Tool for Group Conversation Guided Notes · Web viewRespondent 1: The majority of the students on...

Michigan Transition Outcomes Project (MI-TOP)

Group Conversation Guided Notes2012

TOOL FOR GROUP CONVERSATION GUIDED NOTES

Developed by:

Chuck Saur, DirectorMichigan Transition Outcomes Project (MI-TOP)6612 Centurion Drive, Suite 130Lansing, MI [email protected](517)490-5926 cell preferred(517)908-3919 office

Additional resources are available at:http://mi-top.cenmi.org/http://www.nsttac.orghttp://www.wmich.edu/ccrchttp://homepages.wmich.edu/~kohlerp/research Taxonomy for Transition Programming

June Gothberg, State Technical Assistance CoordinatorNational Secondary Transition Technical Assistance Center (NSTTAC)Department of Special Education and Literacy StudiesWestern Michigan University1908 W. Michigan Ave.Kalamazoo, MI [email protected]

Paula D. Kohler, Ph.D.,Professor and Associate Vice President for ResearchCo-Principal Investigator, National Secondary Transition Technical Assistance Center (NSTTAC) 208 W. Walwood Hall Kalamazoo, MI 49008 269.387.6181

Bibliography

Kohler, P. D. (1996). Taxonomy for transition programming: A model for planning, organizing, and evaluating transition education, services, and programs. Champaign: Transition Research Institute, University of Illinois at Urbana-Champaign. Available at http://homepages.wmich.edu/~kohlerp

Michigan Community Conversation Observer Guided Notes 2

http://homepages.wmich.edu/~kohlerp

mailto:[email protected]

http://homepages.wmich.edu/~kohlerp/research

http://www.wmich.edu/ccrc

http://www.nsttac.org/

http://mi-top.cenmi.org/

mailto:[email protected]

Thank you for agreeing to be an observer today for the Michigan Transition Outcomes Project (MI-TOP), Transition Leadership Community Group Conversations. Your role today plays an integral part of helping us gain insight into the local context of the facilitators and barriers schools currently face in their attempt to successfully transition students. Our three focus area questions are:

1. Are schools preparing students to belong and succeed in their community?

2. Is the community prepared to support students in their community once they leave school?

3. How do we know?

MI-TOP is dedicated to framing our work around evidence-based practices and for transition those practices are confirmed in the Taxonomy for Transition Programming (Kohler, 1996). The Taxonomy for Transition Programming, represented on the next page, provides concrete practices—identified from effective programs—for implementing transition-focused education. The evidence-based taxonomy includes five areas of practices:

Student-Focused Planning Student Development Family Involvement Interagency Collaboration Program Structures

Thus, guided conversation notes which align with the Transition Taxonomy are appreciated. The following pages are forms in which to take guided notes inside a taxonomy “grid”. As key information is heard during the focused conversations, select the main taxonomy area that is affected in which to scribe notes. During debrief time, observations will be reported out according to taxonomy area.


In addition, each notation should identify the: situation, problem, implication, and need (SPIN):

Situation – these are the facts, what the data reveal Problem or Identified Promising Practice – these are the attributes of the problem or promising practice Implication for Students – what the impact of this problem is to the students or to the community Need or Exemplar to Reproduce – what is it they need to resolve the problem

An example of this process for a promising practice in the educational system might be:

Moderator: Would you please elaborate on what you mean when you say “our students are thriving in the culinary arts program”

Respondent 1: Well the school has reached out to our local restaurants and asked for them to assist us in preparing our students for the world of culinary arts. Our students spend their first year in the program learning food safety, basic cooking instruction, and food presentation. For those students who certify with the health department for food safety they are placed in one of our partner restaurants in our community for their second year of class. Our data shows that 88% of students who complete the entire two year program are employed in the food industry upon graduation …

Taxonomy area Situation Problem or Identified Promising Practice

Implication forStudents

Need orExemplar to Reproduce

Student Development Graduates are employed in the industry for which they trained

The school has partnered with local restaurants to provide opportunities for their students to gain real life experience in the restaurant industry.

Students are employed in their area of interest thus meeting their post-school transition goals.

Follow up with program staff to gain knowledge of the policies needed and process used for community partnerships


An example of this process for a gap in the educational system might be:

Moderator: Would you please elaborate on what you mean when you say “there are no opportunities in this community for our students”

Respondent 1: The majority of the students on my caseload do not go on to college. So, they try to get jobs in our community. Our Indicator 14 data shows only 18% are employed. When I see them again they are sitting at home, their parent’s home, playing video games, computer, and doing nothing of value. One young man said to me “I have applied for over 50 jobs and I can’t even get an interview. I am so discouraged. I thought when I graduated it would mean something. I thought I would have a job and my own place.” If we could just implement work-based education and allow them to earn credit while they work, they would have better opportunities after graduation. But they are under pressure to meet graduation standard requirements…

Taxonomy area Situation Problem or Identified Promising Practice

Implication forStudents

Need orExemplar to Reproduce

Student Development Graduates are not employed in their community.

Students do not have opportunities to learn work skills while still in school

Students lack employment knowledge and experience

Greater opportunities are needed for students who will most likely not attend college

As you take guided notes you may find, as with the example, the focus may include two taxonomy areas. This example could have been placed in the area of program structures. However, we expect conversations to move quickly and provide large amounts of rich data. Thus, as you take guided notes make your best attempt at identifying the taxonomy area and move on. We will have time this afternoon during debrief to discuss any needed changes.

Thank you again for your time today. Your efforts will help us to improve systems and provide better outcomes for students with disabilities.


Group Conversation Guided Notes

Taxonomy area Situation Problem orIdentified Practice

Implication forstudents

Need orExemplar to reproduce

Student-Focused Planning

Student Development

Family Involvement

Interagency Collaboration

Program Structures

Debrief Notes


Taxonomy area Strategies that work to prepare students:

Evidence used to answer “How do we know?”

Strategies that assure the community is prepared:








Student Development

Family Involvement


Program Structures

Debrief Notes


Tool for Group Conversation Guided Notes · Web viewRespondent 1: The majority of the students on...

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