DOCUMENT RESUME ED 461 242 EC 308 792 AUTHOR LeNard, Judith M. TITLE How Public Input Shapes the Clerc Center's Priorities: Identifying Critical Needs in Transition from School to Postsecondary Education and Employment. Sharing Results. INSTITUTION Gallaudet Univ., Washington, DC. Laurent Clerc National Deaf Education Center. SPONS AGENCY Department of Education, Washington, DC. ISBN-0-88095-233-4 ISBN PUB DATE 2001-00-00 NOTE 33p. AVAILABLE FROM National Deaf Education Network and Clearinghouse, Product Inquiries, KDES PAS-6, 800 Florida Ave., N.E., Washington, DC 20002-3695. Tel: 800-526-9105 (Toll Free); Tel: 202-651-5340; Fax: 202-651-5708; e-mail: [email protected]; Web site: http://clerccenter.gallaudet.edu/. For full text: http://clerccenter.gallaudet.edu/Products/Sharing-Results/PI /index.html. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Deafness; *Education Work Relationship; Elementary Secondary Education; *Feedback; Formative Evaluation; Individualized Education Programs; Program Development; Public Opinion; *Transitional Programs *Gallaudet University DC IDENTIFIERS ABSTRACT This paper describes the development and implementation of the public input process at Gallaudet University's Laurent Clerc National Deaf Education Center. It shows how the public input process was applied to one of the Clerc Center's priority areas, the transition from school to postsecondary education and employment. Part 1 of the paper describes the processes for eliciting public input to identify critical needs including meetings of representatives of various constituencies, ongoing analysis of questions frequently asked of teachers and staff, and in-depth interviews. Part 2 looks at the public input process as it was applied to the transition priority area, with results of this process presented in Part 3. These results indicate that transition programming should start early and be comprehensive and should include work-based learning, goal setting skills, self-advocacy skills, involvement of parents and family, and literacy development. The results also support the need to provide specialized training to professionals doing transition programming for deaf students in mainstream settings, to provide deaf role models, and to provide better transition planning within the Individualized Education Program. Part 4 describes the process of establishing national mission projects and how the public input process is sustained throughout the review and selection phases. (Contains 23 references.) (DB) Reproductions supplied by EDRS are the best that can be made from the original document. N zer / N ...........L. I .--.4 D di (-1 ' How Public Input Shapes the Clerc Center's Priorities: Identifying Critical Needs in Transition from School to Postsecondary Education and Employment By Judith M. LeNard, M.Ed. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) o This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Laurent Clerc National Deaf Education Center Gallaudet University, Washington, D.C. BEST COPY AVAILABLE READERS ARE ENCOURAGED TO COPY AND DISSEMINATE THIS PAPER! Individuals and organizations are free to copy and disseminate this paper given the following conditions: 1) the paper is disseminated in its entirety, including cover and copyright page; 2) excerpts of the paper may be disseminated if the copyright and ordering information below is clearly stated in the first page of the copy or Web site page and a header or footer stating the author and title is clearly shown on each folio; 3) any monies collected will be limited to recovery of costs for reproducing; and 4) the Clerc Center is notified of your intention to disseminate the paper and the number of individuals who are likely to receive it (see contact information below). WEB SITE DOWNLOADING ALSO AVAILABLE! This paper may also be downloaded free of charge from the Laurent Clerc National Deaf Education Center Web site (http://clerccentergallaudetedu) and copied or disseminated electronically given adherence to the conditions above. Copyright © 2001 by Laurent Clerc National Deaf Education Center Gallaudet University, Washington, D.C. All rights reserved. ISBN: 0-88095-233-4 To receive additional copies of this document, or a complete listing of other Clerc Center publications, please contact: National Deaf Education Network and Clearinghouse Product Inquiries KDES PAS-6 800 Florida Avenue, NE Washington, DC 20002-3695 800-526-9105 (V/TTY), 202-651-5340 (V/TTY), or 202-651-5708 (Fax) E-mail: [email protected] Gallaudet University's Laurent Clerc National Deaf Education Center is pleased to disseminate the information and perspectives contained in its Sharing Results series. The activities reported in this publication were supported by federal funding. Publication of these activities shall not imply approval or acceptance by the US. Department of Education of the findings, conclusions, or recommendations herein. Gallaudet University is an equal opportunity employer/educational institution and does not discriminate on the basis of race, color, sex, national origin, religion, age, hearing status, disability, covered veteran status, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, source of income, place of business or residence, pregnancy, childbirth, or any other unlawful basis. Co#4u44 The Sharing Results Series About the Author Acknowledgments Introduction About this Paper Part I: Collecting Public Input Strategies for Collecting Public Input Frequently Asked Questions Priority Feedback Project Stimulus Paper and the National Dialogue Part II: Public Input Process for the Transition Priority Area The Stimulus Paper on Transition Programming National Dialogue on Transition Questionnaires on Transition Part III: Results from the Public Input Process on Transition Background Analyzing the Results An Ideal Solution Critical Needs Work-based Learning Goal Setting Self-advocacy Parents and Family Literacy Special Needs of Deaf and Hard of Hearing Youth Staff With Specialized Training and Deaf Role Models Transition Planning and the Individualized Education Program (IEP) Summary of the Public Input Results Part IV: Putting Public Input to Work Request for Collaboration Transition Collaborations Selecting Collaborators Implementing the Collaborations Summary The Public Input Process Meeting Critical Needs in the Transition from School to Work References iv 5 An