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National Highlights from the Title I, Part D, Program Nicholas Read, NDTAC Technical Assistance Team, AIR. What is Title I, Part D?. - PowerPoint PPT Presentation
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National Highlights from the Title I, Part D, ProgramNicholas Read, NDTAC Technical Assistance Team, AIR
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What is Title I, Part D? Title I, Part D, of the Elementary and Secondary
Education Act (ESEA), also called The Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent or At-Risk (N or D), provides financial assistance to educational programs for youth in State-operated institutions or community day programs and to local school districts' programs involving collaboration with locally-operated correctional facilities.
Title I, Part D, is administered by the Office of Student Achievement and School Accountability Programs, under the federal Department of Education’s Office of Elementary and Secondary Education (OESE). John McLaughlin is the Federal Program Manager for the Title I, Part D, Neglected, Delinquent or At-Risk Program.
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Goals of Title I, Part D
The goals of Title I, Part D, are to: 1) improve educational services for children and youth
who are N or D so they have the opportunity to meet challenging State academic content and achievement standards;
2) provide them with services to successfully transition from institutions to further schooling and/or employment; and
3) prevent at-risk youth from dropping out of school, and provide dropouts and children and youth returning from correctional facilities with a support system to ensure their continued education.
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How Does Title I, Part D, Work?
1. State agency programs (Subpart 1). ED allocates funds to State educational agencies (SEAs) based roughly on the number of children and youth in State-operated institutions. The SEA then makes subgrants to each eligible State agency (SA) based on either (1) its proportionate share of the State’s adjusted enrollment count of Part D-eligible youth or (2) agencies/programs with the highest need.
2. Local agency programs (Subpart 2). ED allocates additional funds to SEAs based on annual counts of children and youth in locally-operated delinquent institutions and adult correctional facilities. The SEA has the option of awarding subgrants to eligible local educational agencies (LEAs) by formula or through a discretionary grant process.
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Responsibilities Under Title I, Part DWith Title I, Part D, funds come certain requirements and responsibilities on behalf of the State agencies and districts that receive the funds. These agencies are required to:
1) meet the educational needs of neglected, delinquent, and at-risk children and youth, and assist in the transition of these students from correctional facilities to locally operated programs;
2) ensure that these students have the same opportunities to achieve as if they were in local schools in the State;
3) evaluate the program and disaggregate data on participation by gender, race, ethnicity, and age, not less than once every three years.
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Key Components of Title I, Part D
1)Academic/Vocational Supports2)Behavior Management and Support3)Family Engagement4)Transition, Reentry, and Aftercare
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TIPD By The Numbers
State Agency (S1) Local Agency (S2)
2008-09
2009-10
2010-11
2008-09
2009-10
2010-11
Number of Programs US 771 720 861 2,712 2,889 2,689PA 7 8 11 295 286 288
Number of Students Served US 125,456 109,146 106,747 373,071 367,121 PA 1,643 1,189 1,123 24,863 24,562 26,510
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TIPD By The Numbers
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About NDTAC
Funded by the U.S. Department of Education (ED) Operated by the American Institutes for Research (AIR) Our mission:
Develop a uniform evaluation model for State Education Agency (SEA) Title I, Part D, programs
Provide technical assistance (TA) to States in order to increase their capacity for data collection and their ability to use that data to improve educational programming for N & D youth
Serve as a facilitator between different organizations, agencies, and interest groups that work with youth in neglected and delinquent facilities
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Supplemental Academic Supports
Too many youth who are incarcerated have such low academic skills that they: Cannot comprehend the reading assignments in their
coursework or text they encounter in their out-of-school reading
Are up to four years behind their peers in acquiring mathematics skills
Are at high risk for dropping out of school and increased risk of recidivism
Are ill-prepared for success in entry-level job training programs or entry-level college courses
11Supplemental Educational Services in State Agency Facilities/ProgramsSUBPART 1: SEC. 1415. USE OF FUNDS.(a) USES—(1) IN GENERAL—A State agency shall use funds received under this subpart only for programs and projects that…
…(B) concentrate on providing participants with the knowledge and skills needed to make a successful transition to secondary school completion, vocational or technical training, further education, or employment.
