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Pouring a Foundation for Program Improvement with Quality SPP/APR Data

Pouring a Foundation for Program Improvement with Quality SPP/APR Data. OSEP’s message regarding Indicators 1, 2, 13 and 14 - data collection and improvement strategies Ruth Ryder USDE/OSEP/MSIP. Updates. Status of revisions to information collection (Indicator/Measurement Table)

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Pouring a Foundation for Program Improvement with Quality SPP/APR Data

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  1. Pouring a Foundation for Program Improvement with Quality SPP/APR Data OSEP’s message regarding Indicators 1, 2, 13 and 14 - data collection and improvement strategies Ruth Ryder USDE/OSEP/MSIP

  2. Updates • Status of revisions to information collection (Indicator/Measurement Table) • Received recommendations that Indicator 13 be revised • Longer • Shorter • Tweaked • In process

  3. Updates • Status of OSEP’s review of the APR and revised SPP submissions • Opportunity for Clarification • Response Table • Determinations • Letters in early June

  4. OSEP Review Process • State contacts did initial review • Division did facilitated review • Division leadership “triaged” all Status Tables • Opportunity for Clarification • Developing Response Tables

  5. Indicators 1 and 2 • Only a few States continued to do the comparison to all youth • Many States are using 618 State-reported data • Many States revised their improvement activities, usually adding more specific activities for “out years”

  6. Indicator 1 and 2 Issues • Some States could not provide 06-07 data (05-06 data were provided) • Great variations in calculation methodologies (more using cohort) • Not even close to meeting targets • Improvement activities – (“kitchen sink” approach or minimalist approach)

  7. Indicator 13 • All States submitted data • We questioned the validity and reliability of a few States • State compliance ranged from 4.9% to 100% • About 15 States were below 50% compliance • Many States could not demonstrate timely correction of previously identified noncompliance

  8. Indicator 13 Issues • What exactly are States reporting to us? • More than half of the States are using the NSTTAC checklist or some variation • Remaining States are using their own checklists and it’s often hard to tell what requirements they are evaluating • What does timely correction look like for this indicator?

  9. Indicator 14 • With a few exceptions, States were able to give us data • About 8 States did not provide valid and reliable data • Denominator • Only graduates

  10. Indicator 14 Issues • What do the reported data represent? • Many States did not describe the respondent group • Can’t determine if the respondent group is representative of the population • Small sample sizes • Improvement activities focus on data collection

  11. The Challenges: 2007 • From our review of the Feb 2007 submissions we identified patterns of challenges – • The Basics • Data • Compliance • Improvement

  12. The Successes and Challenges: 2008 • Successes • The Basics – Much better, States provided the required information, etc. • Data – Much better, correct measurement, correct year • Compliance – More accurate data, more evidence of timely correction • Improvement Activities – Many States revised and/or added

  13. The Successes and Challenges: 2008 • Challenges • The Basics – Keep up the good work! • Data – Reconciling database data with monitoring system data, calculation methodologies for 1 and 2 • Compliance – Documenting timely correction, improving performance • Improvement Activities – Purposeful, linked, sequenced, evidence-based

  14. Improvement Activities: External TA Analysis Categories • Improve data collection and reporting • Improve systems administration and monitoring • Build systems and infrastructures of technical assistance and support • Provide technical assistance/training/ professional development

  15. (Continued) • Clarify/examine/develop policies and procedures • Program development • Collaboration/coordination • Evaluation • Increase/adjust FTE

  16. One State’s Perspective on Making the Grade with the SPP/APR • Attend as many OSEP-funded TA offerings as possible • Provide accurate and reliable data and if can’t, explain why and what you’re doing about it • Analyze data by local programs • Develop standard headings, stems and data formats to use for all indicators

  17. One State’s Perspective on Making the Grade with the SPP/APR • Maintain documentation that you: • Identify noncompliance at the local level • Identify research-based improvement activities that are a match to the identified problems • Require and approve corrective action plans with appropriate timelines • Oversee timelines and require proof of correction (evidence of success)

  18. Examples

  19. What You’re Doing is Working! • From 1987 to 2003: • Postsecondary enrollment rose from 15% to 32% • 4-year college enrollment rose from 1% to 9%

  20. What You’re Doing is Working! • More academic coursework • More above-average grades • More congruency between age and grade level • More support services

  21. What You’re Doing is Working! • More students with disabilities are exiting with a standard diploma • 1996 to 2006, rates rose from 42% to 56% • Fewer students with disabilities are dropping out • From 1996-2006, rates declined from 47% to 26%

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