes Data Charlotte
Alverson and Penny Church National Alliance
Conference Washington, DC January 31, 2008
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Session Purpose

• To learn the background about post-school
  outcomes data collection
• To understand the collection and reporting
  requirements
• To advocate for student and their family
  participation

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NPSO Who we are, what we do
NPSO is a national technical assistance and
dissemination center funded by the U.S.
Department of Education Office of Special
Education Programs (OSEP). University of Oregon
TACS/WRRC
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NPSO Charge

• ...to assist State Education Agencies to develop
  practical, yet rigorous data collection systems
  so that the SEA can describe the further
  education and competitive employment experiences
  of youth with disabilities as they transition
  from high school to adult life.

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Findings from state data collection efforts are
used to

• Report at the national, state, and local levels
  through the State Performance Plan/Annual
  Progress Report (SPP/APR)
• Guide and improve transition services delivered
  to transition age youth with disabilities

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Reporting

• Under IDEA, States are required to submit a
  State Performance Plan/Annual Progress Report
  (SPP/APR)

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Tree of Influence
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IDEA Purpose

• (d)(1)(A) to ensure that all children with
  disabilities have available to them a free
  appropriate public education that emphasizes
  special education and related services designed
  to meet their unique needs and prepare them for
  further education, employment and independent
  living.
• 34 CFR 300.1(a)

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SPP/APR, an Accountability Mechanism
and a Blue Print for Improvement
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External Influences on Educational Systems
Technology Economics Political
System Environment Social Issues
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Where special education resides
PART C SERVICES
GENERAL EDUCATION
Technology Economics Political
System Environment Social Issues
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Special Education Services
How do you know the special education services
you provide contribute toward achieving the IDEA
Purpose?
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A starting point
11. Percent of children evaluated and determined
eligible within 60 days. 12. Percent of children
Parts C to Part B by 3rd birthday.
9 10. Percent of districts with
disproportionate representation of racial and
ethnic groups in special education and related
services.
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Strategies
13. Percent of youth aged 16 or above with an IEP
with adequate goals and transition services
5. Percent of children with IEPs served in the
regular classroom (removed from regular classroom
less than 21 of the time)
6. Percent of preschool children with IEPs
receiving services with typically developing peers
8. Percent of parents who report schools
facilitated their involvement as a means of
improving services and results for children with
IEPs
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Intermediate Outcomes
4. Rates of expulsion and Suspension
3. Participation and performance of children with
IEPs on statewide assessments
7. Percent of preschool children with IEPs who
demonstrate improved early childhood outcomes
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Exiting the Educational System
14. Percent of youth who had IEPs, are no longer
in secondary school and who have been
competitively employed, enrolled in postsecondary
school, or both, within one year of leaving high
school
1. Percent of youth with IEPs graduating from
high school with a regular diploma
2. Percent of youth with IEPs dropping out of
high school
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Based on the results of the SPP/APR, can we say

• We have prepared the children for...
• further education, employment and independent
  living?
• 34 CFR 300.1(a)

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SPP and APR

• States plan and performance are based on 20
  indicators (Part B)
• 4 specific to secondary transition
• 1. of youth who graduate
• 2. of youth who drop out
• 13. of youth with transition components in the
  IEP
• 14. of youth who achieve post-school outcomes

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Critical Interrelationships for Achieving PSO
Staying in School

• Quality IEPs

Positive post-school outcomes
Graduating
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Part B - SPP and APR Requirements for Indicator
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• Percent of youth who had IEPs, are no longer in
  secondary school and who have been competitively
  employed, enrolled in some type of postsecondary
  school, or both, within one year of leaving high
  school.
• (20 U.S.C. 1416(a) (3) (B)).

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Collecting Post-School Data

• Who are data collected on?
• What data are collected?
• How are data collected?
• When are data collected?
• Who collects the data?

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Who are data collected on?

• All those with IEPs who leave high school
• With diplomas
• With certificates, modified diplomas
• Who age out
• Early leavers/drop outs

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What data are collected?

• In-School
• Contact information
• Demographic characteristics
• Leaving status
• Post-School
• Employment
• Postsecondary education training

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How are data collected?

• From extant (existing) data
• By survey of former student or family member
• Phone survey
• Mail survey
• Web-based survey
• Combination
• By sampling or census

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More about how data are collected

• Census all leavers will be contacted
• Sampling a sample of leavers will be contacted
• If sampling Every districts must be included at
  least once in post-school data collection within
  the period of the current SPP (now until 2011).
• If sampling All districts of more than 50,000
  students must be included each year.

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Challenges States have collecting I-14 data

• Sampling/Census
• Develop data collection protocol or survey
• Identifying representative sample and determining
  whether respondents are representative
• Improvement activities
• data collection efforts
• post-school outcomes for students

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When are data collected?

• In-School
• During last year of attendance
• Keep contact information current
• Post-School
• Within 1 year of leaving school
• Between April through September 2007, first
  required time frame on those who left 2005-06
  school year

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Who collects the data?

• SEA staff
• LEA staff
• Former teachers of respondents
• Support staff
• Administrators
• Outside Contractor
• University
• Survey Center

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Engagement of youth with disabilities in
employment or postsecondary education since
leaving high school
SOURCE U.S. Department of Education, Institute
of Education Sciences, National Center for
Special Education Research, National Longitudinal
Transition Study-2 (NLTS2), Wave 3 parent
interview and youth interview/survey, 2005.
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Why this is important?
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What you can you do?

• Be informed
• Be involved
• Share information

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Be Informed

• Know your states plan
• Spread the word
• Distribute the PACER/NPSO documents
• Respond to the survey when contacted

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Be Involved

• Plan with your child for transition
• Provide contact information before leaving school
  
• Be ready and willing to respond when contacted
• Encourage others to participate

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Respond to the survey!
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Share Information

• Talk with SEA and LEA personnel about the
  collection process and using the results
• Ask to see the results of the data collection
• Set up local facilitated conversations to use the
  results to inform and improve high school and
  transition programs

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Whats happening in your state and region?NPSO
State Profile Database
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How NPSO helps states

• Targeted publications
• User-friendly Website
• Community of Practice
• National and Regional Conferences
• Skill building workshops
• Individual Technical Assistance and Development
  Support

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Contact information

• Director Mike Bullis 541-346-1645
  bullism_at_uoregon.edu
• Coordinator Jane Falls 541-346-0345
• jafalls_at_uoregon.edu
• OSEP Project Officer Selete Avoke
  202-245-7260 selete.avoke_at_ed.gov
• Visit us at www.psocenter.org

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Transition
starts when children are very young and
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continues throughout life
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In the end...

• complete the two sets of complementary activities
  (knowledge development technical assistance),
• in a high-quality and cost-efficient manner,
• ultimately leading to more uniform and accurate
  systems of data collection that will be
  implemented in all states.

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Improved Outcomes

• Resulting data will have profound implications
  for state-level decision-making and national
  policy AND increased positive post-school
  outcomes for youth with disabilities.

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