Objectives and Methods

Overall Project Objectives

Determine the informational needs of policy makers regarding students with disabilities in higher education
Design a structural model that maps out the informational needs, critical time-points, and data sources across the secondary-postsecondary spectrum
Identify and design data collection and management instruments to obtain the desired information (surveys and databases)
Develop and test training modules for the MDPE Model
Promote the adoption/application of the MDPE Model statewide

Approach

The research team will seek ongoing input from disability service providers, institutional research personnel, students with disabilities and their families as to critical data needs pertaining to students with disabilities in higher education and related design considerations for the MDPE Model.

A parsimonious strategy was adopted to address these data needs, primarily through the inclusion of select disability items into the structure of existing institutional measures. In addition, new instruments have been developed to gather data not available through other sources.

The MDPE Model will be piloted at four institutions: University of Illinois at Urbana Champaign, Northern Illinois University, Harper College, and John A. Logan College. Mechanisms for continuous evaluation and improvement will be embedded in the process.

Activities

Year One. Identifying Questions and Designing Metrics

In Spring 2005, focus groups were held with a sample of Disability Services providers and Institutional Research personnel to determine what questions we have about the experiences of students with disabilities while they are in school, and their learning and employment outcomes upon leaving postsecondary settings.

The investigators then developed a survey sent to all campus contacts to determine the extent to which institutions currently have the data sources necessary to address the aforementioned questions, to identify necessary data that are not currently being collected on their campuses, and to obtain preliminary assessments from each institution as to their ability to implement data collection mechanisms to address this void. Data from the survey was used to identify the most significant problems associated with this effort. ISBE transition data was also evaluated with regard to data elements that could be used in conjunction with the postsecondary metrics being developed to address questions related to transitional effectiveness.

After analyzing the results from this survey, the investigators held seven focus groups throughout the state drawing institutional representatives from Illinois institutions of higher education, ISBE, ICCB, and IBHE. The purpose of the focus groups was to refine the questions, and identify potentially effective measurement approaches.

Investigators analyzed the data from the survey and focus groups to identify consensus questions common across two-year institutions, among four-year institutions, and between all institutions. The results were used to make initial recommendations for effective metrics and feasible methods that could be most uniformly introduced to address the project objectives.

Year Two: Pilot Testing the Model

In year two, the research team will take the information gathered in the first year and develop and test a comprehensive model for obtaining data to answer the questions of policy makers and service providers. Four institutions will serve as pilot sites: Harper College, John A. Logan College, Northern Illinois University, and the University of Illinois at Urbana-Champaign.

A first step in developing the model will be to examine survey instruments already used by institutions in Illinois to determine the extent to which they can provide the necessary data. Where there are gaps in these instruments, additional question sets and instruments will be developed.

In addition to data gathering, the model must address data management tools and procedures. During the pilot year, data will be gathered from a variety of sources and will be managed using the research team’s programs and resources. The research team will work with pilot sites to design a data management system that will be responsive to the unique needs of individual institutions and one that is compatible with their resources.

While the team is engaged in the examination and design of instruments and management tools, they will be developing training modules for the pilot sites on the effective implementation of the model.

After the components of the model have been identified/developed, they will be introduced at the four pilot sites. As this process unfolds, the team will observe the effectiveness of the process and make adjustments/modifications as necessary. These observations will form the basis of crafting the final model. Finally, the team will report year two results and plan for the year three expansion.

Year Three: Systemic Implementation

In year three, all IBHE institutions will be invited to implement the model on their campuses. The project investigators will hire, train and deploy a training coordinator to offer regional workshops for personnel on each campus to learn how to use the model. The coordinator will also provide technical support over the course of the year to assist sites with implementation and will troubleshoot. Evaluators will monitor implementation through interviews with project staff and a sample of site personnel.

In Spring 2007, after a cycle of data collection has been completed, evaluators will conduct focus groups and a follow up survey to assess the effectiveness of the training and implementation. Results from this study and from the data gathered for the model will be analyzed. Final modifications of the model will be made on the basis of these data. A final report describing the metric and its use will be submitted and a conference of institutional representatives and policy makers will be held to refine the model and discuss further dissemination.