improving secondary transition services through an electronic learning community: an online...
TRANSCRIPT
Improving Secondary Transition Services Through an Electronic Learning
Community:
An Online “Connect and Learn” Professional Development Model in Idaho
Jacque Hyatt, Idaho State Department of EducationCari Murphy, Idaho Training Clearinghouse
IDAHO STATE DEPARTMENT OF EDUCATION
NEED: To build capacity for providing training and TA
to meet local needs
CHALLENGE: Rural and geographically disperse nature of
the state
IDAHO
Profoundly rural Geographically
dispersed 684 schools 114 ‘typical’ districts 8 charter districts Large variation in size
both geographically and attendance
IDAHO TRAINING CLEARINGHOUSE
SDE identified need to provide information to stakeholders
Partnership with Center on Disability and Human Development, University of Idaho
Web based clearinghouse Focus areas of website: calendar, evaluation
and distance education
Screen capture of th5e ITC website
BUILDING CAPACITY
Technology Content
People
•Content development
•Update/current content
•User-friendly
•Accessible
•Adaptable
•Content experts
•Users
•Facilitators
“Educators are ‘islands of excellence’ with no ferry service to connect them to each other or to groups of their peers.”
(Reilly, 1999, pg. 60)
WHY DEVELOP AN ELC?
To provide: A central repository for information, training
and support A “place” where people can “connect and
learn” from one another A means for increasing communication
statewide A mechanism for the ISDE to provide ongoing
support and supervision of LEAs
What Could an ELC Offer Participants?
The ELC as a context for individuals to: Develop and share their work across distance
and time, benefiting from the experiences of others
Learn self-selected topics and identify their own issues that are related to their school situations
Work collaboratively Experience diversity, creativity and flexibility in
learning
DEVELOPING THE FOCUS
What is the focus?
CONTENT OR AUDIENCE
Alternate Assessment Assistive Technology Results Based Model (RTI) Secondary Transition
JOURNEY TO ELCPhase 1
1999-2004 1999 SIG funded Website established Calendar of trainings On-line registration attempted Dedicated server installed Increase in staff time Additional grants/agencies utilize site Training modules developed Lingering questions about continuing the site
JOURNEY TO ELCPhase 1
External Factors Certification Requirements for Technology Albertson’s Foundation Idaho Student Information Management System Increased need and use of data Computerized Statewide Assessments Increased National use of technology to deliver
TA
JOURNEY TO ELCPhase 2
2004-Present Needs assessment for SIG 2 Increase in staff time for ITC Additional programs use of ITC Decision to fully develop one ELC Contract with content experts Development of interactive features Mentor cohort conceived and developed On-line registration for trainings
JOURNEY TO ELCPhase 2
External Factors Reauthorization of IDEA Use of Webinars for TA LEAs have increased access to internet Increase in TA requests SDE focus on customized training to address individual
LEA’s needs Continued low FTE at SDE Need to develop capacity statewide for LEAs and
Communities to provide Secondary Transition Services
PEOPLE
BACK END
Content Experts Instructional designer Community facilitator
FRONT END
Target audience Recruitment Retention
OTHER CONSIDERATIONS
MAINTENANCE Content development and updating Suggestions from the field
EVALUATION Develop plan based on ELC focus How know if influenced practices
DISSEMINATION/MARKETING Push-pull of recruitment vs. retention
WHAT WE LEARNED
Some face-to-face still important in building sense of community
Begin with subset of participants and build outward (e.g., mentors)
Allow time for users to learn technology “Getting the word out” is a continual challenge
WHY SECONDARY TRANSITION?
All 114 districts identify secondary transition on their district plans for improvement
SDE reviews of IEPs and services verified need for statewide improvement
Poor post school outcome data Lack of understanding about secondary
transition services and post school focus
Train wreck Picture
MY DESIRE:
Provide TA to every secondary special education teacher and administrator
Presented in so that educators would receive it and change practice
Give parents and students access to training and information
Generate an understanding of importance of secondary transition
BUILDING COMMUNITY STRUCTURE
Strategically focus activities to address needs identified through accountability process
Leadership team to help guide content Partner with content experts Communicate needs to ITC Develop cohort of Mentors Provide face-to-face learning opportunities Don’t forget families and students
CONTINUING TO BUILD
Mentors begin to provide information to others
Youth Participation in ELC Information and training modules developed Local activities supported
Youth Development Resource Mapping
Screen capture of Secondary ELC
CHANGES
The ELCs have allowed the ISDE to efficiently: Organize content information Structure support for implementation Provide opportunities for networking among
geographically dispersed educators, agency reps, and families
Has the ELC changed professional practices?
Keep informed of state happenings in transition
Able to view archived webinars at leisure Developed district plan to enhance transition
assessment processes Enabled me to connect and share with
teachers across the state
Will the ELC change future practices?
Use ELC information in local inservice trainings with case managers
Widen learning and interactions beyond local contacts
Access webinar trainings to maintain best practices in my profession
ELC EVALUATION: GENERAL
85% learned a new skill, acquired needed information
80% have applied what learned 72% have positively changed practices
Time – biggest hindrance to participation Still working through district network security
issues
ELC EVALUATION: SECONDARY TRANSITION Pre-post Not at all prepared (1)-Very well prepared (5)
Provide formal and informal assessment information to help determine students’ skills, preferences, and interests related to transition issues. Pre = 3.29 Post = 3.57
“Using the ELC has encouraged me that, even in rural southeast Idaho, I am not alone in the transition world and it is good to know that I can touch base with other knowledgeable colleagues when there are questions or just a need to connect.”
(Secondary Transition Mentor)
CONTACT INFO
JACQUE HYATT
Idaho State Department of Education
Phone: 208-332-6951
Email: [email protected]
www.sde.idaho.gov/specialed
CARI MURPHY
Idaho Training Clearinghouse
Phone: 208-885-3490
Email: [email protected]
www.idahotc.com