(2) PROGRAMS AND PROJECTS—Such programs and projects… …(B) shall be designed to support educational services that—
(i) …are provided to children and youth identified by the State agency as failing, or most at-risk of failing, to meet the State's challenging academic content standards and student academic achievement standards; (ii) supplement and improve the quality of the educational services provided to such children and youth by the State agency; and (iii) afford such children and youth an opportunity to meet challenging State academic achievement standards;
12Supplemental Educational Services in State Agency Facilities/ProgramsSUBPART 2: SEC. 1424. USES OF FUNDS.Funds provided to local educational agencies under this subpart may be used, as appropriate, for…
…(4) special programs to meet the unique academic needs of participating children and youth, including vocational and technical education, special education, career counseling, curriculum-based youth entrepreneurship education, and assistance in securing student loans or grants for postsecondary education; and
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Virginia’s Literacy Coaching Program
• Literacy Coaches: Administer standardized testing Disseminate results of testing to teachers and parents Collaborate with content area teachers to identify
instructional strategies to meet students’ educational needs Provide targeted assistance Develop and deliver professional development Assist in transition planning Function as point-of-contact between the education program
and a student’s parents or guardians
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Virginia’s Literacy Coaching Program
Advantages: Promotes literacy across the content areas Innovative instructional strategies utilized Actively demonstrates 21st Century Skills:
CollaborationCommunicationCritical thinkingProblemsolving
15Impact of Virginia’s Literacy Coaching Program
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2008-2009 2009-2010 2010-20110
500
1000
1500
2000
2500
3000
Below Grade LevelTotal
Testing Below Grade Level
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16
26%
32%
42% 2008-20092009-20102010-2011
Increased By Up To One Grade Level
Impact of Virginia’s Literacy Coaching Program
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17
20%
46%
34%
2008-20092009-20102010-2011
Increased By More Than One Grade Level
Impact of Virginia’s Literacy Coaching Program
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18
23%
39%
38%2008-20092009-20102010-2011
Increased Reading Scores
Impact of Virginia’s Literacy Coaching Program
19Virginia’s Literacy Coaching: Examples of Unique Programs Teaching students who are parents or expectant parents
how to read to their children Book groups Poetry Slams Making PSAs
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NDTAC Academic Support Resources
Providing Individually Tailored Academic and Behavioral Support Services for Youth in the Juvenile Justice and Child Welfare Systemshttp://www.neglected-delinquent.org/nd/docs/NDTAC_PracticeGuide_IndividualSrvcs.pdf
Making It Count: Strategies for Improving Mathematics Instruction for Students in Short-Term Facilities http://www.neglected-delinquent.org/nd/docs/numeracy_guide_201008.pdf
Adolescent Literacy Guide: Meeting the Literacy Needs of Students in Juvenile Justice Facilitieshttp://www.neglected-delinquent.org/nd/docs/adolescent_literacy_guide_201008.pdf
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Practices and Strategies
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Behavior Management & Support
Many students struggle with emotional and behavioral problems that may lead them to act out in ways that school administrators and teachers may not understand or be prepared to respond to effectively.
Punitive discipline practices negatively affect the academic performance and achievement by removing students from needed classroom I
Students regularly disciplined, especially those suspended and expelled, are at greater risk of juvenile justice system involvement. There are high rates of students with behavior issues in
juvenile justice classrooms – such settings are equally under-prepared/equipped to address
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Behavior Management & Support
Investing in an evidence-based behavior management system is one way that educational programs across settings are addressing problem student behaviors in proactive, supportive ways that encourage student success.
Within juvenile justice and other residential settings specifically, administrators can use supplemental funding, like Federal Title I, Part D, funding, to adopt behavioral support systems that assist students with behavior problems and help them to achieve academically at levels comparable to their non-delinquent peers.
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“PBIS” is a research-based systems approach designed to enhance the capacity of schools to…
effectively educate all students, including students with challenging social behaviors
adopt & sustain the use of effective instructional practices
(Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)
Behavior Management & Support
Positive Behavioral Interventions and Supports (PBIS)
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School as unit of implementation Connecting social & academic
achievement Team-based leadership Investments in capacity building Conceptually sound guiding
principles Data-based decision-making Sustainability of effective practices
PBIS
A focus on:
26Positive Behavioral Interventions and Support (PBIS) in Secure Care Implementing PBIS in secure care facilities is very similar to that in public
schools. The differences involve convincing administrators and staff of a positive approach to addressing behavior.
