ATI s Short-Term Training Programs

Transcription

1 ATI s Short-Term Training Programs The focus of this paper is ATI s short-term training programs. Short-term training, as defined by the ATI Training Model, occurs over a half-, one-day, or two consecutive day program. The purpose of the half (or full) day training sessions is to provide trainees with an overview of either a particular topic or a general introduction to the foundations of best practices in transition. In comparison, the two-day training sessions allow for further development of the concepts and philosophy of the best practices. This paper documents 11 ATI short-term training programs conducted in 1997, and attended by 278 participants. This paper includes a description of (1) the nature of the short-term training programs conducted, (2) demographic characteristics of the participants, (3) perceived participant change due to training, and (4) a sample of participant qualitative statements with respect to the training. Overview for 1997 Table 1 Overview of ATI s 1997 Short-Term Training Programs Date Type of Training Program Length of Training Program ½ (# of Days) 1 2 Training Location # of Trainees 8/97 Self-Advocacy X Mobile 42 8/97 Self-Advocacy X Mobile 47 8/97 Self-Advocacy X Mobile 51 9/97 Best Practices X Cullman 12 9/97 Parents X Mobile 19 9/97 Parents X Sterrett 22 10/97 Best Practices X Jefferson 28 11/97 Parents X Huntsville 17 11/97 Best Practices X Huntsville 16 11/97 Best Practices X Huntsville 17 11/97 Best Practices X Crenshaw 9 Participant Profile This section reports identifying information on the 278 transition stakeholders served in 11 ATI short-term training programs conducted in First presented is the type of transition stakeholders represented. Second, the reader is introduced to the state s geographic areas in which these trainees reside. Finally, the types of school systems (city or county) represented, as well as whether the trainee s work in an urban or rural setting is given. 125

2 The profile information presented below is based upon the Participant Input Questionnaires (PIQ) completed by the trainees. The PIQ is a part of the Training Evaluation Kit-R (TEK-R), which is used to assess the effectiveness of ATI s training programs. For the remainder of the reported data, the reader will note that not all 278 trainees answered all PIQ items. Stakeholders Representation The PIQ provides the trainee with 23 specific stakeholder roles representing 7 generic areas (e.g., consumers, special education, rehabilitation). A listing of these specific and generic categories is presented in Table 2; whereas, Table 3 reports only the generic role for 272 stakeholders who answered this item and were served in the 11 short-term training programs. Table 2 Stakeholder Categories: Generic and Specific Generic Categories consumers special education career/technical ed. general education rehabilitation MH/MR other Specific Categories students, parents teachers, counselors, coordinators, state administrators teachers, counselors, coordinators, state administrators teachers, counselors, support staff, school-based administrators counselors, job coaches, state administrators case managers, state administrators employers, college students, general public, etc. Table 3 A Generic Profile of 272 Trained Stakeholders Types Represented N % special education consumers career / tech education 9 3 general education 9 3 other 9 3 rehabilitation 5 2 MH/MR 0 0 TOTAL

3 Geographic Representation On a statewide basis, the Alabama Transition Initiation coordinates its activities in accordance with four state Regions: Region I = Northwest, Region II = Northeast, Region III = Southwest, Region IV = Southeast. These four regions equally represent the population of the state s 67 counties. Presented in Table 4 is a list of the counties represented by the trainees, as well as the Regions in which they reside (see Figure 1). Again, note that only 252 of the 278 trainees provided this information. Table 4 Alabama Counties Represented by 252 Trainees County N % County N % Crenshaw 9 4 Madison Cullman 9 4 Mobile Dallas 1.4 Montgomery 1.4 Etowah 5 2 Morgan 2.8 Jefferson St.Clair 3 1 Lauderdale 1.4 Shelby 3 1 Lawrence 1.4 Talledega 5 2 Lee 1.4 Walker 1.4 Limestone 1.4 Winston 5 2 TOTAL An important objective of the Alabama Transition Initiative is to distribute training programs throughout both the state s city and county school systems. Of the 278 participants reported for this period, 72 (28%) and 186 (72%) respectively represented city and county schools. Finally, the PIQ addresses whether the training participants reside in an urban versus rural setting. Urban versus rural is determined according to whether the participant s place of residency is comprised of a population of less than (or more than) 20,000 residents. Based on the input of 262 of the 272 trainees who answered this item, 147 (56%) and 115 (44%) represented 127

