Creating Dynamic Community Resource Maps for Transition Planning

Positionality Statement

The authors are all mothers or immediate family members of children with disabilities ranging from early childhood to young adulthood. All authors are also former special education teachers, have used CRMs with students and their families, and are engaged in research and teacher preparation in special education with a focus on transition to adulthood. One author has two adult children with special needs, one of whom has extensive support needs. Based on her personal experience with this grown child, using dynamic CRMs has proven useful in improving her child’s independence and self-confidence in navigating resources needed for employment, recreation, and medical care within their community. Another author has a brother who is a young adult with autism under the pervasive developmental disorder (PDD) subtype with a restricted interest in technology for communication and uses an electric bicycle for transportation to and from school, home, work, and in the community. All the authors, as White women, are growing in understanding of strategies to ensure CRMs are relevant for and valued by all families, including those different from their own. From this experience, the authors provide the information in this article to support other families in their journey.

Creating Opportunities for Partnerships

When implemented effectively, community resource maps can create various internal and external community partnerships and interagency teams to support students with extensive support needs. Morgan et al. (2021), for example, found CRMs useful in supporting the transition needs of youth with emotional behavioral disorders by connecting them with peer tutors in the community, tangible and intangible resources in the community that could serve as reinforcers for desired behavior (i.e., lunch from a local restaurant or desired activity in a local entertainment venue). Meyer and colleagues (2022) also suggested that CRMs could be used to identify how social networks impact the function of recovery processes for individuals living with a severe mental illness in a Clubhouse model of support. Similarly, community resource maps have been used to increase parent empowerment in locating resources for physical activity, food, and social supports in communities that are typically obesity hotspots (Fiechtner et al., 2017).

By focusing on strengths in a community, through identifying the available resources rather than limiting perceptions to only what a community lacks, CRM can produce both tangible and intangible results for youth with extensive support needs and their families (Kretzmann et al., 1997). Tangible results possible with CRM include connecting services or businesses to the people who need them, while intangible results are the changed attitudes or perspectives of the community members (i.e., increased self-confidence and sense of hope for what the community can provide toward improving the quality of life). Tangible and intangible results can also result when, for example, they are used to empower neighborhoods by identifying resource deserts and then using the CRM to inform negotiations with government and businesses toward creating social change (Parker, 2006).

The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires schools to invite representatives from agencies providing services to adults with disabilities to attend youth’s Individualized Education Program meetings when they are planning for life after secondary education. Interagency collaboration, a research-based practice in the transition process that is associated with successful post-school outcomes, can help connect school staff with community agencies and resources youth may need as part of their transition experience (Povenmire-Kirk et al., 2015; Rowe et al., 2021; Test et al., 2009). By working together to create a digital version of a community resource map, members of the interdisciplinary team—made up of youth, families, caregivers, school staff, and community service providers—can work together more cohesively since the CRM serves as a single source for all members to easily locate local resources that support post-secondary youth’s success, particularly for those with extensive support needs.

The collaborative CRM process includes identifying individualized resources, such as (a) local education institutions, (b) training centers, (c) health care, (d) business services, (e) employment opportunities, (f) non-profit organizations, (g) inclusive recreational activities, and (h) transportation services. CRM also identifies a community’s service availability and any gaps therein (Crane & Mooney, 2005). Digital CRMs also align well with the recent legislative focus—under IDEA and the Rehabilitation Act, as amended by the Workforce Innovation and Opportunity Act (WIOA) in 2015—on using an outcome-based approach to coordinating post-secondary transition services for youth with disabilities (Office of Special Education and Rehabilitative Services, 2020). This system alignment and improved interagency collaboration can lead to more positive outcomes for post-secondary education, training, and employment for youth with disabilities (NTACT, 2018). According to the Centers for Disease Control and Prevention (CDC, 2019), when schools collaborate with community programs, youth’s health and academic outcomes are also positively influenced. Schools can use CRMs to improve youth’s health and academic development by identifying community resources—and the specific location of those resources—relevant to youth’s individual needs (Mucedola, 2018).

