Effective%20Transition%20Planning%20through%20Community%20Resource%20Mapping

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Effective Transition Planning through Community
Resource Mapping

• Kelli Crane, Ph.D.
• Marianne Mooney, Ph.D.
• TransCen, Inc.

DCDT Conference October 24, 2003
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Purposes of Session

• Highlight Secondary Education and Postschool
  Outcome Data
• Identify National and State Secondary Education
  and Transition Issues
• Define Community Resource Mapping
• Outline the Roles Intermediaries Play
• Introduce the Community Resource Mapping Process
  and Tools

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Postschool Outcomes Still Poor

• Despite efforts made by many concerned
  stakeholder groups over many years, research
  reveals poor postschool outcomes for youth with
  disabilities in many target areas such as
  postsecondary education, employment, independent
  living and self-sufficiency, community
  participation, and self-advocacy.

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Postschool Outcomes Still Poor (cont.)

• Predominant themes from studies over two decades
• Lower than desired academic achievement levels
• High dropout rates
• Substantial levels of unemployment and
  underemployment
• Economic instability and dependence (poverty)
• Social isolation
• Low levels of participation in postsecondary
  education and training programs
• High adjudication rates

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The National Perspective on Transition Issues

• Providing access to a full range of secondary
  education curricular options and learning
  experiences
• Developing transition-driven IEPs that are
  person-centered and positive
• Conducting accurate assessments (achievement and
  other skills)
• Having flexibility in diploma options for youth
  who do not pass mandatory state tests
• Providing youth and their families with
  transition information
• Improving collaboration among diverse agencies
  that play roles in secondary education and
  transition

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The National Perspective on Transition Issues
(cont.)

• Identifying new funding options
• Making seamless linkages between youth systems
  and adult systems
• Establishing employer partnerships for work-based
  learning and employment
• Conducting public awareness campaigns
• Conducting research and evaluation activities
  that document transition outcomes
• Developing the competencies and qualifications of
  school and adult service agency personnel
• Streamlining for improved communication and
  coordination

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Priority Issues in States (9/03)

• State Systems Infrastructure and Leadership
• Data Collection and Use
• Collaboration (Interagency)
• Professional Development
• Access to General Education, Standards, and
  High-Stakes Testing

• Postsecondary Access, Enrollment, Options
• Graduation/Dropout Rates
• Workforce Development and Employment
• Person-Centered Planning (IEPs,
  self-determination, independent living)
• Family Involvement

As determined at the National Center on
Secondary Education and Transition Leadership
Summit, September 2003, and in follow-up
technical assistance to States. For more info, go
to www.ncset.org.
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Priority Issues in Our State
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Challenges to Collaboration

• IDEA has no teeth no mandate to bring all the
  players to the table
• Difficulty anticipating postschool service needs
• Unenforceable interagency agreements
• Limited cross-agency communication and
  resource-sharing
• Differing eligibility and funding for agency
  services
• Failure to think beyond traditional service
  systems and partners
• Sustaining efforts
• Turf Issues

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• If everyone is doing it,
• how come it
• NEVER gets done?

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Resource Mapping

• A method used to link community resources with
  shared visions, organizational goals, strategies,
  or expected outcomes.

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Features of Success

• Focuses on assets
• Builds relationships
• Works across boundaries
• Aligns systems and services
• Long term not a quick fix

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Types of Resource Mapping

• Resource Identification
• Resource Utilization
• Community Asset Identification
• Program and Policy Analysis
• Accountability and Compliance Analysis

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Possible Mapping Content

• Financial resources
• Goals and outcomes
• Human resources
• Policies and legislation
• State academic and technical standards
• Youth and adult services

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Why Map?

• Accomplish a specific task or goal (e.g., improve
  employment outcomes)
• Improve the situation for a specific population
• Develop a systemic and coordinated approach to
  transition planning
• Improve service delivery
• Identify new resources

• Determine whether existing resources are being
  used effectively
• Establish cross-agency evaluation and
  accountability systems
• Develop innovative interagency financing
  strategies
• Promote collaborative staff development programs
• Work smarter!

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Main Elements of Mapping

• Clear vision
• Partnership builders and brokers
• Benefits for all involved
• Assessment of assets and gaps
• Consensus/willingness to contribute toward a
  common goal
• Evaluation and consistent updates
• Achieving more together than alone

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Mapping Process

• Step 1 Pre-mapping/Assessment
• Step 2 Mapping Resources
• Step 3 Implementing the Map for Strategic
  Results
• Step 4 Evaluation/Mid-course Correction

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• All change is difficult, no matter how long you
  put it offJoe Marrone Institute for Community
  Inclusion, UMass-Boston

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Intermediaries Common Characteristics

• Hold players in a complex and fragmented
  workforce development system together
• Advocate for innovation in workforce development
  overcoming existing practices and policy
  through new partnerships, programs, and
  priorities

• Address challenges to better meet the needs of
  employers, job and skill seekers, and providers
• Create and support effective collaborations among
  stakeholders on behalf of youth
• Identify opportunities and mechanisms for
  aligning and coordinating various community
  resources

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Intermediaries Common Characteristics

• Provide or broker services by understanding
  special needs of employers and workers
• Organize multiple partners and funding streams
  around common goals to develop programs and
  policies to improve labor market outcomes

• Achieve results with innovative solutions to
  common, persistent workforce problems ensuring
  quality and impact of local efforts
• Promote policies that sustain effective practices
• Provide ongoing consultation and accountability

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Example

• Increase the participation of youth ages 14-21
  in structured paid work-site experiences by 50.

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Resources

• National Center on Secondary Education and
  Transition
• www.ncset.edu
• National Collaborative on Workforce and
  Disability for Youth www.ncwd-youth.info
• McKenzie Group www.mckenziegroup.com
• Search Institute www.search-institute.org
• Center for Youth Development Policy Change
  (AED)
• http//www.aed.org/us/youth.html
• School Main Institute http//www.schoolandmain.
  org/