Working Together to Improve Transition for At-Risk Youth: Title I, Part D

1. Working Together to Improve Transition for At-Risk Youth: Title I, Part D Gary Rutkin, Title I, Part D Federal Program Manager U.S. Department of Education Joyce L. Burrell, Project Director National Evaluation and TA Center for the Education of Neglected, Delinquent and At Risk Youth American Institutes for Research Marcia Calloway, Title I Consultant Since 2002, Marcia Calloway has been the Title I Consultant at the Nevada Department of Education.  She serves as the State Director for Title I, Part D, Subparts 1 and 2 and Assistant State Director for 21st Century Community Learning Center program (CCLC).  She is an Education Specialist and holds a Master’s degree in Curriculum and Instruction. Kelly Weaver, Administrator of Federal Programs Kelly Weaver has been with the Orange County Department of Education's Title I Programs since August 1988, first as an instructor, then promoted to management. She has a Bachelor's degree in Psychology from University of California Irvine and a Master's degree in Public Administration from California State University at Fullerton.

2. Title I, Part D Transition Working with Complex Systems

3. Transition: 1990’s

4. Transition: 1990’s

5. Transition: 1990’s

6. Transition: 1990’s Map community resources Wrap-around services Community-based transition case managers Youth employment counselors Mental health * substance abuse * families issues Pre and post release planning

7.  Bring stakeholders to the table Police, sheriffs depts., district attorneys, county or city Supervisors, commissioners, juvenile and superior court judges, probation, schools, labor councils, faith-based groups, unions, community organizations, family and youth service providers…

8. What We Learned We can make system-wide changes, but…. It’s not cheap It requires great effort Has a zig-zag growth curve It’s difficult to sustain efforts Turn over of ‘players’ Tight budgets Political change In prior legislation terms were descriptive but not put in definitions. The only prior terms defined were Secretary and State. In prior legislation terms were descriptive but not put in definitions. The only prior terms defined were Secretary and State.

9. Transition for the Next Decade Effective leadership is vertical…horizontal…and non-traditional Symbols and substance important Resistance is not just entrenched thinking, fearfulness or complacency Personal and organizational learning and problem solving Only 1/3 of children and youth experiencing homelessness live in shelters. There are several reasons for this. Shelters may not exist in some areas, such as rural areas and suburbs. Also, shelters often turn people away because they are full—52 percent of all requests for emergency shelter by families went unmet in 2001, according to the U.S. Conference of Mayors. Many families arrange to stay temporarily with friends or relatives or live in low-rent hotels, cars, campgrounds, or abandoned buildings. Runaway and throwaway youths frequently “couch surf.”Only 1/3 of children and youth experiencing homelessness live in shelters. There are several reasons for this. Shelters may not exist in some areas, such as rural areas and suburbs. Also, shelters often turn people away because they are full—52 percent of all requests for emergency shelter by families went unmet in 2001, according to the U.S. Conference of Mayors. Many families arrange to stay temporarily with friends or relatives or live in low-rent hotels, cars, campgrounds, or abandoned buildings. Runaway and throwaway youths frequently “couch surf.”

10. Transition for the Next Decade Requires continuous support Institutionalize effective practices Empower cross-team management Think globally-act locally Term” unaccompanied youth” is new in legislation. Addition of migratory children is new in legislation. The statute places no time limit on being considered homeless. Term” unaccompanied youth” is new in legislation. Addition of migratory children is new in legislation. The statute places no time limit on being considered homeless.

11. Because The Laws Say So Section 1401 in NCLB JJDP Act, Title II IDEA Sub Part 14, Section 5541

12. It Really Is the Law! Section 1401 of NCLB includes the requirement to provide services needed to make successful transitions to further schooling and to prevent students from dropping out of the education process. Youth in facilities that are for neglected or delinquent youth must be prioritized by their SEAs in an effort to assure their ability to compete with their non-institutionalized peers.

13. It Really is the Law x 2 Title II of the Juvenile Justice and Delinquency Prevention Act of2002 requires states to provide comprehensive juvenile justice and delinquency prevention programs that meet the needs of youth through collaboration with other agencies and local systems before which youth may appear, including school, cw, mh, health care orgs, law enforcement agencies, courts, etc. It specifically requires:

14. It is the Law x 3 The Individuals With Disabilities Education Act ensures that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living. (Parts B & C of IEP Process) IDEA requires transitions plans be included for special education students 14 years old and older. It also requires that plans for children over 16 include vocational plans

15. 2007 Working Together to Improve Transition for At-Risk Youth: Title I, Part D Joyce L. Burrell, Project Director National Evaluation and TA Center for the Education of Neglected, Delinquent and At Risk Youth American Institutes for Research January 29, 2007 Long Beach, CA

16. Who are the N or D children? Neglected & Out of Home 543,000 per year Ages 0–18 Disproportionately poor and minority Removed from home Medical neglect Educational neglect Emotional neglect Physical Abuse Sexual Abuse Emotional Abuse Combined categories nccands, 2003 Delinquent & Out of Home 110,000 held on any day 2.5 million arrests per year 1.6 million formally processed Guilty of a crime 75–90 percent use illegal substances 69–70% have a diagnosable mental health problem other than conduct disorder 37% have special education Disproportionately poor and minority Incarcerated Correctional facility Detention center Group home Camps (OJJDP, ncjrs 2005)