CRM has been used to develop local partnerships between youth and employers or for academic opportunities, as well as to increase access to local expertise, such as low-cost health services (U.S. Department of Education, 2013). The process of such partnerships using CRMs can help prepare youth for transition services, as required under the Individuals with Disabilities Education Improvement Act (IDEA, 2004; i.e., community experiences, related services, post-secondary education, employment, daily living skills, and activities related to independent living). This article extends approaches for CRM in meeting the goals for transition into adulthood of youth with extensive support needs. Through the integration of accessible forms and individualization of CRMs for diverse youth with extensive support needs, interagency team members can follow a step-by-step process to create dynamic versions of resource maps that youth and families can share among themselves across multiple devices.

Types of CRMs

There are two main types of CRMs: static and dynamic (Ordoñez-Jasis & Myck-Wayne, 2012). Determining which type of CRM to use depends on multiple variables including the user’s needs and comfort with technology. Youth with extensive support needs may benefit more from dynamic CRMs, which are easier to use, given the accessibility features on cell phones, tablets, or other devices to search, identify, and pull up information organized into layers on the map. Layering allows users of dynamic maps, such as Google My Maps, to customize and toggle on or off which content displays on the map. This layering feature enhances the accessibility of the dynamic maps by showing, for example, only the basic street view or additional details like public transportation routes, wildfires, and air quality. Families, educators, school staff, and other internal and external stakeholders can also access these multi-use features embedded in dynamic CRMs to (a) support the transition programming of youth in addition, (b) create opportunities for more consistent use of CRMs across environments, and (c) increase the accessibility of content to the various users that may have an undisclosed disability or language barrier. Some examples may include features such as (a) embedded navigational directions that support driving, walking, electric scooters, or biking paths; (b) the ability to adjust device settings (e.g., text size, color contrast, ability to zoom in or out); or (c) personalized high-tech accessibility features such as compatibility with the use of a screen reader including TalkBack for Android and VoiceOver for iOS.

The dynamic form of the CRM—while serving the same purposes as a traditional CRM—may enhance accessibility in transition support needs for youth with extensive support needs by eliminating the need for reading the fine print in documents or carrying around a folder of information to sort through. This accessibility in supporting transition needs can be addressed with the use of dynamic CRMs when developed as an interdisciplinary team of educators, transition coordinators, other professionals, and families working together to create a person-centered service uniquely tailored to meet the youth’s needs.

It is, however, important to recognize that while dynamic CRMs have various features to support accessibility and use in the digital world today, some youth may prefer a static CRM. For example, static CRMs might be more beneficial for those who prefer paper or scanning a table or spreadsheet that can be pulled up in an electronic device to quickly find an address or phone number over using a device to locate services on a live map. Technology limitations may also be a factor in selecting a static CRM.

Static CRMs

Static CRMs—whether created digitally or scanned and saved as an electronic file to be viewed on an electronic device or printed and viewed on paper—are maps that do not change in appearance (Sack, 2017). Static maps of community resources that are commonly used among districts, schools, and teachers include those used in handbooks, websites, or printable flyers that are handed out at the beginning of a school year, during parent-teacher conferences, upon new student enrollment, or sometimes distributed at individualized education programming (IEP) meetings. A sample static CRM can be seen in Figure 1. Static CRMs used by schools often consist of a typed list of local resources available to all families, youth, and/or staff by name, address, phone number, or other contact information. This form of CRM can also be translated using a document or web-based translator based on individual family or youth’s language needs. Static maps can also be in the form of an infographic or collection of imagery with very minimal text, creating a graphic visual representation of the local resources to inform the reader quickly and clearly.

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Figure 1.

Sample Static Community Resource Map.

