ARIZONA PROFESSIONAL DEVELOPMENT FOR TITLE I - D, Part 2 SUBGRANTEES

1. ARIZONA PROFESSIONAL DEVELOPMENT FOR TITLE I - D, Part 2 SUBGRANTEES Barbara J. Presler, Arizona Department of Education Title I, Part D Coordinator Orlenda F. Roberts, Assistant Superintendent, Mary C O�Brien Accommodation District, Pinal County Arizona

2.  Professional Development Precedes and Supports SEA and LEA Monitoring Requirements �Section 1414 of the SEA plan contains assurances that programs assisted under Title I, Part D will be carried out in accordance with the State plan.� (3.2) further calls for evidence and documentation that programs are being evaluated. Professional development precedes and supports SEA and LEA monitoring requirements: with this in mind, I thought when assuming my position in March 2006, as Title I, D Coordinator about how professional development could precede and ultimately support our SEA monitoring requirements. In 2005, the method for funding was changed in Arizona by my predecessor. Subsequently, instead of entitlement grants to approximately 25-30 grantees, group homes, etc, through LEAs, 11 grantees received a larger competitive grant. The grants were over a potential three year period, renewable each year. One cohesive factor was that they had to target students who were in or had been in contact with the juvenile justice system. Other requirements were that they could be either: individual districts with numbers of at-risk students as defined in federal guidelines enrolled in the local public school and who established a collaborative partnership with local alternative schools, charter schools, institutions housing delinquent youth onsite; a consortium of regional counties or LEAs within a county, or a single LEA. Under uses of funds targeted under Sec 1424, the proposal stated that programs had to have at-risk students returning to school from incarceration. Professional development precedes and supports SEA and LEA monitoring requirements: with this in mind, I thought when assuming my position in March 2006, as Title I, D Coordinator about how professional development could precede and ultimately support our SEA monitoring requirements. In 2005, the method for funding was changed in Arizona by my predecessor. Subsequently, instead of entitlement grants to approximately 25-30 grantees, group homes, etc, through LEAs, 11 grantees received a larger competitive grant. The grants were over a potential three year period, renewable each year. One cohesive factor was that they had to target students who were in or had been in contact with the juvenile justice system. Other requirements were that they could be either: individual districts with numbers of at-risk students as defined in federal guidelines enrolled in the local public school and who established a collaborative partnership with local alternative schools, charter schools, institutions housing delinquent youth onsite; a consortium of regional counties or LEAs within a county, or a single LEA. Under uses of funds targeted under Sec 1424, the proposal stated that programs had to have at-risk students returning to school from incarceration.

3. Professional Development Evolves What are the needs of individual LEAs? Adapt to their behavior Using the data- what two or three goals can they set for themselves? What strategies/PD plan supports policy and needs? Review activities/Consortium Deal with the fact that these LEAs are individual in character and leadership. Encourage them to think about the needs of their students. Cannot think about the needs of students without it leading to good professional development. It�s all about the young people we serve. My job is two pronged, not mutually exclusive Title I D, Part I and Title II-D which includes LEAs. For professional development consider what are the needs of these districts, staff and students. How can these administrators, teachers, counselors, school safety or correctional officers become familiar with the(1) needs of their students through pre and post psychological and academic assessments? (2) become H.Q. (3) grow in their content area (4) support discipline and mental health/behavioral issues (5) engage their learners; (6) transition or life skills. Deal with the fact that these LEAs are individual in character and leadership. Encourage them to think about the needs of their students. Cannot think about the needs of students without it leading to good professional development. It�s all about the young people we serve. My job is two pronged, not mutually exclusive Title I D, Part I and Title II-D which includes LEAs. For professional development consider what are the needs of these districts, staff and students. How can these administrators, teachers, counselors, school safety or correctional officers become familiar with the(1) needs of their students through pre and post psychological and academic assessments? (2) become H.Q. (3) grow in their content area (4) support discipline and mental health/behavioral issues (5) engage their learners; (6) transition or life skills.

