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 Education Cari 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 TechnologyContent 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 ELC Phase 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 ELC Phase 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 ELC Phase 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 ELC Phase 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: CARI MURPHY Idaho Training Clearinghouse Phone: