Contacting  Hard-­‐to-­‐Find  Youth:   NATIONAL POST-SCHOOL Strategies  for  the  Post-­‐School  Survey     OUTCOMES C E N T E R Yearly,  approximately  100,000  former  students  who  had  an  individual  education  program  (IEP)  when   they  left  high  school  are  contacted  to  participate  in  a  post-­‐school  survey.  Efforts  are  made  to  contact   youth  who  represent  a  variety  of  disabilities,  as  well  as,  minority  youth  and  those  who  left  high  school   with  a  diploma  or  dropped  out  of  high  school.  Nevertheless,  there  are  groups  of  youth  who  are  difficult   to  contact  and  who  are  routinely  underrepresented  in  the  post-­‐school  survey  data  (e.g.,  those  students   who  leave  school  early).  To  learn  strategies  for  contacting  youth  who  are  hard-­‐to-­‐find,  the  National   Post-­‐School  Outcomes  Center  conducted  six  focus  groups  with  young  adults  and  their  family  members   in  four  states.  This  document  summarizes  the  strategies  recommended  by  youth  and  their  families.   Strategies  are  organized  by  five  common  themes.       #1  Provide  Pre-­‐Notification  –  inform  students  and  families  about  the  survey  multiple  times  during  the   years  leading  up  to  the  survey.  Receiving  pre-­‐notification  about  the  survey  was  more  important  to   youth  than  the  method  used  to  contact  them  or  conduct  the  survey.       • While  students  are  still  in  high  school:     o Discuss  the  survey  with  students;  explain  the  purpose;  provide  the  questions;  and  define   the  timeline  for  conducting  the  survey;   o Share  survey  results  from  former  students;  talk  about  the  number  of  former  students  who   enrolled  in  college  or  other  postsecondary  education  or  training  opportunities,  went  to   work,  or  enlisted  in  the  service;   o Include  survey  information  (e.g.,  when  it  will  occur,  why  youth  were  selected)  with   information  about  colleges,  job  fairs,  and  services  available  in  their  area;     o Include  survey  information  with  other  important  information  that  is  sent  home  to  parents   during  the  junior  and  senior  years  (e.g.,  information  about  class  rings,  senior  portraits,  and   graduation  videos);     o Provide  information  about  the  survey  at  the  final  IEP  meeting;     o Establish  and  ask  students  to  join  a  high  school  Facebook  page  to  maintain  contact  with   students;     o Ask  youth  to  identify  the  person  from  their  school  (e.g.,  favorite  teacher,  guidance   counselor,  coach)  they  would  like  to  talk  to  a  year  after  high  school;   o Ask  youth  who  they  would  want  to  respond  to  the  survey  on  their  behalf  if  they  cannot  be   reached.     • After  students  leave  high  school:     o Use  private  messages  on  Facebook  to  verify  contact  information,  remind  students  of  the   importance  of  the  survey,  and  inform  them  of  the  timeline  for  completing  the  survey;   This document was developed by the National Post-School Outcomes Center, Eugene, Oregon, (funded by Cooperative Agreement Number H326U090001) with the U.S. Department of Education, Office of Special Education and Rehabilitative Services. This document has been reviewed and approved by the Office of Special E  ducation Programs. Opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Department of Education. OSEP Project Officer: Dr. Selete Avoke o Mail  a  personalized  and  signed  letter  explaining  the  survey  process,  in  a  hand  addressed,   white  envelope  1  –  2  weeks  prior  to  the  survey;  avoid  generic  form  letters  and  windowed   envelopes.       #2  Create  Familiarity  -­‐  help  students  and  families  become  familiar  with  the  survey     • Explain  to  students  that  they  are  helping  other  students  like  themselves  by  answering  the   questions  on  the  survey;     • Show  students  specific  examples  of  how  survey  information  was  used  to  make  school  better;     • Share  the  survey  with  students  (and  families)  so  they  know  what  questions  will  be  asked  and   that  the  information  being  asked  is  legitimate,  not  a  scam  for  personal  information;   • Teach  students  the  vocabulary  of  the  survey;     • Practice  completing  the  questionnaire  or  responding  to  the  interview  with  the  student;     • Identify  the  person  who  has  a  relationship  with  the  hardest  of  the  hard-­‐to-­‐find  youth  and  ask   that  person  to  inform  the  youth  of  the  survey  and/or  conduct  the  interview.       #3  Show  Interest  When  Conducting  the  Survey  –  be  attentive  to  youth  as  individuals  as  they  share   their  experiences   • Be  enthusiastic  when  calling  youth  and  families;   • Be  interested  in  the  answers  youth  provide;     • Convey  a  non-­‐judgmental  tone  when  talking  with  youth;  don’t  show  disappointment  if  the   answers  aren’t  what  was  expected  or  hoped  for  from  specific  youth;   • Read  the  interview  with  varied  voice  inflection  so  it  isn’t  read  in  a  monotone  voice.     #4  Provide  Incentives  –  give  former  students  a  reason  to  participate  in  the  survey;  remember,  not  all   incentives  are  monetary     • Remind  students  that  the  information  they  share  will  help  other  students  with  disabilities  (and   provide  information  to  help  improve  school  services);   • Provide  information  about  jobs,  colleges,  and  services  student  may  be  eligible;   • Give  gift  certificates  from  local  restaurants  and  businesses,  (donated  by  businesses)  to  the   “hardest”  of  the  hard  to  find  youth;     • Provide  modest,  $5,  monetary  incentives  to  the  ‘hardest’  of  the  hard-­‐to-­‐find  youth.     #5  Making  Contact     • Contact  family  members  near  significant  dates  when  youth  may  have  been  in  touch  with  family,   (e.g.,  holidays,  youth’s  birthday)  to  verify  or  update  contact  information;   • Maintain  a  list  of  family  members  still  in  school  (e.g.,  cousins,  siblings)  who  may  know  how  to   reach  the  former  student;     • Vary  who  calls  and  leaves  a  message,  for  example,  males/females,  younger/older;       • Leave  a  message  with  a  call  back  number  so  youth  can  distinguish  the  survey  caller  from   telemarketers;  most  youth  said  they  would  return  a  call  if  they  had  a  phone  number;     • Use  the  school  logo  and  name  in  any  survey  related  materials,  especially  if  sending  information   via  email  or  through  a  website.  Youth  were  suspicious  of  emails  asking  them  to  provide   personal  information  or  “click  here”  to  take  the  survey.   This document was developed by the National Post-School Outcomes Center, Eugene, Oregon, (funded by Cooperative Agreement Number H326U090001) with the U.S. Department of Education, Office of Special Education and Rehabilitative Services. This document has been reviewed and approved by the Office of Special E  ducation Programs. Opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Department of Education. OSEP Project Officer: Dr. Selete Avoke