Transcript Slide 1

DANCING WITH FAMILY & COMMUNITY
PARTNERS: EFFECTIVE LINKAGE TO
ADULT SERVICES
Joseph Anastasio, MS, MSW
Baltimore City Public Schools
Christy Stuart, Ed.D.
TransCen, Inc.
Jeff Wyatt, MS
ICEBREAKER
WHO’S ON IT?
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SESSION AGENDA
Welcome
 Introduction to the Topic
 Presentation
 Resources and Take-Aways
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WHY IS PARTNERING SO IMPORTANT?
Evidence supports that families and partners
have a major influence on student’s achievement.
When schools, families, and community groups
work together to support learning and post-school
goals, students tend to do better in school, stay in
school, and like school.
Henderson, A.T. & Mapp, K.L. (2002). A New Wave of Evidence: The Impact of School. Family and Community
Connections on Student Achievement. Available at www.sedl.org/connections/research-synthesis.htm
WHAT WE KNOW ABOUT FAMILY
INVOLVEMENT
Students with involved families tend to earn
better grades, achieve higher graduation rates,
and enroll in postsecondary education or
employment
 If families take active interests, students display
more positive attitudes toward school and their
community
 Students have more success if parents play a
variety of roles in their learning and achievement
(planning, volunteering, decision-making)
 Students from diverse backgrounds have more
success when families and schools/communities
join forces to bridge the gap between cultures
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WHAT ARE SOME OF THE
EXPERIENCES/STRUGGLES WITH FAMILIES?
Lack of follow-through
 Lack of advocacy skills for themselves
 Low expectations for student
 Work constraints
 Disabilities themselves
 Generational public assistance
 Guardian is not identified (foster care)
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FAMILY INVOLVEMENT- SOME STRATEGIES
TO CONSIDER
Reciprocal family education and communication
 Cultural sensitivity and acceptance
 Shared decision-making
 Resolving disputes
 Fostering youth ownerships
 Personal futures planning
 Longitudinal framework
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ADVOCACY
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Diffusing angry, unhappy families
May not feel heard
 Not part of the decisions-making process
 Disconnected and fearful of future
 Take a lot of staff time and energy- colors perceptions
of all families
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Proactive approaches
Parents have rights to influence with mutual respect
 Encourage collaboration with families to monitor
progress, difficulties, and plans for student’s future
 Resolving conflicts in peaceful nature
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STEPS TO BECOMING EMPOWERED
1.
2.
3.
4.
5.
Asking questions of
counselors, CRP,
teachers
Asking questions at
IEP meetings
Give input on what
you think your child
needs
Prepare for meetings
by role-playing
Bring support to
meetings if
uncomfortable
6.
7.
8.
9.
If behavior is a
problem, request
assessments
Read documents at
meetings before
leaving
Ask for changes on
documents or IEPs if
they are unclear
Speaking up is
important- think of the
goal!
STRATEGIES TO INFORM
Information Dissemination- most popular
 Sharing of information- reciprocal
 Workshop Series
 Transition Fairs- specific to post-school transition
 Transition-specific resource expos
 Open Houses
 Guest Speakers
 Field trips ( students and families)
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STRATEGIES TO EMPOWER
Requesting feedback or progress reports
 Identifying personal resources or contacts
 Creative problem-solving- partners at the table
 Training with other family members
 Opportunities to network
 Portfolios/Folders
 Questionnaires
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CREATIVE WAYS TO ENHANCE
INVOLVEMENT & EMPOWERMENT
Personal and individual contact
 Flexibility in scheduling meetings
 Encourage student and family “ambassadors”
 Encourage families to partner on presentations
for families new to transition process
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IDEA 04 defines the term “Transition Services” as
“A coordinated set of activities for a child with a disability that is
designed to be within a results-oriented process, that is focused
on improving the academic and functional achievement of the
child with a disability to facilitate the child’s movement from
school to post school activities, including post-secondary
education, vocational education integrated employment
(including supported employment), continuing and adult
education, adult services, independent living, or
community participation; is based on the individual child’s
needs, taking into account the child’s strengths, preferences, and
interest; and includes instruction, related services, community
experiences, the development of employment and other post-school
adult living objectives, and , when appropriate, acquisition of
daily living skills and functional vocational evaluation.
