Charlotte Y. Alverson, Ed. S. Secondary Transition State Planning Institute Charlotte, NC May 8,...

Charlotte Y. Alverson, Ed. S.

Secondary Transition State Planning Institute

Charlotte, NCMay 8, 2008

Blueprint for Success: Helpful Hints for Writing the SPP/APR

WWW.PSOCENTER.ORG

May 8, 2008 Blueprint for Success

Session Purpose

To share tips for ensuring you

have the information need to

successfully organize and

complete the SPP for Indicator

14.


Helpful Hints for SPP Submission

Primary Sources: • Instructions • Measurement TableSecondary Sources:• Teleconferences• Conversations• Experiences


Part B - SPP/APR Requirements for Indicator #14

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))


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.


Data Collection System

•Data collection •Reporting•Use


Common stumbling blocks

• Definitions• Representativeness• Calculations


Definitions

• Competitive employment – VR,– includes military

• Post-secondary education – type of school or program – whether enrollment is full- or

part-time – defining full- and part-time


Definitions

• Census = all leavers from the state

• Define the sample: – Who are the leavers in the sample?

• graduates, age outs, dropouts, etc.

– Is the sample representative of the school leavers • disability, race/ethnicity, age, gender,

exit status


Writing suggestions

• Avoid assume-icide – Don’t assume others (i.e., OSEP,

external reviewers) know what you mean

– include definitions

• Provide meaningful details– 50,000 ADM– data collection between April –

Sept.


Representativeness 1. If sampling, need to select a

representative sample from the target leaver group

– disability category - age– race/ethnicity - gender

2. For both sampling and census, need to determine whether the respondents are representative of the target leaver group


Selection Bias • Systematic difference in

characteristics between those who are selected for study and those who are not.

• Occurs when selecting who will and will not be in the data collection efforts: – exiters- age outs, dropouts, – disability categories – time, day or method of contact


Response Rate

• No set minimum or ideal response

rate

• Not primary concern

• Describe how representative the

respondents are to the target

leaver group


Writing Suggestions

• Describe the similarities and

differences between the respondents

and total leaver group

• Define the denominator

– eligible for the survey

– ineligible for the survey


Missing Data

• Occurs when data are not collected

– geographic segments of the state do not

return data (could also be selection bias)

– the right questions were not asked

– interviewers miskey information

– questions are skipped


Writing Suggestions

• Look at missing data– who did not respond? – what questions were not answered

• Talk about what you do not know as a result of missing data

• Describe what precautions readers of the SPP should be aware of


Calculations

• Measurement – I-14• Response rate -


PSO Measurement:

Percent = [(the number 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) divided by the (# of youth

assessed who had IEPs and are no longer in

secondary school)] x 100.


Calculation

• Calculating 1 number- – employed only – enrolled in school or training only – both working AND in school

• Results in an unduplicated count


PSO Measurement:

% = competitively employed only +enrolled in postsecondary school +

both (working and enrolled in school)

# of respondents to the survey or interviews

OSEP requires that States provide actual numbers used to calculate this percent.


Response Rate (RR)• Ratio of number of completed surveys :

total number of surveys intended to be completed (target leaver group)

• RR = completed surveys ÷ (total number of surveys intended to be completed – ineligible) (ineligible b/c returned to school)

• RR = completed surveys ÷ (completed surveys + contacted & refused +no contact)


Writing suggestions

• Writing team– person/s responsible for data

collection is different from the person/s writing the SPP

– Share resources with others on the writing team

• Describe what was done – who, what, when, how, who

collected data


Writing suggestions• Acknowledge problems

– if you discover, in October, that you were missing accurate exit information for 50% of your leavers– acknowledge it and describe what you will do differently next year (Improvement Activities)

• Describe what you don’t know and what you’re going to do differently

• Write for the audience who doesn’t know about SPPs & APRs


Improvement Activities• OSEP

– how will State improve performance for Indicator 1-14

• Two Primary areas:– improving data collection system – improving post-school outcomes

for students with disabilities


Writing suggestions• Use the NPSO resources:

– Helpful Hints– Sampling and Response Calculators– Community of Practice teleconferences– Post-School Outcomes: Response Rates

and Nonresponse Bias, Roberta Garrison-Mogren, Westat

– Call with questions


Helpful Hints for SPP Submission

Primary Sources: • Instructions • Measurement TableSecondary Sources:• Teleconferences• Conversations• Experiences


Contact Information

Director: Mike Bullis 541-346-1645 [email protected]

OSEP Project Officer:Selete Avoke 202-245-7260

[email protected]

Coordinator: Jane Falls [email protected]

Charlotte Y. Alverson, Ed. S. Secondary Transition State Planning Institute Charlotte, NC May 8,...

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