SPED 856 Reflection

Michael Friedmann

SPED 898

Dr. Sean Smith

Reflection Artifact SPED 856

Running Project Part 1 and Part 2:

Purpose of the Artifact:

            My artifact for SPED 856, Running Project Part One, involved a thorough evaluation of the transition services provided by Yelm Community Schools, specifically using the Quality Indicators of Exemplary Transition Program Needs Assessment (TQI-2). This artifact presented an essential opportunity to utilize and adapt program evaluation techniques acquired during my previous graduate studies, particularly through my Master's programs in Criminal Justice at Seattle University and Arizona State University. The skills honed during those programs, especially evaluating law enforcement programs and training nationwide with an emphasis on ethics and outcomes, proved directly applicable to assessing educational transition services provided by a local school district.

            My selection of Yelm Community Schools was intentional, rooted in my current contractual role and extensive professional experience in Special Education across diverse districts including North Thurston Public Schools and Steilacoom Historical School District. The discovery that Steilacoom's Futures Program, a valuable transition service, had been permanently closed due to the impacts of COVID-19 underscored the critical necessity of sustainable and robust transition programs. This insight amplified my motivation to deeply evaluate Yelm’s services.

Meeting Assignment Requirements:

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            Completing the TQI-2 assessment illuminated several key areas within Yelm Community Schools’ transition services, revealing both strengths and crucial opportunities for improvement. The domains assessed provided a comprehensive framework to evaluate how effectively the district supports students transitioning from special education services to post-secondary life, focusing significantly on student independence and self-determination.

Decision Not to Revise Part 1/Decision to Revise Part 2 (in part):

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            The instructor feedback indicating the project was "simply EXCELLENT and a well-written analysis" validated my approach and affirmed the accuracy of my assessment. The acknowledgment from the instructor that educators and school districts often neglect rigorous self-assessment reinforced the value and timeliness of this evaluation. It highlighted that continuous improvement is essential for educational programs to adapt effectively to students’ evolving needs. Due to the full points awarded for the assignment and the positive feedback, the decision not to revise was made. Although, the decision was made to revise a portion of Running Project Part 2, to add a different website.

Key Learnings from the Assignment:

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            An essential takeaway from the instructor's feedback was the emphasis on the critical role of family involvement in transition planning. The suggestion to focus on research emphasizing family involvement not merely as a factor but as a direct influencer of positive student outcomes aligns with scholarly findings from Wehmeyer (2014), Gothberg, Greene, and Kohler (2018), and Haines et al. (2018). This recommendation informed my subsequent approach in Running Project Part Two, ensuring that my literature and web resource selections specifically addressed how family engagement enhances self-determination, goal-setting, and successful post-secondary transitions.

            Reflecting on the artifact and subsequent feedback highlighted challenges encountered during Part Two, particularly the integration of my authentic voice. Despite the comprehensive nature of my initial submission, the feedback clarified the need for deeper personal and practical connections to selected resources. My inadvertent selection of Powerschools as a resource underscored the importance of carefully aligning resources with assignment criteria. In response, my revision involved replacing Powerschools with a website explicitly geared toward family engagement in transition planning, thereby directly addressing the project requirements.

            The instructor's feedback and my reflections reinforced the necessity of continuously integrating personal experience and scholarly insights to authentically enhance transition programs. Specifically, employing structured frameworks like MAPS (McGill Action Planning System) can significantly strengthen family-school collaborations, particularly when working with culturally and linguistically diverse populations (Haines et al., 2018).

Contribution to My Development as a Special Educator:

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            Engaging in this Running Project has significantly enhanced my professional growth as a Special Educator by deepening my understanding of transition services and program evaluation. Through practical application of evaluation frameworks like TQI-2, I have gained critical insights into assessing and improving program effectiveness systematically. The project emphasized the importance of family collaboration and culturally responsive strategies, guiding me toward fostering more inclusive, supportive educational environments. This experience has strengthened my capability to facilitate meaningful transition outcomes, promoting self-advocacy, independence, and long-term success for my students.

Conclusion:

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            Running Project Part One was pivotal in expanding my understanding of the intricate dynamics involved in transition services and emphasizing the profound influence family involvement has on student outcomes. This reflective process, informed by rigorous academic preparation, professional experience, and insightful instructor feedback, significantly contributes to my ongoing professional development and effectiveness in Special Education transition planning.