4 rural and urban settings, respectively. Program Evaluation All ATI training programs are evaluated regardless of training strategy. The primary instrument used is the Training Evaluation Kit-revised (TEK-R). This instrument is adaptable to specific training evaluation programs. For example, the entire instrument is used for the intensive, one week training programs; whereas, only the change item presented below is used for the short-term training programs. The reader is first presented the change item which all trainees are asked to complete at the end of training. Subsequently, the results are reported regarding the type and degree of change training participants indicated (see Figure 3). Finally, Table 6 provides a list of verbatim comments the trainees wrote in response to the open-ended question In my View, this training program was... TEK-R Change Form Instructions We are interested in learning what changes you think have occurred for you as a result of this training program. Please indicate the degree of change by making a check mark ( ) for each of the four change areas below. A review of the definitions will help you to respond more accurately. Informational Change: This term refers to the acquisition of professional knowledge. Informational change means an increase in your awareness and understanding of the subject matter of the training program. Behavioral Change: This term refers to the acquisition of professional skills. Behavioral change means an increase in your ability to apply the subject matter of the training program. Attitudinal Change: This term refers to the acquisition of appropriate professional values. Attitudinal change means a modification of your beliefs and perceptions related to the subject matter of the training program. Motivational Change: This term refers to the acquisition of professional incentive. Motivational change means an increase in your desire and drive to be involved with activities related to the subject matter of the training program. INFORMATIONAL BEHAVIORAL ATTITUDINAL MOTIVATIONAL NONE SLIGHT MODERATE MUCH 128

5 Results Type and Degree of Change Of the 278 transition stakeholders who attended the 11 ATI short-term training programs in 1997, 258 responded to this TEK-R item regarding perceived change due to trahing. The results are reported in the figwe below in terms of percentages. As depicted in the bar graph for motivational change, SO%, 36% 1 1 %, md 4% of the respond- respectively reported ''much ", "moderate ", "slight, " and "none ". This reflects all trainees who responded across all kaining programs, since there were no appreciable differences bemen programs. Also, a cross-tab analysis benvem type and degree of change with other PIQ variables such as city school versus county schools, urban setting versus md setting, and stakeholder role (e.g. special education teacher, parent) showed no significant differences. An example of this fmbg is reflected fn Table 5, which is a cross tab between degree of "informationai change " and the job setting variables urban versus rural. Note that 37% and 4 1 % of the trainees representing urban versus rural settings indicated "much" infornational change due to training. Type and Degree of Change percent (%) response (n = 258) ~ o t i v a t i o n a b -! 1 I I Behavioral %'..- I 1 informational- -- I - I 0 I none moderate 0 slight much

6 In my view, this training program was... Listed in Table 6 is a sample of the statements the participants provided on the TEK-R evaluation form at the end of the training session. Statements are not reported separately for individual programs, since there were no appreciable, trainee qualitative statements representing different programs. Table 6 A Sample of Verbatim Statements to the open-ended questions: In my view, this training program was... Very informative and motivating. Filled with information. A bit overwhelming, but nevertheless informative and directional. "Vital" WONDERFUL! Exceptional. Excellent... presenters are extremely knowledgeable in the area of transition and Best Practices. Very enlightened by the training. I was able to discuss my concerns and enlighten my knowledge. Excellent, Informative and entertaining from the presenters. Very informative. Very good! Very interesting Worthwhile, left me wanting more information. Pleasure to listen and learn from instructors Really informative and interesting, especially for such a lengthy workshop. This has already been helpful to me. I'm eager to get started. Very helpful to me in the knowledge of transition. I am very excited about the ATI. Very informative, and I'm glad that I was able to come. Beneficial in that it allowed group discussion on the ATI program. Very important to the implementation of the occupational diploma. Too short. Not enough time was allocated for the amount of information presented. More time was needed to discuss each best practices in greater detail. It should have been longer. Beneficial for my subject area of concentration for the individual needs of all of my students. Very informative, but I would like to learn more about transition. Very informative and motivational. Both presenters were likeable and personable and made for an interesting day. Thanks! Very professional, very informative. Very informative. My principal would have learned a great deal. The Web site looks great. Great info on Web page Informative - area of strength is the WEB site information. Informative and hopeful for our students future. Thank you for the validation!! Nice to know that the "extra" things we've been doing are right on target. It's so wonderful to hear people talk about putting STUDENTS first... Thank you, very much!! Very informative. Presenters were well prepared. Their caring showed. Very Good. Drs. Browning and Rabren were very helpful during the presentation. Informative and a good review. 130

7 Summary The Alabama Transition Initiative (ATI) plans and implements its training activities using two models: The ATI Training Model and A Best Practices in Transition Model. Short-term training is one of the defined training strategies employed in these models. The purpose of this paper is intended to document the 11 ATI short-term training programs conducted in 1997 and attended by 278 participants. This Report includes a description of (1) the nature of the short-term training programs conducted, (2) demographic characteristics of the participants, (3) perceived participant change due to training, and (4) a sample of participant qualitative statements with respect to the training.. 131