Prevention & Intervention Programs for Children & Youth Who Are Neglected, Delinquent, or At-Risk

1. Prevention & Intervention Programs for Children & Youth Who Are Neglected, Delinquent, or At-Risk Program Overview Title I, A and D Regulations Liz Roper, Parental Involvement Project Director Supplement Not Supplant Current Trends & Impact

2. WHO ARE THESE CHILDREN? • Neglected - Children live in neglected facilities due to abandonment, neglect, or death of parents-guardians; enrolled in school. • Delinquent - Age 21, pre-adjudicated or adjudicated to live in locked delinquent facilities such as TDCS or TDOC, local agencies. Children attend onsite school. (not public school) • At-Risk- School age, at-risk of academic failure: - Drug or alcohol problem - Pregnant or currently a parent - Past contact with juvenile justice system - One year behind academically, LEP - Gang member, dropped out school previously, - High absenteeism at school - Migrant

3. NEGLECTED & DELINQUENT ANNUAL SURVEY • Children are identified by an annual survey taken each winter to generate either Title I Part A or D supplemental education funds for the upcoming year. • The survey counts children age 5-17 who lived in an institution for at least 1 day during the 30 consecutive day window. • One day during the 30 consecutive days must be in October to generate funds for the next year. • The institution must meet the definition of an institution serving neglected or delinquent. • ----------------------------------------------------------------------------------- • Children age 21 may be served with funds. • Community day programs do not generate funds, but may use these funds.

4. SECTION 1401 Prevention & Intervention Programs for Children & Youth Who Are Neglected, Delinquent, or At-Risk 1. Improve educational services so these children meet State academic content and achievement standards→ 2. Successful transition from institutionalization to further schooling or employment→ 3. Prevent at-risk youth from dropping out of school 4. Provide dropout and children transitioning from institutionalization with a support system to continue education SECTION 1421 Support the operation of local educational agency programs that involve collaboration with locally operated correctional facilities 1. Carry out high quality education programs to prepare children and youth for secondary school completion, training, employment, or further education 2. Provide activities to facilitate the transition of children and youth from correctional programs to further education or employment 3. Operate programs in local schools for children and youth returning from correctional facilities and programs serving at risk children and youth TITLE I, PART D PROGRAM PURPOSE

5. TITLE I, PART A PROGRAM PURPOSE SECTION 1421 Improving the Academic Achievement of Disadvantaged • Purpose- Ensure that all children have a fair, equal, opportunity to obtain a high-quality education and reach proficiency on challenging State academic achievement standards and assessments. • (1) High-quality academic assessments, accountability systems, teacher training, curriculum, and instructional materials are aligned with challenging State academic standards • (2) Meet educational needs of low-achieving children in our Nation's highest-poverty schools, limited English proficient children, migratory children, children with disabilities, Indian children, neglected or delinquent children, and young children in need of reading assistance; • (3) Close achievement gap between high and low-performing children, especially the achievement gaps between minority and non- minority students, and between disadvantaged children and their more advantaged peers;

6. TITLE I, PART A SECTION 1421 PROGRAM PURPOSE • (4) Hold schools, local educational agencies, and States accountable for improving the academic achievement of all students, and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while provide alternativesto students in such schools to enable the students to receive a high-quality education; • (5) Distribute and target resources sufficiently to make a difference to local educational agencies and schools where needs are greatest; • (10) Elevate the quality of instruction by providing staff in participating schools with substantial opportunities for professional development; • (11) Coordinate services under this title with other educational services, and, to the extent feasible, with other agencies providing services to youth, children, and families; and • (12) Afford parentssubstantial andmeaningful opportunities to participate in the education of their children.

7. TRANSITION • No Child Left Behind, Title I, Part D require schools to make children and youth returning from institutions a priority. • JUVENILE JUSTICE DEFINITION OF TRANSITION – A coordinated set of activities for the student, 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-incarceration activities (Griller-Clark, 2003). • IDEA requires transition plans be included for special education students 14 years old and older. It also requires that plans for children over 16 include vocational plans.