4. Initial Visitation Date Agency Address Phone Amount of grant Responsible party Superintendent Title I-D Director Program Administrator Staff Members under the grant Focus of Grant Population served Changes made since the grant application The grand tour and observations: Questions by agency Problems Noteworthy events When starting out, I visited each of the LEA programs across the state from April 17, 2006 to May 19, 2006; this provided an opportunity to view the beginnings of programs and offer individual technical assistance. In providing technical assistance, I shared resources, such as research based practice and strategies for alternative education programs such as Ed Latessa�s research at the University of Cincinatti and web-based sites, such as NDTAC and NCREL. The slide lists initial data I collected which gave us the beginning of a needs based foundation to help think about professional development. When starting out, I visited each of the LEA programs across the state from April 17, 2006 to May 19, 2006; this provided an opportunity to view the beginnings of programs and offer individual technical assistance. In providing technical assistance, I shared resources, such as research based practice and strategies for alternative education programs such as Ed Latessa�s research at the University of Cincinatti and web-based sites, such as NDTAC and NCREL. The slide lists initial data I collected which gave us the beginning of a needs based foundation to help think about professional development.

5. TITLE I D, CONSORTIUM 12 National Staff Development Standards (NSDC, 2001) Context Process Content Our Arizona State Department of Education subscribes to the NSDC Standards for professional development. The three areas the 12 standards are grouped under are Context, Process, Content. Our Arizona State Department of Education subscribes to the NSDC Standards for professional development. The three areas the 12 standards are grouped under are Context, Process, Content.

6. Context  1. Learning Communities 2. Leadership 3. Resources The first standard under Context is (1) Learning Communities and thinking about how I could weave these sub-grantees into a cohesive learning community, I decided to use their expertise and activities to develop this community of LEA programs, and established a consortium for them. The differences in programs means that exact duplication is not possible, but the goal is to share and learn from each other. It is interesting to see how the second standard, Leadership, has been developing over the past year 2006-07 for the people directly responsible for implementing their programs. The third standard, Resources, covers not only how they share their use of Title I funds to supplement their N & D programs, but in some cases have corresponded and collaborated independently of our consortium meetings. The first meeting was June 15, 2006 at the Department of Education building in Phoenix; subsequent meetings, have been on a quarterly basis around the state at the schools and agencies. The group is very social, talk over lunch, and sometimes stay afterward to converse. However, I would have to say our one drawback is travel time, which reduces our meetings to about 4 hours and sometimes limits reflective sharing and dialog.The first standard under Context is (1) Learning Communities and thinking about how I could weave these sub-grantees into a cohesive learning community, I decided to use their expertise and activities to develop this community of LEA programs, and established a consortium for them. The differences in programs means that exact duplication is not possible, but the goal is to share and learn from each other. It is interesting to see how the second standard, Leadership, has been developing over the past year 2006-07 for the people directly responsible for implementing their programs. The third standard, Resources, covers not only how they share their use of Title I funds to supplement their N & D programs, but in some cases have corresponded and collaborated independently of our consortium meetings. The first meeting was June 15, 2006 at the Department of Education building in Phoenix; subsequent meetings, have been on a quarterly basis around the state at the schools and agencies. The group is very social, talk over lunch, and sometimes stay afterward to converse. However, I would have to say our one drawback is travel time, which reduces our meetings to about 4 hours and sometimes limits reflective sharing and dialog.

7. NEGLECTED AND DELINQUENT CONSORTIUMSite Observation Walk Through Document This is a copy of our site observation walk-through which I adapted from a document a colleague of mine, Bob Coccogna shared. This is a copy of our site observation walk-through which I adapted from a document a colleague of mine, Bob Coccogna shared.

8.  Our Consolidated State Performance Reporting time (CSPR) gives another opportunity to give technical assistance to all school districts in the state that have N & D students whether they currently receive Title I- D funding or not.Our Consolidated State Performance Reporting time (CSPR) gives another opportunity to give technical assistance to all school districts in the state that have N & D students whether they currently receive Title I- D funding or not.

9. Individual Technical Assistance/PD Has Centered Around Program Narratives on the Fiscal Application Summarize the original goals of the current Title 1-D, Subpart 2, Neglected and Delinquent Program that you have and identify the targeted at-risk population you serve now. What goals of your original plan have you been developing and implementing since receiving funds until the end of the school year 2005-06? How did the outcomes match the goal? If you are administrating a summer program under this grant, describe the program details (length, number of students you will serve, demographics and characteristics of the population, intent of the program, etc.). If this program serves different students than those served during the school year, explain how and why this population will be different. Provide a narrative description of changes you intend to make to the original plan for the coming school year. Explain why you intend to make these changes and how they will augment the program and services to be provided. The renewal process on the grant includes program narratives. Focusing on these questions and those provided for CSPR gives sub-grantees an opportunity for reflection, discussion, assessment, and follow-up on reporting. Individual professional development or technical assistance has taken place as an LEA team have met with me to discuss their goals, plan, and fiscal needs of their programs. These questions are an example of those used for the 2006 renewal application.The renewal process on the grant includes program narratives. Focusing on these questions and those provided for CSPR gives sub-grantees an opportunity for reflection, discussion, assessment, and follow-up on reporting. Individual professional development or technical assistance has taken place as an LEA team have met with me to discuss their goals, plan, and fiscal needs of their programs. These questions are an example of those used for the 2006 renewal application.

10. MEGA Conference Strand Mary C. O�Brien Accommodation Center, Orlenda Roberts, Title I-D, Part 2 provided an overview of their Model Program in Transitioning N & D Students for Educational Success Arizona Detention Centers, Arizona Supreme Court, Dorothy Wodraska, Title I-D, Part 1, No Child Left Behind Bars, NCLB, Educating N & D students in the Juvenile and Adult Justice Systems. Staff Presentation:Nogales Detention Center Another source of professional development is our inclusion in the Arizona State Title I MEGA Conference. A strand for Title !-D was held the first day of the conference, Wednesday November 15, 2006. The first presentation gave attendees an overview of D, Part 2 from a model program receiving and educating students transitioning from detention, juvenile correction facilities and the Department of Corrections prison system. This was led by Orlenda Roberts, Associate Superintendent for Pinal County, who is with us today and will speak shortly. Orlenda, administers a the Youth Justice Center, a juvenile detention facility in Pinal County, and also, Villa Oasis, an alternative high school for students that have dropped out of/ or been suspended/expelled from other high schools within Pinal county. 25% of the population is on probation. Ms. Roberts presentation included two members of her staff, Justin DeMello, the Villa Oasis High School principal, and one of her transition case managers, Margie Haro. They gave the audience real life, hands-on strategies that have been successful in implementing a project that involves multiple agency collaboration and cooperation. The audience were given samples of forms and procedures utilized and provided statistics and data relative to meeting project CARDS goals and objectives. Our Arizona detention centers are managed and funded by Title I D through the Arizona Supreme Court. Dorothy Wodraska, who manages federal funding for the Supreme Court, provided attendees with an overview of the organization and structure for the three state agencies under D, part I: This included the Arizona Supreme Court, the Arizona Department of Juvenile Corrections, and the Arizona Department of Corrections. Our county jail sheriffs educational system is not currently under Title I-D as it is provided for by the County Superintendent of Schools together with the county sheriffs. 19 Professional Development Credits were given for full attendance at the MEGA conference. They can be used for recertification and salary scale promotions. Another source of professional development is our inclusion in the Arizona State Title I MEGA Conference. A strand for Title !-D was held the first day of the conference, Wednesday November 15, 2006. The first presentation gave attendees an overview of D, Part 2 from a model program receiving and educating students transitioning from detention, juvenile correction facilities and the Department of Corrections prison system. This was led by Orlenda Roberts, Associate Superintendent for Pinal County, who is with us today and will speak shortly. Orlenda, administers a the Youth Justice Center, a juvenile detention facility in Pinal County, and also, Villa Oasis, an alternative high school for students that have dropped out of/ or been suspended/expelled from other high schools within Pinal county. 25% of the population is on probation. Ms. Roberts presentation included two members of her staff, Justin DeMello, the Villa Oasis High School principal, and one of her transition case managers, Margie Haro. They gave the audience real life, hands-on strategies that have been successful in implementing a project that involves multiple agency collaboration and cooperation. The audience were given samples of forms and procedures utilized and provided statistics and data relative to meeting project CARDS goals and objectives. Our Arizona detention centers are managed and funded by Title I D through the Arizona Supreme Court. Dorothy Wodraska, who manages federal funding for the Supreme Court, provided attendees with an overview of the organization and structure for the three state agencies under D, part I: This included the Arizona Supreme Court, the Arizona Department of Juvenile Corrections, and the Arizona Department of Corrections. Our county jail sheriffs educational system is not currently under Title I-D as it is provided for by the County Superintendent of Schools together with the county sheriffs. 19 Professional Development Credits were given for full attendance at the MEGA conference. They can be used for recertification and salary scale promotions.