Arguments for PBIS in secure care settings: Effective and efficient alternative to harsh, inconsistent, and ineffective disciplinary
methods in public schools Discipline in many juvenile justice facilities is often harsh and harmful
punishment mentality, inconsistency among staff
Decisions about disciplinary not linked to data on youth behavior Features of secure care settings that affect implementation:
24-hour day Multiple programs in a facility Multidisciplinary staff Primary focus is security Education personnel not in charge of discipline Decisions re: youth behavior aren't data-driven
27School-Wide vs. Secure Care-Based PBIS
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PBIS in Secure Care
The key elements of PBIS are the same in secure care settings: Clear expectations and procedures for teaching Continuum of procedures for:
encouraging expected behavior discouraging misbehavior
Procedures for: on-going monitoring and evaluation data-based decision making sustaining implementation fidelity
And within the scope of the implementation effort, these points are critical: A consistent set of rules for youth behavior Consistent routines, especially for problem areas Alter physical arrangements associated with problem areas
29Impact of PBIS in Secure Care: Illinois and Iowa PBIS has also shown promise in addressing problem
student behaviors in secure care settings: Illinois Youth Center-Harrisburg:
Both major and minor behavior incidents decreased markedly over a 5-year period after adopting PBIS in 2002 (Nelson et al., 2008).
Similarly, the Iowa Juvenile Home saw reductions in the number of problem behaviors requiring disciplinary action following the implementation of PBIS in 2001 (Nelson et al., 2008). The same facility had a 73 percent reduction in the use of
restraint and seclusion following PBIS implementation (Nelson et al., 2008).
30NDTAC Behavior Management and Support Resources Providing Individually Tailored Academic and Behavioral
Support Services for Youth in the Juvenile Justice and Child Welfare Systemshttp://www.neglected-delinquent.org/nd/docs/NDTAC_PracticeGuide_IndividualSrvcs.pdf
Improving Conditions for Learning for Youth Who Are Neglected or Delinquent http://www.neglected-delinquent.org/nd/resources/spotlight/cflbrief200803.asp
Supporting Student Achievement Through Sound Behavior Management Practices in Schools and Juvenile Justice Facilities: A Spotlight on Positive Behavioral Interventions and SupportsComing soon!
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Family Engagement Matters!
Research has shown that there are many benefits when families are involved in their child’s education: Students are more willing to learn, and they feel better
about themselves. They get better grades and attend school more regularly. They are more likely to graduate from grade school or high school and are more likely to continue their education.
Students are less likely to use drugs and alcohol, and they have fewer instances of violent behavior and suspensions.
Youth feel supported, and there is greater support for schools.
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Three-Tier Model to Engage Families
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Special efforts
for a few families
Intensive: 3rd Tier
Additional supportsto boost some families
Selective: 2nd Tier
Opportunities affordedto all families
Universal: 1st Tier
33Stadium View SchoolMinneapolis Public SchoolsHennepin County Juvenile Detention Center
Short term facility Mostly students of color, predominantly Black Students detained on serious charges 12 staff: 8 teachers, a transition specialist, a
principal and a life skills coach Serve also students in the adult facility Nationally accredited
34Minnesota’s Stadium View SchoolConnecting With Families Sunday visitation “Meet and Greet” with community partners Classroom “Meet and Greet” with follow-up phone
call home Parent Council monthly meetings Calendar
35Minnesota’s Stadium View SchoolConnecting With Families Transition Specialist as point person Student referral Lobby display Facility supervisors Community partners
36Minnesota’s Stadium View SchoolFacilitating Parent Visits Community Showcase (celebrate student success) Court support Freedom School Showcase Evening student debates IEP meetings Parent Council meetings
37Minnesota’s Stadium View SchoolTips for Engaging Families Facilitate transportation, childcare stipends, meeting
dinners Home visits Connect and facilitate community to support student
and family Build trust through relationships
38Minnesota’s Stadium View SchoolBuilding Relationships Each interaction with a student and family member
is with the highest level of respect and sincerity Respect and care are foundation of student/staff
interaction Staff are required to provide educational and social-
emotional support No judgment
39Minnesota’s Stadium View SchoolEffective Communication Staff regularly reflects on our commitment to our
vision and mission Student Support Team meets weekly to discuss
students’ academic and social-emotional well being Staff has on-going communication training Transition Specialist as point person
40Minnesota’s Stadium View SchoolSharing Information IEP meetings include teachers, support staff, student
and family members Letters and phone calls announce events and
meetings 15 day academic report
41Minnesota’s Stadium View SchoolProviding Opportunities for Visits Juvenile justice, community and school systems work
together Freedom School, debates, visiting authors and guests Work to support engagement between community
partners and families When appropriate, include parents and JDC staff in
professional development (we learn together)
42Minnesota’s Stadium View SchoolEnsuring Staff Meet Needs Weekly Student Support Team meetings Staff attend IEP meetings Over 100 hours each year of professional
development Staff, student surveys, observations Community partners as critical friends Pacer Center/Governor’s Council on Developmental
Disabilities
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NDTAC Family Engagement Resources
Working With Families of Children in the Juvenile Justice and Corrections Systems: A Guide for Education Program Leaders, Principals, and Building Administratorshttp://client.neglected-delinquent.org/nd/resources/spotlight/spotlight200611a.asp
Facility Toolkit for Engaging Families in Their Child's Education at a Juvenile Justice Facilityhttp://client.neglected-delinquent.org/nd/resources/NDTAC_FamilyEngagement_Toolkit_Guide.asp
Family Guide to Getting Involved in Your Child's Education at a Juvenile Justice Facility http://client.neglected-delinquent.org/nd/resources/NDTAC_FamilyEngagement_Toolkit_Guide.asp
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Transition, Reentry, and Aftercare
Transition has been defined as “a coordinated set of activities for the youth, designed within an outcome-oriented process, which promotes successful movement from the community to a correctional program setting, and from a correctional program setting to post-incarcerationactivities.”This definition identifies three elements of successful transition:
1. It is coordinated.2. It is an outcome-oriented process.3. It promotes successful movement between the facility
and the community.