8. WHY TRANSITION IS IMPORTANT • To facilitate the acquisition of knowledge, skills and attitudes to be successful in society. • Increases rate of returning to school or work, and completing school • Provides avenue for communication between all stakeholders • Increases likelihood of successful integration/ reintegration in the community • More youth are “engaged,” less likely they are to recidivate (Bullis, Yovanoff, Mueller & Havel, 2002)

9. EFFECTIVE TRANSITION PLANNING • Written Transition Plan with joint planning • Presence of caring adult and services for support • Funding for transition • Timely transfer of student records • Placement and maintaining schooling, employment or job training • Shared accountability for transition

10. OTHER CONSIDERATIONS IN TRANSITIONING YOUTH • Living arrangements/ Independent living skills • Finances • Therapy needs • Safety Plan/Crisis Plan • Support systems (family/mentor/church) • Community resources -school, employment training, driver’s education, parenthood training) • Health and fitness • Leisure and recreation • Related service providers

11. TITLE I PARENT PARTICIPATIONSix Types of Involvement 1PARENTING: Assist families with parenting and child rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level.  Assist schools in understanding families. PRACTICES: • Parent education and training (GED, college credit, family literacy, computer workshops, child development, language classes, cultural diversity • Family support programs to assist families with health, nutrition, and other services • Home visits

12. TITLE I PARENT PARTICIPATIONSix Types of Involvement 2COMMUNICATING: Communicate with families about school programs and student progress through effective school to home and home to school communications. PRACTICES: • Ongoing communication resources -email, website, telecommunications system, electronic language translation, student management software, brochures, mail outs • Information on learning standards, assessments, child progress reports, school performance, school programs, reading/math tips, homework tips, school open house with student portfolios

13. TITLE I PARENT PARTICIPATIONSix Types of Involvement 3 VOLUNTEERING: Improve recruitment, training, and schedules to involve families as volunteers and audiences in other locations to support students and school programs. PRACTICES: • Include parent and community volunteers in the classroom, as reading and math mentors, for cafeteria, in sports events, as language translators, and for fundraisers • Enlist parents and community to mentor English Language Learners, special needs, new families

14. TITLE I PARENT PARTICIPATIONSix Types of Involvement 4 LEARNING AT HOME:  Involve families with their children in learning activities at home, including homework and other curriculum-related activities and decisions. PRACTICES AT HOME: • Read to your child every day and your child takes turns reading to you. Ask your child questions about the story and characters, predict the outcome. • Play a rhyming game. Parent says a word like rat and child rhymes with bat, sat, hat,… • Homework hotline, place on homework sheet for parent comments

15. TITLE I PARENT PARTICIPATIONSix Types of Involvement 5 DECISION MAKING: Include families as participants in school decisions and advocacy through, school councils, committees, action teams, and other parent organizations. PRACTICES: • Parents participating on the School Improvement Committee, SACS goals, Parent Advisory, and Leadership Team • Design school strategies with parents for academic, attendance, and behaviors • Use surveys to identify needs • Parent training to become advocates

16. TITLE I PARENT PARTICIPATIONSix Types of Involvement 6 COLLABORATING WITH COMMUNITY: Coordinate resources and services for students, families, and the school with businesses, agencies, and other groups, and provide services to the community. PRACTICES: • Provide information on community resources to help the child or family with health, housing, food, clothing, employment, and counseling

17. TITLE I FISCAL PRINCIPLE Supplement Not Supplant • Purpose of Title I- educational services, reading services, transition & support systems for further schooling/jobs, drop out prevention • Targets sub groups of children left behind- economically disadvantaged, limited English proficient, migratory, with disabilities, Indian, neglected or delinquent • Title I funds are used to supplement the amount of funds that would in the absence of Title I have been made available from non federal sources for the school • Level of service is higher than would be the case without federal money • To avoid supplanting, ask – In absence of federal funds would this program or service exist?

18. Prohibits: The use of federal funds to perform a service that would be paid for with state and local money (basic services) Paying the principal’s and teacher’s salary Basic operational expenses Buying basic textbooks & required supplies (Certain high school math courses requires calculators.) To see Tennessee Dept. Official List of Textbooks: www.tennesseebook.com/web_pages/catalogs/text_catalog.asp Uses of funds: Adding to the basic academic and therapeutic program services Becoming highly qualified Computers, software, work-books- academic, vocational, therapy, anger management, independent life skills Psychological/academic testing for Spec. Ed, speech & hearing, classroom aides, instructional coaches, Spec. Ed. coach Professional development Transitioning children TITLE I FISCAL PRINCIPLE Supplement Not Supplant