11. A second group I recently organized last fall consists of a group of administrators who run alternative education model programs around the state. We have met twice. Our goal is to help provide resources/professional development to alternative education schools receiving students from Title I-D, Part 1 state and county agencies. We used a conference phone to bring in two members on April 13, 2007. Professional development this past time included Dr. Kris Bosworth, Professor, University of Arizona, who spoke on Community Service for Suspension: A practical program guide. Our next meeting is an all day summer working session in the northern part of the state to develop a vision and goals. My goal is to bring in one of the great juvenile judges we have in the Northern part of our state for PD. Then we can extend our meetings to include a larger group or hold sessions/conferencing/webinars within the state just for professional development. Some of our Title I-D LEA administrators are a part of this organizing group. And now here is Orlenda Roberts, Assistant Superintendent, Mary C. O�Brien Accommodation District, Pinal County Arizona, who will address the professional development she uses with her staff.A second group I recently organized last fall consists of a group of administrators who run alternative education model programs around the state. We have met twice. Our goal is to help provide resources/professional development to alternative education schools receiving students from Title I-D, Part 1 state and county agencies. We used a conference phone to bring in two members on April 13, 2007. Professional development this past time included Dr. Kris Bosworth, Professor, University of Arizona, who spoke on Community Service for Suspension: A practical program guide. Our next meeting is an all day summer working session in the northern part of the state to develop a vision and goals. My goal is to bring in one of the great juvenile judges we have in the Northern part of our state for PD. Then we can extend our meetings to include a larger group or hold sessions/conferencing/webinars within the state just for professional development. Some of our Title I-D LEA administrators are a part of this organizing group. And now here is Orlenda Roberts, Assistant Superintendent, Mary C. O�Brien Accommodation District, Pinal County Arizona, who will address the professional development she uses with her staff.

12. Consortium for At-Risk Delinquent Students Project CARDS PROJECT � A Title 1-D, Part 2, Program This Title I-D, Part 2 Project was first awarded to the Mary C. O�Brien Accommodation School District during the 2005-2006 school year. We were notified of the award in December 2005. Therefore, our project has been in operation for approximately 18 months. Prior to discussing our specific professional development program, I feel that it is important to first understand the nature and structure of our Title I-D project.This Title I-D, Part 2 Project was first awarded to the Mary C. O�Brien Accommodation School District during the 2005-2006 school year. We were notified of the award in December 2005. Therefore, our project has been in operation for approximately 18 months. Prior to discussing our specific professional development program, I feel that it is important to first understand the nature and structure of our Title I-D project.

13. Participating Agencies High Schools: Villa Oasis, Desert Winds and Santa Cruz Valley Union High School Pinal County Detention � Hope School Pinal County Juvenile Court Pinal County Juvenile Probation Office Pinal County School Office The CARDS program is located in Pinal County, Arizona which has a minority-majority population and a relatively high degree of poverty. Our county is rural in nature and encompasses approximately 5,400 square miles. However, Pinal County has a long, successful history of school districts forming consortiums and partnerships to address common problems. This consortium of school districts and agencies is the result of multiple meetings and discussions to discuss the needs of this at-risk, delinquent population, to review all the available resources and to decide upon specific strategies needed to address the identified problem areas. Common problems and issues discussed included (1) late notification to the schools that a student is in detention, (2) meeting the academic needs of the students while they are in detention, (3) communication with the Detention Center teachers regarding what the students accomplished academically while in detention, (4) immediate follow-up for return of the students into school and (5) how to coordinate all the agencies that might be needed to address individual student needs and to make sure that the students are receiving the identified services. All of the consortium partners for this project agreed that there was a definite need to develop and provide a comprehensive program that would address the transition issues, including academic needs, of at-risk students who are returning to school from either incarceration and/or detention facilities. The CARDS program is located in Pinal County, Arizona which has a minority-majority population and a relatively high degree of poverty. Our county is rural in nature and encompasses approximately 5,400 square miles. However, Pinal County has a long, successful history of school districts forming consortiums and partnerships to address common problems. This consortium of school districts and agencies is the result of multiple meetings and discussions to discuss the needs of this at-risk, delinquent population, to review all the available resources and to decide upon specific strategies needed to address the identified problem areas. Common problems and issues discussed included (1) late notification to the schools that a student is in detention, (2) meeting the academic needs of the students while they are in detention, (3) communication with the Detention Center teachers regarding what the students accomplished academically while in detention, (4) immediate follow-up for return of the students into school and (5) how to coordinate all the agencies that might be needed to address individual student needs and to make sure that the students are receiving the identified services. All of the consortium partners for this project agreed that there was a definite need to develop and provide a comprehensive program that would address the transition issues, including academic needs, of at-risk students who are returning to school from either incarceration and/or detention facilities.