Introduction to the 9.444.s Re442/4 Series "Sharing Results" is a series of occasional papers that describe the results of work undertaken by the Clerc Center in its three priority areas of literacy, family involvement, and transition from school to postsecondary education and employment. The focus of each of these papers is determined through an extensive public input process with parents, educators, service providers, and researchers throughout the country. The Sharing Results series includes three kinds of papers: descriptions of critical needs in the Clerc Center's priority areas and the 1. processes used to identify those needs, descriptions of the results of collaborations between the Clerc Center and 2. other schools and programs to develop and implement innovative approaches to some of the persistent challenges of the Clerc Center priority areas, and extensive descriptions of the evaluation of selected innovations to provide 3. information to help program planners determine whether an innovation would be appropriate for their program. It is hoped that the Sharing Results papers will provide valuable information and ideas to parents, educators, service providers, researchers, and others interested in the education of deaf and hard of hearing children. Note: Copies of the Sharing Results papers can be ordered through the Clerc Center. To order printed copies of these documents, or for a complete listing of other Clerc Center publications, please contact: National Deaf Education Network and Clearinghouse Product Inquiries KDES PAS-6 800 Florida Avenue, NE Washington, DC 20002-3695 (800) 526-9105 (TTY/Voice) (202) 651-5708 (Fax) E-mail: products.clerccenter@gallaudetedu About the Author Judith M. LeNard, M.Ed., has worked at Gallaudet University for more than 30 years in a variety of positions, including teacher, administrator, and program evaluator. Currently she works in Exemplary Programs and Research, part of the Laurent Clerc National Deaf Education Center. In her job as coordinator of transition projects, LeNard directs the Longitudinal Graduate Study and the development of TIPS, an instructional package for teaching planning and decision-making skills to deaf and hard of hearing high school students. She resides in Maryland with her husband, mother, and three barking dogs. LeNard welcomes comments about this publication: [email protected]. Acknowledgments I would like to thank the many people who responded to the Clerc Center's interviews and questionnaires and shared their concerns and suggestions for improving family involvement and transition programming for deaf and hard of hearing youth. These willing volunteers are essential to the Clerc Center's national efforts to identify and address critical needs. For the transition from high school to postsecondary education and employment input process, the Clerc Center is especially indebted to Marita Danek and Howard Busby for stimulating discussion among colleagues and others with their comprehensive, and sometimes provocative, proposals for transition programming. The experts and interested individuals who participated in the National Dialogue contributed greatly to the Clerc Center's understanding of the complex issues and transitional planning for deaf and hard of hearing students. Many thanks to Bernadette Banks, Marcia Downie, Kay Lam, Rich Luecking, Paul Meyer, Don Schutt, Dwight Solomon, Susan Starnes, Douglas Watson, and Kim Wiecki for a lively and informative meeting. The public input process and this paper could not have been completed without the help of many Clerc Center staff. Most important has been the contribution of Jane Fernandes, provost of Gallaudet University, who provided the funding and administrative support for this process. Gary Hotto and Patrick Atuonah need to be acknowledged for the many hours of effort in implementing the public input process. Thanks to Marilyn Galloway for her help in setting up the National Dialogue and providing transition references. A special thanks goes to Margaret Hallau for her leadership in the entire process and patience in helping me rearrange my words and organize my thoughts so others could read them. Thanks to editors Shawn Mahshie, Jennifer Hinger, and Catherine Valcourt for formatting and preparing the paper for printing. Lastly, I want to thank my family for living with a workaholic. Any errors are my own. Judy LeNard vi 7 Introduction aallaudet University's Laurent Clerc National Deaf Education Center (formerly known as Pre-College National Mission Programs) is charged by the United States Congress with developing, evaluating, and disseminating innovative curricula and materials and instructional techniques and strategies that can be used in various educational environments serving individuals who are deaf and hard of hearing throughout the nation. Within the broad spectrum of all deaf and hard of hearing students and their families, five groups have been identified as requiring special attention from the Clerc Center. These target populations are students who: are lower achieving academically, come from non-English speaking homes, have secondary disabilities, are from diverse cultures, or are from rural areas. In carrying out its mandate for a national mission, the Clerc Center is required by Congress to "establish and publish priorities for research, development, and demonstration through a process that allows for public input" (Education of the Deaf Act Amendments of 1992). The process of collecting public input assures that the Clerc Center obtains information about needs and issues from the broad range of people and institutions it intends to serve. The Clerc Center takes its responsibility for gathering public input very seriously. A systematic process to collect public input for the purpose of establishing priorities in research, development, and dissemination has been evolving since 1994. Public input is also solicited throughout the process of reviewing and selecting collaborative projects. About this Paper This paper has two important purposes: to describe the stages of development of the public input process, showing how each successive utilization of the process has informed and improved the scope and focus of the next application, and to demonstrate how the process was applied to one of the Clerc Center's three priority areas (the transition from school to postsecondary education and employment), and to share the results of this process, describing critical unmet needs identified in this priority area and the process for developing collaborations to address some of these needs. Part I of the paper describes the processes for eliciting public input to identify critical needs. Part II looks at the public input process as it was applied to the transition priority area, with results of this process presented in Part III. Finally, Part IV describes the process of establishing national mission projects (collaborations based on the results of the input process) and how the public input process is sustained throughout the review and selection phases. 