19. NATIONAL CURRENT TRENDS • Bigger picture- focus on global learning standards not just NAEP state standards 1. PISA (Program for International Student Assessment) 2. PIRLS-Progress in International Reading Literacy Study • Globally rate of literacy, technology & competitiveness increasing

20. NATIONAL CURRENT TRENDS • Population increase 2007 74 million children under age 18 2020 80 million children under age 18 expected • Under age 18 living with two married parents 1980 77% 2007 68% • Ethnic population 2007 Asian 4%, Black 15%, White 57%, Hispanic 21% 2020 1:4 in US Hispanic • US Children of immigrant families 1995 15% live in families where 1 parent is foreign born 2007 22% live in families where 1 parent is foreign born • Language at home 1979 8.5% children age 5-17 speak language other than English 2006 20.3% children age 5-17 speak language other than English

21. NATIONAL CURRENT TRENDS • Births to unwed mothers 1960 5% of all births 2005 37% of all births: Blacks 70%, Hispanics, 48%, Whites 25% • 2006 17% children in poverty • By ethnicity- Black 33%, Hispanic 27%, White 10% • By family structure- female headed home 42%, married couple 8% • 2006 parents’ self reporting indicate that 5% ages 4-17 suffer from emotional/behavioral difficulties 84% of these parents have sought professional help • Autism 1970 1 in 2,500 2007 1 in 150 for US children age 8 • ADHD 1997-2003 6% diagnosed &1:10 were males age 3-17 2004 males were more than 2 times as likely than females to be diagnosed

22. NATIONAL CURRENT TRENDS • Number of children receiving special education services 1977 3.7 million 2007 6.7 million • Children watching TV one hour or less per day 8th graders 12th graders 1991 20% 1991 38% 2006 29% 2006 45% • Children watching TV 4 or more hours per day by ethnic group 8th graders 12th graders 57% Blacks 37% Blacks 20% Whites 13% Whites • Internet use by ages 12-17 2000 73% 2007 93% • Conservative figures, roughly 30% of US students not graduating from high school

23. NATIONAL WORK FORCE SHIFT From “21ST Century Skills, Education & Competitiveness” www.21stcenturyskills.org • Over last several decades, industrial economy based on manufacturing has shifted to a service economy driven by information, knowledge and innovation. • 1967 54% of US economy from production of: cars, chemicals, industrial equipment, transportation, construction, & retail • 1997 63% of US economy from production of information products for telecommunications, finance, broadcasting, educational services through computers, books, TV, software

24. NATIONAL WORK FORCE READINESS 2006 Workforce readiness survey of 431 human resources officials found that: • 7 in 10 employers deemed the professionalism and work ethic of high school graduates are deficient, as well as their critical thinking and problem solving skills • 8 in 10 found that written communication was lacking • 28% projected that over the next five years their companies would reduce the hiring of new entrants with only a high school diploma

25. TENNESSEE CURRENTLY TN received “F” in truth and advertising TN received “D” educationally Although 87% TN students are proficient on TCAPS: • 36 states are ahead of TN • Only 17% of TN students are college ready • Students pass Gateway/End of Course tests and still fail the ACT • Community colleges don’t require ACT/SAT, fundamental classes offered • 2005 NAEP proficiency is D- (70) should be C

26. IMPLICATIONS • The US is no longer only competing within our own states. • In mathematics the US fell from 15 to 25th place globally. • China, India, Ghana, & Mexico’s educational levels are rising. • Many Americans are not aware of global competition. • In next 10-15 years majority jobs will require 1-2 college degrees or vocational training. • Diploma to Nowhere: Report from Strong American Schools 2008 examines the psychological student impact and high cost to taxpayers ($2.5 billion annually) for 1/3 of college students to be in remedial courses www.edin08.com/diplomatonowhere.aspx

27. IMPACT ON TENNESSEE EDUCATION • TN must change how proficiency is measured, so cut scores will be increased in increments; academic learning standards will become more rigorous. • 2009-10 Tennessee Curriculum Standards http://www.tennessee.gov/education/ci/curriculum.shtml • Tennessee State Board of Education, “New High School Policy” prepares for college & work readiness 22 credits to graduate http://www.state.tn.us/sbe/

28. RESOURCES • Liz Roper, Neglected and Delinquent Project Director TN Department of Education (615) 253-0047 www.Elizabeth.Roper@state.tn.us • Federal Government www.ed.gov • National Evaluation & Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At Risk www.neglected-delinquent.org