Dynamic Community Resource Maps

Although both static and dynamic maps can be accessed digitally, only dynamic CRMs change their appearance while the user is viewing them (Sack, 2017). Dynamic maps may be one of two subtypes—either animated or interactive. Either subtype can integrate the user’s (i.e., family, teacher, youth) personal electronic devices (e.g., phone, computer, laptop) to view the map. Here, we focus on the use of interactive dynamic maps, which allow the user to interact with the map by changing features, such as adding locations, zooming in and out, adding layers, and organizing by color. There are many benefits to using dynamic CRMs (Crane & Mooney, 2005; Crane & Skinner, 2022). Dynamic maps can be low- or high-tech and can be accessed through any device with internet or Wi-Fi access or as a digital download. Districts and schools also can embed dynamic CRMs in school or district-based websites for public access to anyone in the community. While static CRMs provide a list of service providers, addresses, and contact information, dynamic CRMs offer additional features such as live GPS directions, personalized content, and photos or videos of the location or personnel that can be used as a visual cue. When aligned with family priorities and youth’s needs, dynamic CRMs can be a powerful tool for engaging families and youth with their community resources. For a sample dynamic CRM created using Google My Maps, see Figure 2.

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Figure 2.

Sample Dynamic Community Resource Map.

Determining the right type of map to use may be influenced by the useability, features, or individualized needs of the user or youth with a disability. Table 1 introduces some of the differences between the useability features for both static and dynamic CRMs. This includes the form, accessibility, ability to update content, shareability, inclusion of links, overall structure, and color.

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Table 1.

Differences Between Useability Features for Static CRMs and Dynamic CRMs.

Feature	Static CRMs	Dynamic CRMs
Form	Paper-based or digital printable documents (i.e., Microsoft Word, PDF) in either text-based list form or in visual map form showing 2D topography.	Digital, interactive map that interacts with the user’s personal device (e.g., smartphone, tablet, computer) that shows the topography in various 2D or 3D views.
Accessibility	The creator of the CRM or designated staff manually checks the text or visual document for accessibility.	Accessibility is embedded through features such as voice guidance or screen adjustments (e.g., zoom in and out, text size) accessed and is adapted based on the user’s (i.e., student, family member) personal device preferences.
Updates	Updates periodically based on manual updates by school staff or team members.	Updates in real time with Google-embedded data or manually to add individualized text, images, and video.
Shareability	Can be printed, shared as an attachment, or hyperlinked to an internal file storage system in emails or during in-person meetings.	Publicly or privately accessible depending on use that can be shared digitally through a URL or hyperlink or can be embedded through HTML in a school or organization website.
Links	The document or map may include hyperlinks to local community webpages if in digital text.	Includes all data from Google including website, directions, contact information.
Structure	Fixed topic areas or images within text or document space.	Filters can be added to narrow down resources specific to individual needs.
Color	The CRM, whether in text or visual form, can be printed or designed in color, black and white, or grayscale.	Digital map layers can be added to view based on color-blindness ratios, vision preferences, or topographical features (e.g., street view, terrain, traffic, transit, biking).

Note. HTML = hypertext markup language; 2D = two-dimensional; 3D = three dimensional; URL = uniform resource locator.

Integrating Transition in CRMs

Although planning for transition services for youth with extensive support needs is required by IDEA to begin by age 16, many states and school districts begin transition planning much earlier. Although IDEA does not provide a formal definition of “transition,” it does outline the concept as a coordinated set of activities aimed at preparing youth with disabilities for life after high school. Transition services can be described as those that are individualized, based on the youth’s needs, preferences, and strengths, to connect youth to service providers or other supports they will need as they enter adulthood (IDEA, 2004). According to the Rehabilitation Services Administration (RSA, n.d.), services provided should include those necessary “to maximize their employment, independence, and integration into the community and the competitive labor market.” The use of either static or dynamic CRMs can help districts, schools, and educators improve transition services and meet the requirements under IDEA by increasing access to a wide range of services and supports in all the transition domains (i.e., training, education, employment, and independent living skills) to support the individual needs of youth with extensive support needs as they prepare to move into adulthood (Office of Special Education and Rehabilitative Services, 2020).

