Participate and share: Poster 
Currently, most community resource maps (i.e., asset maps) are static or in paper-based form, and our outdated, not commonly shared, and vary across teachers, schools, and districts. The purpose of this session is to learn how to create large-scale holistic dynamic, interactive digital community resource maps (CRMs) through Google My Maps to share and embed in educational websites for families, students, schools, and districts within networks that serve and support students with disabilities. Participants will get an in-depth look at current district, regional, and state-wide CRMs that are active in the community starting with framework or conception of the map(s) to the completed product. This includes steps to complete, stakeholders to include, and factors to consider during creation.
Objectives:
Participants will learn how to create large-scale (i.e., local, district, regional, state) dynamic digital community resource maps for students with disabilities through Google My Maps.
Participants will learn about the different layering methodologies of digital maps to color-coordinate and organize special education supports and services (e.g., transportation, housing, counseling, post-secondary education and employment, transition services, home health care).
Participants will learn about a current state-wide educational model and steps of development in coordination with various stakeholders.
The main content will be structured based on the four steps in the resource mapping process: 1) pre-mapping, 2) mapping, 3) taking action, and 4) maintaining, sustaining, and evaluating mapping efforts (National Center on Secondary Education and Transition, 2005) but will include the modified steps for the more dynamic, digital alternatives. Some historical and research background in community resource mapping (CRM) for students with disabilities will be shared including the benefits for families and students with disabilities that can be transferred into adulthood through transition-based goals and activities. The first step (pre-mapping) includes establishing an interdisciplinary team, setting the vision and goals, and communicating continuously with various external and internal stakeholders to ensure various resources and up to date content is added. The second step (mapping) includes gathering and identifying resources through networking, Google Maps, and digital communication with stakeholders. The third step (taking action) includes developing an action plan with timelines, roles, responsibilities, that include putting the map in action and (live online) sharing it out to the community. The last step (maintaining, sustaining, and evaluating) includes evaluation of digital data collected through the map and to reflect on any changes that need to be made (e.g., resources added, content updated, resources removed) and how to create a long-term plan to update and maintain the digital CRM over time as there is administrative rollover or systematic changes that may affect the map’s infrastructure. Although a state-wide example map based on 15 regional cooperatives will be used as the foundational design, some time will be spent looking at other types of digital CRMs including ones on a smaller scale such as at the regional, district, school, or individualized student option for teachers and families. After analyzing the steps, time will be set aside for interactive small or whole group training sessions to trial out a sample map previously designed based on a school district. This will allow participants to digitally manipulate the map in real time, show functionality, and navigate through live directions integrated by Google Maps.
Process and Timing: Community Resource Mapping (CRM) background and research (10-15 minutes); steps to create a CRM based on examples and steps from current state-wide educational cooperative design (20-30 minutes); Interactive training session navigating through Google My Maps mapping process (20-30 minutes); and discussion and Q&A (10-15 minutes).
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