14. GOALS GOAL 1: To insure that the core academic educational program provided in the Detention Center School is comparable to ones operating in local high schools. GOAL 2: To provide effective transition planning and services to detained delinquents The core of this project involves the schools coordinating with the facility in our county which works with delinquent children and youth, the Pinal County Juvenile Detention Center � Hope School, in the areas of educational curriculum/program and transition of detained students. Goals 1, 2 and 4 address these priorities. Consensus recommendations and strategies implemented to address these goals included the need to (1) hire Transition Case Managers to serve as liaisons between the Detention Center and the schools and to provide advocacy, on-going mentoring and support for the delinquent students who are returning to their schools from either incarceration or detention and to (2) secure appropriate technology-based curriculum that is aligned to the grade-level articulated Arizona Academic Standards for use with these students while they are in the Detention Center to provide an appropriate individualized educational curriculum for each of these students. This technology-based curriculum would be supplemental to the instruction currently being provided to the detained students by the Detention Center teachers. Detention Center school staff request the education records, including special education files, from the home school district for each student that is detained. Every effort is made to implement as closely as possible the program specified by the home school. However, there are 19 school districts in Pinal County, each with its own curriculum preferences (textbooks, courses, etc.), and the Detention Center serves delinquents that could come from any one of them. The only common factor is that, according to state requirements, all school curricula should be aligned to the grade level articulated Arizona Academic Standards. When detainees leave the facility, a report indicating the content areas covered, the percentage earned by the student in each area, the results of any assessments, and any other relevant school information pertaining to the student is prepared and sent to the home district. Transition Case Managers are able to make sure that the flow of information occurs more quickly and efficiently between the Detention Center school and the local schools to make the transition of the students more successful. The core of this project involves the schools coordinating with the facility in our county which works with delinquent children and youth, the Pinal County Juvenile Detention Center � Hope School, in the areas of educational curriculum/program and transition of detained students. Goals 1, 2 and 4 address these priorities. Consensus recommendations and strategies implemented to address these goals included the need to (1) hire Transition Case Managers to serve as liaisons between the Detention Center and the schools and to provide advocacy, on-going mentoring and support for the delinquent students who are returning to their schools from either incarceration or detention and to (2) secure appropriate technology-based curriculum that is aligned to the grade-level articulated Arizona Academic Standards for use with these students while they are in the Detention Center to provide an appropriate individualized educational curriculum for each of these students. This technology-based curriculum would be supplemental to the instruction currently being provided to the detained students by the Detention Center teachers. Detention Center school staff request the education records, including special education files, from the home school district for each student that is detained. Every effort is made to implement as closely as possible the program specified by the home school. However, there are 19 school districts in Pinal County, each with its own curriculum preferences (textbooks, courses, etc.), and the Detention Center serves delinquents that could come from any one of them. The only common factor is that, according to state requirements, all school curricula should be aligned to the grade level articulated Arizona Academic Standards. When detainees leave the facility, a report indicating the content areas covered, the percentage earned by the student in each area, the results of any assessments, and any other relevant school information pertaining to the student is prepared and sent to the home district. Transition Case Managers are able to make sure that the flow of information occurs more quickly and efficiently between the Detention Center school and the local schools to make the transition of the students more successful.

15. GOALS, CONT�D. GOAL 3: To increase parental involvement in the transition process GOAL 4: To coordinate the CARDS Project with programs operated by the Pinal County Juvenile Court. Another of the common issues of at-risk students is a lack of family involvement. This lack of family involvement is particularly prevalent in the families of the most at-risk, delinquent students. The Transition Case Managers that work under this grant work with the families in developing transition plans for each detainee that will be returning to school and/or their community. Once the student is released back into their home community, the Transition Case Manager maintain contact with the family and often make home visits to provide needed support and/or services. The parent, or an appropriate adult in the life of the student, is an important member of the transition team. Goal 3 specifically addresses parent involvement. Another of the common issues of at-risk students is a lack of family involvement. This lack of family involvement is particularly prevalent in the families of the most at-risk, delinquent students. The Transition Case Managers that work under this grant work with the families in developing transition plans for each detainee that will be returning to school and/or their community. Once the student is released back into their home community, the Transition Case Manager maintain contact with the family and often make home visits to provide needed support and/or services. The parent, or an appropriate adult in the life of the student, is an important member of the transition team. Goal 3 specifically addresses parent involvement.