1 8 Part I: Collecting Public Input tn 1994, the Clerc Center invited 16 representatives from the various constituencies served by the Clerc Center to act in an advisory capacity to the vice president. These representatives, who later became known as the National Mission Advisory Panel (N-MAP), came from: center or residential schools for the deaf, day schools for the deaf, mainstream programs with deaf and hard of hearing students, regular elementary and secondary education programs, university programs, the deaf community, former students of Kendall Demonstration Elementary School (KDES) and the Model Secondary School for the Deaf (MSSD), and parents of students who are deaf or hard of hearing. At its initial meeting, N-MAP considered a large number of potential priorities for the Clerc Center's national mission, then narrowed the list to three: literacy for all, family involvement, and transition from school to postsecondary education and employment. N-MAP identified these large priority areas, but it was the Clerc Center's responsibility to define and expand each area. The Clerc Center developed a process (called Partners for Progress) to include representation of all of its constituencies in the course of identifying critical unmet needs within each of the three priority areas. Partners for Progress is the primary mechanism through which the Clerc Center identifies priorities for national mission activities in the three priority areas. In developing this mechanism, the Clerc Center has drawn on the experience and guidelines of the National Science Foundation Grant Proposal Process (1996), the National Science Board and National Science Foundation Staff Task Force on Merit Review Work (1996), the National Institutes of Health Grants and Contracts Process (1995), the U.S. Department of Education's Program Effectiveness Panel (1988) and System of Experts Panel (1997), and the Gallaudet Research Institute's selection and review process for priority research funding (Carol Traxler, personal communication, February, 1996). The purpose of Partners for Progress is to increase the impact of the Clerc Center's efforts in research, development, and dissemination by: identifying critical unmet needs within each of the three priority areas, and working collaboratively with programs and individuals to meet these needs. To complete the initial step of identifying critical unmet needs, the Clerc Center employed many and varied sources of information through the strategies described below. 2 Strategies for Collecting Public Input The Clerc Center gathered information from constituents using a number of different strategies over a period of several years. The first two strategies, Frequently Asked Questions and the Priority Feedback Project, began in 1996 and provided excellent background in each of the three priority areas and a base of information used in successive strategies. Frequently Asked Questions. This first strategy collected information from the teachers and staff of KDES and MSSD, who receive a number of questions and commentsmany from parentsthrough phone calls, letters, and visits to the schools requesting information about the education of students who are deaf or hard of hearing (DiPietro, 1997). Clerc Center teachers and staff compiled a list of questions most frequently asked by parents and educators from across the nation. The list was sorted into the three priority areas. Most of the questions in the area of transition were the "eternal" questions familiar to many professionals: Will my son go to college? What kinds of jobs do deaf people get? Will my daughter be able to get a scholarship to college? Will the school help my daughter get a job? What percent of graduates go to college? What will happen to my son if he can't go to college? These questions are at the root of transition planning for both parents and professionals working with deaf and hard of hearing youth. Priority Feedback Project. The second source of public input also included all three priorities. The Priority Feedback Project conducted in 1996 was the first systematic endeavor to gather public input on the three priority areas for the Clerc Center's national mission (Hallau, 1997). Clerc Center teachers and staff were asked to identify individuals and programs throughout the nation that they felt contributed in important ways to the education of deaf and hard of hearing individuals. Seventy-six potential contacts were selected, representing identified constituencies. The following concepts guided the selection of the final list of potential contacts: Contacts should be in similar proportion to the number of deaf and hard of hearing students placed in specific programs. Two-thirds should be contacts from schools and programs serving deaf and hard of hearing students; the rest should include parents, individuals, and representatives of postsecondary programs, organizations, or agencies. Individuals who received multiple nominations should be included on the list of potential contacts. The various regions of the country should be represented, with as many different states participating as possible. Twenty-one representatives of constituent groups, including public schools, schools for the deaf, parents, agencies, and postsecondary institutions, participated in in-depth telephone and TTY interviews. The interviewers asked three questions about each of the priority areas of literacy, family involvement, and transition from school to postsecondary education and employment: What are the areas of greatest need? 1. 2. What resources are needed that are not currently available? What individuals or programs come to mind as important contributors in this priority 3. area? 1 0 3