Many effective practices have been identified as useful for assisting schools in providing transition planning to youth with extensive support needs. Among them, community resource maps specifically designed for transition supports and services for youth with extensive support needs and their families can help transition teams: (a) understand the full range of post-secondary transition services available to youth within their community; (b) align local, district, and/or state resources to provide more effective transition services; (c) streamline access to community services and supports; (d) identify gaps in the community and the implementation of transition services within a school or district; and (e) improve and/or design new services and supports targeted to fill these existing gaps (NCSET, 2005). Furthermore, the CRM process—when used through an asset-based perspective (Ordoñez-Jasis & Myck-Wayne, 2012)—can integrate community supports and resources specific to various intersections of the school or district population that may not be accessible to special educators who are not members of that community group.

When designed with outcomes of youth with extensive support needs in mind, CRMs can promote this coordination and interagency collaboration and foster valuable partnerships to align better the current and future post-secondary employment and education needs of youth with extensive support needs and their families. It is also important that the youth with extensive support needs be included in the creation and usage of dynamic CRMs to support the development of lifelong self-determination skills to seek out and access resources independently. For example, using a dynamic CRM can simplify the process of locating and navigating to available agencies that provide help applying for post-secondary education programs tailored to youth with intellectual disabilities or vocational rehabilitation services. Resources on a dynamic CRM can be organized into numerous subcategories within the independent living transition domain. There are numerous possibilities for categorizing independent living activities, such as the ones suggested by Dunst and colleagues (2001) for identifying natural learning opportunities, which included (a) amusements and attractions, (b) arts and culture activities, (c) clubs and organizations, (d) community celebrations, (e) family outings, (f) learning and education activities, (g) outdoor activities, (f) parks and recreation, (h) parent and child activities, and (i) sports activities.

Dynamic maps may also include resources that are non-specific but useful in supporting transition needs, such as local information on hospitals, schools, homeless shelters, boys’ and girls’ clubs, summer programs, local and state support offices (i.e., Department of Human and/or Health Services), and non-profit organizations. Schools and districts may also add publicly accessible tutoring services in the community, places to purchase music or art supplies, grocery stores, banks, libraries, service clubs, gyms, parks, and police stations. These valuable resources can be considered in an individualized CRM but could also be included in a map designed to meet the needs of a specific group of youth based on grade, disability category, or school location as well as on regional or state level maps.

An example of incorporating dynamic maps into a transition plan might include a high-school-age youth with extensive support needs who has a transition plan with the following transition goal: “When in need of transportation to a medical visit, the youth will use his or her/their communication device (i.e., phone accessibility features, eye-gazing software) to digitally request and schedule a pickup time independently in __ out of __ trials.” The IEP team would create a personalized Google My Maps of various transportation services or create an all-inclusive dynamic map with transportation services as a “layer” within the map and click on specific transportation services to obtain an address, phone number, contact name, the image of the location, and step-by-step instructions edited in the description to support the youth in completing the steps necessary to complete the task independently. In addition, such a map could be created instead as a layer on a statewide map available to all youth with extensive support needs, which could prove useful when they leave their local community for any length of time and need to locate services in another part of the state.

Implementation Phases to Create Dynamic CRMs

CRM comprises two parts: the process and the product (Ordoñez-Jasis & Jasis, 2011). Developing a digital community resource map begins when interagency team members meet to identify resources in the community that should be included on the map. Through this identification process, the team will create a completed product of a dynamic map with resources tailored to the needs of youth with extensive support needs.

The phases to create and integrate dynamic CRMs to improve secondary education, transition services, and post-secondary outcomes for youth with extensive support needs are adapted from a process developed originally by the National Center on Secondary Education and Transition (NCSET) and expanded by the National Technical Assistance Center on Transition (NTACT). The NTACT version (2018) integrates collaborative service delivery into resource mapping. Here, we focus on the step-by-step process for CRM including:

These four phases—pre-mapping; mapping; taking action; and maintaining, sustaining, and evaluating mapping efforts—can also be applied to create a sustainable and individualized dynamic CRM for youth, a classroom, and families or as a resource for educators within a school.