WHY IS PARTNERING WITH OTHER
AGENCIES AND SERVICES SO IMPORTANT?
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No one specific program or agency services all individuals
with disabilities in the adult service system
Transitioning youth with disabilities and their families
have the potential to receive services and support from a
variety of public and private programs
Exact mix of programs varies depending upon the needs of
the student and his/her transition goals, nature of
disability, economic resources of the community and
eligibility requirements of the program
Wittenburg, D., Golden, T., & Fishman, M. (2002). Transition options for youth with disabilities: an
overview of the programs and policies that affect the transition from school. Journal of Vocational
Rehabilitation, 17, 195-206.
KEY STEPS FOR BLENDING RESOURCES
INTO INDIVIDUALIZED TRANSITION PLANS
Become fully educated about the resources and
services in our communities that provide
community training, employment, and support
programs specific to youth in transition
 Identify the primary community agencies that
are critical to the success of each student’s
transition plan
 Identify primary service coordination entity for
individuals
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EVIDENCE-BASED SECONDARY TRANSITION PREDICTORS
OF IMPROVED POST-SCHOOL OUTCOMES FOR STUDENTS
WITH DISABILITIES ….DIVISION ON CAREER DEVELOPMENT AND DISABILITIES
(CEC)
Speaking about Interagency Collaboration:
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Assistance from 3 to 6 community based agencies (as compared to
students assisted by 0 to 2 agencies) more likely to be engaged in
post-school employment of agency (Bullis et al., 1995)
Transition interagency council characteristics (i.e., agency
directories agreements, councils, general information, local
business advisory boards, parent network, statements) – more
likely to be engaged in post-school education (Repotto et al., 2002)
EVIDENCE-BASED SECONDARY TRANSITION PREDICTORS OF
IMPROVED POST-SCHOOL OUTCOMES FOR STUDENTS WITH
DISABILITIES
CONTINUED ….DIVISION ON CAREER DEVELOPMENT
AND DISABILITIES
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(CEC)
Transition service characteristics (i.e., Arcs, Department of
Children & Families, Developmental Services, Division of Blind
Services, DVR Rehab, Easter Seals, Job Service of Florida, Job
Training, mental Health, Social Security Initiatives, United
Cerebral Palsy) more like to be engaged in post-school education
(Repetto, et al., 2002)
Transition support characteristics (i.e., Agency Referral FU, Case
Management, Community Services; Employment Spec.,
Equipment, Family Services, Financial, Guardianship,
Guidance/Counseling, Living Arrangement, Medical, Parent
Information, Referral, Social/Leisure, Support Service, Teacher
Resources, Transition Spec., Transportation) were more likely to
be engaged n post-school education (Repetto et al., 2002)
BALTIMORE CITY PUBLIC SCHOOLS
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Maryland Seamless Transition Collaborative (MSTC) –Project
Management
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6 session parent/family workshops
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Travel Training – “train the trainer” – BCC
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“Student Directed IEPs” workshop for parents and students
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Spring Transition Resource Expo – MSDE – Prince George’s
Community College
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Summer Transition Institute
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Transition Monitor Meetings – held at CRP offices
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Workshops – Social Security Benefits and Employment
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Student Directed IEPs
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Local Transition Council?
COMMUNITY PROCESS MAPPING
Asset mapping or environmental scanning. Best
noted as a system-building process used by
groups in order to align resources and policies in
relation to specific system goals, strategies, and
expected outcomes.
COMMUNITY RESOURCE MAPPING
Outcomes:
 “youth mapping” – identification of where
resources are already available – local level
 Identification of new or additional resources to
sustain existing specific youth activities – local,
state or federal level
 Identification of resources to assist in creating &
building capacity to support a more
comprehensive community system for supporting
youth – local, state or federal level
Essential Tools: Improving Secondary Education and Transition for Youth
with Disabilities – Community Resource Mapping – Prepared by Kelli
Crane and Marianne Mooney, TransCen Inc., 2005
GROUP SHARING
Pairs – what are you doing
 Large group share
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AGENCY LINKAGE TOOL
TO USE IN PROFESSIONAL
DEVELOPMENT
THANK YOU!
Joseph Anastasio
[email protected]
Christy Stuart
[email protected]
Jeff Wyatt
[email protected]
Donnae Bushrod
[email protected]
Questions?
Concerns?
Feedback?
Suggestions?