16. Professional Development Process Standards Data-Driven Evaluation Research-Based Design Learning Collaboration Relevant and effective professional development is critical to the success of any program. The Professional Development Plan for this project adheres to the National Staff Development Council Standards related to context, process and content. Dr. Presler has already addressed some of the activities that we participate in to address the context standards. I will now cover how we address the Process and Content Standards at the local level. According to National Staff Development Council definitions, process refers to the �how� of staff development. It describes the learning processes used in the acquisition of new knowledge and skills. Process standards address the use of data, evaluation and research. Our project staff, which includes Transition Case Managers, Detention Center staff and staff in project high schools, receives on-going training in the collection of, disaggregation of and the analysis of student data to set priorities, monitor progress and to help sustain continuous improvement. Specific training has been provided by both the Arizona Department of Education and our local Pinal County Educational Service Agency which provides specific workshops and trainings at little or no cost to our staff. This training can be and is delivered in varied ways including large and small groups and individual meetings either in a central location or through multiple �on-site� sessions. Staff from the local schools and the Detention Center school have participated in county ESA workshops and trainings offering such presenters as Robert Marzano and Debra Pickering, 2 nationally recognized presenters. The juvenile court, probation services and detention center staff have also participated in some common training to provide further collaboration and mutual understanding. The Detention Center teachers participate in portions of an academy that is provided to all new detention center staff. The Principal of the Detention Center school was asked to provide training to new detention center officers to assist them in understanding the school program and enable them to better assist in the school program. She has developed and provides 4 hours of training as part of the orientation and training for all new detention center staff. In addition, frequent collaboration and contact among the project partners occurs and always includes the review, analysis and discussion of data relative to the project participants and activities. Relevant and effective professional development is critical to the success of any program. The Professional Development Plan for this project adheres to the National Staff Development Council Standards related to context, process and content. Dr. Presler has already addressed some of the activities that we participate in to address the context standards. I will now cover how we address the Process and Content Standards at the local level. According to National Staff Development Council definitions, process refers to the �how� of staff development. It describes the learning processes used in the acquisition of new knowledge and skills. Process standards address the use of data, evaluation and research. Our project staff, which includes Transition Case Managers, Detention Center staff and staff in project high schools, receives on-going training in the collection of, disaggregation of and the analysis of student data to set priorities, monitor progress and to help sustain continuous improvement. Specific training has been provided by both the Arizona Department of Education and our local Pinal County Educational Service Agency which provides specific workshops and trainings at little or no cost to our staff. This training can be and is delivered in varied ways including large and small groups and individual meetings either in a central location or through multiple �on-site� sessions. Staff from the local schools and the Detention Center school have participated in county ESA workshops and trainings offering such presenters as Robert Marzano and Debra Pickering, 2 nationally recognized presenters. The juvenile court, probation services and detention center staff have also participated in some common training to provide further collaboration and mutual understanding. The Detention Center teachers participate in portions of an academy that is provided to all new detention center staff. The Principal of the Detention Center school was asked to provide training to new detention center officers to assist them in understanding the school program and enable them to better assist in the school program. She has developed and provides 4 hours of training as part of the orientation and training for all new detention center staff. In addition, frequent collaboration and contact among the project partners occurs and always includes the review, analysis and discussion of data relative to the project participants and activities.

17. Professional Development Content Standards Equity Quality Teaching Family Involvement Content refers the �what� of staff development. Staff development content addresses the knowledge and skills that ensure all students are successful. Our project relies heavily on being trained in and implementing research-based strategies identified by the National Dropout Prevention Center/Network � �15 Effective Strategies for Reducing the Dropout Rate. The specific strategies that are addressed in our plan include school-community collaboration, safe learning environments, family engagement, mentoring/tutoring, alternative schooling, professional development for teachers, active learning, educational technology and individualized instruction. Each participating agency provides different incentives for their staff for participating in professional development activities. I serve as the Superintendent for both the Detention Center school and the Villa Oasis Alternative High School, in addition to 4 other programs within our county system. Our Pinal County School Office provides financial incentives (payment of registration fees, professional leave to attend trainings, substitutes to cover classes, salary increases, etc.) for staff that attend approved professional development trainings. In addition, the Pinal County Educational Services Agency has developed and is implementing a professional development curriculum that is designed to address the new state requirement that all certified staff must take coursework to become endorsed to work with English Language Learners by completing 60 clock hours of instruction in Sheltered English Immersion (SEI) strategies. This training is being provided to all staff at no cost to the participants. This requirement must be met by all certified school staff including the Detention Center school staff. Content refers the �what� of staff development. Staff development content addresses the knowledge and skills that ensure all students are successful. Our project relies heavily on being trained in and implementing research-based strategies identified by the National Dropout Prevention Center/Network � �15 Effective Strategies for Reducing the Dropout Rate. The specific strategies that are addressed in our plan include school-community collaboration, safe learning environments, family engagement, mentoring/tutoring, alternative schooling, professional development for teachers, active learning, educational technology and individualized instruction. Each participating agency provides different incentives for their staff for participating in professional development activities. I serve as the Superintendent for both the Detention Center school and the Villa Oasis Alternative High School, in addition to 4 other programs within our county system. Our Pinal County School Office provides financial incentives (payment of registration fees, professional leave to attend trainings, substitutes to cover classes, salary increases, etc.) for staff that attend approved professional development trainings. In addition, the Pinal County Educational Services Agency has developed and is implementing a professional development curriculum that is designed to address the new state requirement that all certified staff must take coursework to become endorsed to work with English Language Learners by completing 60 clock hours of instruction in Sheltered English Immersion (SEI) strategies. This training is being provided to all staff at no cost to the participants. This requirement must be met by all certified school staff including the Detention Center school staff.

