Community Services: Mapping Your Resources

1. 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

2. Learning Objectives • Define Community Resource Mapping • Describe purposes for resource map • Introduce the process for resource mapping • Share examples of the process

4. Resource Mapping Defined • A system building process that links community resources with an agreed upon vision, goals, and expected outcomes.

5. 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

6. 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

7. 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

8. If everyone is doing it, how come it NEVER gets done? — Joe Marrone, UMass-Boston

9. Four Step Process • Step 1: Pre-Mapping/Assessment • Step 2: Mapping • Step 3: Strategic Implementation • Step 4: Maintaining Mapping Efforts

10. 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)

11. Establish a Coordinating Team • New or existing team • Consider 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

12. Potential Partners • Secondary education staff (i.e., transition, general, 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

13. Create a Vision • Break traditional thinking • Provide continuity of purpose & direction • Prioritize issues & concerns • Promote interest & commitment to action • Create ownership of success

14. 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

15. 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

16. Organizing Framework NASET Transition Domains: • Secondary Education & Graduation • Career Preparation & Employment • Family Involvement • Youth Development & Leadership • Supportive and Adult Services

17. Organizing Framework • Taxonomy for Transition • Student-focused planning • Student development • Family involvement • Program structure • Interagency collaboration

18. 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

19. 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

20. 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.

21. Facilitate Access to Resources • Consider a variety of possible formats for sharing and aligning resources • Work to increase access and use of the resources

22. Step 4: Maintaining Mapping Efforts • Examine process • Measure progress • Maintain momentum • Regular communication • Sustain efforts • Use of intermediaries

23. 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.

24. Improved outcomes are the ultimate indicator of effective resource mapping.

25. 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

26. 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

27. Mapping Experience 4 Stages of Change • Contentment • Denial • Chaos • Creativity

28. 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

29. 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: • 1) increase number of youth transitioning to competitive employment • 2) increase number accessing post-secondary education

30. 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

31. 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

32. Resources • Essential 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

33. Kelli Crane, Ph.D. TransCen, Inc. kcrane@transcen.org 240.418.2684 Debra Martin Luecking, Ed.D TransCen, Inc. dluecking@transcen.org 301.424.2002 ext. 245