Kelli Crane, Ph.D.Debra Martin Luecking, Ed.D.
TransCen, Inc.
NSTTAC Secondary Transition State Planning Institute: Building for the Future
Learning ObjectivesDefine Community Resource Mapping
Describe purposes for resource map
Introduce the process for resource mapping
Share examples of the process
Resource Mapping DefinedA system building process that links
community resources with an agreed upon vision, goals, and expected outcomes.
Resource Mapping Defined• A system-building process that:• Leads to change• Identifies resources and barriers to
building a system• Strategizes optimal uses of resources• Identifies limitations and gaps in
resource coordination• Explores new resources• Coordinates resources for strategic
planning
Purpose of Resource MappingComprehensive approach to:
build capacitysustain practiceinform strategic action planning make informed decisionscollect and analyze datashare information that benefits all stakeholders
Outcomes of Resource MappingImproved post-school results for youth
Competitively employedEnrolled in postsecondary school
More collaborative partnershipsMore efficient and effective in delivery of
services to youth and families“Map” of resource available for youth and
families
If everyone is doing it, If everyone is doing it,
how come it NEVER gets how come it NEVER gets done?done?
— — Joe Marrone, UMass-BostonJoe Marrone, UMass-Boston
Four Step ProcessStep 1: Pre-Mapping/Assessment
Step 2: Mapping
Step 3: Strategic Implementation
Step 4: Maintaining Mapping Efforts
Step 1: Pre-Mapping / AssessmentEstablish a Coordinating Team
Create a Vision/Goalreduce drop-out ratesimprove transition results (e.g., competitive
employment & postsecondary education)
Establish a Coordinating TeamNew or existing teamConsider self-interest
What brings people to the table & keeps them there?Common goal Diverse representation Significant ties to community Include “rotating” members to address particular issues
and resources
Potential PartnersSecondary education staff (i.e., transition,
general, special)Adult education representativeAdvocacy organizationsBusiness-education partnership
representativeCommunity action agency representativeCorrectional education staffDrop-out prevention representativeEmployersExtension service representativeTransportation representativeHigher education representativeCommunity-based organizations
Create a VisionBreak traditional thinking
Provide continuity of purpose & direction
Prioritize issues & concerns
Promote interest & commitment to action
Create ownership of success
Step 2: MappingKnow your organizing framework
Develop tools to collect resource data
Collect and map community resource data
Identify existing limitations, gaps and overlaps in resources
Determine implications of the findings
Create an Organizing FrameworkUniversal Resources- Resources available to
all youth -- aimed at enhancing success and reducing barriers to the transition process
Selected Resources- Supplemental resources provided to small groups of youth- to reduce the potential for increased difficulty and risk for long term failure
Targeted Resources- Individually designed, intensive resources / interventions needed by very few youth
Organizing FrameworkNASET Transition Domains:Secondary Education & Graduation
Career Preparation & Employment
Family Involvement
Youth Development & Leadership
Supportive and Adult Services
Organizing FrameworkTaxonomy for Transition
Student-focused planning
Student development
Family involvement
Program structure
Interagency collaboration
Data Collection
Determine what data to collect & evaluate - vision & goals will drive data collection decisions
Use a variety of evaluation strategies (on-line surveys, interviews, observations, focus groups, public forums)
Value the opinions/ideas of both stakeholder groups & end-users
Step 3: Implementing the Map
“The power of resource mapping comes with what happens after the resources have been
identified.”
Develop a strategic action plan
Facilitate access to resources
Communicate & disseminate information
Strategic Action PlanningStrategize how resources can be redirected
Determine which needs exist after realignment
Identify other community resources
Plan to access additional funding or resources
Build mutually beneficial partnerships;
Anticipate challenges, and solutions.
Facilitate Access to ResourcesConsider a variety of possible formats for
sharing and aligning resources
Work to increase access and use of the resources
Step 4: Maintaining Mapping EffortsExamine process
Measure progress
Maintain momentumRegular communication
Sustain effortsUse of intermediaries
Evaluate Process and ProgressSurvey stakeholders (especially end-users) to
determine if resource mapping process has served purpose.
Survey team members to determine if process was beneficial and meaningful.
Analyze outcome data to measure effectiveness of realigning resources.
Improved outcomes are the ultimate indicator of effective resource mapping.
Maintain EffortsBuild your “Case for Support”
Maintain flexibility
Continue to increase and diversify resources by engaging community
Evaluate and monitor progress periodically- report out to stakeholders
Communicate both successes and challenge
The Value of Reflection
“Here is Edward Bear, coming downstairs now, bump, bump, bump on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it.”
- A. A. Milne, Winnie-the-Pooh
Mapping Experience4 Stages of Change1.Contentment2.Denial3.Chaos4.Creativity
Example—Mapping for Sustainability7 communities in California
Goal to sustain program practice “continue benefits services in schools”
Defined “benefits services”Collected and analyzed project dataLooked for new ways to “blend” & “braid”
fundsDetermined who benefitsFound new partners and new ways to do
business
Example-Mapping for Improved ResultsState of Florida—Interagency Services
CommitteeVision: To develop strategies to eliminate barriers
which will ensure successful transition to employment and further educational opportunities for youth with disabilities.
Goals: 1) increase number of youth transitioning to competitive
employment 2) increase number accessing post-secondary education
Example -- continuedMapping to gain baseline data on the
resources to support transition to employment and post-secondary educationResults provide the BIG PICTURE & strategic
direction
Present the plan to the state legislature and get support in implementing the actions
Lessons LearnedPurpose driven – clearly defined goal
Action plan must follow the data collection (e.g., map)
Engage a “champion” or “champions”
Inform those contributing to the map of the results
Build come language and purpose across all players
ResourcesEssential Tools: Improving Secondary
Education and Transition for Youth with Disabilities-Community Resource Mapping. (2005). Crane, K., & Mooney, M.
http://www.ncset.org/publications/essentialtools/mapping
Early Ongoing Collaboration and Assistance- Resource Mapping: A Toolkit. (2006). Sanetti, L., Kratochwill, T., Volpiansky, P., & Ring, M. http://www.eocaschools.org
Kelli Crane, Ph.D.TransCen, [email protected]
Debra Martin Luecking, Ed.D
TransCen, [email protected] ext. 245