Running head: RUNNING PROJECT PART 2 1

Running Project Part 2

Colleen M. Hall

University of Kansas
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Running Project Part 2

Assignment Purpose

The Running Project Part Two focused on developing solutions for a specific area of the

school district’s transition program. For this portion of the project, the goal was to research peer

reviewed journals and evidence based strategies that our school could benefit from

implementing. After conducting the Quality Indicator 2 survey, I surmised that we (The Camden

Charter School Network aka CCSN) faced two areas that could be enhanced with the appropriate

intervention, and these challenges could be found in the Student and Family Involvement

Domain.

Establishing a proposal to rectify the root causes of our district’s short comings in these

key regions of the transitional plan was a daunting task but a purposeful assignment. This

assignment showed me the value of research and how it could bolster one’s credibility when

trying to implement changes that have to take place on a vast scale. Also, the assignment

encouraged me to communicate and collaborate with a diverse range of people in CCSN.

Revision

The professor did not inquire about revisions and thought the information I presented was

well thought out. I intend on presenting my findings and recommendations to the Child Study

Team for additional analysis.

Reflection

This assignment assisted me in understanding the many facets that must work together to

support a student in understanding the importance of their involvement with creating goals, self-

advocating, and recognizing their strengths. The research I compiled also emphasized the

importance of fostering a culture of student involvement at the elementary level in order to

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increase the success rate of the transitional plan. After the assignment was completed, I asked

the special education department if I could present my study during professional development.

Explaining the importance of teaching self-advocacy at the elementary school level was a

tough conversation that aroused much skepticism amongst my colleagues until I displayed the

data to drive home the importance of self-determination during the formative early years.

However, I remain unsure if they are interested in implementing new strategies at the younger

grade levels. Conversely, the middle and high school special education departments are

interested in devising a program that promotes self-determination. I credit this project with

providing me the opportunity to inspire a department in adjusting their curriculum and mindset in

order to assist more students in successfully transitioning into adulthood.

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