Resource mapping (4)

ppt

1. RESOURCE MAPPING BHAVYA RAJ A R PHYSICAL SCIENCE

2. RESOURCE MAPPING / COMMUNITY ASSET MAPPING

3. WHY MAPPING RESOURCES IS SO IMPORTANT? To function well, every system has to fully understand and manage its resources . Mapping is a first step toward enhancing essential understanding, and done properly, it is a major intervention in the process of moving forward with enhancing systemic effectiveness . Why Mapping Both School And Community Resources Is So Important? Schools and communities share Goals and problems with respect to children, youth, and families. The need to develop cost-effective systems, programs, and services to meet the goals and address the problems. Accountability pressures related to improving outcomes. The opportunity to improve effectiveness by coordinating and eventually integrating resources to develop a full continuum of systemic interventions

4. RESOURCE MAPPING There are many programs, interventions, services, and resources available that can support student well-being and the development of positive school culture and climate. Before adopting new programs or substantially changing current practices, it is helpful to review and consider school-based programs and resources that are already in place. Resource mapping is a strategy for identifying and analysing the programs, people, services, and other resources that currently exist in your school. This information can help school leaders better assess the needs of the school and to make informed decisions about where to focus. Through resource mapping we will get a deeper understanding of the key programs and resources related to well-being and culture that the school is already utilizing.

5. WHAT ARE RESOURCES? Resources include programs, services, outside agencies, space, people, equipment, materials, supplies, technology, infrastructure mechanisms etc. Resources are not only for students but also for families as well as staff. OBJECTIVES To identify the resources that are currently available to the school to support student well-being and positive school culture and climate. To provide documentation or a visual aid of what the school is doing to achieve its goals. To assess how resources are being used and in what capacity. To identify gaps, overlaps, and redundancies in resources. To identify additional resources or programming that may be needed.

6. STEPS AND TIMING Step 1: Pre – Planning Step 2: Map Resources (30 minutes) Step 3: Analyse Resources (30 minutes – 1 hour) Step 4: Maintain Map and Consider Changing Resources (on-going) STEP ONE: PRE–PLANNING Identify a resource mapping team and schedule a meeting time. It is beneficial to include a variety of individuals who have different roles throughout the school. This group can consist entirely of school staff, but ideally includes student members and parents. Complete the ‘PRE–PLANNING’ worksheet.

7. STEP TWO: MAP RESOURCES Revisit the ‘PRE-PLANNING’ worksheet, using the plan that created to guide the mapping process. Identify and organize resources by making a list or visual aid. Tips for identifying programs and activities : Collect the full name of the program, a contact person, and the population served. Keep track of how many students or families use and have access to the program. Whenever possible, document how programs are accessed and who they are coordinated by. Example : Group counselling, referred by school psychologist etc .

8. STEP THREE: ANALYZE RESOURCES Using the resource map or list of resources, start to observe and discuss any patterns or gaps that we see. Use the ‘ANALYZING YOUR RESOURCE MAP’ worksheet. Data collected from student, staff, and parent surveys may reveal school challenges areas, which can inspire conversations about programming and resources . STEP FOUR: MAINTAIN YOUR MAP Set up a plan to maintain and update the resource map. Decide who will be responsible and how frequently it will be updated (once in year). Use the ‘MAINTAINING YOUR RESOURCE MAP’ worksheet. Make this information easily accessible so that it can be used during action planning or when making decisions about adding or eliminating programs, services, etc.

9. LEADERSHIP TEAM • Administrative Lead for the component • School Psychologist • Counsellor • School Nurse • School Social Worker • Behavioural Specialist • Special education teacher • Representatives of community agencies involved regularly with the school • Student representation (when appropriate and feasible) • Others who have a particular interest and ability to help with the functions