18. CARDS PROJECT DATA July 1, 2006 - October 13, 2006 Case management for 75 probation students Transition services for 155 unduplicated students Transition services for 255 duplicated students 71 students detained two times 27 students detained three times 3 students detained four times 1 detained five times Now, let�s look at examples of data for a 3 month period from the CARDS Project. This data is maintained by the Transition Case Managers and shared and discussed with project partners is detailed on the next 2 slides.Now, let�s look at examples of data for a 3 month period from the CARDS Project. This data is maintained by the Transition Case Managers and shared and discussed with project partners is detailed on the next 2 slides.

19. PROJECT DATA, CONT�D 21 home visits Completed 40 telephone contacts to parents 115 probation officer contacts 137 visits to three project high schools Attended 223 juvenile court sessions Attended 12 conferences at home schools per parent or school request This data also is indicative of the amount of collaboration and communication, even for such a short period of time, that must occur to effectively serve this student population. This data also is indicative of the amount of collaboration and communication, even for such a short period of time, that must occur to effectively serve this student population.

20. Arizona Instrument to Measure Standards (AIMS) Assessment Results Arizona, like all states must do to comply with NCLB, is required to administer an adopted statewide academic assessment of all students. In Arizona this assessment is the Arizona Instrument to Measure Standards assessment or AIMS test which assesses math, reading and writing. Therefore, the academic data of the students in the project schools is monitored to determine whether there is improvement in student mastery of the state adopted academic standards. The categories of the AIMS test are FFB � falls far below the standard, APP � approaches the standard, MEET � meets the standard or EXC � exceeds the standard. The data reported in the next 3 slides is for the Villa Oasis Alternative High School and compares the 2005 and 2006 AIMS results. The Villa Oasis has a small population � 100 students � and 25% of the students are on probation. Many of these students are detained at one time or another during the school year. We are monitoring the data of this population to determine if the transition and academic services that are being provided during incarceration, in addition to other strategies implemented by each specific local school site, are having a positive effect on overall student achievement. Data is also disaggregated by individual students and demographic sub-groups. However, due to the small student population of the school, only whole group data is reported publicly so that there will be no unintentional release of personally identifiable student information. The trend that should be occurring is that there should be a reduction in the FFB category from 2005 to 2006 and an increase in all of the other categories � approaches, meets and/or exceeds. As you can see, the Villa Oasis students are improving in math.Arizona, like all states must do to comply with NCLB, is required to administer an adopted statewide academic assessment of all students. In Arizona this assessment is the Arizona Instrument to Measure Standards assessment or AIMS test which assesses math, reading and writing. Therefore, the academic data of the students in the project schools is monitored to determine whether there is improvement in student mastery of the state adopted academic standards. The categories of the AIMS test are FFB � falls far below the standard, APP � approaches the standard, MEET � meets the standard or EXC � exceeds the standard. The data reported in the next 3 slides is for the Villa Oasis Alternative High School and compares the 2005 and 2006 AIMS results. The Villa Oasis has a small population � 100 students � and 25% of the students are on probation. Many of these students are detained at one time or another during the school year. We are monitoring the data of this population to determine if the transition and academic services that are being provided during incarceration, in addition to other strategies implemented by each specific local school site, are having a positive effect on overall student achievement. Data is also disaggregated by individual students and demographic sub-groups. However, due to the small student population of the school, only whole group data is reported publicly so that there will be no unintentional release of personally identifiable student information. The trend that should be occurring is that there should be a reduction in the FFB category from 2005 to 2006 and an increase in all of the other categories � approaches, meets and/or exceeds. As you can see, the Villa Oasis students are improving in math.

