Transcript Community Services: Mapping Your Resources

Kelli Crane, Ph.D.
Debra Martin Luecking, Ed.D.
TransCen, Inc.
NSTTAC Secondary Transition State Planning Institute:
Building for the Future
Learning Objectives
 Define Community Resource Mapping
 Describe purposes for resource map
 Introduce the process for resource mapping
 Share examples of the process
Resource Mapping Defined
 A 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 Mapping
 Comprehensive approach to:
 build capacity
 sustain practice
 inform strategic action planning
 make informed decisions
 collect and analyze data
 share information that benefits all stakeholders
Outcomes of Resource Mapping
 Improved post-school results for youth
 Competitively employed
 Enrolled in postsecondary school
 More collaborative partnerships
 More efficient and effective in delivery of services to
youth and families
 “Map” of resource available for youth and families
If everyone is doing it,
how come it NEVER gets done?
— Joe Marrone, UMass-Boston
Four Step Process
 Step 1: Pre-Mapping/Assessment
 Step 2: Mapping
 Step 3: Strategic Implementation
 Step 4: Maintaining Mapping Efforts
Step 1: Pre-Mapping / Assessment
 Establish a Coordinating Team
 Create a Vision/Goal
 reduce drop-out rates
 improve transition results (e.g., competitive
employment & postsecondary education)
Establish a Coordinating Team
 New or existing team
 Consider self-interest
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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 Partners
 Secondary education staff (i.e., transition, general,
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special)
Adult education representative
Advocacy organizations
Business-education partnership representative
Community action agency representative
Correctional education staff
Drop-out prevention representative
Employers
Extension service representative
Transportation representative
Higher education representative
Community-based organizations
Create a Vision
 Break traditional thinking
 Provide continuity of purpose & direction
 Prioritize issues & concerns
 Promote interest & commitment to action
 Create ownership of success
Step 2: Mapping
 Know 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 Framework
 Universal 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 Framework
NASET Transition Domains:
 Secondary Education & Graduation
 Career Preparation & Employment
 Family Involvement
 Youth Development & Leadership
 Supportive and Adult Services
Organizing Framework
 Taxonomy 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 Planning
 Strategize 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 Resources
 Consider a variety of possible formats for sharing and
aligning resources
 Work to increase access and use of the resources
Step 4: Maintaining Mapping Efforts
 Examine process
 Measure progress
 Maintain momentum
 Regular communication
 Sustain efforts
 Use of intermediaries
Evaluate Process and Progress
 Survey 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 Efforts
 Build 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 Experience
4 Stages of Change
1. Contentment
2. Denial
3. Chaos
4. Creativity
Example—Mapping for Sustainability
 7 communities in California
 Goal to sustain program practice “continue benefits
services in schools”
 Defined “benefits services”
 Collected and analyzed project data
 Looked for new ways to “blend” & “braid” funds
 Determined who benefits
 Found new partners and new ways to do business
Example-Mapping for Improved Results
 State of Florida—Interagency Services Committee
 Vision: To develop strategies to eliminate barriers which
will ensure successful transition to employment and
further educational opportunities for youth with
disabilities.
 Goals:
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1) increase number of youth transitioning to competitive
employment
2) increase number accessing post-secondary education
Example -- continued
 Mapping to gain baseline data on the resources to
support transition to employment and post-secondary
education
 Results provide the BIG PICTURE & strategic direction
 Present the plan to the state legislature and get
support in implementing the actions
Lessons Learned
 Purpose 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
Resources
 Essential Tools: Improving Secondary Education
and Transition for Youth with DisabilitiesCommunity 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, Inc.
[email protected]
240.418.2684
Debra Martin Luecking, Ed.D
TransCen, Inc.
[email protected]
301.424.2002 ext. 245