Phase 2: Mapping

Once the team has been assembled, the vision and goals have been created, and a foundational static list of needs and resources has been collected, the next phase is to determine the parameters of the map to consider geographically. The mapping phase includes gathering state, regional, and local resources and mapping the surrounding area by taking photos/videos, observing the neighborhood, writing field notes, and interacting with the partners who work and live in the area (Ordoñez-Jasis & Myck-Wayne, 2012). Community walks are less common in dynamic CRMs, but the images and data can be extremely helpful to supplement digital information by adding detailed information, visuals, or video models within the CRM program. Most important, however, is to determine the transition needs or post-secondary education, employment, and independent living skills needed by the target audience.

This is determined by asking, “What area(s) specific to the youth (or population) will need to be assessed to prioritize post-secondary education, employment, and independent living resources, supports, and services?” This parameter is typically located near the youth’s home or where the youth frequently travels (e.g., school, work, extracurricular activities, and friends). This phase also includes identifying potential resources along specific travel routes, including transportation options. In addition to family- and youth-specific geography, consider the community broadly. Rural and more isolated communities may require a broader CRM that captures resources and services across communities and regions. Urban communities may require targeted maps that focus on aspects of a large city most likely to be accessed by families and youth. Anything outside the parameters that would not meet the population’s needs would not be included in the dynamic CRM.

A more detailed and collective list of resources can also be collected by having each partner create a written list from their perspective of what resources would benefit the youth the most within the parameters. Once the team meets, combine the resources from each partner to find new and repeated resources that indicate a high-need area. After the primary resources are identified within the parameters, create a simple checklist of all resources to ensure that the same information is recorded for each, which may include the name of the service, their address, phone number, services provided, a brief description, primary contact name, website, and email address. One of the additional benefits when creating a dynamic CRM is that much of these data are automatically populated, and resources (i.e., hospitals, schools, nonprofit organizations, transportation services) are pinpointed with their exact location and information through a built-in search feature.

Categorizing Resources

Once the list is finalized and information about each resource is collected, the next phase is to organize the resources into categories or transition topic areas (i.e., employment agencies, educational institutions, training opportunities, transportation services, health care, recreational activities, housing) based on the youth’s or population’s needs. This will also aid in creating the CRM, increasing digital accessibility within the map, and locating areas where additional information may be needed. Most dynamic mapping programs will have the capability to categorize and/or color coordinate resources by “layer” on the map to make it easier for the user to search and identify resources on a device for easy visual identification by resource type. Once resources are identified and categorized, it is time to choose a dynamic mapping software and create the dynamic map.

Choosing a Digital Mapping Program

There are various digital mapping programs and technology tools for asset mapping, environmental scanning, or CRM, each with varying capabilities and resources. Currently, Google Classroom—a Google-based learning-management system in schools connected to district-associated email accounts—supports more than 150 million youth, educators, and school leaders worldwide, with an increase of 40 million from 2020 to 2021 (Lazare, 2021). These same Google accounts can also access Google Maps and Google My Maps, a free digital mapping platform that can be used in the dynamic CRM design process. As of 2022, there are 154.4 million monthly users with Google Maps accounts and 23 million downloads in 2020, and it is the most widely used navigation app in the United States (Pawar, 2022). In 2018, 77% of smartphone users regularly used navigation applications, with 67% preferring Google Maps over platforms such as MapQuest, Wave, and Apple Maps (Pawar, 2022). Since many schools integrate Google tools and email accounts for their staff and youth, which include access to Google My Maps, we will provide examples using this mapping programming. An example of a Google My Maps created by the authors can be found here: https://arkansastransition.com/index.php/digital-resource.