17. Title I, Part D: Focus on What Works Improve transition services Make students returning from correctional facilities a priority Provide technical assistance to SEAs Increase Accountability for Student Performance Develop a uniform evaluation Close the Achievement Gap for Disadvantaged Students Add to the consolidated application for funds a narrative section to describe how SEAs are prioritizing the return. (heavy wt) 2. In the states that do test these youth, their test scores have been flat or showing a downward trend, which makes them less desirable by community school principals who have AYP hanging over their heads. No, they do not have to average their grades in the year they return, but the first full school year the youth are back. “What Incentive to take these low performing youth who tend to be several grade levels behind in their core courses.” 3. Research shows that youth who are engaged in school or work 6months after leaving a juvenile correctional facility are more than 3 times more likely to remain engaged and out of the juvenile system one year after exit than youth who are not ENGAGED. Dr. Michael Bullis, Dean of the College of Ed at the University of Oregon and Prin Inv at the Institute on Violence and Destructive Behavior. Probed the DOE client to add a requirement to assist states with Mentoring and Family Involvement – added to the last RFPAdd to the consolidated application for funds a narrative section to describe how SEAs are prioritizing the return. (heavy wt) 2. In the states that do test these youth, their test scores have been flat or showing a downward trend, which makes them less desirable by community school principals who have AYP hanging over their heads. No, they do not have to average their grades in the year they return, but the first full school year the youth are back. “What Incentive to take these low performing youth who tend to be several grade levels behind in their core courses.” 3. Research shows that youth who are engaged in school or work 6months after leaving a juvenile correctional facility are more than 3 times more likely to remain engaged and out of the juvenile system one year after exit than youth who are not ENGAGED. Dr. Michael Bullis, Dean of the College of Ed at the University of Oregon and Prin Inv at the Institute on Violence and Destructive Behavior. Probed the DOE client to add a requirement to assist states with Mentoring and Family Involvement – added to the last RFP

18. Making the Transition Easier No Child Left Behind, Title I, Part D, requires schools to make children and youth returning from corrections a priority Share accountability with other system partners Re-entry/transition supports are funded by education and Office of Juvenile Justice & Delinquency Prevention Support also exists in the Department of Labor

19. Eligible Uses of Funds Include Transition services and programs that serve children and youth returning to local schools from n or d institutional facilities Dropout prevention programs which serve at-risk children and youth pregnant and parenting teens children and youth who have come in contact with the juvenile justice system children and youth at least 1 year behind their expected grade level migrant youth immigrant youth students with limited English proficiency gang members Coordination of health and social services Vocational and technical education, special education, career counseling, curriculum-based youth entrepreneurship education, and assistance in securing student loans or grants for postsecondary education Programs providing mentoring and peer mediation

20. Who’s At Risk of Being Arrested? 20% of students with emotional disturbances will be arrested before leaving school, compared to 6% of their non-ED peers (Chesapeake Institute, 1994) ED—3–5 years after school—58% arrested LD—3–5 years after school—31% arrested 1 in 3 previously in special education will be arrested

21. Successful Transition is a Goal of Correctional Education In Juvenile Justice To insure that youth returning from correctional institutions are prepared to return to society and resume educational services in their home communities. To reduce the fiscal and social consequences of recidivism. To facilitate the acquisition of knowledge, skills and attitudes to be successful in society.

24. Transition is a General Goal of Correctional Education? Enhance cognitive skills Enhance social skills Enhance independent living skills Improve outcomes for youth in transition from a juvenile correctional setting to school, work or vocational training Improve communication between youth and systems s/he will be served in

25. More Basics on Transition Written Procedures for the following transition actions: Exchange of Information (transfer of records prior to a student’s move from one place/jurisdiction to another) Joint Program Planning before Transition Feedback after each change of placement Specific pre-release programs/transition (social skills, survival skills, independent living skills, pre-employment training, safety plans and law related education). Edgar et al., 1987; Maddox et al., 1984; Nelson, Rutherford & Wolford, 1987; Coffey & Gemignani, 1994

26. Infrastructure Partners Child Welfare Juvenile Justice Education Mental Health Substance Abuse Primary Care Families Community Adult Corrections Parole/Probation Courts Faith-based Community

27. Other Things That MUST Be in the Transition Plan Housing and/or Independent living Financial Plan Therapy Plan Daily living skills Personal relationships (family/mentor) Community resources (System of Care/school/work/employment training/) Safety Plan/Crisis Plan Health and fitness Leisure and recreation Related service providers

28. Portfolio Components Arizona Transition Project, ASU Academic Assessment Vocational Assessment Transition Interview Resource Packet Vital Records Social Security Card Birth certificate Immunization records Resume Special Education Rights Special Education Records Copy of IEP Copy of Psychoed Transcripts Credit Analysis Certificate, diploma, GED Work samples

29. What we know about the benefits of coordinated transition planning Identifies best practices for transitioning youth to and from short and long term placements like alternative schools, group home schools and juvenile detention & correctional facilities Increases rate of returning to school Increases probability of wise use of scarce resources Provides vehicle for communication between all stakeholders Increases successful community integration/reintegration

30. Successful Transition from a Correctional Education Setting to a Community School Must Include: Involvement by the youth, family and representatives of all systems/agencies involved in the youth’s life A transition plan based on the Needs, Interests and Preferences of the Youth and his/her family All support services needed by the youth Caring adult, advocate or mentor who prioritizes education to help the family carry out this complex responsibility.

31. Contacts Gary Rutkin, Federal Program Manager Title 1, Part D Gary.Rutkin@used.gov Joyce Burrell, Project Director jburrell@air.org (202) 403 - 5610 www.neglected-delinquent.org www.air.org American Institutes for Research 1000 Thomas Jefferson St., N.W Washington, DC 20007 (202) 403-5000