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Transition, Reentry, and Aftercare
SUBPART 1: SEC. 1418. TRANSITION SERVICES.(a) TRANSITION SERVICES— Each State agency shall reserve not less than 15 percent and not more than 30 percent of the amount such agency receives under this subpart for any fiscal year to support—
(1) projects that facilitate the transition of children and youth from State-operated institutions to schools served by local educational agencies; or (2) the successful reentry of youth offenders, who are age 20 or younger and have received a secondary school diploma or its recognized equivalent, into postsecondary education, or vocational and technical training programs, through strategies designed to expose the youth to, and prepare the youth for, postsecondary education, or vocational and technical training programs…
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Washington’s Education Advocates
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Washington’s Education Advocates
Project Goal: Reduce Recidivism Program Objectives
Expand support and case management Assist youth in overcoming barriers Improve school coordination
48
Washington’s Education Advocates
Collaboration/Joint Planning Between ESDs and Local School Districts Conducted a local needs assessment Selected target group Developed referral criteria and plan Determined how to integrate with other school-based
efforts
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Washington’s Education Advocates
Case Management Flow Chart Intake/needs assessment
Identify Low – Moderate – High Risk Indicators Establish case management re-entry plan
Daily Case Management (Tier 1) Until each goal is initially addressed
Weekly Case Management (Tier 2) Monitoring, support, and skill building
Quarterly Case Management (Tier 3) Monitoring, support, and skill building
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Washington’s Education Advocates
Challenges Schools denying entry Families/youth not understanding the school
“systems” Enrollment Transferring credits/course work
Lack of support systems Generation gangs, poverty, homelessness, addiction,
mental illness and learning disabilities, grief and trauma
Parental/family
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Washington’s Education Advocates
Addressing the Challenges Help youth navigate the system Collaborate with others in the system Provide transitional support Communicate and network with:
Child Welfare and Juvenile Justice Community Agencies and others
Educate youth about their options Help youth advocate for themselves
52Impact of Washington’s Education Advocates
Detention & JRA Program OutcomesThe EA Project began mid-year 2009. Charts are of outcome data
compiled over the course of the program by Education Advocates.
0%
10%
20%
30%
40%
50%
Credits Enrolled in School Enrolled in GED Awarded GED Obtained HS diploma Enrolled in secondary school
Spring 2009 (n-370)
2009-10 (n-815)
2010-11 (n-763)
53Impact of Washington’s Education Advocates
Detention & JRA Program OutcomesThe EA Project began mid-year 2009. Charts are of outcome data
compiled over the course of the program by Education Advocates.
0%
10%
20%
30%
40%
50%
Enrolled in job training Obtained employment
Spring 2009 (n-370)
2009-10 (n-815)
2010-11 (n-763)
54Impact of Washington’s Education Advocates
ARRA & Middle/High School Outcomes 2010-11
71%
66%
27%
39%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Math Reading
Pre-Test Below Grade Level
Post-Test Up 1 or more Grades
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NDTAC Transition Resources
Transition Toolkit 2.0: Meeting the Educational Needs of Youth Exposed to the Juvenile Justice System http://www.neglected-delinquent.org/nd/resources/toolkits/transition_200808.asp
The Mentoring Toolkit: Resources for Developing Programs for Incarcerated Youthhttp://www.neglected-delinquent.org/nd/resources/spotlight/spotlight200609c.asp
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Q&A
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Contact Us
Nicholas ReadState Technical Assistance Liaisonnread@air.org202-403-5354
NDTAC ndtac@air.orghttp://www.neglected-delinquent.org
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