scholarly journals Examining school-community transition partnerships using community conversations

2021 ◽  
pp. 1-15
Author(s):  
Michele A. Schutz ◽  
Erik W. Carter ◽  
Erin A. Maves ◽  
Shimul A. Gajjar ◽  
Elise D. McMillan
Keyword(s):  
School Districts ◽  
Transition To Adulthood ◽  
School Community ◽  
Transition Age Youth ◽  
Effective School ◽  
Youth With Disabilities ◽  
School Partnerships ◽  
Local Schools ◽  
Constructive Dialogue ◽  
Current Transition

BACKGROUND: Effective school partnerships are crucial for supporting transition-age youth with disabilities to transition to adulthood. Although the importance of strong school-community collaboration is widely advocated, many school districts still struggle to establish transition partnerships within and beyond the school. OBJECTIVE: This study examined the application of “community conversation” events as a pathway for convening local communities to reflect on and strengthen their existing transition partnerships. METHODS: Five school districts held events that engaged a total of 213 local citizens in constructive dialogue about enhancing school-employer-community partnerships. RESULTS: Collectively, the individuals involved in these community conversations generated 55 distinct recommendations for developing or deepening transition partnerships, both within and beyond the walls of their local schools. When asked about the strength of current transition partnerships, however, the views of attendees were quite mixed. CONCLUSIONS: We offer recommendations for research, practice, and policy aimed at strengthening partnerships among schools, employers, agencies, families, and communities that improve the preparation and outcomes of youth with disabilities.

Case Management Strategies to Promote Employment for Transition-Age Youth With Disabilities

2021 ◽  
Vol 44 (2) ◽  
pp. 120-131
Author(s):  
Sara T. McCormick ◽  
Noelle K. Kurth ◽  
Catherine E. Chambless ◽  
Catherine Ipsen ◽  
Jean P. Hall
Keyword(s):  
Case Management ◽  
Students With Disabilities ◽  
Transition To Adulthood ◽  
Independent Living ◽  
Management Strategies ◽  
Case Managers ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Education And Employment

Transitioning students with disabilities are at a disadvantage for post-school employment. This article explores ASPIRE case managers’ roles in promoting employment among transition-age youth with disabilities receiving SSI. Qualitative and quantitative studies examined programmatic factors related to employment. Results showed that higher rates of face-to-face case management meetings and early employment experiences were associated with improved employment outcomes. Effective case managers’ interactions with families were characterized by persistence, flexibility, and a holistic focus. Case management during the transition to adulthood, which crosses independent living, education, and employment domains, is important. A cross-domain case management model can be effective in mitigating multiple barriers to self-sufficiency experienced by families living with disability and poverty. Limitations and implications for research and practice are included.

Meeting the Needs of Adolescents and Young Adults with Disabilities

2010 ◽  
pp. 135-147
Author(s):  
Katharine Hill ◽  
Joe Timmons ◽  
Christen Opsal
Keyword(s):  
Youth Development ◽  
Transition To Adulthood ◽  
Educational Opportunities ◽  
At Risk Youth ◽  
Mentoring Program ◽  
Electronic Mentoring ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Caring Adults

Resilience in at-risk youth is anchored by supportive adults who may be relatives, neighbors, teachers, employers, or other members of the community. Telementoring or electronic mentoring (e-mentoring) is a promising practice for improving transition-to-adulthood outcomes for youth with disabilities through connections with caring adults. E-mentoring supports the development of technological and social skills and also increases their understanding of the employment and educational opportunities that await youth upon completion of high school. Connecting to Success (CTS) is an e-mentoring program for transition-age youth with disabilities. In this chapter, CTS is discussed in the context of healthy youth development and transition to adulthood. An overview of the CTS program model is provided, and a discussion of future directions is identified.

scholarly journals Effective School Districts: Some Key Components

1992 ◽  
Vol 19 (2) ◽  
Author(s):  
Charles F. Webber ◽  
Kathy G. Skau
Keyword(s):  
School Districts ◽  
Effective School

Developing University-School Partnerships to Support Students and Teachers in Rural Schools

2020 ◽  
pp. 295-318
Author(s):  
Cheryl Y. Lambert ◽  
Lori Allen ◽  
Lisa Barron
Keyword(s):  
School Districts ◽  
Rural Schools ◽  
Positive Impact ◽  
Rural Poverty ◽  
Rural School ◽  
School Partnerships ◽  
Children In Poverty ◽  
University School Partnerships ◽  
Support Students

This chapter examines the potential for positive impact from partnerships between rural school districts and universities, currently underexplored and overlooked. The challenges facing rural schools offer opportunities for school districts and university partners to develop, organize, and implement strategies for productive collaboration. Examining the rural, educational landscape through the lens of children in poverty, this chapter offers a view of urgency for educational reform. This chapter examines the challenges of high-poverty, rural schools; the rationale for building university-school partnerships with rural schools; insight into building trust with rural school leaders and teachers; and suggestions for developing practical programs which benefit children in rural poverty. Practical suggestions for improving the quality of the educational experiences of children in poverty are included in this chapter.

scholarly journals Professional capital and collaborative inquiry networks for educational equity and improvement?

2016 ◽  
Vol 1 (3) ◽  
pp. 178-197 ◽  
Author(s):  
Christopher Chapman ◽  
Hannah Chestnutt ◽  
Niamh Friel ◽  
Stuart Hall ◽  
Kevin Lowden
Keyword(s):  
School Districts ◽  
School Improvement ◽  
Collaborative Inquiry ◽  
Professional Relationships ◽  
School Partnerships ◽  
Content Type ◽  
Equity In Education ◽  
Professional Capital ◽  
Critical Friends ◽  
Evidence Of Impact

Purpose – The purpose of this paper is twofold, first, it is to reflect on the development of professional capital in a three-year collaborative school improvement initiative that used collaborative inquiry within, between and beyond schools in an attempt to close the gap in outcomes for students from less well-off backgrounds and their wealthier counter parts. Second, this paper will reflect more broadly on the initiative as a whole. Design/methodology/approach – This research and development initiative involved the research team working in a nested setting as second-order action researchers, consultants and critical friends with a range of actors across the system. The findings are based on mixed methods data collected from eight case study school partnerships. The partnerships involved over 50 schools across 14 school districts in Scotland. Social network analysis was also used in one of the school districts to map and quantify professional relationships across schools. Findings – Over time, relationships within the partnerships developed and deepened. This occurred within individual schools, across schools within the partnerships and beyond the school partnerships. At the same time as these networks expanded, participants reported increases in human, social and decisional capital, not only among teachers, but also among other stakeholders. In addition, through their collaborative inquiries schools reported increased evidence of impact on positive outcomes for disadvantaged students. Originality/value – The professional capital of individuals and organisations across and beyond schools is demonstrated as an important consideration in the pursuit of both quality and equity in education.

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