One benefit to Google My Maps is that it allows creators to “layer” their maps by services or supports. These services or map categories may include employment, education or training, transportation, medical or home health care, nonprofit organizations, or accessible recreational and leisure activities. Layers can also be created for specific disability categories or support needs, such as resources specific to those with vision impairments, hearing impairments, mobility supports, or emotional and behavioral disorders. Google My Maps can be designed based on the individualized needs of individual youth or the needs of a small group or a larger population. CRMs created through Google My Maps are shareable across educators, families, and youth and provide real-time driving directions to the service provider’s location of choice. Figure 3 shows an example of how color-coded layers can be added within Google My Maps, along with editable descriptions to meet the needs of the youth or family. Families can also use the map to set up preplanning measures with the office staff or locations with direct drivable directions through Google Maps on their devices.

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Figure 3.

Transportation Layer and Google My Map Editable Content Example.

While we emphasize using Google My Maps throughout the article, it is important to recognize that youth and families may prefer another platform based on their device or access, which should be considered when designing a dynamic CRM. If a family or a youth with extensive support needs prefers, for example, an iOS or Apple product, Apple Maps is a comparable tool that integrates a map-creation feature.

Phase 3: Taking Action

Once the youth’s individualized goals are developed, the family needs are addressed, parameters are developed, and the digital mapping program has been selected, the next phase includes analyzing all the information gathered and forming an action plan to finalize and implement the dynamic CRM. This includes evaluating the content for accuracy (i.e., name, address, phone number, location), pinning (i.e., saving) resources on the Google My Map, creating organization structures such as color-coordination or creating layers within the digital mapping platform, piloting across various devices, sharing the Google My Map links with the family and youth, and specifying how each resource will be used by the youth or with the support of family members and educators in alignment with the goals identified during the premapping phase. Implementing the action plan requires translating all the accumulated information into actionable steps and identifying potential challenges and solutions the youth or family may face when using the dynamic CRM. This may also include how the team might respond to the potential challenges that could arise. For each phase or step in the action plan, there should be documentation of which team member will be responsible, the targeted completion date, and a description of how success will be evaluated. Figure 4 offers an example of a table that could be used to assign responsibilities for the implementation process across the phases. This includes checkpoints across persons responsible, target completion date, potential challenges, potential solutions, and date completed.

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Figure 4.

Dynamic CRM Mapping Component Checklist.

Most importantly, before showing the youth how to use the dynamic CRM, it should be piloted across devices that the youth will use to access the map. This will allow for more accurate, step-by-step directions to be created specifically for each device, allowing the youth or their family to master using the map more easily and with less frustration. Creating a visual of the steps for accessing the map on several types of devices can also be helpful to youth with extensive support needs who might struggle to recall the multiple steps involved each time. Table 2 displays a list of specific steps across devices to create a Google My Map.

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Table 2.

Steps for Accessing Google My Maps Across Different Types of Devices.

Step	Computer	Android	iOS
Sign into your Google account	If not already signed on, go to the upper-right corner, click the “Sign In” button, and enter your Google account credentials.	Sign into your account, if needed, by tapping the “Sign In” button and entering your Google account credentials.	Sign into your account, if needed, by tapping the “Sign In” button and entering your Google account credentials.
Access any existing maps	Any maps you previously created will show up here. Click on a map to open and edit it.	Any maps you previously created will show up here. Tap on a map to open and edit it.	Any maps you previously created will show up here. Tap on a map to open and edit it.
Create a new map	To create a new map, click on the “+ Create a new map” button. Then start adding locations and customizing your map using layers to categorize and color code the desired resources/locations.	To create a new map, tap the “+” button; or “Create a new map” option. Then start adding locations and customizing your map using layers to categorize and color code the desired resources/locations.	To create a new map, tap the “+” button; or “Create a new map” option. Then start adding locations and customizing your map using layers to categorize and color code the desired resources/locations.

Note. An active internet connection is required to access Google My Maps on all these devices. After creating the map, any changes made will be saved automatically to Google’s cloud service and can be accessed from any other device by logging in with the same Google account. Device updates over time may change the above processes to some degree.

