Post-Program Placement Data (3S1)
Due to federal accountability requirements, all school districts or BOCES that deliver approved CTE programs must report placement data for each approved program.
Perkins legislation requires actual placement data, not “plans for after graduation”, so surveying must be completed after students have left secondary school. A survey of students who participated in New York State Approved Programs should take place between October 1 and December 31 of each program year. Post-high-school placement data is the only Career and Technical Education (CTE) data element that is reported outside of the Student Information Repository System (SIRS).
Data must be reported not only for those students who completed a program, but for every student who achieved CTE Concentrator status (a concentrator is a student who has completed at least two sequenced CTE courses or 2/3 program in a BOCES) at any time during their secondary education and left the school in the year before the 3S1 survey is done.
The survey itself must be developed locally. Districts use phone, web-based, and paper surveys. After collecting surveys, transfer the data to the workbook linked below:
Students may be counted under more than one special population category, but not more than one placement category. If a student falls into more than one of the placement categories, pick a single classification for them defaulting to the item highest in this list:
- Postsecondary/ Advanced training;
- Employment related to CTE program;
- Other Employment unrelated to CTE program;
- Unemployed but seeking work;
- Other, unemployed and not looking, deceased, or jailed;
- Status Unknown after attempts.
When a student is in a DOL-registered apprenticeship, put the student in the “advanced training” category.
A copy of the data report that has been submitted should be reviewed and signed by the district superintendent. This signed copy should be kept on file.
Please name your file using the following format: “your school name 3S1 ”.
Improving the survey response rate-two exemplary cases
1. Champlain Valley Educational Services
CVES achieves a response rate of over 90% on their follow-up student placement survey.
Preparation: The student follow-up is conducted 6 months after graduation, but the preparation for it starts in early June just before the students graduate from the program. At that time a student exit survey is given to the students. The secondary students do the survey on-line while sometimes the adult students use a paper version. Students are told that they will be contacted in November or December and are asked to update their contact information including phone, cell phone and e-mail. Students advise the CTE program about their plans for post-secondary education and/or employment. They are also asked to evaluate the program they were in, and if used, the support services provided by the Tech Center.
Conducting the survey: Around October 1, the CTE Student Services Coordinator sends contact logs to the teachers to review for the students who were in their classes. The teacher updates information for students they have been in contact with. At that point, the teachers and the Coordinator start making calls to those who have not been in contact. If they cannot contact the students with the information they have, they seek updated phone numbers, search by name, use e-mail and match with hometown, contact other students who may know them or use social media.
An added benefit to the follow-up is assistance with job placement. When students are called and indicate that they are not employed, a list of people who are looking for jobs is matched up with jobs that are found by the Coordinator in want ads and posted on a job board.
2. Fowler High School
The cosmetology program in Fowler High School of the Syracuse City School District uses social media to obtain more complete follow-up data. A Facebook page has been created for graduates of the cosmetology program. This allows the students to continue the connections formed in the program. The teacher can follow up on the students to see where they may be employed or if they are attending postsecondary education. The space is a source of support and job shadowing opportunities also serves as a forum for the exchange of ideas.
Provide instructors with a copy of the survey form. In the event that students visit, the instructor can collect the needed information directly. If possible, obtain the student's e-mail address or other contact information prior to the end of the program. Smaller programs might be able to contact the student's parents for the placement information if the student does not respond.