21. Arizona Instrument to Measure Standards (AIMS) Assessment Results When analyzing the Villa Oasis reading data, there is improvement relative to a decrease in the FFB category and an increase in the percentage of students approaching the standard for reading. However, for some reason there was a decline in the percentage of students meeting the reading standard. The Villa Oasis staff is in the process of looking at this data in a more disaggregated format to determine the reason for the trend and what the implications for change are that need to be implemented.When analyzing the Villa Oasis reading data, there is improvement relative to a decrease in the FFB category and an increase in the percentage of students approaching the standard for reading. However, for some reason there was a decline in the percentage of students meeting the reading standard. The Villa Oasis staff is in the process of looking at this data in a more disaggregated format to determine the reason for the trend and what the implications for change are that need to be implemented.

22. Arizona Instrument to Measure Standards (AIMS) Assessment Results An analysis of the writing data indicates that, like math, there is overall improvement in writing skills for the Villa Oasis students. This same type of assessment data for math, reading and writing is also collected, reviewed and analyzed for each of the other 2 local schools that are participants in the CARDS project. This 2007 assessment results, along with multiple other indicators and input from appropriate stakeholders, will be utilized to determine professional development needs for the staff during the 2007-2008 school year.An analysis of the writing data indicates that, like math, there is overall improvement in writing skills for the Villa Oasis students. This same type of assessment data for math, reading and writing is also collected, reviewed and analyzed for each of the other 2 local schools that are participants in the CARDS project. This 2007 assessment results, along with multiple other indicators and input from appropriate stakeholders, will be utilized to determine professional development needs for the staff during the 2007-2008 school year.

23. ABSENTEE RATES  Absenteeism and/or truancy is one of the risk factors associated with students dropping out of school. Students who are detained during the school year need help if they are to be successfully reintegrated into their home schools from either juvenile detention and/or correctional settings. As is often the case, the absentee rate for students on probation usually exceeds the absentee rate for the general school population. However, our data for each participating school the period from the beginning of this school year through October of 2006, really surprised all of our project partners, especially the individual schools. In each case, the absentee rate for probationers was less than the absentee rate for the general school population. This indicates that the transition strategies utilized and the support and mentoring that is being provided by the Transition Case Managers is effective. Research shows that if a student attends school more regularly, he/she usually is more successful academically and has a better chance for completing each year until graduation. The end of the school year data will be reviewed and analyzed to determine if this trend continued or if changes might be needed to improve results for next year. All project partners will participate in this process and any needed professional development will be arranged/designed based upon all relevant student data and feedback from participant agencies, students and parents.Absenteeism and/or truancy is one of the risk factors associated with students dropping out of school. Students who are detained during the school year need help if they are to be successfully reintegrated into their home schools from either juvenile detention and/or correctional settings. As is often the case, the absentee rate for students on probation usually exceeds the absentee rate for the general school population. However, our data for each participating school the period from the beginning of this school year through October of 2006, really surprised all of our project partners, especially the individual schools. In each case, the absentee rate for probationers was less than the absentee rate for the general school population. This indicates that the transition strategies utilized and the support and mentoring that is being provided by the Transition Case Managers is effective. Research shows that if a student attends school more regularly, he/she usually is more successful academically and has a better chance for completing each year until graduation. The end of the school year data will be reviewed and analyzed to determine if this trend continued or if changes might be needed to improve results for next year. All project partners will participate in this process and any needed professional development will be arranged/designed based upon all relevant student data and feedback from participant agencies, students and parents.

24. In Conclusion: Questions and/or Comments: Orlenda F. Roberts Assistant Superintendent Pinal County Schools Office Phone: (520) 866-7989 Fax: (520) 466-4437 Orlenda.Roberts@pinalcountyschools.org Barbara J. Presler, Ed. D. Coordinator of Neglected and Delinquent, Title I-D, Arizona Department of Education Phone: (602) 542-7840 Fax: (602) 542-3100 Barbara.Presler@azed.gov Please feel free to contact me if you have any questions regarding our Title I-D, Part 2, CARDS Project. I feel that we don�t have all the answers and I can always learn something new from others in this field.Please feel free to contact me if you have any questions regarding our Title I-D, Part 2, CARDS Project. I feel that we don�t have all the answers and I can always learn something new from others in this field.