Limitations of Dynamic CRMs

With any implementation of technology, there are some limitations. Based on the digital mapping technology you use, the program or app may not be accessible to all users across all devices, services, or carriers (e.g., tablet, cell phone, computer, Android, Apple, Google). There are also many families and youth that will be unable to access technology due to varying reasons such as inconsistent internet access and access to digital tools. According to a recent report by the Federal Communications Commission, there are currently just over 22% of Americans without broadband coverage in rural areas and another nearly 28% without it who live in Tribal lands (U.S. Department of Agriculture, n.d.). With such large numbers of Americans living without access to broadband services, schools or others intending to implement dynamic CRMs with families should investigate each family’s preferences for and challenges with technology so they can develop a plan to pivot to using analog (i.e., printed version) of maps, as needed. Future research might focus on other equitable practices that could enable families’ access to the benefits of dynamic CRMs who may lack the technological devices or access to resources, such as the internet, needed to support the use of dynamic CRMs.

Educators may also find that some partners continue to prefer a paper- or text-based system or printable options in other native languages and may need other accommodations—such as the use of Braille and optimizing digital CRMs for screen readers. Therefore, as educators, when the team is in the pre-mapping process, it is important that the right CRM program is chosen based on the needs of the intended users or population (e.g., youth, families, school, district, staff) and considers multiple accessible formats if technology fails, which it commonly does in the most inopportune times. Another limitation of implementing dynamic CRMs is that technology is always changing, and the community is changing alongside it. Technology here today may not be there tomorrow, and local community resources, businesses, and staff are also changing frequently. Keeping a structured, organized, and manageable system with extensive proactive planning is important to sustaining the dynamic CRM. When youth, families, and staff recognize that the dynamic CRMs are not being updated regularly (i.e., annually, monthly, weekly) or lead them to disconnected services, it is less likely that they will continue to use the dynamic CRM.

Conclusion

There are many benefits to using dynamic community resource maps. Dynamic community resource maps support the same outcomes as static community resource maps, such as identifying needed resources in a community for youth with disabilities, but in a more dynamic fashion. School districts or individual school buildings can use dynamic versions of community resource maps for individualized education plans, transition planning, increasing access and engagement with resources for families and students, and aligning resources with the family’s priorities for their child. Creating dynamic community resource maps can also increase community access to resources for people of any age, with or without a disability. Also, dynamic community resource maps allow for collaborative partnership in transition planning for students with disabilities, such as interagency collaboration. No single agency can provide all the services necessary for individuals with extensive support needs, so dynamic community resource maps can be used to encourage cross-agency collaboration by providing insights into a community’s existing resources. Once resources are identified, gaps can be found and filled through coordination of services between existing agencies. This is one way that dynamic community resource maps can be used to visually demonstrate a community’s service availability and identify any gaps (Crane & Mooney, 2005).

When developing a dynamic community resource map to meet the needs of youth with extensive support needs, following the four phases is critical to the success of integrating collaborative service delivery into a format for identifying needed services within their community. The four phases of developing a dynamic community resource map include premapping, mapping, taking action, and maintaining, sustaining, and evaluating mapping efforts (NCSET, 2005).

Premapping, or planning, phase considers what services youth with extensive support needs might need in the community. The second phase, mapping, involves determining which geographical areas to include on your dynamic map. The third phase, taking action, is where the identified resources are evaluated for accuracy and added (e.g., pinned) to the dynamic map in an organized, color-coded fashion for easy visual reference. Finally, the fourth step is maintaining, sustaining, and evaluating mapping efforts which broadly involves designating a person to be responsible for ongoing updates to the map. This might include manually updating the content by removing or adding pins to the map when businesses close or new resources or businesses open that might serve the needs of the youth with extensive support needs.

Educators can create individualized static or dynamic community resource maps based on the needs of youth with extensive support needs in their classrooms and their families. They can also be adapted into classrooms, schools, or districts as a resource for various disabilities. There are a limitless number of options. With meaningful and strategic planning, this modified step-by-step process to create dynamic community resource maps can support the transition of secondary youth with extensive support needs to prepare for postsecondary education and employment with the support and collaboration of community resources.